The EYFS seeks to provide in all early years settings, quality and consistency and a secure foundation through learning and development opportunities, this is achieved through planning and assessment ensuring that each child is able to make good progress. No child should get left behind and the needs and interests of each individual child are taken into account and are assessed and reviewed regularly. It also seeks to promote a good working partnership between parents and practitioners. It ensures all children have equality of opportunities by the use of anti discriminatory practice. The EYFS specifies requirements for learning and development and for safeguarding and welfare.
Q1a In 2006, in conjunction with The Childcare Act and The Every Child Matters agenda, the government became responsible for ensuring that free part-time early years education was made available to all 3 and 4 year olds in England for a maximum of 15 hours per week, 38 weeks of the year. This early years provision is different from Key stage 1 curriculum as it focuses on children learning through play as opposed to a more structured curriculum. This method of learning has been shown to be invaluable in learning progress. The establishments where provision for these services are available vary and some, such as Surestart Childrens centres, can provide support right from the birth of a child. This support includes day care, full and short term, advice on health issues and general support of parents, as well as providing early years education.
YP0006-03 SUPPORT YOUNG PEOPLE WHO ARE LOOKED AFTER OR LEAVING CARE. 1) Care matters 2006 Children in care must have a positive experience to achieve a good outcome. In order to do this certain standards need to be addressed and met. Such as: *Better support for those on the edge of the care system *Making sure there is a more consistent adult in each child’s life to fulfil the conutry’s responsibilities as corporate parent *Giving every child in care a stable, high quality placement *Getting every child in care a place in a good school and supporting them to continue in education post-16 *Securing support for all aspects of children’s lives outside school *Supporting children better to make the transition to adult life *Ensuring clear, strong accountability to make the whole system focus on the needs of these children. A Better Education for children in care 2003 The government’s long term policy objective is to ensure that every child in care is able to fulfil his or her potential.
Every Child Matters (2004) is from the children Act (2006) and is based around five expectations. “The programs goal is that every child has the support they need to stay safe, be healthy, enjoy and achieve, make a positive contribution and create economic wellbeing” (Tassoni P, 2007, p16). These support children by helping to provide a safe and healthy environment for them to grow up in and by insuring that all children are treat equally as adults follow the same guidelines for each child. This relates to my setting because we have two children who can only leave with their mothers and it also allows our SEN children to feel involved in all activities. ECM is important as it protects children from discrimination and harm.
Article 37 says no one is allowed to punish or degrade a child. Every Child Matters also state that children should be treated fairly and also given choices of what they want in life. the five out comes which mattered most to children and young people as stated in the Every Child Matters are: being healthy, staying safe, enjoying and achieving, making a positive contributions and economic well being. That is why it is important to have policies and procedures in all settings and it is our duty as practitioners to adhere by those policies and
Lisa mcculloch 30/1/14 unit 25 section 2 2.1 Safeguarding children and young people is so important because how children are treated can affect them their whole lives. Every child or young person has the right to live their life without being neglected or abused in any way. We have a duty of care to protect them. If they are protected they are more likely to grow up to be well rounded confident adults. 2.2 The importance of the children and young persons centred approach is to try and stop abused children and young people falling through the cracks, this has happened in the past when people have been to different hospitals or moved house.
Also, it was founded because children under the age of 18 require more special care and protection than adults do. This legislation is made up of four key principles. These are: Non-discrimination Best interests of the child Right to life and development Respect views of the child Applying this legislation to my setting promotes equality as it has been set up in order to meet the needs of each individual child within the setting. Also, children will feel valued in school as i treat each child equally and give them support needed to meet their individual needs. Children Act (2004) The Children Act was put in place in order to prevent harm from children and to ensure children are well.
Blair Parrott 27th December 2011 Standards 1 Show how you promote the principles and values essential for working with children, young people, their families and their careers. To ensure you have any understanding you must be aware of the unit’s ethos and adhere to their priciples. Having worked with clients for many years the most important factor I believe is the respect and understanding you are able to show an individual, and the ability to respect their individuality, difference and diversity. You need to understand that each child is different so what works for one may not work for another, you need to have patience with each child and must not push the principles at them, small steps daily I feel works better. Getting to know the person over a period of time I feel is vital, you can not push a relationship and must let it take it’s natural course whilst showing you understand the welfare needs of the individual and are able to put into practice those needs for the child.
As a result students and their families are reassured that any decisions taken by the school which may impact their child’s wellbeing are fair, should any grievance occur, parents know they have the right to access information such as any minutes on the decision the school took in order to challenge such decision. Transparency regarding financial matters, issues of equality or environmental practices also encourages fair and efficient managerial practices, making sure that funds are spent appropriately for the benefit of all the students. DPA ensures a parent’s right to access educational records within 15 days of it being requested. As well as keeping track of the accuracy, amount and time period that a school can keep information on their students. The act states that the information must be relevant and not excessive, processed fairly and lawfully and for limited purposes only.
The Childrens Act 2004 set out a national framework for looking after childrens services, at the same time they brought in the Every Child Matters framework which has five main outcomes and they are be healthy, stay safe, enjoy and achieve, make a positive contribution and achive economic well-being, this has had a huge impact on provisions for children and young people nationally. With Every Child Matters and community cohesion (bonding of the school and the local community) schools have been developing their role to become central to the community with projects like the extended schools programme with things like after school clubs, breakfast clubs, adult education and mums and tots groups. Q6c) Explain the roles of other organisations working with children and young people and how these may impact on the work of