Unit 12 – Context and principles for Early Years Provision

Date20.01.14

Unit 12

Aims and Objectives

• Outline meaning of Every Child Matters • Explain the elements to the headings, to allow them

to be used in practice • Outline meaning of The Early Years Foundation

Stage• Explain the elements of The Early Years Foundation

Stage• Explain the legal status and principles of the relevant

early year’s framework/s, and how national and local guidance materials are used in settings.

Unit 12 element 1 - 1.1

What can you remember about Every Child Matters – ECM?

Unit 12 element 1 - 1.1

• Find your flowers that you created covering the ECM areas.

• Make sure that you have enough detail on the back to understand each element, this can then be gridded into your folder

ECM - Outcomes

Unit 12 element 1 - 1.1

What can you remember about The

Early Years Foundation Stage – EYFS?

Unit 12 element 1 - 1.1

The Early Years Foundation Stage is simply a framework which aims to ensure that all children attending early years settings, are kept safe and helped to thrive.

The EYFS has been developed directly from Every Child Matters.

It has the force of law given to it by the passing of the Childcare Act 2006.

Unit 12 element 1 - 1.1

• The Childcare Act 2006 implemented EYFS in England. It is a statutory guidance (what does statutory guidance mean?)

• In 2006 the EYFS joined together with other care and educational areas to follow and create one framework to follow

• In 2012 the EYFS changed how?

Key EYFS documents

The legal requirements and statutory guidance are contained in the booklet called Statutory Framework for the Early Years Foundation Stage.

The Practice Guidance for the Early Years Foundation Stage (Development Matters) provides just 16 pages of advice and information for meeting the requirements of the EYFS. The rest of the booklet contains information about learning and development and what practitioners should look out for, say and do and how to plan and resource activities.

Development matters is in place to support and follow to needed outcomes in Statutory Framework

At the end of year R, teachers assess the leaning goals under each areaNow complete Unit 12 - 1.1 question

Unit 12 – Context and principles for Early Years Provision

Date20.01.14

Unit 12

Aims and Objectives

• Analyse criteria that has been completed in a previous assignment and make changes were needed

• Identify criteria that will be covered when in placement

• Outline meaning of partnership working • Explain the partnership model for working with

carers• Explain the benefits of communication between

carers and nurseries• Justify the benefits of effective communication

Recap

Unit 12 element 1 - 1.2 and 1.3 were covered in your assignment please check that you are happy with your answers and grid in your folders

Recap

Unit 12 element 2 – 2.1, 2.2, 2.3 will be covered when you are on work placement please have a look

Unit 12 element 3 – 3.1

What is Partnership model of working

with carers?

Unit 12 element 3 – 3.1

Partnership model works around the theory of collaboration, coming together with understanding and effectives ways of

communicating. It's a way that helps to recognise how the very best outcomes can

happen for children when their care, development and learning provision ie. a setting, a home, individuals and groups/family all work

cooperatively.

Make notes was we talk about Unit 12 – 3.1

Unit 12 element 3 – 3.1

Identifying needs via a partnership /multi agency document, can happen though the Pre CAF assessment

check list and CAF common assessment framework which is shared with appropriate agencies.

Alongside the aims of home nation's early years framework - eg England's eyfs, Wales' foundation

phase, NI's foundation stage or Scotlands prebirth-3 & curriculum for excellence, children's progress is seen to

be greater when a partnership model of working together is supported: evidence based on EPPE project

Communicating with parents/ carers

Successful relationships become partnerships, when there is two-way communication and parents or carers and practitioners really listen to each other and value each other’s views to support in achieving the best outcomes for each child.

Nurseries have a responsibility to keep vital child data up-to-date, but parents or carers can be bad at letting you know when things change. This creates a real risk for your business, especially if that information relates to allergy, medical or emergency contact details.

Communicating with parents/ carers

What are the benefits of effective communication?

Benefits of communication• Parents or carers may find it easier to trust

the staff and so separation maybe easier • Parents or carers are more likely to share

significant information that may help us meet children’s needs

• Staff and parents/carers can find it easier to ask questions or make comments without being misunderstood

Benefits of communication• Parents or carers are able to become

more engaged with the care and education of their children – this can have a positive effect on the child achievement

• The setting is more likely to receive honest feedback, that could improve its resources or policies

Benefits of communication• Parents or carers are more likely to

access information that has been signposted to them

• Parents or carers maybe more willing to support in family days with their children

Unit 12 – Context and principles for Early Years Provision

Date20.01.14

Unit 12

Aims and Objectives

• Identify what partnership working is and how it can be used in practice

• Outline the benefits of partnership working • Identify considerations that would need to take into

account for a partnership model • Explain potential barriers to partnership working • Justify communication methods when supporting

parents and nursery staff • Analyse responses to case studies • Describe a variety of ways to communication with

parents/carers

Unit 12 element 3 – 3.2

What considerations would we need to take into account for a partnership model and

its potential barriers?

