...The main current legislation, guidelines, policies and procedures within own UK home nation for Safeguarding children and young people. (REF 1.1) The main current legislation for safeguarding children and young people are: - Children Act 1989 - The Children Act (Every child matters) 2004 - Protection of Children Act 1999 - Data protection Act 1998 - Safeguarding vunerable group Act 2006 - Sexual offences Act 2003 - Criminal justice and court services Act 2000 - Equalities Act 2010 - Data protection Act 1998 non-statutory guidance - United Nations Convention on the rights of the child The main current guidelines for safeguarding children and young people are: - Working together to safeguard children The main current policies and procedures for safeguarding children and young people are: - Child Protection Policy Child protection is part of the wider work to safeguard and promote the welfare of children and young people. It refers to the activity that is undertaken to protect specific children who are suffering from any form of abuse or neglect. It also involves protecting children and young people from maltreatment and preventing impairment of a child’s health and development by ensuring children are raised in positive circumstances by providing safe and caring environments. Parents or carers who fail to protect or care for their children could then be taken to court and the child be then removed from the home and placed into care. Wider forms of safeguarding...
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...1.1 Explain the policies, procedures and current guidance of the setting relating to partnership working At Little Tigers we are commited to working alongside parents in the provision for their childs individual needs to enable us to help the child to develop to their full potential. The nursery is also commited to working with any child who has a specific need or disability and making reasonable adjustments to enable every child to make full use of the nurserys facilities. At Little Tigers we feel it is very important to find out as much as possible about a paticular childs condition and the way it may affect his or her early learning by ; - Liasing with the childs parents - Liasing with any professional agencies - Attending any review meetings...
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...E1 and E2: • Describe three different types of settings which provide care and education for children in your area. • Describe how each of the types of setting identified in E1 aims to support children and their names. There are three different sectors which provide care and education for children in my area, these are: • Statutory Sector • Voluntary Sector • Private Sector Statutory provision: These are services that have to be available by law which are funded and provided by the government such as The Sure Start Programme, The Early Years Foundation Stage (EYFS), Children’s Centres, maintained nursery schools and nursery classes in primary schools. All of these services are free, as the child right to education. These services provide a wide range of education in different subjects. Nursery classes in lily’s primary school aims are to support and educate children by giving them the early education they need in order to be ready for primary school. Children are in small groups with the same age group as themselves; therefore they would build a relationship with other children as well as mix with others who have a different background/culture and beliefs. They usually start at 9am -11:30am or 1pm-3pm. Most nurseries have extended provisions to work with families such as after school clubs, breakfast clubs and even holiday clubs. Private provision: These services work independently and are profits making as they are funded through the fees. These services are not...
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...the necessary skills to develop: socially, emotionally, physically and creatively. Bruce (2004) explores the fact that play is a valuable tool for children to discover their environment and to learn about why things happen using all of their senses both indoors and outdoors. The hypothesis that will be discussed throughout this essay is how play is important in early development and learning and how it serves both the child’s individual needs and the future society in which they will live in. This will be discussed and explored through reference to historical play pioneers, legislation, policy and guidance and theoretical knowledge on the social, cultural and intellectual perspectives on play. The Early Years Foundation Stage (EYFS) Statutory Framework (2008), created under the Childcare Act (2006), gives all practitioners across England guidance on a play based approach to learning. Therefore, assuming children do learn by play, practitioners and professionals must deliver planned, purposeful play which has a balance between adult-led and child-initiated activities, as stated by QCA (2007). There should be a wide variety of different play methods that allows them to represent their own learning experiences. These opportunities provided for children in early years settings, need to enhance and develop all of their skills and abilities. This includes: communication with peers and other adults, exploring different environments that include taking risks, making mistakes and thinking...
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...learning, as having a set routine gives the child/children security as they are able to predict what will happen next. Being a Romani gypsy and Irish traveller living on the road causes people to have judgement on the family and their life style, which would cause them to not want to be involved in their child and young person learning and development. As practitioners creating a trusting relationship with their child’s and young person’s keyworker and/or teacher is very important in a child’s learning especially in the early learning stage as being in communication helps to provide the best outcome for the child and the parents as they are their child’s first educator. D2 Explain the relevance of the issues to the theme C1 Describe how your underpinning knowledge and relevant theories or regulatory framework enables you to understand the key issues in D1 As a practitioner I work under the early year’s foundation stage, to support partnership with families and multi-agencies in the early years setting. One of the main principles of the Early year’s foundation stage is positive relationships. Positive relationship is important Keyworkers can ensure that parents are involved in their child and young person’s learning and development by having daily diaries, drop in sessions and parents evenings. This allows parents to get involved in their child and young person’s learning, accommodating parents' and carers work schedules, language and cultural differences. Parents can do this...
