FAQ Level 3 Diploma in Early Years Education and Childcare (Early … · 2020. 8. 4. · Childcare...

Level 3 Diploma InEARLY YEARS EDUCATION AND CHILDCARE (EARLY YEARS EDUCATOR)

Qualification SpecificationQualification recognition number: 601/3816/6Qualification Reference: L3DEYECEYE

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QUALIFICATION TITLE

Qualification Specification Qualification Recognition Number: 600 number Qualification Reference: L#A---

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Document details Document name FAQ Level 3 Diploma in Early Years Education and

Childcare (Early Years Educator) - Specification 601/3816/6

Purpose of document Qualification specification, component contents, assessment guidelines and information for centres.

Change applied to existing version

L3DEYECEYE_V1_07/11/17

Document owner Product Development Team Version history

New version number after amendment

Date amended Section Details of change/s

L3DEYECEYE_V2_13/06/19 June 2019 Throughout Administration updates, correcting typos, web links and Assessment Principles.

Contents

Centre Requirements ................................................................................................................ 1

1.1 Introduction ......................................................................................................................... 1

1.2 Data Protection .................................................................................................................... 2

1.3 Complaints ........................................................................................................................... 2

1.4 Enquiries............................................................................................................................... 2 Qualification Information ......................................................................................................... 3

2.1 Qualification Outline ............................................................................................................ 3

2.2 Guidance for assessors ........................................................................................................ 4

2.3 Method of assessment: ....................................................................................................... 4

2.4 Additional Information ........................................................................................................ 6

2.5 Progression .......................................................................................................................... 6

2.6 Assessment Principles .......................................................................................................... 6

2.7 Qualification Structure ......................................................................................................... 6

2.8 Barred Components and Exemptions .................................................................................. 8 Assessment Principles and Component Specifications ............................................................ 9

3.1 Assessment Principles .......................................................................................................... 9

3.2 Component Specifications ................................................................................................. 13

3.2 Assignment Tasks ............................................................................................................... 64

3.3 What the learner will need to know to achieve this qualification .................................... 86 Centre Information ................................................................................................................ 126

4.1 Centre Operations Manual .............................................................................................. 126

4.2 Initial Assessment and Centre Learner Support .............................................................. 126

4.3 Identification Requirements and Learner Authenticity ................................................... 127

4.4 Legal Considerations ........................................................................................................ 128

L3DEYECEYE_V2_13/06/19 (601/3816/6) Qualification Specification| 1

Section One Centre Requirements 1.1 Introduction Introduction to FutureQuals FutureQuals is forward thinking, learner and customer-focused, and committed to delivering inspiring learning and skills. Our Values “We are a Visionary, Supportive, Innovative and Professional Awarding Organisation that is committed to excellence.” Our Vision “We envisage a place in which every learner realises their full potential.” Our Mission “To provide respected and valued qualifications and assessment to enable quality assured learning.” FutureQuals is recognised to deliver regulated qualifications by Ofqual in England, CCEA Regulation in Northern Ireland, the Scottish Qualifications Authority (SQA Accreditation) and Qualifications Wales to offer a comprehensive and diverse range of qualifications across a wide range of vocational areas many of which are transferable across industries and sectors. A full list of FutureQuals current qualifications can be accessed at https://www.futurequals.com We have developed a genuine understanding and insight into all types of educational organisations, which ensures that we are highly responsive to their needs. We offer a wide range of benefits and support for our learners, our approved centres, and their assessment and quality assurance teams. FutureQuals offers a wide range of benefits and support for all of our educational products and services including:

• Vocational qualifications accredited by the UK regulators and recognised by employers, universities and professional bodies

• 24/7 online management systems for the registration of learners, ensuring highly efficient services and access to assessment and results

• A diverse range of qualifications • A flexible approach to assessment • A network of professionals who examine and quality assure our regulated qualifications and

assessments • Regular updates on new developments in education and training • Unrivalled customer service support and extensive guidance materials.

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Introduction to Qualification Specification Welcome to the FutureQuals specification for the FAQ Level 3 Diploma in Early Years Education and Childcare (Early Years Educator). The aim of this specification is to provide our centres with guidance to assist in the administration, delivery and assessment of this qualification. It is recommended that you study this specification in detail and become fully conversant with the procedures and accompanying documents. This specification is a live document and, as such, will be updated when required. Centres will be notified when changes are made. It is the responsibility of the approved centre to ensure the most up to date version of the Approved Specification is in use. This document is copyright but may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use. 1.2 Data Protection

FutureQuals is registered with the Data Protection Act and handles all data in accordance with the required procedures of the Act.

1.3 Complaints

FutureQuals aims to constantly monitor the levels of service provided and report on performance indicators on a regular basis. We will endeavour to be open about the levels of service we aim to offer all our customers. However, if we fall short of expectations or our own standards, we want to give the opportunity for those affected to provide feedback so we can put things right. Our Complaints Policy, which includes information on how to make a complaint, can be found on the FutureQuals website. 1.4 Enquiries Any enquires relating to this qualification should be addressed to: Future (Awards and Qualifications) Ltd EMP House Telford Way Coalville Leicestershire LE67 3HE Tel: 01530 836662 E-mail: [email protected] Website: https://www.futurequals.com/

mailto:[email protected]

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Section Two Qualification Information 2.1 Qualification Outline Purpose and Aims The FAQ Level 3 Diploma in Early Years Education and Childcare (Early Years Educator) prepares learners to become Early Years Educators within the UK early years workforce, providing them with the knowledge and skills to work with children from birth to 5 years. In addition, the learner will gain an understanding of the expected development of children aged 5 to 7 years. It will enable the learner to demonstrate an in-depth understanding of early years education and care, and show that they can:

• Support and promote children’s early education and development.

• Plan and provide effective care, teaching and learning that enable

children to progress and prepares them for school.

• Make accurate and productive use of assessment.

• Develop effective and informed practice.

• Safeguard and promote the health, safety and welfare of children.

• Work in partnership with the key person, colleagues, parents and/or

carers or other professionals.

The Total Qualification Time (TQT) for this qualification is: 650 hours Guided Learning (GL) for this qualification is: 495 hours Minimum credits required to achieve the qualification: 65 Suitable for age ranges: 16-18, 19+ Grading: There is no specific grading criteria for this qualification. Entry guidance: There are no formal requirements for entry to this qualification, but the following do apply:- a) To gain employment with this qualification in the Early Years workforce, the learner must have or

achieve a General Certificate of Secondary Education (GCSE) grade C or above in English language and mathematics or other suitable level 2 qualifications (which also includes level 2 functional skills). This means that learners who are currently working towards an EYE qualification (either stand alone or as part of an apprenticeship program) can count in the level 3 ratios if they hold a suitable level 2 qualification in English and maths once they have achieved their EYE qualification.

b) To participate in the apprenticeship framework the learner is required to have GCSE grade C or GCSE

(9-1) grade 4 or above in English language and mathematics before starting this qualification or other suitable level 2 qualifications (which also includes level 2 functional skills).


2.2 Guidance for assessors This qualification relates to the requirements of the Early Years Foundation Stage 2014 and its implementation within the early years provision. The assessor must follow the principles of assessment as laid down by the National College of Teaching and Leadership.

General 1. Check that the learner is registered for the EYE qualification before assessment starts. 2. Check that the learner understands the cycle of assessment; plan, judge evidence, feedback to learner. 3. Check that your learner understands what is meant by ‘holistic’ assessment. 4. Check that you know who your internal quality assurer is. 5. Check you have all documentation ready to assessment your learners.

Responsibility of the qualified assessor It is the responsibility of the qualified assessor to assess the evidence which the learner has provided and judge it against the assessment criteria for the component(s) being assessed.

The assessor will need to ensure that the evidence is valid, authentic, reliable, current and sufficient to meet the assessment criteria in the components being assessed.

The assessor must ensure that the learner has provided sufficient evidence to claim that assessment criterion has been met, in order to demonstrate that each individual learning outcome has been achieved.

Assessment decisions for competence based learning outcomes (e.g. those beginning with’ to be able to’) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment. See list qualification for assessors on page 15 of this document.

Assessment of knowledge based Learning Outcomes (e.g. those beginning with ‘know’ or ‘understand’) may take place in or outside of a real work environment.

Recording assessor judgement showing competence of learner The assessor must ensure that each assessment decision is logged in the learner logbook identifying clearly where the evidence for each assessment criteria can be found. Assessor must sign and date each assessment judgement of learning outcome achieved.

2.3 Method of assessment: Main sources evidence for assessment will be: 1) Direct observations – All learning outcomes that start with ‘Be able” must be assessed through direct observation of the learner’s everyday work practice in the learner’s workplace. This observation will be recorded and must identify learner competence against the assessment criteria in the component(s) being assessed. 2) Work products –This can include:

• plans prepared by the learner identifying the curriculum areas, planned activities relating to the individual child’s interest.


• Records of observations of child/children, including reviews of child’s/children’s progress and possible lines of development of next steps for the child/children. Records of Implementation and review of individual and group activities carried out by the learner with the child/children. Reviews of the existing policies within the setting, matching against the requirements of the EYFS and giving evidence of understanding of their role as Early Years Educator within the policy

• any other work products that the learner has produced for use in the workplace that relates to the components being assessed.

3) Assignments or tasks –The assignments that the learner can undertake are found in section 3.2. Some assignments cover one component; others cover 2 or more components. Each assignment is broken down into separate tasks, which enables the learner to help them provide evidence of knowledge and understanding that will meet a) the assessment criteria in the components being assessed and b) the rules of evidence by being valid, authentic, reliable, current and sufficient. Tutors/assessors can amend the tasks to suit individual learner needs. Should assessors need advice about tasks for individual learners please contact your centre external quality assurer. 4) Professional discussion – This is an agreed, planned, formal, in-depth discussion between the individual learner and the assessor to demonstrate the learner’s knowledge and understanding to show that they have met the assessment criteria in the components being assessed. The assessor is required to make notes of the discussion in order to meet the rules of evidence and provide evidence for the assessment criteria claimed. If the method of assessment includes formative assessments such as practical tasks, written questions, multiple choice/short answer and knowledge assessment tasks where supervision of a learner assessment is required, assessment must be undertaken in line with the requirements set on in the FutureQuals’ Instructions for Conducting Controlled Assessments policy. This document is published on the ‘Policies and Procedures’ section of the FutureQuals’ website. General points on evidence: Simulation is not permissible for any assessment criteria. Video or photographic evidence which includes children should not be used. Presenting work clearly Throughout this qualification, the learner will be required to demonstrate a good command of the English language, both spoken and written. Supporting Individual learner’s needs Although oral questions can be used as valid source of evidence it is important to ensure that the learner has fully met the assessment requirements for the learner to demonstrate a good command of written English language. Evidence Requirements for Future (Awards and Qualifications) - Level 3 Diploma in Early Years Education and Childcare (Early Years Educator) means that the learner must meet all the learning outcomes and assessment criteria identified in each component to achieve the full component. Evidence should be developed over a period of time and diverse assessment methods used.


2.4 Additional Information This qualification is regulated by the Office of the Qualifications and Examinations Regulator (Ofqual) in England https://register.ofqual.gov.uk/ It may be eligible for public funding as determined by the Department for Education (DfE) under Sections 96 and 97 of the Learning and Skills Act 2000. For information, regarding potential sources of funding please visit the following websites; https://hub.fasst.org.uk/Pages/default.aspx

https://www.gov.uk/government/organisations/education-and-skills-funding-agency https://www.economy-ni.gov.uk Alternatively, contact your local funding office. You should use the Qualification Accreditation Number (QAN) when you wish to seek public funding for your learners. Each component within a qualification will also have a unique reference number (Component Reference Number), which is listed in this specification. The qualification title and component reference numbers will appear on the learner’s final certification document. Learners need to be made aware of this detail when they are recruited by the centre and registered with FutureQuals. 2.5 Progression The FAQ Level 3 Diploma in Early Years Education and Childcare (Early Years Educator) can support progression onto a range of Childcare qualifications. 2.6 Assessment Principles The FAQ Level 3 Diploma in Early Years Education and Childcare (Early Years Educator) must be assessed according to the Joint Awarding Organisation Quality Group (JAOQG) EYE version 2 January 2014 Assessment Principles and Approaches to component/qualification assessment for qualifications approved by the National College for Teaching and Leadership (NCTL). 2.7 Qualification Structure To achieve the FAQ Level 3 Diploma in Early Years Education and Childcare (Early Years Educator) learners must achieve a minimum of 65 credits. They must gain 20 components from Mandatory Group M.

https://register.ofqual.gov.uk/

https://hub.fasst.org.uk/Pages/default.aspx

https://www.gov.uk/government/organisations/education-and-skills-funding-agency

https://www.economy-ni.gov.uk/


Group M – Mandatory

Component Number

URN Component Name Credit Value

Level

A A/506/2600 Understand supporting children’s development 5 3

B F/506/2601 Significance of attachment and how to

promote it when working with young children

5 3

C J/506/2602 Understand theoretical perspectives of young children’s development 4 3

D L/506/2603 Support children to develop holistically 3 3

E Y/506/2604 Support the development of early literacy and mathematics 4 3

F D/506/2606 Support young children through transitions and significant events 3 3

G

H/506/2607 Understanding current early education curriculum requirements and the importance of promoting inclusive practice

3 3

H H/506/2610 Planning, leading and reflection on the

delivery of the current early education curriculum

4 3

I R/506/4837 Provide learning experiences,

environments and learning opportunities for young children

4 3

J A/506/2614 Understand modelling and promoting

positive behaviour when working with young children

2 3

K R/506/2618 Understand supporting young children with additional needs 3 3

L D/506/2623 Assessment techniques within the

requirements of the current early education curriculum

3 3

M R/506/4840 Understand the importance of

continuing professional development for the Early Years Educator

2 3

N D/506/4839 Promote legal requirement of health

and safety and welfare of young children

2 3

O T/506/2627 Understand legal requirements on

safeguarding of young children in early years settings

3 3


2.8 Barred Components and Exemptions Components with the same title at different levels, or components with the same content, cannot be combined in the same qualification.

