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.
Jane works in a foundation setting attached to an independent school .Jane is Key worker to 15 children and 3 of her children have ELL needs. Jane is committed to inclusion through mainstream schooling. She works alongside other professionals to enable all her children to benefit from the additional support, Although 2 children are taken out during the day for speech therapy 3. Why have you chosen this person as a good interviewee for the assignment? Jane is an early year’s practitioner who has worked in a nursery and works alongside me within an independent school setting which is attached to a primary setting.
Objectives to complete this goal: (1) Social worker will research and compile a list of daycare options available to Stacy; (2) Stacy will choose a daycare provider by 5/2/2011; (3) Stacy will complete all necessary enrollment paperwork or procedures for daycare by 5/9/2011; (4) Stacy will bring her two children to daycare and her oldest son to Head Start daily; (5) Stacy will approach her social worker with any questions or concerns she may have regarding the paperwork or enrollment process, or if additional assistance is needed. Micro goal: Stacy will continue her education. Objectives to meet this goal: (1) Social worker will research and compile a list of GED programs in the area; (2) Stacy will contact the GED facility of her choice by 5/16/2011 to schedule a date to take the GEP entrance exam in order to determine her readiness to begin GED classes; (3) Stacy will enroll in the GED Program by 5/19/2011; (4) Stacy will attend at least 85% of her GED classes from the beginning until the end of the program; (5) Stacy will attain her GED diploma following completion of the
Ages of children: From birth to 12 years of age. Qualifications of staff: Childminders need wide knowledge about children's development and how to meet the needs of children of a wide variety of ages, cultures and family backgrounds. It is strongly recommended that Childminders attend a pre registration course. Regulatory body: You must register with the Office for Standards in Education (OFSTED) if you want to be paid to look after children under 6 for more than 2 hours a day in England. There are two registers you must apply to, the Early Years Register to look after children aged 5 and under the Childcare Register to look after children from 5 to 7 both registers to look after children of all ages The Early Years Register is for children from birth up to the 31 August after their 5th birthday.
Nursery schools: Provide early learning and childcare for children between three and five years old. They are often based at Sure Start Children’s Centres or linked to a primary school. Preschools and playgroups: Usually run by voluntary groups providing part-time play and early learning for the under-fives. Three and four year olds can get their 15 hours of weekly free early year’s education at these providers. Day Nurseries: Often based in workplaces and run by businesses or voluntary groups providing care and learning activities for children from birth to five years old.
This approach is also a very important part of the government framework of Every Child Matters which states that we should be working together to achieve the best possible outcomes for children in our care. The Early years foundation stage, states that different professionals working together will help to improve outcomes for children both in their learning and development. So by sharing records or observations of a child by a professional such as a speech or language therapist may contribute to further assessment. Inclusion is an important
Child with Special Needs Observation Report 1 By April Arevalo Child 68 October 1, 2010 General Information Hawthorne Elementary School 705 West Hawthorne St Ontario, Ca 91762 Inclusive Early Childhood Education Program that is government funded for preschool age children (ages 3-5). This school (program) in an inclusive classroom that has placed students with disabilities in a normal classroom; “Majority of my disabled children have a hearing impairment, down’s syndrome, or a suspected form of autism, but these children are taught in a regular classroom, and have the capabilities to learn basic knowledge as any other “regular” child in this room!” as Mrs. Kamaski puts it. Mrs. Kamaski’s 3-year-old class, who is the head teacher Ms. Sutton, co teacher (seemed to mainly work with the disabled students) Tracie, aid Christopher Age 3 The child I chose to mainly observe is a 3-year-old boy named Christopher. Christopher has long dark shaggy hair, warm brown eyes, medium brown skin, and appeared to be of Hispanic decent. He had a red shirt with blue jeans, and Thomas the Train sneakers.
Nowadays all childcare centers have children-to-teacher ratios enforced by the State Board of Education depending on the age of the children, for example: infants age 6 weeks to 15 months have a ratio of 3 to 1 personnel, and toddlers age 15 months to 2 years have a ratio of 5 to 1 personnel. And with teacher assistants, one requirement is that a full-time teacher must be in the room at all times, guaranteeing your child’s safety in the arms of a trained professional along with the possibility of an educated assistant. As far as “under qualified” goes, the State also requires a certain amount of “training hours,” including workshops, etc., for employees to complete before they can be considered qualified. Teachers also must have a college education at the least, and preferably a degree in education. If a teacher applying to a job does not have either, he or she are simply not hired, or are fired once it comes to the State’s attention.
The Effects Teach for America Has on Student Achievement Sirrita Darby MC 401 Professor Gene Burns Teach For America (TFA) is a national, nonprofit organization that recruits recent college graduates, from the top colleges and universities in the United States, as well as experienced professionals from the U.S. workforce to commit to two years of teaching in low- income urban and rural public schools across the United States. TFA’s mission is “growing the movement of leaders who work to ensure that kids growing up in poverty get an excellent education.” The program does not require traditional teacher preparation to become a teacher. TFA engages in a thorough corps member selection process. Once selected,
But, the homes in low-income communities give little money in which these schools receive from property taxes. In results, these schools in those communities end up being poorly funded by the state and cannot afford good supplies or teachers. Strange gives the example of a school in Arkansas that was underfunded. In this situation of Lakeview, there was an uncertified math teacher that taught all the mathematics classes in that high school. However, the teacher only received $10,000 a year for teaching all those classes.