Unit 11 – The Early Years Foundation Stage
The early year’s foundation stage (EYFS) is capable of capturing a wide range of children’s learning and development outcomes. It can be hard for some practitioners to observe and assess some children on how they are developing based on the child’s age. This challenge can apply to.
? Understanding how some children might demonstrate accomplishment at the level expected at the end of the EYFS
? How to capture the accomplishment of children whose development is judged to be at the ’emerging’ level?
Practitioners must address this challenge in order for children’s accomplishment to be accurately judged and recorded.
Equality Act 2010
This legislation makes sure that every child who is attending any nursery is of the same opportunities as any other child. Children are equal and have the same chances as everyone else including Age/Disability/ Gender and more. This act can impact on the setting as with employing staff to ensure they are the right one for the job as-well as checking the history of their work. Also by complying with certain things, such as disability access and by challenging discrimination in the practice making sure that everyone has an equal mind-set. This legislation links to the settings policies and procedures such as.
? Inclusion policy (Equal opportunities and Special Educational Needs)
? Recruitment and selection
? Staff induction
? Child registration form
? Behaviour management
? Bullying, Harassment Policy (Staff)
Children Act 1989 and 2004 – https://www.legislation.gov.uk/ukpga/1989/41/section/47
This legislation was put into place to make sure that every child has the right amount of interest to the child’s welfare and safety by making relationships between authorities and parents/carers by giving the child individual rights. Under section 47 of the Children Act 1989 places a duty on the local authority to make an investigation if they believe a child in their area is suffering or is likely to suffer from significant harm. The local authority must also decide whether to seek an order, provide services and/or review the case at a later date.
And with the Children Act 2004 it came from “Every Child Matters” and identifies five outcomes for children: Be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic wellbeing. This act can impact the setting by hiring the right staff, as staff they need to have awareness of the little things. Policies need to link into the EYFS outcomes and the setting has to have organisational Document. In section 11 of the Children Act 2004 places responsibility on key agencies to safeguard all children and promote their welfare. The act encourages agencies to share early concerns about the safety and welfare of children and to ensure preventative action before a crisis develops.
The safeguarding and welfare requirements of the EYFS, are designed to help providers create high quality settings which are welcoming, safe and stimulating, and where children are able to enjoy learning and grow in confidence. And in section 3.4 under section 3 The Safeguarding and Welfare
Requirements it states that “Providers must be alert to any issues for concern in the child’s life at home or elsewhere. This links to the Children Act’s, as the eyfs speaks about child protection and having staff awareness all the time to notice these things to make the process for the child easier and faster. This legislation links to the settings policies and procedures such as.
? All policies – especially safeguarding and includes allegation against staff.
? Whistleblowing policy
? Safer Recruitment policy
? Intimate Care policy
Data Protection Act 1998
This legislation was put in place to prevent confidential information and personal information being passed on without a person’s consent; in the case of children the consent must be given by the parents/carers. However they are a few exceptions to the act as copies for adoption and information that can cause harm to the child. This can impact on the setting as you will have to build relationships with the adults for parents’ consent to share the information, to make sure the storage of the data such as computer registers and the safety and who had access to the files. Children’s files as for security purposes, for example can they go home with the staff for any situation they are in. Staff files where they are kept and that they should be easily accessible and available for inspection by Ofsted if they need them or some for a certain reason. This legislation links to the settings policies and procedures such as.
? Data protection policy
? Confidentiality policy
? Application form recruitment
? Permission forms
? Storage of archival material
? Covers all documentations
Childcare Act 2006
This legislation introduces the Early Years Foundation Stage (EYFS). It’s a framework for the learning, development and care for children from birth to five, and making sure parents/carers have the best possible support to ensure their child will have the best. Settings have to follow the Statutory Framework for the EYFS and the Practice Guidance. And also with staff training making sure that they are of the right knowledge and understanding to make a good practitioner. This legislation links to the settings policies and procedures such as.
? All policies and procedures
? Complaints policy – Ofsted number and address.