P

L/506/2634 Working cooperatively with key person, colleagues, parent/carer and other professionals within early years settings

3 3

Q R/506/2635 Plan and implement care routines

which promote health, wellbeing and healthy lifestyles

4 3

R Y/506/4838 Maintain accurate records, paperwork

and respond to accidents and emergency situations

2 3

S D/506/2637 Understand food and nutrition when working with young children 3 3

T H/506/2638 Provide play opportunities for young children in early years settings 3 3


Section Three Assessment Principles and Component Specifications 3.1 Assessment Principles

FutureQuals qualifications will always include Assessment Principles whether they have been developed by a Sector Skills Council (SSC) or FutureQuals own. The latest version of the generic Assessment Principles are available on the FutureQuals website and should be used in conjunction with any qualification-specific assessment principles. You can view the principles here: https://www.futurequals.com/assets/AssessmentPrinciples.pdf.

Any Assessment Principles specific to a qualification will always be re-produced in the specification they relate to.

All components in this qualification must be assessed in line with the Joint Awarding Organisation Quality Group (JAOQG) EYE version 2 January 2014 Assessment Principles and Approaches to component/qualification assessment for qualifications approved by the National College for Teaching and Leadership (NCTL). See below:- Early Years Educator Qualifications Assessment Principles

1. Introduction

1.1 This document sets out those principles and approaches to component/qualification assessment for qualifications approved by the National College for Teaching and Leadership (NCTL). The information is intended to support the quality assurance processes of those Awarding Organisations that offer EYE qualifications in the Sector. It should also be read alongside individual component assessment requirements where appropriate.

1.2 These principles will ensure a consistent approach to those elements of assessment which require further interpretation and definition, and support sector confidence. 2. Assessment Principles

2.1 Assessment decisions for competence based learning outcomes must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment.

2.2 Assessment decisions for competence based learning outcomes must be made by an assessor qualified to make assessment decisions.

2.3 Competence based assessment must include direct observation as the main source of evidence.

2.4 Simulation may only be utilised as an assessment method for competence based learning outcomes where this is specified in the assessment requirements by the individual Awarding Organisation.

2.5 Given the nature of work with children and their families, which may from time to time include sensitive situations requiring confidentiality/privacy, there may be a need to make use of an expert witness testimony as a source of performance evidence in the workplace. Expert witnesses can be drawn from experienced individuals who can attest to the learner's performance in the workplace.

https://www.futurequals.com/assets/AssessmentPrinciples.pdf


This may include line managers or other experienced colleagues from inside an organisation or from other agencies. This may prove particularly important for those learners who work unsupervised, but who have contact with a range of different professionals in the course of their work activities.

Expert witnesses must only be used for observation where they have occupational expertise for specialist areas or the observation is of a particularly sensitive nature. It is not necessary for expert witnesses to hold an assessor qualification, as a qualified assessor must assess the testimony provided by an expert witness when making summative assessment decisions.

2.6 Assessment of knowledge based learning outcomes may take place in or outside of a real work environment.

2.7 Assessment decisions for knowledge based learning outcomes must be made by an occupationally knowledgeable assessor.

2.8 Assessment decisions for knowledge based learning outcomes must be made by an assessor qualified to make assessment decisions.

3. Internal Quality Assurance

3.1 Internal quality assurance is key to ensuring that the assessment of evidence for components is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions.

4. Definitions

4.1 Occupationally competent:

This means that each assessor must be capable of carrying out the full requirements within the competency components they are assessing. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained through clearly demonstrable continuing learning and professional development.

4.2 Occupationally knowledgeable:

This means that each assessor should possess relevant knowledge and understanding, and be able to assess this in components designed to test specific knowledge and understanding, or in components where knowledge and understanding are components of competency. This occupational knowledge should be maintained through clearly demonstrable continuing learning and professional development.

4.3 Qualified to make assessment decisions:

This means that each assessor must hold a qualification suitable to support the making of appropriate and consistent assessment decisions. Awarding Organisations will determine what will qualify those making assessment decisions according to the component of competence under assessment. (List of acceptable assessor qualifications is on page 15 of this document)

4.4 Qualified to make quality assurance decisions:

Awarding Organisations will determine what will qualify that undertaking internal quality assurance to make decisions about that quality assurance.

4.5 Expert witness:


Evidence from expert witnesses must meet the tests of validity, reliability and authenticity. Expert witnesses will need to demonstrate:

• They have a working knowledge of the components on which their expertise is based • They are occupationally competent in their area of expertise • They have EITHER any qualification in assessment of workplace performance OR a

professional work role which involves evaluating the everyday practice of staff • They have current or recent (within the last 2 years) experience of working at or above the

level for which they are attesting competence • They can demonstrate appropriate, continuous professional development relevant to the

sector for which they are attesting competence • That they have no conflict of interest in the outcome of the evidence.


List of acceptable qualifications for assessors of the Early Years Educator qualification

D32 Assess Candidate Performance and D33 Assess Candidate Using Differing Sources of Evidence A1 Assess Candidate Performance Using a Range of Methods and A2 Assessing Candidates' Performance through Observation Level 3 Award in Assessing Competence in the Work Environment (for competence / skills learning outcomes only) Level 3 Award in Assessing Vocationally Related Achievement (for knowledge learning outcomes only) Level 3 Certificate in Assessing Vocational Achievement Qualified Teacher Status Certificate in Education in Post Compulsory Education (PCE) Social Work Post Qualifying Award in Practice Teaching Certificate in Teaching in the Lifelong Learning Sector (CTLLS) Level 4 Certificate in Education and Training Diploma in Teaching in the Lifelong Learning sector (DTLLS) Level 5 Diploma in Education and Training Mentorship and Assessment in Health and Social Care Settings Mentorship in Clinical/Health Care Practice L&D9DI - Assessing workplace competence using Direct and Indirect methods (Scotland) L&D9D - Assessing workplace competence using Direct methods (Scotland) NOCN – Tutor/Assessor Award


3.2 Component Specifications


Explanation of component format The diagram below introduces the content that is found in each component within this qualification. Included are the criteria set by the National Collage for Teaching and Leadership (NCTL) which form the structure of the Early Years Educator qualification.

Component identification: Component reference number:

Component Title

Level: 3 Credit value: 5

Links to Early Years Educator (EYE) Criteria: National College for Teaching and Leadership (NCTL) criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Learning Outcomes The learner will:

Assessment criteria The learner can:

1. Understand …….

1.1 1.2 1.3

2. Be able to……..

2.1 2.2

Additional Information The purpose and aim of the component:

Details of the relationship between the component and relevant NOS or professional standards or curricula.

Any requirements about the way in which a component must be assessed.

Guidance for developing assessment arrangements.

The number of guided learning hours (GL).

.

The criteria set for assessment to enable the learner to show competence for the learning outcome

The component title which describes the content of

the component

The criteria set by the NCTL for this qualification

The credit value of this

component

The Knowledge and skills that the

learners is required to

demonstrate

The number of recommended

learning hours for this component

The learning outcome number

within this component

Detail of the required assessment to show

competence

This section provides guidance relating to

the delivery and assessment of the

component.

The number given to the component by Ofqual, which will

be used to claim certification The letter given to

this component for easy reference

The academic level of the component

content


Component Identification: A Component reference number: A/506/2600

Component Title: Understand supporting children’s development


Links to Early Years Educator (EYE) Criteria: National College for Teaching and Leadership (NCTL) criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 1 Support and promote children’s early education and development 1.1 Understand the expected patterns of children’s development from birth to 5 years and have an understanding of further development from age 5 to 7

• Cognitive. • Speech, language and communication development. • Literacy and numeracy. • Physical. • Emotional. • Social. • Neurological and brain development.

1.3 Understand a range of underpinning theories and philosophical approaches to how children learn and develop, and their influence on practice. 1.5 Understand the importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances. 1.10 Promote equality of opportunity and anti-discriminatory practice. Section 2 Plan and provide effective care, teaching and learning that enables children to progress and prepares them for school 2.5 Engage in effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking. 2.6 Support and promote children’s speech, language and communication development 2.10 Understand when a child is in need of additional support. 2.11 Plan and provide activities to meet additional needs, working in partnership with parents and/or carers and other professionals, where appropriate. Section 3 Make accurate and productive use of assessment 3.1 Understand how to assess within the current early education curriculum framework using a range of assessment techniques. 3.2 Carry out and record observational assessment accurately. 3.3 Identify the needs, interests and stages of development of individual children. 3.4 Make use of formative and summative assessment, tracking children’s progress to plan next steps and shape learning opportunities. 3.5 Discuss children’s progress and plan next stages in their learning with the key-person, colleagues, parents and/or carers. Section 4 Develop effective and informed practice 4.1 Demonstrate a good command of the English language in spoken and written form.


Component A Learning Outcomes The learner will:


1. Understand the expected development of young children from birth to 5years.

1.1 Explain the expected development of young children from birth to 5 years in the following aspects:-

• Cognitive. • Speech, language and communication

development. • Literacy and numeracy. • Physical. • Emotional. • Social. • Neurological and brain development.

1.2 Identify links to development theorists which underpin the following aspects:-



1.3 Identify the expected Early Years Educators role in supporting the development of young children from birth to 5 years.

2. Be able to apply understanding of the expected patterns of child development for young children from birth to 5 years in the role of the Early Years Educator.

2.1 Observe and record observations of individual children and groups of children throughout the age range of birth to 5 years which cover the following development aspects:-



2.2 Record child observations to include: • A record of child’s activities and/or skills. • A record of discussion or interaction with

colleague and/or parent/carer and/or child.

• Reviews and evaluations against expected development norms.

• Links to the current Early Years curricula.


• Identification of possible lines of development/next steps, supporting the child to move forward.

• Links to relative theorist.

3. Be able to identify and support child developments showing a clear understanding of equality of opportunity and anti-discriminatory practice.

3.1 Extrapolate from child observations , evidence that the following has been fully included:-

• The child’s individual needs. • The child’s interests. • Equality of opportunity.

4. Understand further development of children age 5 to 7 years.

4.1 Explain the expected development of children age 5 to 7 years in the following aspects:-

• Cognitive • Speech, language and communication

development • Literacy and numeracy • Physical • Emotional • Social • Neurological and brain development.

4.2 Discuss the expected Early Years Educators role in supporting the development of children from 5 to 7 years.

5. Be able to demonstrate a good command of the English language, spoken and written.

5.1 Record information clearly and correctly showing a good command of the following:-

• Sentence construction. • Grammar. • Spelling. • Explanation. • Discussion.

5.2 Provide evidence of interaction or discussion with child and or parent/carer, and/or colleague.

Additional Information The purpose and aim of the component: To enable the learner to understand the role of

an Early Years Educator in supporting a child/ children’s development.


Learners need to work within:- • the requirements of the current Early Years

curricula • the requirements of current Inspection

authorities. Any requirements about the way in which a component must be assessed.

This component must be assessed in line with the Joint Awarding Organisation Quality


Group (JAOQG) EYE version 2 January 2014 Assessment Principles and Approaches to component/qualification assessment for qualifications approved by the National College for Teaching and Leadership (NCTL).


• Assessment must relate to the real work environment and the current expected role of an Early Years Educator.

• Simulation is not permissible. • Young children refer to children from birth

to 5 years The number of guided learning hours (GL) GL recommended 38


Component identification B Component reference number: F/506/2601

Component Title: Significance of attachment and how to promote it when working with young children


Links to Early Years Educator (EYE) Criteria: National College for Teaching and Leadership (NCTL) criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 1 - Support and promote children’s early education and development 1.2 Understand the significance of attachment and how to promote it effectively. 1.10 Promote equality of opportunity and anti-discriminatory practice. Section 4 - Develop effective and informed practice 4.1 Demonstrate a good command of the English language in spoken and written form. Section 6 - Work in partnership with the key person, colleagues, parents and/or carers or other professionals 6.2 Work in partnership with parents and/or carers to help them recognise and value the significant contributions they make to the child’s health, well-being, learning and development.

Component B Learning Outcomes The learner will:


1. Understand theory of attachment. 1.1 Explain attachment theory. 1.2 Discuss models of attachment.

2. Understand the significance of attachment and the role of the Early Years Educator in promoting it.

2.1 Analyse attachment theory in relation to the role of the Early Years Educator and current work practices. 2.2 Discuss the significance of attachment to children’s development and learning.

3. Be able to provide care and support for young children from birth to 5 years to enable attachment.

3.1 Develop and agree individual settling-in programs with parents/carer for a child new to a setting.

3.2 Plan agreed settling-in programs for different children which supports attachment for the following: • Birth to 12 months. • 13 to 24 months. • 25 to 48 months.

3.3 Implement an agreed settling-in program for a child which supports attachment.

3.4 Evaluate and record the outcomes of an agreed settling in program.

3.5 Reflect, review and make recommendations to improve and enhance the settling-in process.

4. Be able to provide activities for young children from birth to 5 years to promote attachment.

4.1 Plan activities for different children which support attachment for the following:- • Birth to 12 months. • 13 to 24 months. • 25 to 48 months.


4.2 Implement activities which enhance attachment for the following:- • Birth to 12 months. • 13 to 24 months. • 25 to 48 months.

4.3 Reflect, review and make recommendations to enhance attachment.

5. Understand how inclusive practice can promote attachment for children in the Early Years.

5.1 Summarise how promoting attachment can enhance equality of opportunity and

inclusive practise in early years care and education.

5.2 Identify the benefits of inclusive practice to children in early years provisions.

6. Be able to demonstrate a good command of the English language spoken and written.


• Sentence construction.

• Grammar.

• Spelling.


Additional Information

The purpose and aim of the component: To enable the learner to understand the significance of attachment within the role of the Early Years Educator.


Learners need to work within the requirements of:-

• The current Early Years curricula. • The requirements of working within current

Inspection authorities. Any requirements about the way in which a component must be assessed.

This component must be assessed in line with the Joint Awarding Organisation Quality Group (JAOQG) EYE version 2 January 2014 Assessment Principles and Approaches to component/qualification assessment for qualifications approved by the National College for Teaching and Leadership (NCTL).



• Simulation is not permissible.