Unit 12 element 3 – 3.2Communication - language, use and access to technology eg. phone, email, literacy skills

Confidence and self esteem - anyone with less confidence, sense of worth and value may feel uncomfortable/incapable of imparting their ideas, views and opinions.

Obligations of work - time, income all have a bearing on how active a parent/carer can be in a partnership model.

Learning disabilities and culture - can impact on relationships with care providers as an expectation to work together may be unexpected, unfamiliar, cause suspicion and be unwelcome it is also possible an appearance of professionalism creates a barrier, anxiety and withdrawal.

Understanding equal opportunity, equality and inclusion in participation - whilst this is a practice approach that may be extended to all it may not be taken up by individuals in the same way. Now complete Unit 12 - 3.2 question

Unit 12 element 3 – 3.3

Role play and reflect in practice activities

Unit 12 element 3 – 3.3. The benefits of parents and practitioners working together

Unit 12 element 3 – 3.3

Create a board blast about as many different ways you could communicate with parents/carers to build on partnership working, explaining the benefits for each idea

Unit 12 – Context and principles for Early Years Provision

Date20.01.14

Unit 12

Aims and Objectives

• Explain how communication can beneficial to parents

• Outline multi agency working• Justify benefits to multi agency working• Analyse influence of the Victoria Climbie case and

how this supported the introduction of new legislation.

• Identify the meaning of good practice• Evaluate the need and benefit of working with

parents

Open evening

At the shopsCollecting and dropping off at school

A note home

A phone call

In a homework book

Home book

Parent helper

School trip

Awards

Special Assembly

Visits

EventsAccident slips

SEN targets

Workshops

Parents Evening

ProspectusSchool Reports

Unit 12 Element 3 – 3.4

What can you remember about multi

agency working?

Multi-agency working brings together practitioners from different sectors and professions to provide an integrated way of working to support children, young people and families.It is a way of working that ensures children and young people who need additional support have exactly the right professionals needed to support them.

Multi-agency working could involve anyone whose job or voluntary work puts them in contact with children, young people and their families. It is likely to include people from professional backgrounds including social work, health, education, Early Years, youth work, police and youth justice.

Because children, young people and family’s needs can be very different, the composition of a multi-agency team will differ from case to case.It is important each practitioner brings with them their own specialist skills, expertise and insight so that the child, young person and family gets the best support possible.

Multi-agency working

Multi-agency working

Benefits• Multi-agency working provides benefits for children, young

people and families because they receive tailor-made support in the most efficient way. The benefits of this include

• early identification and intervention• easier or quicker access to services or expertise• improved achievement in education and better engagement in

education• better support for parents• children, young people and family’s needs addressed more

appropriately• better quality services• reduced need for more specialist services.

Victoria Climbie

The death of Victoria Climbie in February 2000 prompted a large and thorough review of UK child protection services led by Lord Laming. This highlighted the importance of multi-agency working and information sharing in order to protect children and prevent them from harm.

Working alongside other agencies is extremely effective for improving outcomes for children due to the cross cutting themes that organisations are able to come together over. It’s by coming together to share information and raising concerns that we can increase the likelihood of protecting children from harm and promoting their welfare so that fewer children have to face the terrible circumstances of Victoria Climbie.

Good practice

The holistic multi-agency approach to meeting the needs of children is an essential element of Every Child Matters: Change for Children. This means achieving better coordination of the work of agencies that traditionally have provided discrete services to meet different aspects of the needs of children, young people and their families. Refugee children and families will benefit from schools working effectively with local partners and services.

Unit 12 Element 3 – 3.4

What multi-agencies did your placement work

with to benefits children and carers?

Parents/ carers

GP

Health Visitor

Early Years Action

Early Years Action Plus

School Action

School Action Plus

Social work

Early Years Practitioners

Youth work Police

Youth justiceNow complete Unit 12 - 3.4 question

Case Study

Working with parents case study