? Behaviour management policy
Safeguarding Vulnerable Group Act 2006
The last legislation Safeguarding Vulnerable Groups Act 2006 was passed to help avoid harm, or risk of harm, by preventing people who are deemed unsuitable to work with children and vulnerable adults from gaining access to them through their work. Information on disclosure and barring arrangements under the Safeguarding Vulnerable Groups is where they make provisions for checking individuals seeking to work with children or vulnerable adults, and for barring those considered to be unsuitable for the position, whether in paid employment or voluntary work. This legislation links to the settings policies and procedures such as.
? All policies – especially safeguarding and includes allegation against staff.
? Whistleblowing policy
? Safer Recruitment policy
? Intimate Care policy
? Behaviour management policy
The requirements to early year’s settings and schools are set out in the Statutory Framework for the Early Years Foundation Stage (EYFS), which covers children from birth to age five (Department for Education, 2014b) and has legal foundations in the Childcare Act 2006. These requirements cover seven key areas of learning and development. Three of these areas are the prime areas, as they are particularly crucial for children’s capacity to learn, form relationships and thrive. These are:
? Communication and language;
? Physical development; and
? Personal, social and emotional development.
Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied. These are:
? Understanding the world; and
? Expressive arts and design.
The settings that are governed by the EYFS for all early year providers in England include maintained schools; non-maintained schools; independent schools; all providers on the Early Years Register such as nurseries and childminders. Vocabulary used in the EYFS is important to find the information which it’s divided into three sections one being the provisions for assignments and the legal requirements relating to safeguarding and welfare of children. And the last one is the learning and development requirements which set aims in each aspects of it.
Specific legal requirements relating to safeguarding and welfare
That the health, safety and welfare of each child, are of vital significance. Children learn best when they are healthy, safe and secure, when their individual needs are met, and when they have positive relationships with the adults caring for them. Each individual has a right to feel safe, secure and protected. And if not on the EYFS system it can lead to the setting being shut down as it doesn’t outline the legal requirements of the children and their specific needs. Making sure that they are always kept and being met by
The setting has a statutory duty to ensure that they meet the legal requirements to safeguard and promote children’s welfare. Their responsibilities are set out as follows:
? Child Protection – Keeping children safe, policies and procedures to ensure this is in line with the guidelines and procedures of BSCB.
? Suitable People – including Staff Suitability, Qualifications, Training, Support and Skills. Key Person and Staff Child Ratio’s
? Health – including Medicines, Food and Drink, Accident or Injury,
? Managing Behaviour – including a behaviour management policy must be in place and procedures adhered to.
? Safety and Suitability- of Premises, Environment and Equipment including Health and Safety Policy and Procedures, No Smoking Policy, First Aid Policy, Risk Assessments (including outings), Equipment and Environment checks.
? Equal Opportunities- including a policy and procedures which are implemented and effective.
? Information and Records – including Information about the Child, Information for Parents and Carers. A Complaints Procedure.
Good practice guidance
The development matters is the guidance that is implemented in settings using the EYFS helping support them in what they do with a bit of guidance. The section in ‘Development matters’ support the continuous assessment that practitioners must undertake. Of course, these sections are not intended to be in-depth different children will do different things at different times – and they should not be used as checklists. It’s divided into different pieces such as
? Describes the themes and the principles of the EYFS and how they support all the regulation.
? How to use the guidance to support the children’s development
? Features of effective learning and how they correlate to the other developments.
? Effective learning together with the key themes to give others guidance to get the most out of their child.
The Government monitors the extent to which early years providers satisfy the requirements of the EYFS through inspections carried out by Ofsted using the Common Inspection Framework. Ofsted inspectors assess and grade early year’s providers using the following four scales, which are then combined into an overall effectiveness grade
? Effectiveness of the leadership and management
? Quality of teaching, learning and assessment
? Personal development, behaviour and welfare
? Outcomes for children.
Inspectors will complete observations in the setting about every 3-4 years, looking at relevant paperwork, interview staff and identify how well the children are progressing when measured against the set criteria’s to see where about they are and if they are exceeding or just achieving the targets for that age range. The results are published of the website where its open for anyone to go and read and also the provisions are also to do with information that the setting provided such as number and hour. Their overall verdict will be made on a number of different provision requirements by a grading system which is
3. Requires Improvement
The overall structure of the EYFS
The EYFS framework sets the UK standards for learning, development and care for children from birth to five. The curriculum is built around four principles:
? A Unique Child
? Positive Relationships
? Enabling Environments
? Learning and Development
The scope and legal status of the EYFS including safeguarding and welfare requirements:
? Learning and development requirements
? The inspection of settings
? How the progress of children is monitored at
? The terminology used in the EYFS Framework.
