CYP Core 3.4: Support children and young people’s health and safety. 1, Understand how to plan and provide environments and services that support children and young people’s health and safety. Describe the factors to take into account when planning healthy and safe indoors and outdoors environments and services Factors to be considered for indoor environments include: Space – is there enough space or room for the pupils to achieve what they should, does furniture need moving if perhaps the class were having circle-time Accessibility – if a pupil is in a wheelchair they need to have as much access to the classroom facilities as others. Furniture and resources may need to be moved. Light – may need to be adjusted accordingly if a child or young person is visually impaired Sound – some pupils may be sensitive to sound, for example, a child on the autistic spectrum.
The child will learn to share toys and develop a better vocabulary by listening to others talking. There is also a risk of stress by the child feeling unsafe this can lead to them isolating themselves from the group and not trying to mix with others, this can be hard as they won’t have their parents or career there for support. Another predictable life event is when we leave home/leaving care. The positive learning that they will get from this will be a sense of independence and maturity. They will have to learn to make their own decisions and be responsible for more house work such as cleaning, shopping and general house duties.
Often, the display should be the representation of the children’s own work. However, posters, published materials or good quality photographs can be used when the children’s own work is not available. The display should always have a clear title, a year group label and should have a short explanation of the task / learning objective. In order to enhance and enrich the displays, all the labels could be printed by school staff or children using their computer skills. It is also important that the class teacher uses a range of questions to draw attention to the display and encourage interaction.
Cyp3.4-A healthy and safety booklet for early years staff. 1.1- A description of the factors to take into account when planning healthy and safe indoor and outdoor environment and services. There are lots of important principles to take into consideration when planning healthy and safe indoor and outdoor environment for children and young people. We must take into consideration that every child/ young person has their own individual needs and we must make sure we meet their needs but depending on their age and stage of development and their abilities, for example: A child who uses a wheelchair will need ramps to be able to get in and out of the setting and will need space to move around the setting. A 2 year old may use the space differently to an 8 year old.
What are the documented outcomes for children that form part of the relevant early years framework and how are they assessed and recorded? The aim of the EYFS is to ensure that all children- notwithstanding their background, gain access to quality and consistent early year’s education. To make this possible, a series of documented outcomes is given for each of the seven areas of learning and development of the EYFS. These outcomes are called the Early Learning Goals. These goals are important as they form the building blocks for children’s later education and they make available the basis for planning and learning throughout the EYFS.
Ratios of Staff to Children should also be met to meet current requirements. Light: Classrooms should, where possible, have sufficient natural light, to ensure that children can work without discomfort. If this is not possible or natural light is not sufficient, then alternative light sources should be those that do not cause discomfort, after a prolonged period eg, fluorescent bulbs. Noise: The level of noise around a classroom should be taken into consideration, as this can cause distractions and cause an area of work to become unsuitable. If planning physical play the age and physical development will be the main factors to take into consideration, as older children usually need less stringent supervision than younger children who may still be unsteady on their feet and lacking in co-ordination skills.
1.2 DESCRIBE WITH EXAMPLES HOW TO BEHAVE APPROPRIATELY FOR A CHILD OR YOUNG PERSON’S STAGE OF DEVELOPMENT? First impressions are important for everyone not only child but for parents and people we work with. Children of different age will need varying levels of attention; some may be more advanced than others. Children with “special needs” will need more help. When we work with infants at nursery to help them with basics vocabulary and numeracy we need to choose media that will help them understand.
It is also important to have the right materials for teaching and making sure everything is developmentally appropriate. Do not lay out a broken ball for the children to play with and expect them to be happy or not fight about it. Make sure that all the material in the classroom has a home and it is clearly marked for children to see to encourage clean up and independence. "When you’ve finished arranging everything, you should be able to survey the whole room from anywhere you stand. If all the children can see you, your very visibility will deter challenging behavior; if you can see all the children, you’ll be well situated to detect early triggers and head off challenging behavior before it starts" (Rasminsky, 2012, p 153).
Supporting Teaching and Learning in Schools Certificate Level 3 QCF Unit 2: Understand How to Safeguard the Wellbeing of Children and Young People. Assessment Criteria 2.1.1 Outline current legislation, guidelines, policies, and procedures within own UK Home Nation affecting the safeguarding of children and young people. The main piece of legislation that covers the guidelines, policies, and procedures in relation to safeguarding of children and young people in England is The Children Act 2004. Its predecessor was The Children Act 1989 which established the principles of safeguarding children with regards to parents and those that work with children. The 2004 Act, laid down a number of legal requirements such as closer working relationships between the agencies e.g.
Children Act 2004 - This provides the legal framework for Every Child Matters. It includes the requirement for: Services to work more closely, forming an integrated service. Every Child Matters 2003 – Be healthy, stay safe, enjoy and achieve, make positive contribution, achieve economic well being. Nurseries must develop a range of policies which ensure the safety, security and well-being of their children. These will set out the responsibilities of staff and the procedures that they must follow.