• New to the setting includes children new to the provision and/or children moving rooms or groups within the provision.

• Young children refer to children from birth to 5 years.

The number of guided learning hours (GL) GL recommended 35


Component identification C Component reference number: J/506/2602

Component Title: Understand theoretical perspectives of young children’s development


Links to Early Years Educator (EYE) Criteria: National College for Teaching and Leadership (NCTL) criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 1 Support and promote children’s early education and development 1.3 Understand a range of underpinning theories and philosophical approaches to how children learn and develop, and their influence on practice. 1.4 Analyse and explain how children’s learning and development can be affected by their stage of development and individual circumstances. Component C Learning Outcomes The learner will:


1. Understand a range of child development theories.

1.1 Summarise theories and/or philosophical approaches to how children learn and develop for the following:- • Cognitive. • Speech, language and communication


1.2 Discuss the importance of theories and/or philosophical approaches which support children to learn and develop.

2. Understand how theories and/or philosophical approaches inform the Early Years Educator in their work role.

2.1 Explain how theories and/or philosophical approaches, influence the practice of the Early Years Educator in supporting children to learn and develop.

3. Understand how children’s learning and development can be affected by their stage of development and circumstances.

3.1 Analyse how children’s learning and development can be affected by the following:-

• Stage of development. • Individual circumstances.

3.2 Explain the effects for children’s progression taking into account the following:- • Stage of development. • Individual circumstances.

3.3 Identify the role of the Early Years Educator in supporting children’s progression.



The purpose and aim of the component: To enable the learner to understand the significance of development theories within the role of the Early Years Educator.


Learners need to work within:-

• The requirements of the current Early Years curricula.

• The requirements of current Inspection authorities.






to 5 years. The number of guided learning hours (GL) Recommended GL 30


Component identification: D Component reference number: L/506/2603

Component Title: Support children to develop holistically


Links to Early Years Educator (EYE) Criteria: National College for Teaching and Leadership (NCTL) criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 1 Support and promote children’s early education and development 1.6 Understand the importance to children’s holistic development of:

• speech, language and communication • personal, social and emotional development • physical development

1.10 Promote equality of opportunity and anti-discriminatory practice Section 2 Plan and provide effective care, teaching and learning that enables children to progress and prepares them for school. 2.1 Plan and lead activities, purposeful play opportunities and educational programmes which include the learning and development areas of current early education curriculum requirements. 2.2 Ensure plans fully reflect the stage of development, individual needs and circumstances of children. 2.3 Provide learning experiences, environments and opportunities appropriate to the age, stage and needs of individual and groups of children. 2.6 Support and promote children’s speech, language and communication development. Section 3 Make accurate and productive use of assessment 3.1 Understand how to assess within the current early education curriculum framework using a range of assessment techniques. 3.3 Identify the needs, interests and stages of development of individual children. 3.4 Make use of formative and summative assessment, tracking children’s progress to plan next steps and shape learning opportunities. Section 4 Develop effective and informed practice 4.1 Demonstrate a good command of the English language in written form. Component D Learning Outcomes The learner will:


1. Understand the meaning of holistic development for young children.

1.1 Explain the meaning of the term ‘holistic’ in relation to the development of young children.

1.2 Discuss the importance of children developing holistically.

2. Be able to support children's holistic development.

2.1 Explain the importance of children’s holistic development in the following:-

• Speech, language and communication. • Personal, social and emotional

development. • Physical development.

2.2 Plan activities which support holistic development for young children from birth to 5 years in the following areas:-



development • Physical development.

2.3 Implement activities which support holistic development for young children from birth to 5 years in the following areas:-



2.4 Evaluate activities which support children’s holistic development. 2.5 Review activities showing how equality of opportunity and anti- discriminatory practice has influenced the outcome for the child.

3. Be able to demonstrate a good command of the English written language.


• Sentence construction. • Grammar. • Spelling. • Evaluation. • Review.

Additional Information The purpose and aim of the component: To enable the learner to understand the

importance of holistic development for young children.


Learners need to work within:- • The requirements of the current Early Years

curricula. • The requirements of current Inspection

authorities. Any requirements about the way in which a component must be assessed. Component D contd.





to 5 years. The number of guided learning hours (GL) Recommended GL 21


Component identification: E Component reference number: Y/506/2604

Component Title: Support the development of early literacy and mathematics


Links to Early Years Educator (EYE) Criteria: National College for Teaching and Leadership (NCTL) criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 1 Support and promote children’s early education and development 1.7 Understand systematic synthetic phonics in the teaching of reading, and a range of strategies for developing early literacy and mathematics. 1.10 Promote equality of opportunity and anti-discriminatory practice. Session3 Make accurate and productive use of assessment 3.1 Understand how to assess within the current early education curriculum framework using a range of assessment techniques. 3.2 Carry out and record observational assessment accurately. 3.3 Identify the needs, interests and stages of development of individual children. 3.4 Make use of formative and summative assessment, tracking children’s progress to plan next steps and shape learning opportunities. Section 4 Develop effective and informed practice 4.1 Demonstrate a good command of the English language in spoken and written form. Component E Learning Outcomes The learner will:


1. Understand systematic synthetic phonics in the teaching of reading.

1.1 Explain what is meant by the term ‘systematic synthetic phonics’.

1.2 Discuss the strengths and challenges in developing early literacy with young children.

2. Be able to use systematic synthetic phonics in developing early literacy.

2.1 Analyse how systematic synthetic phonics support the teaching of reading to young children.

2.2 Plan learning activities for young children using systematic synthetic phonics.

2.3 Implement learning activities with young children using systematic synthetic phonics.

2.4 Evaluate implemented systematic synthetic phonics activities to identify the following:- • The possible lines of development for

the child/next steps. • Equal opportunities and anti-

discriminatory practice.

3. Be able to use a range of strategies for developing early literacy for young children from birth to 5 years.

3.1 Explain a range of strategies for developing early literacy with young children.

3.2 Plan activities for developing early literacy for young children.


3.3 Implement activities for developing early literacy for young children.

3.4 Evaluate literacy activities carried out with young children.

3.5 Identify possible lines of development/next steps for a child in early literacy.

4. Be able to use a range of strategies for developing early mathematics for young children from birth to 5 years.

4.1 Explain a range of strategies for developing early mathematics with young children. 4.2 Plan activities for developing early mathematics for young children. 4.3 Implement activities for developing early mathematics for young children. 4.4 Evaluate mathematics activities carried out with young children. 4.5 Identify possible lines of development/next steps for a child in early mathematics.



• Sentence construction. • Grammar. • Spelling.

Additional Information The purpose and aim of the component: To enable the learner to gain an understanding

of a range of strategies for developing early literacy and mathematics.








• Simulation is not permissible. • Young children refer to children aged birth

to 5 years. The number of guided learning hours (GL) GL recommended 27


Component identification: F Component reference number: D/506/2606

Component Title: Support young children through transitions and significant events


Links to EYE Criteria: National College for Teaching and Leadership criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 1 Support and promote children’s early education and development 1.8 Understand the potential effects of, and how to prepare and support children through, transitions and significant events in their lives. Transitions and significant events include:

• Moving to school. • Starting and moving through day care. • Birth of a sibling. • Moving home. • Living outside of the home. • Family breakdown. • Loss of significant people. • Moving between settings and carers.

1.10 Promote equality of opportunity and anti-discriminatory practice. Section 4 Develop effective and informed practice 4.1 Demonstrate a good command of the English language in spoken and written form. Component F Learning Outcomes The learner will:


1. Understand the importance of supporting young children transitions and significant events in their life.

1.1 Discuss the potential effects for young children experiencing the following transitions :-

Moving to school. Starting and moving through day care. Birth of a sibling. Moving home. Living outside of the home. Family breakdown. Loss of significant people. Moving between settings and carers.

1.2 Explain why supporting young children through transitions and significant events in their life is important?

1.3 Explain how promoting equality of opportunity and anti-discriminatory practice can effect transitions and significant events in the lives of young children.

2. Understand how to prepare and support young children through transitions and significant events in their lives.

2.1 Explain how to prepare and support young children in the following transitions and significant events:- • Moving to school. • Starting and moving through day care.


• Birth of a sibling. • Moving home. • Living outside of the home. • Family breakdown. • Loss of significant people. • Moving between settings and carers.

2.2 Explain the role of the following in supporting children through transitions and significant events:- • The Early Years Educator. • Parents/carers. • Key persons. • Colleagues. • Other agencies or adults.

2.3 Explain the role of confidentiality for children experiencing transition or significant events.

3. Be able to prepare and support young children through transitions and significant events in their life.

3.1 Plan to support a child through a transition within the early year’s provision.

3.2 Discuss child’s transitions with the following:- • Key person and/or • Parent/carer • Child.

3.3 Carry out, plan and support a child through a transition or significant event in their life.

3.4 Review transition process for the following aspects:- • The strengths of the plan. • The challenges of the plan. • The outcome for the child. • The effects on other children.


4.1 Record information clearly and correctly showing a good command of the following:- • Sentence construction. • Grammar. • Spelling.


importance of transitions and the potential effects in the lives and development of young children.





• Simulation is not permissible.


• Young children refer to children from birth to 5 years.

The number of guided learning hours (GL) GL recommended 21


Component identification G Component reference number: H/506/2607

Component Title: Understand current early education curriculum requirements and the importance of promoting inclusive practice


Links to EYE Criteria: National College for Teaching and Leadership criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Support and promote children’s early education and development 1.9 Understand the current early education curriculum requirements. 1.5 Understand the importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances. 1.10 Promote equality of opportunity and anti-discriminatory practice. Section 4 Develop effective and informed practice 4.1 Demonstrate a good command of the English language in written form. Component G Learning Outcomes The learner will:


1. Understand overarching principles of current early education curriculum.

1.1 Explain overarching principles of current early education curriculum.

1.2 Discuss how overarching principles of current early education curriculum shape practice within early years settings.

2. Understand the structure of current early education curriculum

2.1 Explain the structure of current early education curriculum. 2.2 Identify the required areas of learning and development that shape educational programmes in early years settings. 2.3 Summarise areas of learning and development that shape educational programmes in early years settings. 2.4 Discuss how areas of learning can ignite children’s curiosity and enthusiasm for learning.

3. Understand the importance of providing full and inclusive learning programs for young children in an early years settings.

Component G contd.

3.1 Identify current legislation which influences equality and inclusive practice in early years settings. 3.2 Discuss importance of providing inclusive learning programs. 3.3 Explain the role of the Early Years Educator in providing planned activities for each child which reflect the following:-

• A child’s individual needs. • A child’s interests. • Stage of development.


3.4 Explain the following terms identifying the differences between the following:-

• ‘Adult led activities’ • ‘Child initiated activities’.

3.5 Summarise how the Early Years Educator supports individual children’s learning styles in the following:-

• Playing and exploring. • Active learning. • Creating and thinking critically.

4 Understand the importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances

4.1 Explain the importance of diversity, equality and inclusion for young children. 4.2 Discuss the importance that diversity, equality and inclusion has in fully supporting cultural differences. 4.3 Discuss the importance that diversity, equality and inclusion has in fully supporting family circumstances.

5. Be able to demonstrate a good command of the written English language.



Additional Information The purpose and aim of the component: To enable the learner to understand the current

early education curriculum and the importance of promoting inclusive practice.

Details of the relationship between the component and relevant NOS or professional standards or curricula


curricula • The requirements of current Inspection

authorities. Any requirements about the way in which a component must be assessed


Component G contd. Guidance for developing assessment arrangements.


• Simulation is not permissible. • Young children refer to children aged birth

to 5 years. The number of guided learning hours (GL) for component.

GL recommended 28


Component identification: H Component reference number: H/506/2610

Component Title: Planning, leading and reflection on the delivery of the current early education curriculum

Level: 3 Credit value: 4 Links to EYE Criteria: National College for Teaching and Leadership criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 2 Plan and provide effective care, teaching and learning that enables children to progress and prepares them for school 2.1 Plan and lead activities, purposeful play opportunities and educational programmes, which include the learning and development areas of current early education curriculum requirements. To include: -

• Communication and language (extending vocabulary, language structure, and dialogue, for example)

• Physical development • Personal, social and emotional development. • Literacy • Mathematics • Understanding the world • Expressive arts and design.

2.2 Ensure plans fully reflect the stage of development, individual needs and circumstances of children. 2.3 Provide learning experiences, environments and opportunities appropriate to the age, stage and needs of individual and groups of children. 2.4 Encourage children's participation, ensuring a balance between adult-led and child -initiated activities. Section 4 Develop effective and informed practice 4.1 Demonstrate a good command of the English language in spoken and written form.

Component H Learning Outcomes The learner will:


1 Understand how to plan to deliver the current early education curriculum Component H contd.

1.1 Explain the required content of plans which meet the requirements of the current early education curriculum for the following aged children:- • Birth to 24months. • 25 to 60 months.

1.2 Discuss methods or formats used to develop plans that:- • Provide purposeful play opportunities

and education programmes for young children from birth to 5 years.

• Meet the requirements of the current early education curriculum.

• Reflect the stage of individual. children’s development.


• Reflect Individual children’s needs. • Reflect circumstances of children. • Reflects each child’s interest(s).

2. Be able to plan to deliver the current early education curriculum

2.1 Develop plans for a group which includes, for each child the following:- • Individual needs and circumstances. • Child’s Interests. • Stage of development. • Communication and language

(extending vocabulary, language structure, and dialogue, for example)

• Physical development. • Personal, social and emotional

development. • Literacy. • Mathematics. • Understanding the world. • Expressive arts and design.

2.2 Discuss what is meant by the following terms:-

• Adult led activities. • Child initiated activities.

3. Be able to lead purposeful play opportunities and education programmes for young children. Component H contd.

3.1 Lead planned activities for a child and a group of children which includes, for each child the following :-

• Individual needs. • Interests. • Stage of development. • Communication and language

(extending vocabulary, language structure, and dialogue)

• Physical development. • Personal, social and emotional


3.2 Participate in the following:- • Child initiated activities. • Adult led activities.

4. Be able to reflect on the delivery of the current early education curriculum.

4.1 Review the implementation of the delivery of the current early education curriculum to include:-

• Reflection. • Evaluation. • Analyses. • Recommendations for improvement.