? Applying the principles to early years practice.
Understand the education programme within the Early Years Foundation Stage
All areas of learning must be delivered through a curriculum that gives opportunities for play, active learning and creative thinking. Understanding the scope and basis behind each of the areas of learning. Understanding how areas of learning are linked with each other and the importance of ongoing assessment for planning children’s development and progress within the EYFS. Some areas of learning are broken down into separate elements which make up the ‘scope’ of the area. For instance personal, social and emotional development comprises self-confidence and awareness, managing feelings and behaviour and making relationships.
The prime areas of learning are:
? Personal, Social and Emotional Development
? Physical Development
? Communication and Language
Just as adults have preferred ways of learning about things and remembering new information, so do children. Babies will ‘mouth’ objects and young children need to touch. They will explore objects to see what they do – turning, pressing, shaking. They will copy adults and other children as they play with objects. They will point to and name objects and listen as adults talk about them. Knowing all this about children’s learning behavior will help learners plan activities to support their progress toward the EYFS early learning goals. Children grow and move on in their learning and development. Learners will be observing and assessing children’s progress regularly to ensure that they continue to plan activities and experiences that stretch and challenge children. The records that are kept will help learners and other practitioners monitor children’s progress and plan for their next steps.
Assessment in the EYFS is of two main types – on-going assessment which is what practitioners do on a daily basis to make decisions about what the child has learned or can do already so as to help the child move on in their learning – this is sometimes called ‘formative’ assessment because it informs the next steps that are planned with the child and the parent. Another type of assessment known as ‘summative’ assessment takes place twice in the Revised EYFS. Firstly when a child is between 24 and 36 months – outcomes of this assessment are recorded and parents and practitioners use the information gained to identify a child’s strengths and their learning needs; the second assessment takes place towards the end of the Early Years Foundation Stage when children are in the final term of the reception class. This ‘sums up’ all the different information from on-going assessments that have been made about the child. This information is added to a record of children’s achievement which is related to the Early Years Foundation Stage Profile.
Observation is referred to in several places in the revised Early Years Foundation Stage. Put simply observation is the practice of looking at and listening to children to find out how they are developing, what they like doing and what they are learning through their play and the experiences on offer. It is important that parents and practitioners share what they know about these three things so that they can decide whether the child’s development is at the expected stage, whether the resources such as toys and equipment are suitable for the child and to focus them on what to provide in future to support the child to develop new interests, learn new skills and acquire new knowledge.
Observations of children are vital. Because each child has a unique set of abilities and talents, observations in different situations capture this first hand. The starting point is always with the child. Observing what children choose to do, what their interests are and who and what resources they enjoy playing with, provides adults with reliable information about children as individuals. The Observing What a Child is learning approach in the Development Matters in the Early Years Foundation Stage document can support developing systematic observations. Observation also provides opportunities to gauge children’s needs and so more accurately plan next steps in their learning. Observations take place on a regular basis as part of daily routines. Discussing these with the child, their parents and team members gives a starting point for a holistic approach that will ensure that the child is always central to what is planned.
An essential part of the role of early year’s practitioners is to keep children safe and secure. Learners should be aware of the range of policies and procedures in their own placement settings. These ensure that children are kept free from harm – for example, the child protection policy, the health and safety policy and the behaviour policy. The areas covered under the safeguarding and welfare requirements of the EYFS are promoting good health, managing behaviour, staff : ratio, promoting equal opportunities and many more.
The foundation behind the requirements.
The requirements for:
? Safeguarding (including behaviour, staffing, recruitment, training and supervision)
? All aspects of health and safety
? Equality of opportunity
? Keeping information, records and reporting.
The overarching principles of the EYFS
There are four regulatory principles which should shape practice in early year’s settings. These are:
Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
Children learn to be strong and independent through positive relationships;
Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and
Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early year’s provision, including children with special educational needs and disabilities
All children learn best from experiences that are suitable for their stage of development. Play is the key to the way young children learn. Through play children can develop the confidence for learning, social skills needed for personal development and skills needed for writing, counting and exploring their environment. In that way children become more independent and are able to tackle simple problems. Finally, The EYFS is about the parent and their child working in partnership with the setting to ensure that the child’s needs are best met.
