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UNIT TWO. IMPLEMENTING EARLY YEARS FOUNDATION STAGE.
The childcare Act 2006 was used to form the EYFS. It set out the statutory framework of the EYFS for assessment of settings beginning in September 2008. There are four principles/themes that are used in this.
A UNIQUE CHILD.
This is about the fact that all children and babies learn and develop at a different rate different ways often depending on their temperament and characteristics and effected by environmental factors and how important early relationships are to this. It says we should celebrate the diversity of individuals and communities and valve and respect these differences making sure everyone is included and welcomed and not discriminated against. We should support the child’s mental and emotional wellbeing while protecting them.
This is about how important a key person is to help the child feel safe and cared for. It emphasises how important it is for us to support a child’s learning by developing a positive relationship with parent’s then using that relationship to work together to further the child’s development on learning while acknowledging the feeling and wishes of each family and child with respect.
This is about supporting every child’s learning- planning activities that will challenge each child but making sure they are still attainable. You should consider current interests and observe them to ensure you are aiming the right tasks in the right way. You need to make sure the children have a safe and challenging environment both outdoors and indoors providing varied activities to explore.
LEARNING AND DEVELOPMENT.
This is about how children learn through playing both on their own, with peers and with adults. They learn through their own experiences and when provided with physical and mental challenges that engage them for periods of time. Playing with a wide range of resources they work out new ways of doing things and begin to work through problems coming up with questions, thinking critically and working out solutions.
We use EYFS in our setting by linking our observations on each child to them, we also use them to link up these observations with our progress trackers and summative assessments and plan our next steps of development for each child on them too. We then use these next steps of development to plan activities that will help the child towards achieving their next steps.
The early year’s foundation stage (EYFS) is a statutory framework that sets the standards for the learning development of children. All settings are required to use the EYFS to ensure children receive the development that is required to support their development and learning.
The EYFS has three prime areas of learning
Personal, social and emotional development
Communication and language
The prime areas of learning are the main characteristics a child should be meeting with the age range of birth to five years old.
An early years setting is inspected by Ofsted to make sure that the setting is delivering the EYFS, there are four key judgements of the inspection that Ofsted must make sure the setting is delivering, outcomes for each child in the early year’s foundation stage, the quality of provision in the early year’s foundation stage, the effectiveness of leadership and management and overall effectiveness, how well the setting meets the needs of the children. Inspections help support improvements in education by setting standards set by the government on reporting on performance. An early year’s advisor will come into a setting to assess and do a quality assurance scheme, a rag rating is then given of either red, amber or green to see if any improvements are needed before an inspection takes place. There is a grading scale that inspectors use which are grade one outstanding, grade two good, grade three requires improvement and grade four inadequate.
Children’s development is assessed every term by summative, summative trackers and speech and language trackers. Observations are completed daily on each child, from these we can see how the children are developing and we can see where they need guidance in their development, we can then plan the children’s next steps. Observations are watching and listening to children play and interact with others, through doing observations we can find out what a child enjoys doing and how they are developing.
The overall structure of the framework for the EYFS has three sections to it. Section one: requirements for learning and development that all providers need to know so they are able to organise their provision appropriately. Section two: requirements for assessment and section three: explains the welfare and safeguarding requirements that settings need to have in place. Children learn and develop when they feel safe and when their individual needs are met. The EYFS has safeguarding and welfare requirements in place for every setting so that children can develop to the best of their ability and grow in confidence. Settings must make sure children are safe. Child protection is a part of the safeguarding of children, practitioners must have a policy and procedure to safeguarding children. The safeguarding policy must contain the whistle blowing policy which is a procedure which has to be followed if staff members think a child is being treated unfairly within a setting. Practitioners must also make sure that staff members are up to date with their training and any changes to any of the policies and procedures. Providers must also make sure that their responsibilities are met under the safeguarding vulnerable groups act 2006. The EYFS safeguarding and welfare requirements are in place to prevent any harm to the children, Ratio (one adult to so many children) this is in place so each child gets the right care. Risk assessments are in place on both building and toys to prevent any harm to the children. Checking that the building is safe and secure. We check the toys to make sure they are not broken and can cause harm to the children. Child protection policy is in place under the safeguarding requirements to protect the children. Every staff member and committee member are DBS checked. We also make sure that all policies and procedures are up to date and all staff members are aware of any changes, staff training is always kept up to date, we, make sure that every staff member is aware of the whistle blowing policy, food hygiene also comes under the safeguarding and welfare as this protects the children when eating and keeping everything safe, we also follow a recruitment procedure to ensure that people we recruit are not a danger to the children. There’s also four specific areas of leaning of the EYFS which are: literacy, mathematics, understanding the world and expressive arts and design. The three prime areas of learning and development were set out by Clare Tickell in her review of the EYFS framework in 2011, Clare has found that spending more time interacting with children will promote creative thinking skills and language and communication. To encourage parents to be more involved in their child’s development at home. Identify additional needs as early as possible and to share progress in a child’s development with parents.ly year’s foundation stage, the quality of provision in the early year’s foundation stage, the effectiveness of leadership and management and overall effectiveness, how well the setting meets the needs of the children. Inspections help support improvements in education by setting standards set by the government on reporting on performance. An early year’s advisor will come into a setting to assess and do a quality assurance scheme, a rag rating is then given of either red, amber or green to see if any improvements are needed before an inspection takes place. There is a grading scale that inspectors use which are grade one outstanding, grade two good, grade three requires improvement and grade four inadequate.
Children’s development is assessed every term by summative, summative trackers and speech and language trackers. Observations are complet