5. Be able to demonstrate a good command of English written language.

5.1 Record information clearly and correctly showing a good command of the following:- • Sentence construction. • Grammar. • Spelling.


The purpose and aim of the component: To enable the learner to understand planning, leading and reflecting on the delivery of the current early education curriculum.




authorities.








Component identification: I Component reference number: R/506/4837

Component Title: Provide learning experiences, environments and learning opportunities for young children

Level: 3 Credit value: 4 Links to EYE Criteria: National College for Teaching and Leadership criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 2 Plan and provide effective care, teaching and learning that enables children to progress and prepares them for school 2.3 Provide learning experiences, environments and opportunities appropriate to the age, stage and needs of individual and groups of children. 2.4 Encourage children's participation, ensuring a balance between adult-led and child-initiated activities. 2.5 Engage in effective strategies to develop and extend children’s learning and thinking, including sustained shared thinking. 2.6 Support and promote children’s speech, language and communication development. 2.7 Support children’s group learning and socialisation. 2.8 Model and promote positive behaviours expected of children. 2.9 Support children to manage their own behaviour in relation to others. Section 4 Develop effective and informed practice 4.1 Demonstrate a good command of the English language in spoken and written form. Component I Learning Outcomes The learner will:


1. Be able to provide learning environments for young children from birth to 5 years.

1.1 Prepare learning environments for young children from birth to 5 years which support the following:- • Stage and age of child/children. • Needs of individual children. • Needs of groups of children. • Extending children’s learning and

thinking. • Children’s group learning and

socialisation. 1.2 Encourage a child’s participation in learning environments which support a balance between adult-led and child- initiation. 1.3 Provide learning environments for young

children which supports development of the following:- • Speech. • Language. • Communication. • Physical development. • Personal, social and emotional

development.


• Literacy. • Mathematics. • Understanding the world. • Expressive arts and design.

1.4 Provide learning environments that promote positive behaviour expected of young children. 1.5 Provide learning environments which support young children to manage their own behaviour in relation to others.

2. Be able to provide learning experiences, and opportunities for young children aged birth to 5 years.

2.1 Provide learning experiences and opportunities for young children from birth to 5 years to include the following:-

• Individual child. • Group of children. • Extending children’s learning and

thinking. • Children’s group learning and

socialisation. 2.2 Encourage a child or children’s participation in learning experiences and opportunities which supports a balance between adult-led and child-initiation. 2.3 Provide learning experiences and

opportunities for young children which supports development of the following:- • Speech. • Language. • Communication. • Physical development. • Personal, social and emotional


2.4 Provide learning experiences and opportunities that promote positive behaviour expected of young children. 2.5 Provide learning experiences and opportunities which support young children to manage their own behaviour in relation to others.

3. Be able to engage in effective strategies to develop and extend children’s thinking.

3.1 Describe strategies which would be used to develop and extend children’s learning and thinking which include the following :-


• Sustained thinking. • Shared thinking.

3.2 Implement learning experiences and opportunities using strategies to develop and extend children’s learning and thinking which include the following:-


4. Be able to demonstrate a good command of the English language in written and spoken forms



4.2 Provide evidence interaction or discussion in the following

• Explaining learning experiences and opportunities.

• Encouraging child/children. • Interacting with colleagues.


The purpose and aim of the component: To enable the learner to provide learning environments, learning experiences and opportunities to support children’s development.











Component identification J Component reference number: A/506/2614

Component Title: Understand modelling and promoting positive behaviour when working with young children

Level: 3 Credit value: 2 Links to EYE Criteria: National College for Teaching and Leadership criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 2 Plan and provide effective care, teaching and learning that enables children to progress and prepares them for school 2.8 Model and promote positive behaviours expected of children. 2.9 Support children to manage their own behaviour in relation to others. Section 6 Work in partnership with the key person, colleagues, parents and/or carers or other professionals 6.3 Encourage parents and/or carers to take an active role in the child’s play, learning and development. Section 1 Support and promote children’s early education and development 1.10 Promote equality of opportunity and anti-discriminatory practice. Section 4 Develop effective and informed practice 4.1 Demonstrate a good command of the English language in spoken and written form. Component J Learning Outcomes The learner will:


1. Understand the role of the Early Years Educator in modelling and promoting positive behaviours expected of young children.

1.1 Explain the role of Early Years Educator in modelling behaviour when working with young children. 1.2 Discuss methods of supporting positive behaviour expected of young children for stage/age of development. 1.3 Explain the role of the Early Years Educator in working with parent/carers in promoting positive behaviour.

2. Understand the support that young children need to manage own behaviour in relation to others. Component J contd.

2.1 Analyse strategies appropriate for stage/age of development which support young children to manage their own behaviour. 2.2 Identify the value of involving the child/children, parents/carers, and colleagues in supporting children to manage behaviour. 2.3 Discuss how promoting equality of opportunity and inclusive practice influences the implementation of strategies which support s children to manage their own behaviour.


3. Demonstrate a good command of written English language



Additional Information The purpose and aim of the component: To enable the learner to understand modelling

and promoting positive behaviour whilst supporting children to manage their own behaviour.











Component identification K Component reference number: R/506/2618

Component Title: Understand supporting young children with additional needs Level: 3 Credit value: 3 Links to EYE Criteria: National College for Teaching and Leadership criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- using correct personal protective equipment Section 2 Plan and provide effective care, teaching and learning that enables children to progress and prepares them for school 2.10 Understand when a child is in need of additional support. 2.11 Plan and provide activities to meet additional needs, working in partnership with parents and/or carers and other professionals, where appropriate. Section 1 Support and promote children’s early education and development 1.10 Promote equality of opportunity and anti-discriminatory practice.

Component K Learning Outcomes The learner will:


1. Understand when children are in need of additional support.

1.1 Explain what is meant by the term ‘additional needs’.

1.2 Explain how to identify a child who is in need of additional support taking into account the following:- • Biological factors on child development. • Environmental factors on child

development. • Stage/age of development.

1.3 Explain how to access additional support for young children within early education settings.

2. Understand how to plan to meet a young child’s additional needs.

2.1 Explain the term ‘working in partnership’ 2.2 Discuss the process of working in partnership with the following:-

• Professionals within the early years setting.

• Key-person. • Parents and/or carers. • Other professionals.

2.3 Outline planned activities for young children with additional needs to support their development in the following areas:-




3. Be able to provide activities to meet additional needs for young children.

3.1 Provide planned activities for young children with additional needs, taking into account a child’s interests, to support development in the following areas:-



3.2 Review activities provided for young children with additional needs in the following areas:-

• Speech, language and Communication. • Personal, social and emotional

development. • Physical development,

3.3 Recommend possible lines of development /next steps for young children with additional needs in the following areas:-



3.4 Discuss how to report outcomes of planned activities with the following:-

• Professionals within the early years setting.

• Key-person. • Parents and/or carers. • Other professionals.

4. Be able to promote equality of opportunity and anti-discriminatory practice.

4.1 Explain how inclusive practice influences planning and providing activities for young children with additional needs in early years settings.

Component K contd. Additional Information The purpose and aim of the component: To enable learners to understand the Early

Years Educator’s role when supporting children with additional needs.





This component must be assessed in line with the Joint Awarding Organisation Quality Group (JAOQG) EYE version2 January 2014 Assessment Principles and Approaches to component/qualification assessment for


qualifications approved by the National College for Teaching and Leadership (NCTL).






Component identification L Component reference number: D/506/2623 Component Title: Assessment techniques within the requirements of the current early education curriculum Level 3 Credit value: 3 Links to EYE Criteria: National College for Teaching and Leadership criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 3 Make accurate and productive use of assessment

3.1 Understand how to assess within the current early education curriculum framework using a range of assessment techniques. 3.2 Carry out and record observational assessment accurately. 3.3 Identify the needs, interests and stages of development of individual children. 3.4 Make use of formative and summative assessment, tracking children’s progress plan next steps and shape learning opportunities. 3.5 Discuss children’s progress and plan next stages in their learning with the key person, colleagues, parents and/or carers.

Component L Learning Outcomes The learner will:


1. Understand assessment techniques within the current early education curriculum for assessing young children.

1.1 Explain the term ‘formative’ assessment. 1.2 Explain the term ‘summative’ assessment 1.3 Explain the importance of continual observation of young children when making assessment judgement for a child’s development . 1.4 Analyse observation methods used for observing young children.

2. Be able to make assessment judgements of young children’s learning and development.

2.1 Carry out assessments of learning and development for the following children:

• Birth to 12 months. • 13 to 24 months. • 25 to 36 months. • 37 to 60 months.

2.2 Analyse assessment to Identify for Individual children the following:-

• Needs. • Interests. • Stages of development.

2.3 Track child/children/s progress identifying the following:-

• Possible lines of development/next steps.

• and shapes learning opportunities 2.4 Discuss child/children’s progress with key person, and/ or colleague, and/or parent/carer, and/or child.


Additional Information The purpose and aim of the component: To enable the learner to understand

assessment techniques relevant to making and recording assessment judgements about young children’s progress.









to 5 years. • Observation methods:- This requires the

learner to identify a minimum of 4 methods of observation used when observing young children.

The number of guided learning hours (GL) for component.

GL recommended 22


Component identification: M Component reference number: K/506/2625 Component Title: Understand the importance of continuing professional development for the early years education Level 3 Credit value: 2 Links to EYE Criteria: National College for Teaching and Leadership criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 4 Develop effective and informed practice 4.1 Demonstrate a good command of the English language in spoken and written form. 4.2 Explain the importance of continuing professional development to improve own skills and early years practice. 4.3 Engage in continuing professional development and reflective practice to improve own skills, practice, and subject knowledge (for example, in English, mathematics, music, history, or modern foreign languages).

Component M Learning Outcomes The learner will:


1. Understand the importance of continued professional development.

1.1 Define the term ‘continuing professional development’.

1.2 Discuss the importance of continued professional development in order to: • Improve own skills. • Improve early years practice. • Meet organisational needs.

2. Be able to engage in continued professional development.

2.1 Take part in continuing professional development which shows the following:- • Improvement of own skills. • Enhancement of early years practice. • Extension of subject knowledge.

2.2 Reflect on own professional development activities. 2.3 Identify own further learning needs. 2.4 Prepare an action plan for own continuing professional development.

3. Be able to demonstrate a good command of written English language.



Component M contd. Additional Information The purpose and aim of the component: To enable the learner to understand the

importance of continuing professional development in the work role of the Early Years Educator.






This component must be assessed in line with the Joint Awarding Organisation Quality Group (JAOQG) EYE version2 January 2014 Assessment Principles and Approaches to component/qualification assessment for qualifications approved by the National College for Teaching and Leadership (NCTL).






Component identification: N Component reference number: D/506/4839 Component Title: Promote legal requirements of health and safety and welfare of young children Level 3 Credit value: 2 Links to EYE Criteria: National College for Teaching and Leadership criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 5 Promote the health, safety and welfare of children 5. 1 Know the legal requirements and guidance on health and safety, security, confidentiality of information. 5.2 Identify and act upon own responsibilities in relation to health and safety, security, confidentiality of information. 5.6 Demonstrate skills and knowledge for the prevention and control of infection, Including:

• Hand washing • Food hygiene • Dealing with spillages safely • Safe disposal of waste • Using correct personal protective equipment • Knowledge of common childhood illnesses and immunisation • Exclusion periods for infectious diseases.

5.7 Carry out risk assessment and risk management in line with policies and procedure Section 4 Develop effective and informed practice 4.1 Demonstrate a good command of the English language in spoken and written form. Component N Learning Outcomes The learner will:


1. Understand the legal requirements of health and safety within an early years setting.

1.1 Explain the legal requirements for early years setting in relation to the following:- • Health and safety. • Security. • Confidentiality of information.

1.2 Discuss the Early Years Educator’s role in relation to the policies in an early years setting for the following:-

• Health and safety. • Security. • Confidentiality of information.

2. Understand the role of the Early Years Educator in prevention of and control of infection.

2.1 Explain prevention and control of infection including:-

• Hand washing. • Food hygiene. • Sterilisation of babies feeding

equipment. • Dealing with spillages safely. • Safe disposal of waste.


• Using correct personal protective equipment.

• Knowledge of common childhood illnesses and immunisation.

• Exclusion periods for infectious diseases.

2.2 Discuss the role of the Early Years Educator in the prevention and control of infection including:-


equipment. • Dealing with spillages safely • Safe disposal of waste. • Using correct personal protective

equipment. • Knowledge of common childhood

illnesses and immunisation. • Exclusion periods for infectious

diseases.

3. Be able to facilitate prevention and control of infection whilst working with young children aged birth to 5 years. Component N contd.

3.1 Identify strategies and/or regular activities which raise awareness of prevention and control of infection with young children for the following age groups:-


3.2 Use own skills to prevent and control infection including:


equipment. • Dealing with spillages safely. • Safe disposal of waste. • Using correct personal protective

equipment. • Knowledge of common childhood

illnesses and immunisation. • Exclusion periods for infectious

diseases.

4. Be able to undertake risk assessment in early years settings.

4.1 Discuss the purpose of risk assessment when working with young children. 4.2 Carry out, in line with own policies and procedures:


• Risk assessments. • Management of risk(s).

5. Be able to demonstrate a good command of the written English language.




The purpose and aim of the component: To enable the learner to gain an understanding of the legal requirements of health, safety and welfare of young children in early years settings.









to 5 years. The number of guided learning hours (GL) for component.