As principles are reflected within the education curriculum it’s important to link it to the EYFS at all times to keep practitioners on track and making sure they stick to it as unique child making sure that every child has some sort of evidence on the progress they are making and showing it to their parents; and also showing them how confident and independent their child id now at making positive relationships. With the unique child and the evidence provided and that all children are different they lean at different rates and making sure practitioners tweak the activities a little to fit the needs of other children that might not be able to do it in that traditional way. As for applying it into practice it is important to always show how you are doing so it can prove that you are applying the principles. Making sure that the setting complies with the legal side to the EYFS making sure it creates a stimulating environment which is fun and entertaining to the children which have to9 be carried out with the statutory guidance in mind which are.
? Health – Equal opportunities
? Accident or Injury – Staff: child Ratios
? Child protection – Qualification of staff
? Suitable people
Settings apply the principles into their practice with three ways planning for children, providing children with a key person and working with parents.
Planning for children should have a strong structure when planning activities which demonstration how the curriculum is controlled in meeting the child’s needs. As a child in the setting they should be assigned to a key person which they should have a strong relationship with them and their parent /carer. They should help the child with asking their parent /carer for any ways they can encourage them at home and making sure that the child is at the normal rate of development which in the Eyfs “but throughout the early year, if a child’s progression in any prime area gives cause of concern, practitioners must discuss this with the child’s parent /carer and agree how to support the child” and also ” they key person must seek to engage and support parent /carers in guiding their child’s development at home”. This is same with working with parents making sure that the child’s needs are met at home as-well as at the setting.
The aims of the EYFS
The standard of the EYFS is to make sure that the needs are met in the setting to help upkeep the child’s development and to the full potential and making sure the child doesn’t start to regress where the child go’s backwards in development. Promoting school readiness where the EYFS sets out to give children a good understanding of a variety of skills and knowledge that can help them when going into to school, The EYFS defines School Readiness as ‘the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.’ (Statutory Framework for the EYFS 2017). Promoting health, safety and safe guarding where the EYFS makes sure that every child is kept safe and healthy, whilst promoting their welfare which is the whole of section 3 in the EYFS. And also reducing inequality to make sure that every child is treated the same in support of learning and also in the classroom from other children and staff.
The seven areas of development for a child should be carried out by planned purposeful play which allows children to explore and experience things on their own. In the EYFS play is a huge part especially when planning around it as it helps build children’s confidence and helps children to interact and relate to others and to also think for themselves to work out complications on their own. With the seven areas of development children should have a goal for each of the areas has a duty to have achieved by the end of the reception year in order to progress. Children develop and learn in different ways. The framework covers the education and care of all children in early year’s provision, including children with special educational needs and disabilities. Practitioners teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development. They foster the characteristics of effective early learning Playing and exploring, Active learning and Creating and thinking critically.
Early child development shows that children learn more rapidly during their first three years than in later life; whilst all areas of learning are important and inter-connected, the three Prime areas that are crucial for igniting children’s curiosity and enthusiasm for learning, building their capability to learn and form relationships and to grow well. The specific areas will enable them to be self-motivated learners who are confident to succeed. Within the EYFS Framework practitioners provide activities and make assessment judgements based on the seven areas of learning: 3 Prime Areas and 4 Specific Areas. All of the three prime areas are there to support the children into a prepared start into school
? Communication and Language
? Physical Development
? Personal, Social and Emotional Development
? Understanding the World
? Expressive Arts and Design
Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play, and by taking part in play which is guided by adults. As children grow in confidence and ability within the three prime areas the balance will shift towards a more equal focus on all prime and specific areas of learning. This is where they start to interrelate as different activities that are set out can have a mixt of theses development areas such as at my placement the topic is shops and money so in the home corner they set up a little ty shop and have children be the cashier and some the customers and this has pretty much all the aspects to communication and language with having to interact and talk to the customers and physical where their using there fine motor skills to push in the numbers on the till and picking up the toy boxes and handing them over, to using their social skills to talk to another and asking questions to each other. And also having the specific areas as literacy with the manners they use and the vocab they have to use, also maths with the money counting each coins up to the total and also has understanding the wold as this is an every-day thing people do and it also has arts as the children made signs and the price tags. So topic based activities is a really good way and enables you to link everything together.