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...of phonics. (YouTube) 2. Observe phonics teaching in KS1. 3. Obtain phonics teaching policy and review the phonics scheme that the school uses to teach phonics. 4. Read DfE core criteria key features for an effective systematic synthetic phonics teaching programme. 5. Identify key phonics vocabulary in NC. 6. Read academic and practitioner literature on effective phonics teaching. 1. Every weekend use the internet to observe phonics teaching. 2. Observe 1 lesson each week in placement 1. Arrange weekly. 3. During the first week ask KS1 or EYFS coordinator for the policy and scheme. 4. Obtain a copy online and print off. Review this weekly before each observation. 5. Obtain phase lists from KS1 coordinator during week 1. 6. Library search 22.09.15 Complete all actions in SE1 before SE2 in KS1. Score an average of ‘confident’ in phonics RPD self-assessment audit by the end of SE2. Fully understand and be able to explain the meaning of key phonics vocabulary. (179) Teaching Writing – Transcription, composition, vocabulary, grammar and punctuation (SPAG). 1. Create my own SPAG test. Allow a profile child to attempt the test. 2. Go through a SPAG test and highlight knowledge gaps – turn this into a glossary of subject gaps. 2.b. Plan SPAG lesson relating to subject gaps with mentor then deliver to class. 3. Discuss and plan a piece of writing with a child. Undertake a writing consultation and highlight SPAG. 4. Observe SPAG teaching in KS2...
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...English for Academic Purposes 1 (EAP 1) UK Education System Booklet Autumn 2015 Contents | Page | Tips for Using this Booklet | 3 | 1. Organisation | | Education System in the UK | 4 | 2. Funding | | Trends in education and schools spending | 8 | School budgets facing significant cuts | 10 | 3. Quality | | UK second best education in Europe | 11 | GCSEs to become more demanding and rigorous, says Michael Gove | 13 | 4. Comparison of UK education system | | The United Kingdom Education System in Comparative Context | 15 | Tips for Using this Booklet Choose three topics only: although the articles in this booklet cover a range of areas you only need to focus on three in your essay. You may choose to look at another topic not covered in this booklet but check with your tutor if you are unsure if it is suitable. Read selectively: the journal article in section 4 contains a lot of useful information about the UK as well as other countries. However, it is quite long and contains quite a lot of historical background information in the first few pages which will not necessarily be useful for your assignment. Use the sub-headings to focus on the sections that will be most useful to you. Use only relevant details: Be selective when choosing the information you want to include and make sure it remains relevant to the topic of the paragraph. E.g. If the paragraph is on the structure of the education system, do not start discussing any...
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...CURRICULUM REVIEW Search using the ref: 00045-2007DOM-EN Copies of this publication can also be obtained from: DfES Publication PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 555 60 Please quote ref: 00045-2007DOM-EN ISBN: 978-1-84478-883-5 PPSLS/D35/0107/14 © Crown Copyright 2007 Produced by the Department for Education and Skills Extracts from this publication may be reproduced for non commercial education or training purposes on the condition that the source is acknowledged. For any other use please contact HMSOlicensing@cabinet-office.x.gsi.gov.uk DIVERSITY & CITIZENSHIP You can download this publication or order copies online at: www.teachernet.gov.uk/publications Diversity and Citizenship Curriculum Review Review Group members Sir Keith Ajegbo retired in July 2006 as Headteacher of Deptford Green School, a multiethnic school with a strong reputation for Citizenship education. He is currently working as a coach on the Future Leaders Project, as a School Improvement Partner, and as an education consultant for UBS. He is also a Governor of Goldsmiths College and a trustee of the Stephen Lawrence Trust. Dr Dina Kiwan is a Lecturer in Citizenship Education at Birkbeck College, University of London. Previously she was seconded to the Home Office as the Head of Secretariat to the Advisory Board for Naturalisation and Integration (ABNI), carrying forward the implementation...
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...The impact of early education as a strategy in countering socio-economic disadvantage Research paper for Ofsted’s ‘Access and achievement in education 2013 review’ Professor Chris Pascal and Professor Tony Bertram UK Research Team: Sean Delaney, Selma Manjee, Marjory Perkins and Manja Plehn International Research Team: Alice Bennett, Carol Nelson, Sarina Razzak and Maureen Saunders Centre for Research in Early Childhood (CREC) © Centre for Research in Early Childhood (CREC) 2013 The views expressed in this report are the authors’ and do not necessarily reflect those of Ofsted. Any enquiries regarding this publication should be sent to Elizabeth Boulton at publishing@ofsted.gov.uk or Aviation House, 125 Kingsway, London WC2 6SE This publication is available at www.ofsted.gov.uk/accessandachievement. No. 130155-RR-005 In June 2012, Sir Michael Wilshaw, HMCI, stated his determination to address the issue of narrowing the gap of educational achievement between disadvantaged pupils and others. To support this intention, The Centre for Research in Early Childhood has been commissioned by OfSTED to conduct a review looking at the impact of Early Childhood Education (ECE) initiatives to combat social and economic disadvantage, both in the UK and internationally. This paper: Examines the impact of nati...
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