GL recommended 17


Component identification: O Component reference number: T/506/2627 Component Title: Understand legal requirements on Safeguarding of young children in early years settings Level 3 Credit value: 3 Links to EYE Criteria: National College for Teaching and Leadership criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 5 Safeguard and promote the welfare of children 5.1 Know the legal requirements and guidance on safeguarding and promoting the welfare of children. 5.22 Identify and act upon own responsibilities in relation to safeguarding and promoting the welfare of children. 5.8 Understand safeguarding policies and procedures, including child protection, recognise when a child is in danger or at risk of abuse, and know how to act to protect them. Types of abuse including:

• Domestic. • Neglect. • Physical. • Emotional. • Sexual abuse

Component O Learning Outcomes The learner will:


1. Understand the legal requirements and guidance in relation to safeguarding within early years settings.

1.1 Explain the legal requirements and guidance in relation to safeguarding for Early years settings.

1.2 Discuss the safeguarding requirements and procedures when employing staff to work in early years setting. 1.3 Explain the Early Years Educators role in implementing safeguarding policies and procedures in early settings. 1.4 Identify own responsibilities in relation to safeguarding, including protection and promoting the welfare of young children.

2. Understand safeguarding policies and procedures.

2.1 Outline the content of safeguarding policy/procedure for an early years settings. 2.2 Summarise types of abuse covered by

policies and procedures including:- • Domestic. • Neglect. • Physical. • Emotional. • Sexual abuse.


2.3 Explain symptoms which may indicate that a child is or may be in danger or at risk of abuse. 2.4 Explain own role in protecting children who may be in danger or at risk in line with own settings, policies and procedures. 2.5 Discuss limitations of own role in protecting children who may be in danger or at risk of abuse in line with own settings policies and procedures.

3. Understand support for Early Years Educator when safeguarding children.

3.1 Outline working practices which support Early Years Educators in safeguarding children. 3.2 Identify sources of support for self if involved in protecting a child who is in danger or at risk of abuse.

Additional Information The purpose and aim of the component: To enable learners to understand legislation

policy, procedure and required practice in relation to safeguarding in early years settings






Guidance for developing assessment arrangements. Component O contd.





Component identification: P Component reference number: L/506/2634 Component Title: Working cooperatively with key person, colleagues, parent/carer and other professionals within early years settings Level 3 Credit value: 3 Links to EYE Criteria: National College for Teaching and Leadership criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 6 Work in partnership with the key person, colleagues, parents and/or carers or other professionals 6.1 Work co-operatively with colleagues and other professionals to meet the needs of babies and children and enable them to progress. 6.2 Work in partnership with parents and/or carers to help them recognise and value the significant contributions they make to the child’s health, well-being, learning and development. 6.3 Encourage parents and/or carers to take an active role in the child’s play, learning and development. Section 4 Develop effective and informed practice 4.1 Demonstrate a good command of the English language in spoken and written form. Component P Learning Outcomes The learner will:


1. Understand working in partnership in relation to the requirements of the current early education curriculum.

1.1 Explain the term ‘working in partnership’. 1.2 Discuss how working in partnership relates to the requirements of the current early education curriculum.

2. Understand working co-operatively when caring and enabling young children to develop from birth to 5 years.

2.1 Analyse the strengths and challenges when caring and enabling the development of young children when working co-operatively with:-

• Key person. • Colleagues. • Parents/carers. • Other professionals.

2.2 Discuss strategies which help parents/carers to recognise and value their significant contribution to the following:- • Child/children’s health. • Well-being. • Learning and development.

2.3 Identify activities and/or opportunities to encourage parent/carers to contribute to children’s health, wellbeing, learning and development.


3. Be able to work in partnership with parents and/or carers in early years settings.

3.1 Encourage parents and carers to contribute to the following:-

• Child/children’s health. • Well-being. • Learning and development.

3.2 Encourage parents and/or carers to take an active role in the following

• Child’s play. • Learning and development.

3.3 Support parents/carers to value the contributions they make to own child’s development.


4.1 Record information clearly and correctly showing a good command of the following:- • Sentence construction • Grammar • Spelling

4.2 Provide evidence of interaction or discussion with parent/carer, and/or colleague.


The purpose and aim of the component: To enable learners to understand working cooperatively in the role of the Early Years Educator.






Guidance for developing assessment arrangements. Component P contd.





Component identification Q Component reference number: R/506/2635 Component Title: Plan and implement care routines which promote health, wellbeing and healthy lifestyles. Level 3 Credit value: 4 Links to EYE Criteria: National College for Teaching and Leadership criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 5 Promote the health, safety and welfare of children 5.3 Plan and carry out physical care routines suitable to the age, stage and needs of the child. 5.4 Understand why health and well-being is important for babies and children and promote healthy lifestyles. Section 6 Work in partnership with the key person, colleagues, parents and/or carers or other professionals 6.1 Work co-operatively with colleagues and other professionals to meet the needs of babies and children and enable them to progress. 6.2 Work in partnership with parents and/or carers to help them recognise and value the significant contributions they make to the child’s health, well-being, learning and development. 6.3 Encourage parents and/or carers to take an active role in the child’s play, learning and development. Component Q Learning Outcomes The learner will:


1 Understand physical care routines suitable to the age, stage and needs of the child.

1.1 Identify what is meant by ‘physical care routines’ 1.2 Discuss physical care routines in relation to

the welfare needs of young children. 1.3 Discuss physical care routines and their

appropriateness to age, stage and needs of a child for each of the following:- • Birth to 12 months. • 13 to 24 months. • 25 to 36 months. • 37 to 60 months.

1.4 Explain the role of parent/carers when planning physical care routines for young children.

2. Be able to plan and carry out physical care routines for young children.

2.1 Plan physical care routines which identify stage, age and needs of the child including:-

• Nappy changing. • Rest and sleep. • Toilet training. • Washing and bath time. • Care of teeth, hair and skin. • Meal times.

2.2 Carry out physical care routines for


young children from birth to 5 years including:-

• Nappy changing. • Rest and sleep. • Toilet training. • Washing and bath time. • Care of teeth, hair and skin. • Meal times.

2.3 Evaluate and revise physical care routines, taking account of child’s stage of development for the following age groups:-


3. Understand the importance of health and wellbeing for young children from birth to 5years.

3.1 Explain the term ‘health and wellbeing’. 3.2 Discuss the importance of health and wellbeing for young children from birth to 5 years. 3.3 Explain the role of the Early Years Educator in promoting health and wellbeing for babies and young children.

4. Be able to support health and wellbeing by promoting healthy life styles for young children from birth to 5 years.

4.1 Provide learning environments which promote healthy lifestyles for babies and young children. 4.2 Provide activities for babies and young children that promote healthy lifestyles. 4.3 involve parent/carers in promoting healthy lifestyles of babies and/or young children.


importance of care routines, health and welling in promoting healthy life styles.

Details of the relationship between the component and relevant NOS or professional standards



authorities. Any requirements about the way in which a component must be assessed,

This component must be assessed in line with the Joint Awarding Organisation Quality Group (JAOQG) EYE version 2 January 2014. Assessment Principles and Approaches to component/qualification assessment for qualifications approved by the National College for Teaching and Leadership (NCTL).


Component identification R Component reference number: Y/506/4838 Component Title: Maintain accurate records, paperwork and respond to accidents and emergency situations Level 3 Credit value: 2 Links to EYE Criteria: National College for Teaching and Leadership criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 5 Promote the health, safety and welfare of children 5.9 Maintain accurate and coherent records and reports and share information, only when appropriate, to ensure the needs of all children are met. Records and reports include:

• Medication requirements • Special dietary needs • Planning • Observation and assessment • Health, safety and security • Accidents • Daily register

5.5 Understand how to respond to accidents and emergency situation. Section 4 Develop effective and informed practice 4.1 Demonstrate a good command of the English language in spoken and written form. Component R Learning Outcomes The learner will:


1 Understand the requirements of maintaining records and reports within early years settings.

1.1 Discuss the requirements of the current early education curriculum in relation to maintaining records in early years setting.

1.2 Discuss own setting policies and procedures which relate to records and reports.

2. Be able to prepare and maintain accurate coherent records and reports to ensure that needs of all children are met.

2.1 Produce and maintain accurate records within the early years setting for the following:- • Medication requirements. • Special dietary needs. • Planning. • Observation and assessment. • Health, safety and security. • Accidents. • Daily register.

Component R contd. 3. Be able to implement accident and emergency policies and procedures in early years settings.

3.1 Identify agreed working practices within early years settings for responding to the following:-

• Accidents. • Fire alarm.


• Emergency situations. 3.2 Carry out agreed working practices for responding to the following:-

• Accidents. • Fire drill.





Additional Information The purpose and aim of the component: To enable learners to understand the

requirements of recording and maintaining accurate records and how to respond to accident and emergency situations.

Details of the relationship between the component and relevant NOS or professional standards or curricula’.










Component identification: S Component reference number: D/506/2637 Component Title: Understand food and nutrition when working with young children Level: 3 Credit value: 3 Links to Early Years Educator (EYE) Criteria: National College for Teaching and Leadership (NCTL) criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 5 Promote the welfare of young children

5.4 Understand why health and well-being is important for babies and children and promote healthy lifestyles Section 1 Support and promote children’s early education and development

1.5 Understand the importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances. 1.9 Understand the current early education curriculum requirements. Section 2 Provide effective care that enables children to progress 2.7 Support children’s group learning and socialisation.

Section 6 Work in partnership with the key person, colleagues, parents and/or carers or other professionals 6.1 Work co-operatively with colleagues and other professionals to meet the needs

of babies and children and enable them to progress.

Component S Learning Outcomes The learner will:


1. Understand early education curriculum requirements for providing food and drink for young children.

1.1 Explain the term ‘healthy eating’. 1.2 Identify the requirements of the current

early education curriculum for providing food and drink for young children.

1.3 Identify the role of the Early Years Educator in providing food and drink for young children.

2. Understand what constitutes a balanced diet for young children.

2.1 Identify the main food groups. 2.2 Discuss the nutritional value of the main food groups. 2.3 Outline a balanced diet for young children for a day which includes:-

• Breakfast. • Snacks. • Lunch. • Tea.

2.4 Identify the nutritional needs of a baby during weaning. 2.5 Discuss the portion size and nutritional requirements for young children in the following:-

• 13 to 24 months. • 25 to 36 months. • 37 to 60 months.


3. Understand the importance of promoting healthy eating when working with young children.

3.1 Discuss how to promote healthy eating when working with young children in the following:-


3.2 Discuss ways which promote healthy eating in the early years settings to include:-

• Cultural differences. • Social interaction. • Working in partnership with parents. • Learning activities.

4. Be able to promote healthy eating when working with young children.

4.1 Plan an activity to promote healthy eating for young children. 4.2 Carry out an activity which promotes healthy eating with young children. 4.3 Reflect on promoting healthy eating for young children to include the following:-

• Own practice. • Outcome for the young children. • Working in partnership with parents.

4.4 Identify actions for improvement when promoting healthy eating.


an Early Years Educator in providing a balanced diet for young children.




authorities. Any requirements about the way in which a component must be assessed. Component S contd.







Component identification: T Component reference number: H/506/2638 Component Title: Provide play opportunities for young children in early years settings Level: 3 Credit value: 3 Links to Early Years Educator (EYE) Criteria: National College for Teaching and Leadership (NCTL) criteria for the Early Years Educator Level 3 (2013) qualification criteria to be met in this component is as follows:- Section 2 Provide effective care that enables children to progress 2.1 Plan and lead activities, purposeful play opportunities and educational programmes which include the learning and development areas of current early education curriculum requirements. 2.3 Provide learning experiences, environments and opportunities appropriate to the age, stage and needs of individual and groups of children. 2.4 Encourage children's participation, ensuring a balance between adult-led and child-initiated activities. Section 1 Support and promote children’s early education and development 1.9 Understand the current early education curriculum requirements. Component T Learning Outcomes The learner will:


1 Understand the role of play in the learning and development of young children.

1.1 Explain the following aspects of play:- • Physical play. • Creative play. • Imaginative play. • Sensory play.

1.2 Discuss the following types of play:- • Solitary play. • Onlooker play. • Parallel play. • Co-operative play.

1.3 Explain the term ’learning though play’, 1.4 Identify the role that play has in learning

and development. 2. Be able to provide play activities indoors for young children.

2.1 Plan individual or group indoor play opportunities for the following ages:-

• Birth to 12 months. • 13 to 24 months. • 25 to 36months. • 37 to 60 months.

2.2 Facilitate individual or group indoor play opportunities for the following ages:-



2.3 Evaluate learning and development for the following aged children from indoor play activities.


3. Be able to provide play activities outdoors for young children.

3.1 Plan individual or group outdoor play opportunities for the following ages:-


3.2 Facilitate individual or group outdoor play opportunities for the following ages:-


3.3 Evaluate learning and development for the following aged children from outdoors play activities.



an Early Years Educator in providing plays opportunities for young children.



curricula. • The requirements of current Inspection authorities.

Any requirements about the way in which a component must be assessed. Component T contd.







3.2 Assignment Tasks Assignment 1 - Observation and assessment

The aim of this assessment is to enable the learner to provide evidence towards Components A and L.

Responsibility of the qualified assessor; It is the responsibility of the qualified assessor to assess the evidence which the learner has presented for this assignment, to ensure that it fully meets the requirements of assessment criteria for the component(s) set in the FAQ Level 3 Diploma in Early Years Education and Childcare (Early Years Educator). Some learning outcomes in the components will start with: Be able to…. The assessment criteria for these sections will not be found in this assignment but must be carried out and assessed through direct observation in the real working environment by a qualified assessor. Simulation is not permissible for any assessment criteria.

Presenting work clearly

Throughout this qualification, the learner will be required to demonstrate a good command of the English language, both spoken and written. For component A the assessor will be making assessment judgements to confirm that information is recorded clearly and correctly, showing a good command of sentence construction, grammar and spelling.

Suggested tasks

The following are suggested tasks for the learner to complete but tutors/assessors can amend the tasks to suit individual learner needs.

Task 1 - This task relates to Component A, assessment criteria 1.1 Prepare a detailed explanation of the development of young children from birth to 7 years in the following aspects:-

• Cognitive. • Speech, language and communication development. • Literacy and numeracy. • Physical. • Emotional. • Social. • Neurological and brain development.

You may choose to present this information in a booklet format or as a written narrative.


Assignment 1 - Observation and assessment contd.

Task 2 - This task relates to Component A, assessment criteria 1.2 Produce a chart which you can use as a reference document in your Early Years Educator role which identifies links to development theorists which underpin the following development aspects:-

• Cognitive. • Speech, language and communication development • Literacy and numeracy. • Physical. • Emotional. • Social. • Neurological and brain development.