Communication and Language
Involves children being provided with the opportunity to experience a language rich environment; develop confidence in expressing their wants, needs and feelings and being able to speak and listen in a variety of contexts.
Involves children being encouraged to be interactive and active in their learning and develop control, coordination and movement. They are supported in understanding the importance of physical activity and how to make informed healthy choices at meal times.
Personal, Social and Emotional Development
Involves supporting children in developing a strong, positive sense of them, and of others; form strong attachments and relationships and develop respect for others to develop their social skills and learn how to effectively manage their feelings. This area also supports the children in understanding appropriate behaviour and develops confidence in their own abilities.
The early learning goals (ELG) are where at the end of their early years each child will be assessed against a number of key areas which are the ELG helping them achieve their goals before going into reception classes. “Early years providers must guide the development of children’s capabilities with a view to ensuring that children in their care complete the EYFS ready to benefit fully from the opportunities ahead of them.”
Some early year’s goals can be for all the different aspects of the development however these are for communication and language.
Listening and Attention – Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events, and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding – Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking – Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
If children don’t have goal they won’t be able to develop onto the next stage of where they should be, however if a child has most of typical behaviours for their age but hasn’t done maybe one they are allowed to see in the next age range what they have already done and if they have done most of them the practitioner can choose whether they can move up based on wherever they fit under so they won’t miss a whole age range and have gaps. for example in my placement a little girl who falls under the 22 to 36 months and is struggling with the physical aspect of things such as in the statuary framework for that age “squats with steadiness to rest or play with object on the ground and rise to feet without using hands” where as she gets back up she is very wobbly which shows that she needs to work on that to be able to move her up onto a higher task. So to make her progress and helping her achieve her target is placement plan an activity on what she is not so good at such as balance so maybe an obstacle course outside but yet also interesting her to make it less as a chore for her to do; going onto the 30 to 50 months doing “can stand momentarily on one foot when shown” which shows how she has come from not having balance to being able to stand on one foot showing her learning and development; however taking into account that all children learn and develop in different ways making sure that is recorded to give every child a fair chance to succeed.
In my placement to assure that they are meeting the expected age aims they use a planning sheet to implement goals for each child as they are all unique, this is a decent way of making sure everything is on track and organised and making sure by the end of the week that every child for that key person has been observed and made sure to be looked at not all at the same time. The planning is there to be made sur that every child has an opportunity to show what they are capable of. One weakness is that it can get piled up if not attended to and kept up to date with making it hard to refer back to and see the progress of the child. However being able to see and know exactly where that child is progressing will help with write ups. This links to how good id the planning as if kept up to date and checked regularly can be a really good way of doing so from my placement being organised.
Explaining how planning operates. My placement carries out planning effectively with theses planning sheets. This is for all of the week but I will be evaluating just Monday as it’s the same layout as the other days. Section A is he day of the week as it’s a weekly planning sheet. Box 1 it tells you whether you are planning for an activity in that day or in box 2 whether it is 5 mins special time. For the activity it is planning based on a group of children including the one that is being targeted for that day whereas the 5 mins special time is where the practitioner just sits with them alone to do an activity for roughly 5 mins. Box 3 & 4 are where you ad in the sort of activity you are going to do either in the morning or afternoon. Box 5 is the learning intentions where you write what you are as a practitioner going to do in that time to promote with the child such as maths; then for box 6 is where you write the areas & aspects of learning where it is referred back to the statuary framework in their age and the right development for example “begins to make comparisons between quantities” so we know to plan around her area of aspect coving the comparisons between quantities yet making it fun for that child to yet still interest them. And the child which is being targeted is written in box 7.in box 9 & 10 is a quick summary of what each child of that key person is doing on that day of the week. Yet still taking into account special education needs by adapting it to them and their needs and also diversity and making every activity and development target equal and the same for everyone.
Play supports a child’s holistic development play underpins all development and learning for young children. Most children play spontaneously, although some may need adult support, and it is through play that they develop intellectually, creatively, physically, socially and emotionally. However it is important to have balance with play in adult led activities making sure they both play together and not all one sided because children might struggle to do some things and need help from adults such as children in my placement they can put their shoes and jackets on but struggle to zip them up or tie their shoes up.