Task 3 - This task relates to Component A, assessment criteria 1.3 Consider the differing requirements of young children from birth to 7 years and identify the role of the Early Years Educator’s role in supporting young children’s development for each stage of development from birth to 7 years. Task 4 - This task relates to Component A, assessment criteria 2.1, 2.2, 3.1, 4.1, 4.2 Component L, assessment criteria 2.1, 2.2, 2.3, 2.4 Produce a series of child observations to:-

1) Include a minimum of 4 observation methods. 2) Cover the age range: birth to 12 months

13 to 24 months 25 to 36 months 37 to 60 months.

3) Include individual and groups of children. 4) Within your series of observations include each of the following developments:

(more than one development area may be covered in an observation) • Cognitive. • Speech, language and communication development. • Literacy and numeracy. • Physical. • Emotional. • Social. • Neurological and brain development.


Assignment 1 - Observation and assessment contd.

Format for presenting observation must include:

• A record of child’s activities and/or skills. • A record of discussion or interaction with key person/colleague and/or parent/carer

and/or child. • Reviews and evaluations against expected development norms/stages of development. • Links to the current Early Years curricula. • Identification of possible lines of development/next steps, supporting the child to move

forward. • Links to relative theorist. • An evaluation from each observation which identifies:

o The child’s individual needs. o The child’s interests. o A statement which identifies equality of opportunity for the observed

child/children.

Task 5 - This task relates to Component L, assessment criteria 1.1, 1.2, 1.3, 1.4. 1) Write an explanation of the following assessment terms:

• Formative assessment. • Summative assessment.

2) Explain the importance of continual observation of young children when making assessment judgements for a child’s development.

3) Produce an analysis of the observation methods you have used to record child observations for this assignment.

Your analysis may include:

• The strengths and weaknesses of the observation methods used. • The appropriateness of the method in obtaining the information needed to make

assessment decisions including recommendations for possible lines of development/next steps and how the child’s interests are met.


Assignment 2 - Supporting attachment and transitions

The aim of this assessment is to enable the learner to provide evidence towards Components B and F.

Responsibility of the qualified assessor It is the responsibility of the qualified assessor to assess the evidence which the learner has presented for this assignment, to ensure that it fully meets the requirements of assessment criteria for the component(s) set in the FAQ Level 3 Diploma in Early Years Education and Childcare (Early Years Educator). Some learning outcomes in the components will start with: Be able to…. The assessment criteria for these sections will not be found in this assignment but must be carried out and assessed through direct observation in the real working environment by a qualified assessor. Simulation is not permissible for any assessment criteria.


Throughout this qualification the learner will be required to demonstrate a good command of the English language, both spoken and written. For components B and F the assessor will be making assessment judgements to confirm that information is recorded clearly and correctly showing a good command of sentence construction, grammar and spelling.

Suggested tasks


Task 1 - This task relates to Component B, assessment criteria 1.1, 1.2.

When supporting a young child to develop and learn it is important that the theory of attachment is implemented. Prepare an information sheet which:

a) Clearly explains attachment theory. b) Identifies attachment theorists and discusses the various models of attachment.

Task 2 - This task relates to Component B, assessment criteria 2.1, 2.2.

a) Prepare an analysis of attachment theory, which clearly shows how this affects the role of the Early Years Educator within current work practices.

b) Discuss in detail, the significance of attachment to children’s development and learning.

Task 3 - This task relates to Component B, assessment criteria 5.1, 5.2

a) Write a summary which shows how promoting attachment can enhance equality of opportunity and inclusive practice within early years care and education.

b) Prepare a chart or document which identifies the benefits of inclusive practice to children in early years provision.


Assignment 2 - Supporting attachment and transitions contd.

Task 4 - This task relates to Component F, assessment criteria 1.1, 1.2, 1.3

This task is looking at transitions in the lives of young children; showing understanding of the importance of supporting young children; meeting the individual needs of the child/children, parents/carers and the role of the Early Years Educator, key person and those within the child care provision.

To meet the assessment criteria for this component each transition on the list below must be included:-

• Moving to school

• Starting and moving through day care

• Birth of a sibling

• Moving home

• Living outside of the home

• Family breakdown

• Loss of significant people

• Moving between settings and carers.

a) Prepare a chart or document which:

• Discusses the potential effect for young children experiencing the transitions listed above.

• Explains how to prepare and support young children through each of the transitions listed above.

• Includes the role of confidentiality for children experiencing transition or significant events.

b) Explain why supporting young children through transitions and significant events in their life are important.

c) Explain how promoting equality of opportunity and anti-discriminatory practice can effect transitions and significant events in the lives of young children.

Task 5 - This task relates to Component F, assessment criteria 2.1, 2.2, 2.3. To complete the assessment criteria for component F you must be able to prepare a plan and support a child through a transition in the work role. When this practice is completed you will need to review the transition process you have used:

Prepare a written review of your workplace transition plan and implementation identifying the following aspects:-


• The strength of the plan. • The challenges of the plan. • The outcome for the child. • The effects on other children.

Assignment 3 - Child development theories

The aim of this assessment is to enable the learner to provide evidence towards Component C



Throughout this qualification the learner will be required to demonstrate a good command of the English language, both spoken and written. Information should be recorded clearly and correctly, showing a good command of sentence construction, grammar and spelling.

Suggested tasks


Task 1 - This task relates to Component C, assessment criteria 1.1, 1.2, 2.1 Child development theories are an integral part of the Early Years Educator’s work role.

Prepare a document which includes:

a) A summary of theories and/ or philosophical approaches which identify how children learn and develop. Your summary will need to include the following types of development: • Cognitive. • Speech, language and communication development. • Literacy and numeracy. • Physical. • Emotional. • Social. • Neurological and brain development.

b) A discussion which shows the importance of theories and/or philosophical approaches in supporting children to learn and develop.


c) An explanation of how theories and/or philosophical approaches influence the practice of the Early Years Educator within their work role when supporting young children to learn and develop.

Task 2 - This task relates to Component C, assessment criteria 3.1, 3.2, 3.3

A child’s learning and development can be affected by the child’s stage of development and/or individual circumstances. To show understanding of this:

a) Write an analysis which shows how a child or children’s learning and development can be affected by their stage of development and/or individual circumstances.

b) Identify the role of the Early Years Educator in supporting children’s progression. c) Write an explanation showing the effects for a child/children’s progression of learning and

development taking into account; i. Stage of development.

ii. Individual circumstances.


Assignment 4 - Supporting young children to develop

The aim of this assessment is to enable the learner to provide evidence towards Components D, E and T.




Suggested tasks


Task 1 - This task relates to Component D, assessment criteria 1.1, 1.2, 2.1

Supporting young children to develop and learn is a significant part of the Early Years Educator’s role. This assignment will enable you to show understanding of various aspects of this.

Prepare an information sheet which:-

a) Explains the meaning of the term ‘holistic’ in relation to the development of young children. b) Includes a discussion identifying the importance of children developing holistically. c) Explains the importance of children’s holistic development in the following:-

• Speech, language and communication • Personal, social and emotional development • Physical development.

Task 2 - This task relates to Component D, assessment criteria 2.4, 2.5

In your work place you will be required to plan and implement a series of activities which support holistic development.

a) For each activity planned and implemented write an evaluation of the activities showing the value to the child/children; suggest possible future development of the activity and the value to the holistic development to the child.


Assignment 4 - Supporting Young Children to Develop contd.

b) Review each activity planned and implemented showing how equality of opportunity and anti-discriminatory practice has influenced the outcome for the child/children.

Task 3 - This task relates to Component E, assessment criteria 1.1, 1.2

Explain what is meant by the term ‘systematic synthetic phonics’ and then discuss the strength and challenges in developing early literacy with young children. Identify and analyse how this supports the teaching of reading.

Task 4 - This task relates to Component E, assessment criteria 2.4

In your work place you will be required to plan and implement a series of learning for young children using systematic synthetic phonics:

Evaluate the planned and implemented systematic synthetic phonic activities you have used in the workplace to identify the following:-

• The possible lines of development/ next steps for the child/children. • Equal opportunities and anti-discriminatory practice.

Task 5 - This task relates to Component E, assessment criteria 3.4, 3.5, 4.4, 4.5

In your work place you will be required to plan and implement a series of early literacy and numeracy activities for young children

a) Explain a range of strategies for developing early literacy with young children. b) Evaluate each literacy activity planned and carried out. c) Identify the possible lines of development/next steps for the child/children d) Explain a range of strategies for developing early numeracy with young children. e) Evaluate each numeracy activity planned and carried out. f) Identify the possible lines of development/next steps for the child/children.

Task 6 This task relates to Component T, assessment criteria 1.1, 1.2, 1.3, 1.4

Learning and development through play

a) Explain the following aspects of play:- • Physical play. • Creative play. • Imaginative play. • Sensory play.

b) Discuss the following types of play:- • Solitary play. • Onlooker play. • Parallel play.


• Co-operative play. c) Explain the term ’learning though play’. d) Identify the role that play has in learning and development.


Assignment 5 - The UK Current Early Education Curriculum The aim of this assessment is to enable the learner to provide evidence towards Components G and H




Suggested tasks


Task 1 - This task relates to Component G, assessment criteria 1.1, 1.2, 2.1, 2.2, 2.3, 2.4

These tasks will enable the learner to show their understanding of the current UK Early Education Curriculum. In April 2014 a revised Early Years Foundation Stage document was published.

Prepare a booklet or document which could be shared with parents or carers informing them of the main aspects of the UK current Early Education Curriculum. The booklet or document should include:

a) An explanation of the overarching principles. b) A discussion to show how the overarching principles shape the practice within early years

settings/provisions. c) An explanation of the structure of the current early education curriculum. d) An identification of the required areas of learning and development which shape educational

programmes and write a summary of each of the required areas. e) A discussion which shows how areas of learning can ignite children’s curiosity and enthusiasm

for learning.


Assignment 5 - The UK Current Early Education Curriculum contd.

Task 2 - This task relates to Component G, assessment criteria 3.1, 3.2, 3.3

Full and inclusive learning programs are vital in every early years provision/setting.

a) Identify current legislation which influences equality and inclusive practice when working within the early years sector.

b) Discuss the importance of providing inclusive learning programs. c) Explain the role of the Early Years Educator in providing planned activities for each child which

reflect the following:- • A child’s individual needs. • A child’s interests. • A child’s stage of development.

Task 3 - This task relates to Component G, assessment criteria 3.4, Component H, assessment criteria 2.2

Explain each of the following terms and identify the differences between the following:-

• Adult led activities. • Child initiated activities.

Task 4 - This task relates to Component G, assessment criteria 3.5

Write a summary which shows how the Early Years Educator supports individual children’s learning styles in the following:-

• Playing and exploring. • Active learning. • Creating and thinking critically.

Task 5 - This task relates to Component G assessment criteria 4.1, 4.2, 4.3

a) Explain the importance of diversity, equality and inclusion for young children. b) Discuss the importance that diversity, equality and inclusion has in fully supporting:-

1) Cultural differences 2) Family circumstances.

Planning to deliver the current UK Early Education Curriculum

Task 6 - This task relates to Component H, assessment criteria 1.1, 1.2

a) Explain the required contents of plans which enables the practitioner to deliver the requirements of the current Early Education Curriculum for the following aged children:-

• Birth to 24 months. • 25 to 60 months.


b) Discuss methods and/or formats used to develop curriculum plans that: • Provide purposeful play opportunities and education programmes for young children

from birth to 5 years. • meet the requirements of the current early education curriculum.

Assignment 5 - The UK Current Early Education Curriculum contd.

• Reflect the stage of individual children’s development. • Reflect individual children’s needs. • Reflect circumstances of children. • Reflect each child’s interest(s).

Task 7 - This task relates to Component H, assessment criteria 2.1, 4.1

a) Develop plans to deliver the requirements of the current Early Education Curriculum for a group of young children which includes for each child, the following:-

• Individual needs and circumstances. • Child’s interests. • Stage of development. • Communication and language.

(extending vocabulary, language structure and dialogue, for example) • Physical development.

• Personal, social and emotional development.

• Literacy.

• Mathematics.

• Understanding the world.

• Expressive arts and design.

b) After implementing your plan(s), prepared in Task 7, within your work role:- Review the implementation of the delivery of the Current Early Education curriculum to include:-

• Reflection. • Evaluation. • Analyses. • Recommendations for improvement.


Assignment 6 - Working with young children

The aim of this assessment is to enable the learner to provide evidence towards Components I, J and K




Suggested tasks


Task 1 - This task relates to Component I, assessment criteria 3.1

The majority of component I will be assessed by your assessor in the work place but you may choose to provide the evidence for 3.1 as a written description using this task:

Write a description showing your understanding of strategies which would be used to develop and extend children’s learning and thinking which includes the following:


Task 2 - This task relates to Component J, assessment criteria 1.1, 1.2, 1.3

Modelling and promoting positive behaviour, on a daily basis, forms part of the Early Years Educator role; to show your understanding of this, prepare a chart or information sheet which:

a) Explains the role of Early Years Educator in modelling behaviour when working with young children.

b) Provides a discussion of methods of supporting positive behaviour expected of young children for each stage/age of development.

c) An explanation of the role of the Early Years Educator in working with parent/carers in promoting positive behaviour.


Assignment 6 - Working with young children contd.

Task 3 - This task relates to Component J, assessment criteria 2.1, 2.2, 2.3

Supporting young children to manage their own behaviour

a) Prepare an analysis of strategies appropriate for stage/age of development which support young children to manage their own behaviour.

b) Discuss how promoting equality of opportunity and inclusive practice influences the implementation of strategies which supports children to manage their own behaviour.

c) Involving the child/children, parents/carers, and colleagues in supporting children to manage their own behaviour is vital. Prepare a document or chart which identifies the value of this for the child/children in the early years provision, the parent or carer and work colleagues.

Task 4 - This task relates to Component K, assessment criteria 1.1, 1.2, 1.3

Supporting children with additional needs

a) Write an explanation which shows what is meant by the term ‘additional needs’. b) Explain how to identify a child who is in need of additional support taking into account the

following:- • Biological factors on child development. • Environmental factors on child development. • Stage/age of development.

c) Explain how to access additional support for young children within early education settings.

Task 5 - This task relates to Component K, assessment criteria 2.1, 2.2, 2.3

Working in partnership

a) Explain the term ‘working in partnership’

b) Discuss the process of working in partnership with the following:-

• Professionals within the early years setting. • Key-person. • Parents and/or carers. • Other professionals.

c) Outline planned activities for young children with additional needs to support their development in the following areas:-

• Speech, language and communication.


• Physical development.


Assignment 6 - Working with young children contd.

Task 6 - This task relates to Component K, assessment criteria 3.2, 3.3 You may choose to write a review for the activities you have provided.

a) Review activities provided for young children with additional needs in the following areas:-




b) Recommend possible lines of development/next steps for young children with additional needs in the following areas:-




Task 7 - This task relates to Component K, assessment criteria 3.4, 4.1 A written or aural discussion can be used to meet the required evidence for component K 3.4 a) Discuss how to report outcomes of planned activities with the following:-

• Professionals within the early years setting. • Key-person. • Parents and/or carers. • Other professionals.

b) Explain how inclusive practice influences planning and providing activities for young children with additional needs in early years settings.


Assignment 7 - Professional working

The aim of this assessment is to enable the learner to provide evidence towards Components M, N, O, P and R




Suggested tasks


Task 1 - This task relates to Component M, assessment criteria 1.1, 1.2

To continually maintain the professional standards required in early years provisions each Early Years Educator must be able to show understanding of the following:-

a) Define the term ‘continued professional development’. b) Discuss the importance of continued professional development in order to:

• Improve own skills. • Early years practice. • Meet organisational needs.

Task 2 - This task relates to Component N, assessment criteria 1.1, 1.2

a) Explain the legal requirements for early years setting in relation to the following:- • Health and safety. • Security. • Confidentiality of information.

b) Discuss the Early Years Educator’s role in relation to the policies in an early years setting for the following:-

• Health and safety. • Security. • Confidentiality of information.

Assignment 7 - Professional Working contd.


Task 3 - This task relates to Component N, assessment criteria 2.1, 2.2

a) Explain prevention and control of infection including:- • Hand washing.

• Food hygiene.

• Sterilisation of babies’ feeding equipment.

• Dealing with spillages safely.

• Safe disposal of waste.




b) Discuss the role of the Early Years Educator in the prevention and control of infection including:-

• Hand washing.

• Food hygiene.

• Sterilisation of babies’ feeding equipment.

• Dealing with spillages safely.

• Safe disposal of waste.




Task 4 - This task relates to Component O, assessment criteria 1.1, 1.2, 1.3, 1.4 Legal requirements of safeguarding

a) Explain the legal requirements and guidance in relation to safeguarding for early years provisions/settings.

b) Discuss the safeguarding requirements and procedures when employing staff to work in early years setting.

c) Explain the Early Years Educator’s role in implementing safeguarding policies and procedures in early years settings.

d) Identify own responsibilities in relation to safeguarding, including protection and promoting the welfare of young children.


Task 5 - This task relates to Component O, assessment criteria 2.1, 2.2, 2.3 2.4, 2.5 a) Outline the content of safeguarding policy/procedure for an early years setting. b) Summarise types of abuse covered by policies and procedures including:-

• Domestic • Neglect • Physical • Emotional • Sexual abuse

c) Explain symptoms which may indicate that a child is or may be in danger or at risk of abuse. d) Explain own role in protecting children who may be in danger or at risk in line with own setting’s policies and procedures.

e) Discuss limitations of own role in protecting children who may be in danger or at risk of abuse in line with own settings policies and procedures.

Task 6 - This task relates to Component O, assessment criteria 3.1, 3.2 Working practices a) Outline working practices which support Early Years Educators in safeguarding children. b) Identify sources of support for self if involved in protecting a child who is in danger or at risk of abuse.

Task 7 - This task relates to Component P, assessment criteria 1.1, 1.2

Working in partnership

a) Explain the term ‘working in partnership’. b) Discuss how working in partnership relates to the requirements of the current early education

curriculum. Task 8 - This task relates to Component P, assessment criteria 2.1, 2.2, 2.3. Working co-operatively a) Analyse the strengths and challenges when caring for and enabling the development of young children when working co-operatively with:-

• Key person. • Colleagues. • Parents/carers. • Other professionals.

b) Discuss strategies which help parents/carers to recognise and value their significant contribution to the following:-

• Child/children’s health. • Well-being. • Learning and development.

c) Identify activities and/or opportunities to encourage parent/carers to contribute to children’s health, well-being, learning and development.


Task 9 - This task relates to Component R, assessment criteria 1.1, 1.2

Maintaining accurate records This task requires you to show an understanding of the requirements of maintaining records and reports with the early years setting. a) Discuss the requirements of the current early education curriculum in relation to maintaining records in early years setting. b) Discuss own setting’s policies and procedures which relate to records and reports.


Assignment 8 - Health and well-being

The aim of this assessment is to enable the learner to provide evidence towards Components Q and S




Suggested tasks


Task 1 - This task relates to Component Q, assessment criteria 1.1, 1.2, 1.3, 1.4.

Physical care routines

a) Identify what is meant by ‘physical care routines’. b) Discuss physical care routines in relation to the welfare needs of young children. c) Discuss physical care routines and their appropriateness to age, stage and needs of a child for

each of the following:- • Birth to 12 months. • 13 to 24 months. • 25 to 36 months. • 37 to 60 months.

d) Explain the role of parents/carers when planning physical care routines for young children.

Task 2 - This task relates to Component P, assessment criteria 3.1, 3.2, 3.3. Health and wellbeing

a) Explain the term ‘health and wellbeing’. b) Discuss the importance of health and wellbeing for young children from birth to 5 years. c) Explain the role of the Early Years Educator in promoting health and wellbeing for babies and

young children.


Assignment 8 - Health and well-being contd.

Task 3 - This task relates to Component S, assessment criteria 1.1, 1.2, 1.3

The EYFS requirements for food and nutrition

a) Explain the term ‘healthy eating’. b) Identify the requirements of the current early education curriculum for providing food and drink

for young children. c) Identify the role of the Early Years Educator in providing food and drink for young children. Task 4 -This task relates to Component S, assessment criteria 2.1, 2.2, 2.3, 2.4, 2.5 Providing a balanced diet

a) Identify the main food groups. b) Discuss the nutritional value of the main food groups. c) Outline a balanced diet for young children for a day which includes:-

• Breakfast. • Snacks. • Lunch. • Tea.

d) Identify the nutritional needs of a baby during weaning. e) Discuss the portion size and nutritional requirements for young children in the

following:- • 13 to 24 months. • 25 to 36 months. • 37 to 60 months.

Task 5 - This task relates to Component S, assessment criteria 3.1, 3.2 Promoting healthy eating a) Discuss how to promote healthy eating when working with young children in the following:-


3. Discuss ways which promote healthy eating in the early years settings to include:- • Cultural differences. • Social interaction. • Working in partnership with parents. • Learning activities.


3.3 What the learner will need to know to achieve this qualification

Topic 1 – The importance of supporting children to develop Introduction to the qualification Suggested delivery time: 6 hours The teaching and learning in this section will enable the learner to:-

• Gain an overview of the qualification. • Settle quickly in the workplace. • Gain an understanding of how children develop. • Be aware of the age /stage of development. • Be able to begin to develop the skills to observe young children and make assessment

judgements. Deliver the following: An overview of the qualification stating:-

• The aim of the qualification and an outline of the content. • Expectation of private study. • The number of components to be achieved. • How the components can be achieved (by assignments, by work products, by direct

observation). • Discuss timescale for completion of qualification and gain learners agreement to a schedule. • Identify the requirement of this qualification to present work consistently to show a good

command of the English language, written and spoken.

Suggested learning activities 1. Large group discussion about the expectation of the work place in relation to achieving this

qualification. 2. Learners prepare a schedule for private study and identify dates for completion of assessment. 3. Small groups of learners leading on a reciprocal quiz to reinforce the contents of the qualification.

Simple questions for example: How many components do I need to complete to achieve the qualification? How many credits for the full qualification? Etc.

4. Discuss to ensure that the learner understands the requirements of the qualification with regard to work presented which provides evidence that the learner is consistently demonstrating a good command of the English language in spoken and written form.

Deliver the following: Individuality and how each one of us is different and learns in different ways.

Suggested learning activity 5. Tutor/Assessor planned activity sheet: How do I learn? Followed by large group discussion. Deliver the following:

• Tutor/Assessor to introduce the terms: diversity; differing needs; individual’s interests; individual’s natural abilities:

• Highlight the importance shown in the Introduce the Early Years Foundation Stage (EYFS) to following the child’s interests.

• Support the learner to understand the importance of promoting diversity, equality and inclusion, fully reflecting cultural differences and family circumstances.

Suggested learning activity 6. Small group activity: Ask learners to think about the diversity of the children within the work

settings and their differing needs, interests and abilities. Use the children they know as case studies


Deliver the following: • Introduce the topic of how children develop, and the stimuli that is required to support

development. Indicate how this will affect the role of the learner as Early Years Educator (EYE) in the work role.

• Introduce the Early Years Foundation Stage(EYFS) 2014 document https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/299391/DFE-00337-2014.pdf and reinforce the importance of this document to all early years provisions and explain that Ofsted grading’s are based on the implementation of the content of the EYFS. Be sure that your learners understand that each component within this qualification will be assessed in line with the qualification criteria but that this is based on the requirements of the EYFS. The EYFS is the early years providers guide/ reference book.

Ensure the every learner downloads a copy of the 2014 EYFS. Encourage learners to use this document continuously throughout this course of study to ensure that they gain a full understanding of the requirements of the current UK Early Years Curriculum.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/299391/DFE-00337-2014.pdf



Topic 2 - Theory of attachment and supporting young children through transitions Links to: Component B and F Suggested delivery time: 6 hours The teaching and learning in this section will enable the learner to: -

• Gain a clear understanding of the theory of attachment. • Know how attachment affects the role of the EYE. • Know how to support babies and young children through transitions.

Deliver the following: Introduce the theory of attachment and its importance to the developing child.

• Look at initial attachment with parent, the adult bonding. • The importance of attachment from a regular caregiver. • The needs of the young child for security. • The importance in relation to physical, emotional and social development. • The need to foster attachment and not dependency as the child prepares to move to a new

provision. There are several theorists, which you may choose to consider but John Bowlby a British psychologist, psychiatrist and psychoanalyst, was notable for his interest in child development and for his pioneering work on attachment. Mary Ainsworth looked at the quality of attachment. Look also at separation and how this is affected by secure attachment. Look at the

• Differing attachment needs of young children e.g. birth to 12 months, 13 to 24 months and 25, to 48 months.

• Role of the Early Years Educator (EYE) and the key person in supporting attachment. • Importance of supporting and acknowledging the role of the parent in relation to attachment. • The concept of settling in programmes and discuss a range of settling in plans for young

children from birth to 5 years.

Suggested learning activities 1. In pairs encourage learners to think about and discuss their own memories of good and bad

attachment at a new setting. Some experiences may be shared with the large group. 2. In small groups discuss the potential positive and negative results of attachment in line with the

theories discussed. 3. Feedback and large group discussion to support understanding.

Deliver the following: Define the term ‘transitions and significant events’ and identify the potential effects on the lives of young children. Support Early Years Educators to understand their potential effects and their role in enabling and support children within the child care provision. Transitions and significant events include:

• Moving to school. • Starting and moving through day care. • Birth of a sibling. • Moving home. • Living outside of the home. • Family breakdown. • Loss of significant people. • moving between settings and carers


Discuss to ensure that learners understand how to promote equality of opportunity and anti-discriminatory practice when planning for and supporting young children through transitions. Suggested learning activities 4. Small group activity - Review and feedback ideas to support the transitions and significant events

highlighted in Component F. 5. Individually, using their workplace experience, design a settling in plan for a young child, (child’s age

of learner’s choice) • Identifying the needs of the child. • The needs of the parent/carer. • Taking into account the routine of the room the child is going into.

6. Discuss one or two plans with the large group and verbally analyse the value to the child.


Topic 3 – Holistic development Links to: Component D and T Suggested delivery time: 12 hours The teaching and learning in this section will enable the learner to: -

• Know the importance of holistic development • Understand how an holistic approach supports the child/children’s develop and supports a

child’s need to play Deliver the following: Define the word holistic; encourage learners to understand how this relates to learning and the role of the EYE. A holistic approach would mean that learning opportunities for children are provided to include physical, social, emotional, sensory, and creative intellectual development. The activities available will allow for: -

• Success- with what they already can do. • Challenge - encouraging the child to try new things and attempt something beyond what he or

she has already mastered. The role of the Early Years Educator (EYE) in holistic development is:-

• Modelling the learning and challenge on a daily basis. • The EYE being a learner in front of the children - reflecting and valuing learning.

A holistic approach provides less structured activities but gives the EYE opportunities to observe and interact informally with the children. These observations combined with results of other activities are used to revise and mould the curriculum to better fit the skills, interests, and needs of the specific children as individuals and as a social group. A holistic approach to development, should include understanding how it supports the following: -

• Speech, language and communication. • Personal social and emotional development. • Physical development.

Suggested learning activity 1. Individual or small group activity: Think of activities which would support holistic development in

the 3 areas listed above. Feedback and discuss in the larger group.

Deliver the following: In addition, a curriculum must have a developmental approach, which acknowledges and respects the changing educational and emotional needs of children as they develop. Look at contemporary thinking and theorists: e.g. Tina Bruce: Bruce considers herself to be a social learning theorist, influenced by F. Froebel. Tina favours the holistic approach, which focuses on play, creativity and first hand experiences. Consider the following:

• Free flow play • First hand experiences • Children making up their own rules • Use of play props • A child must want to play • Sometimes children play alone • Sometimes children play in pairs in parallel or in groups

Suggested learning activity 2. Learners to produce a play map which relates to free flow play and includes suggested aspect for all

the bullets above.