The EYFS requires practitioners to plan activities and play opportunities that will support children’s learning while supporting the areas of learning within the EYFS. Practitioners must plan carefully so that individual children’s needs are met and that the activities and play opportunities help children progress towards their early learning goals. Planning, observation and assessment contribute to supporting the learning and development requirements of children. Observing individual children carefully can help to identify what their needs and interests are. To ensure that practitioners meet the needs of individual children it is important that the follow the observation, assessment and planning cycle. Observation is when practitioners observe/watch children to understand their interests, needs and learning styles. Observing children is a useful process as it provides information which the practitioners can use to support the children when planning and preparing activities for them. Observations should be made in a range of contexts, for example they should be done during independent play, during every-day routines and also when the child is engaged in play with others.
When working with children practitioners need to carry out two main assessments of the children in their care, one is the EYFS progress check which is done at age two. The second assessment is the EYFS profile which summarises and describes a child’s achievements and is a record of their development. This profile is a record of the child up to the age of five up until the child leaves the nursery. These two statutory assessments check the children’s development against the seven areas of learning. The EYFS progress check requires the practitioners to make a summary of the child’s development, achievements and also state any targets or goals that need to be met in order for the child to make further progress with their development. The progress checks show the parents and practitioners any additional support that a child may require. The practitioners are required to review the children’s progress and also ensure that parents receive a written record, this will enable them to see what the child has achieved and what stage they are at with their learning and development. The key workers have the role to complete the progress checks for all of their key children. In some settings the practitioners set up parents evening where they discuss the child’s progress and also hand out the progress checks to the parents. This also gives the parents a chance to discuss their child’s learning and development and also share information or ask and questions. The progress checks are useful as they enable parents to see how they can support their child at home and also identify their needs and interest. In order to complete the progress checks the practitioners should use the findings from their daily assessments and observations that they complete on the child, this will help to give an overview on what a child can and cannot do based on their learning and development. The summary must include the information that the practitioner has gathered about a child over the period of time the child has been at the nursery. The early years profile is an assessment of the child that is done at the end of the foundation stage, practitioners must ensure that they complete a profile for every child at the end of the term. This assessment will normally be completed by the reception class teachers; it will be assessed against the seventeen learning goals which can be found in the EYFS. The early years profile will be completed using observations of the child that have been gathered on a regular basis. The profile will consist of targets that the child has met or need to meet during their time at the nursery. The practitioners must ensure that they share the early years profile assessment with the parents so support them so that they are able to understand their child’s learning and development. The parents will also be able to see what their child does within the setting and any progress they are making.
“Children learn best when they are healthy, safe and secure, when their individual needs are met, and when they have positive relationships with the adults caring for them. The safeguarding and welfare requirements, specified in this section, are designed to help providers create high quality settings which are welcoming, safe and stimulating, and where children are able to enjoy learning and grow in confidence.” For all settings it is essential to show they are meeting the requirements in their practice for
Childcare providers must take all reasonable steps to keep children safe and well. The EYFS requires early year’s providers to show consideration of the following eleven areas of safeguarding and welfare.
Child protection: being alert to any issues for concern in a child’s life and following appropriate safeguarding policies and procedures
Suitable people: checking the suitability of practitioners and other people who have regular contact with children
Staff qualifications, training, support and skills: ensuring staff are sufficiently qualified and have the knowledge and understanding necessary for their role
Key person: assigning a member of staff to build relationships with the child and parents in order to meet the child’s individual needs
Staff-child ratios: ensuring children are adequately supervised at all times
Health: promoting the health of children and implementing procedures regarding illness, infection, food and drink, and accidents
Managing behaviour: using appropriate strategies to manage unwanted behaviour
Safety and suitability of premises, environment and equipment: ensuring that indoor and outdoor space is fit for purpose and suitable for the age of the children and the activities offered
Equal opportunities: ensuring that every child has the same amount of support and guidance as the others.
Special educational needs: putting the necessary arrangements in place to support children with SEN or disabilities in accordance with the SEND Code of Practice
Information and records: maintaining records and sharing information with parents and professionals as appropriate to meet children’s needs
Each area carries specific requirements to guide childcare policies, procedures and practices.
the requirements for a safeguarding policy is put in place for setting to follow to it making it safe and secure for children by following 5 different measures such as Ofsted notification where if there is any suspicion of a child being abused should contact them right away as notifications will be carried out an advantage of this is that they are always alert and aware of any situation however a drawback is that the notification must be at least within 14 days and could be tough to track and get evidence. Staff training is another requirement where staff must be trained in being able to understand all the policies and procedures and have knowledge on safeguarding of children making sure they are safe enough to work in the setting such as a DBS check. In order to properly understand the settings procedures, verges and risks, it is important for Designated Safeguarding officer to attend the local LSCB training. In some areas the need to attend this training forms part of the local policy, to make sure that they can be responsible to safeguard in the setting to pass on information on to other staff. Staff must be aware of the safeguarding policies in their setting if in case anything happens to a child or any suspicions against such a thing as abuse they should be linked to the LSCB and can have allegations against their staff in the setting and can be done with whistleblowing. And also always following the “working together to safeguard children 2015” as all issues occurred in the setting can be explained in this statutory guidance. And can report to any local agencies.
“Providers must ensure that people looking after children are suitable to do so and fulfil the requirements of their roles.” When choosing people to be working with children all day it is important to make sure they are suitable such as having a DBS check and ensuring they are meeting the Ofsted requirements and also know a lot about the information such as the policies and procedures and the EYFS and the safeguarding of the children.
The EYFS says that each child must be assigned a key person. Paragraph 1.10 says the key person must:
? The key person must help ensure that every child’s learning and care is tailored to meet his/her individual needs
? Help ensure that every child’s learning and care is tailored to meet his/her individual needs
? Seek to engage and support parents and/or carers in guiding their child’s development at home
? Help families to engage with more specialist support, if appropriate
When a child begins to attend a setting, the provider must inform the parent/carer of the key person’s name and explain what the role involves. And can be helpful if a child is settling in making it such easier for them and gaining that self-assurance they needs. In my placement for the child’s key person they have for each them a display board with the key person’s name in the middle then a little section with the child’s name where they stick up pieces of work they have done related to the topic that term and also an observation from the planning sheets earlier. This can also have a difficulty as having self- assurance the child can form a really strong attachment and be very clingy to that person.
In early year setting child to adult ratios are very important as in the EYFS it states for under ones the ratio is 1:3 and two year olds 1:4. As in my placement I am counted as one of the staff as I am in their rotor as I will be asked to go into the other room as there were 9 children and 1 practitioner so I had to go in there to keep the ratios in balance. This shows because there were at the age of two years they need to have the right amount of adults to the children. Children must usually be within sight and hearing of staff. Providers must ensure that children are adequately supervised and decide how to deploy staff to ensure children’s needs are met. And this is why it is important to keep to the ratios that are provided.
Promoting equal opportunities in an early year setting is crucial especially where there are different cultures within the setting. The EYFS does not specify particular religious’ festivals that should be celebrated, but the requirement under Personal, Social and Emotional development is that children should be provided with experiences and support that help them to develop a positive sense of themselves and of others.
The early learning goals state that by the end of the EYFS, children should:
– have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others
– have a developing respect for their own cultures and beliefs and those of other people.
– understand that people have different needs, views, cultures and beliefs that must be treated with respect.
There have been concerns raised about settings working exclusively in languages other than English, but the EYFS expects practitioners to have a competency in English and that they should be supporting children’s developing skills in English communication, language and literacy. From my placement when all children are eating their tea there is some children that have a hala diet and as all the children sit together and eat, Jane the lady who prepares the food for the setting and she makes a separate dish for them however the same food but with the meat different .
Welfare of the child to make them not feel left out same with disabled children that if a child had any physical impairments that they can so the same activities as everyone else
http://www.educationengland.org.uk/documents/pdfs/2012-eyfs-statutory-framework.pdf – learning and development requirements Pg. 4
https://www.foundationyears.org.uk/files/2017/03/EYFS_STATUTORY_FRAMEWORK_2017.pdf – safeguarding and welfare requirements Pg. 16
http://slideplayer.com/slide/10520609/ – image 1