3. Discuss in groups the value and benefits of holistic play in relation to their play map. 4. Groups or individually - Learners identify the role of EYE in facilitating free flow play. Deliver the following: Define the term ’learning though play’. Encourage Early Years Educators to identify their role within the play environment and how this supports the individual child’s learning and development. Identify the role that play has in learning and development. Introduce the following aspects of play:-

• Physical play. • Creative play. • Imaginative play. • Sensory play.

and the following types of play:- • Solitary play. • Onlooker play. • Parallel play. • Co-operative play.

Suggested learning activities 5. Individual activity: Ask learner to write a paragraph identifying the importance and value of learning

through play. 6. Small group discussion: Discuss a child’s natural development in relation to solitary play, onlooker

play, parallel play, co-operative play. Feedback to large group. 7. Large group activity: Produce an outline design of a play environment for young children which

includes opportunities for the following play aspects: - physical play, creative play, imaginative play and sensory play.

8. Large group discussion bringing out the value of play to the child/children’s learning and development.


Topic 4 - Child development patterns Links to: Component A and L Suggested delivery time: 12 hours The teaching and learning in this section will enable the learner to: -

• Be conversant with the aspects of child development. • Be aware of development norms from birth to 7 years and how they relate to stage and age of

development. • Understand the importance of play within a young child’s development.

Deliver the following: Child Development Patterns for children from Birth to 7 years in the following area: -

• Cognitive. • Speech, language and communication development. • Literacy and numeracy. • Physical. • Emotional. • Social. • Neurological and brain development including strategies to develop and extend children’s

learning and thinking. Identify development norms and how this relates to stage/age of development. Identify the role of the Early Years Educator in:-

• Knowing the development norms of young children. • Have a clear understanding of stages of development and how this does not necessarily relate

to the age of the child. • Have an understanding of why they need to be aware of the development of children from birth

to age 7 although the EYFS only refers to children from birth to 5 years. Suggested learning activity 1. Small group activity: complete the following tasks:-

• What does cognitive development mean? • Define Speech, language and communication development looking at similarities and

differences. • What do you understand by literacy and numeracy when working with young children? • List all aspects of physical development. • What is emotional development? • Define social development and identify how it may link with emotional development? • What is meant by neurological and brain development • Identify strategies to develop and extend children’s learning and thinking within the learners’

work settings. • Large group: Feedback and discussion

2. Large group activity: Prepare a reference chart, which identifies stages of development norms for

each of the aspects listed above. 3. Small group or paired activity: List a series of development activities, including play suitable for

children at the development stages accredited to age 6 and 7 years.


Topic 5 - Child development theories Links to: Component C, A and L Suggested delivery time: 6 hours The teaching and learning in this section will enable the learner to: -

• Gain an understanding of child development theories and theorists. • Know the importance of child development theories in the role of the Early Years Educator.

Deliver the following: Introduce a range of underpinning theories and philosophical approaches to how children learn and develop, and consider their influence on practice. You may choose to include the following:- How children Learn;

• F. Froebel, • Janet Moyles • Maria Montessori • Rudolf Steiner • Susan Isaacs • Lev Vygotsky • B. Skinner • J Bruner • Susan Isaacs

Introduce how theory can be put into practice:- Key thinking about Brain and Body; Theorists involved: -

• Piaget and sensorimotor learning. • Bruner who saw early stages of learning as related to physical action • H. Gardner – and Bodily-kinaesthetic intelligence. • Lisa Elliot –who was concerned with Body and Brain and how motor skills need to be

practiced and with physical exercise and exploration having an important role in providing conditions for the brain to thrive

Remember theories are constantly evolving and changing. The list above is certainly not conclusive or a comprehensive list of theorists, just a guide to focus your planning and learning. Suggested learning activity 1. Large group discussion on the importance and value of theorists and theories to the child in the

early years provision. Consider: Why learn about theorists? How will the EYE use this knowledge in the work role? How will it benefit the children in the early years provision?

2. Small group research in order to prepare a presentation to the whole group on a particular theorist and their theory and how it relates to supporting child development.

3. Individual learners to produce a personal reference chart listing theorists and theory as a support tool.

4. Identify which theorist relates to which aspect of development, e.g. cognitive or social development etc. and identify which theory/theories are used in their work role.


Topic 6 - The current Early Education Curriculum (The Early Years Foundation Stage 2014) Links to: Component D, E, G, H Suggested delivery time: 12 hours The teaching and learning in this section will enable the learner to: - • Understand the role and structure of the EYFS (More information can be found in the EYFS guidance

document 2014) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/299391/DFE-00337-2014.pdf

• Understand the statutory and regulatory role of the EYFS. • Be aware of the role and governance of Office for Standards in Education, Children's Services and

Skills (Ofsted). Ensure that each leaner has access to their personal copy of the EYFS 2014. Deliver the following: Review with the learners the structure of this document EYFS 2014. Ensure that learners are aware that this is a statutory regulatory document and has been confirmed by the UK government. This is the document against which Ofsted will inspect the early years provision. The aim and principles of the EYFS

I. Every child deserves the best possible start in life. II. The Early Years Foundation Stage (EYFS) sets the standards that all early years providers

must meet to ensure that children learn and develop well and are kept healthy and safe. III. The EYFS seeks to provide:

• Quality and consistency • A secure foundation • Partnership working • Equality of opportunity

IV. The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare.

The learning and development requirements cover:

• The areas of learning and development • The early learning goals • Assessment arrangements for measuring progress

The safeguarding and welfare requirements cover the steps that providers must take to keep children safe and promote their welfare. Overarching principles Four guiding principles should shape practice in early years settings. These are:

• Every child is a unique child. • Learning through positive relationship. • Learn well in enabling environments. • Children develop and learn in different ways and at different rates.

Suggested learning activity: 1. Discuss and review the principles and aim for young children within the EYFS. 2. Ask learners to consider how they think these principles and aims can be met in an early years

provision 3. Ask learners to look through their EYFS 2014 and find the prime areas or learning 4. Discuss the components of each of the prime areas. 5. Ask learners to identify the specific areas and in small group discuss how these build on to the

prime areas.




6. Ask learners to share how their workplace settings meet the EYFS requirements. Deliver the following: The EYFS covers the education and care of all children in early years provisions, including children with special educational needs and disabilities Prime areas: -

• Communication and language: • Listening and attention. • Understanding. • Speaking.

• Physical development: • Moving and handling. • Health and self-care.

• Personal, social and emotional development: • Self-confidence and self-awareness. • Managing feelings and behaviour. • Making relationships.

Specific areas, through which the three prime areas are strengthened and applied. • Literacy:

• Pre reading. • Pre writing.

• Mathematics: • Numbers. • Shape. • Pre space and measures.

• Understanding the world: • People and communities. • The world. • Technology.

• Expressive arts and design: • Exploring and using media and materials. • Being imaginative.

For each child explain how to consider the following: • Individual needs. • Interests. • Stage of development.

In each area of learning illustrate planned play and learning activities • Adult-led and • Child-initiated.

Suggested learning activity 7. Small group activity: Prepare and share a definition of adult-led and/or child initiated activity. Show

the value to the child of an adult led activity and a child initiated activity. 8. Large group; Discuss the value of both adult led and child initiated activity. Identify the role of the

adult in providing activities for young children. Use examples from learners’ work places. 9. Review learners understanding of: individual needs; individual interests; stage of development.


Topic 7 - Planning to deliver the requirements of the EYFS: Links to: Component D, E, G, T, I, H Suggested delivery time: 12 hours The teaching and learning in this section will enable the learner to: -

• Be aware of the diverse methods for planning the delivery of the Early Years Curriculum. • Gain an understanding of the requirements of the EYFS in planning the delivery of the

curriculum. • Be able to plan activities to meet the development needs and interests of individual and groups

of children. • Be aware of the three characteristics of effective teaching and learning identified in the EYE

qualification. Deliver the following: (It would be useful to have examples of planning from a number of different types of early years provisions to share with the learners) Discuss a range of formats suitable for planning for the EYFS, which: -

• Ensure that the relevant learning areas are met in relation to the stage of the child • Ensure that children’s interests are taken into account • Ensure that through the process individual children’s progress can be tracked.

Suggested learning activity 1. Small group activity: Learners to prepare a plan format to meet all the areas of the Early Years

curriculum. Deliver the following: Encourage learners to think about age appropriate activities for young children from birth to 5 years, looking at the stage/age appropriateness of the activities whilst considering learning environments and managing risk to ensure health and safety. Suggested learning activity 2. On a flip chart or large sheet of paper list age appropriate activities or on post it notes write an

activity and then as a group agree appropriate age group. Add possible learning environment and identify any risks and how the risk could be managed.

3. Extend this further to identify activities suitable for large groups, small groups, paired activities and individual activities.

Deliver the following: • How to plan activities to meet the needs of the group. • Identify the value of planning activities to follow the interests of all individual children in the group. • Consider the importance of activities to stimulate learning and development. • Consider a range of methods for planning activities, which meet individual and group needs of the

child/children and ensure that each child’s interest are taken into account when planning. • Discuss planning activities to support children’s learning and development for the following aspects:

- • Holistic play • Early Literacy • Mathematics • Systematic synthetic phonics.

• Suggest a format for showing the planning, implementation of activities then an evaluation and

review of the implementation as required in component D


• Ensure that the evaluation of planning and outcome of activities include:-

• The value for the child. • How did it support child development? • How did it support the child/children to naturally learn?

Suggested learning activity 4. Learner to produce an agreed format between the group and the tutor/assessor for presenting

information relating to planning and implementing activities and an evaluation and review of the implementation.

Deliver the following: With the learners look as the following three characteristics of effective teaching and learning identified in the EYE qualification. The three characteristics are:

• Playing and exploring • Active learning • Creating and thinking critically

Discuss how, when planning and guiding children’s activities, the Early Years Educator can: • Reflect on the different ways children learn. • Identify how to reflect this in their own practice.

Suggested learning activity This relates to (Component G) 5. Small group activities: Share activities that have worked in the learners’ work provision that have

encouraged and supported children to : • Play and explore • Be an active learner • Be creative and think critically.

Deliver the following: Introduce the term ‘Learning environment’ Remember that ‘learning environment’ refers to the diverse physical locations, contexts, and cultures in which children learn. The Early Years Educator will need to understand the young children in their care and provide learning environments which stimulate each child to progress, develop and achieve. When preparing learning environments careful consideration to the following is vital. Deliver clear explanations of the following:

• Stage and age of child/children. • Needs of individual children. • Needs of groups of children. • Extend children’s learning and thinking. • Children’s group learning and socialisation.

Consider how to encourage a child’s participation in learning environments. Identify the importance of the appropriate balance between adult-led and child-initiation. Consider how learning environments can be used to support development of the following:-

• Speech. • Language. • Communication. • Physical development. • Personal, social and emotional development.


• Literacy. • Mathematics. • Understanding the world. • Expressive arts and design.

Include the need to ensure that learning environments promote positive behaviour expected of young children and ways in which learning environments can enable or support young children to manage their own behaviour in relation to others. Suggested learning activity 6. On post it notes:

• Ask learners to write a range of learning environments be sure to ask them to include natural environments, physical environments and environments which can be constructed or built.

• Group post it notes to be put on a wall areas or large flip chart papers. • Ask small groups of learners to consider which of the learning environments can be used to

support the development aspect listed above. • Feedback and discussion with the whole group. • Groups of learners to choose a learning environment and prepare a chart to show how chosen

learning environment and development aspect will support the following - Stage and age of child/children. - Needs of individual children. - Needs of groups of children. - Extend children’s learning and thinking. - Children’s group learning and socialisation.

• Large group feedback and discussion.


Topic 8 - Assessment techniques Links to: Component L, A Suggested delivery time: 6 The teaching and learning in this section will enable the learner to: -

• Be aware of a range of assessment methods. • Understand the difference between formative and summative assessment. • Know how to observe young children, record and analyse the required information to suggest

possible lines of development or next steps for the child

Deliver the following: • Review a range of assessment methods suitable for children from birth to 5 years. Include

formative and summative assessment, • Discuss suitable assessment methods for different aged children and how different methods

support the gathering of different information, which can be used to make assessment decisions.

• Introduce good practice when recording observations, include the need to link to:

- Child development and to consider all aspects of development. - Child development theorists; - The role of the Early Years Educator; - Possible lines of development/next steps for the child/children. - The child’s individual needs. - The child’s interests - Equality of opportunity - Sharing information with key-person/parent carers etc.

Some examples of assessment methods There is an expectation that a range of assessment methods will be used by the learner when preparing evidence for this qualification. Notes on different assessment methods Observation – watching – looking at a child in a systematic way This enables the EYE to document performance and behaviour; it supports decision making. Anecdotal record – gives a snapshot; a brief written description at one point in time. This provides valuable insight into individual response and forms a base for planning. Running record – records a sequence of events that occur over time. This provides more detail and insight into child’s development or behaviour over time. Event sampling - focuses on child/children’s response to a range of events. This helps identify support required or behaviour at particular events over time. Time sampling - focuses on how children respond at specific time intervals. This helps identify support a child may need, relative to time or a particular behaviour pattern over a time span. Rating scale or checklist contains a list of descriptors. This enables EYE to record data when they observe it, which can be reviewed and monitored against expected development patterns and development areas. Work sample or portfolio - collection of children’s work that demonstrates what the children know and are able to do. This provides a concrete example of learning and may show growth and achievement over time. Discussion or interview with children - May need to prompt or ask questions. This gives children the opportunity to explain their work or behaviour. Suggested learning activity


1. Learners could research assessment methods and share with the group or discuss ones that they have already used.

2. Small group activity leading into a large group activity: a range of assessment methods to be written up and formed into a chart or grid or placed on wall display or put into a computer presentation. This could then be used as a prompt for learners when recording observations for component A and L etc. and learners could identify ones used in their work place, when they are used and why

Deliver the following: Introduce recording child observations. consider: -

• The importance of observing children. • The role of observations in monitoring child development. • The potential value and use of different observation methods. • Suitable methods for observing individual and small groups of children. • Open and closed data.

(Open data can provide information relating to more than one thing. Closed data gives information that has only one conclusion.)

• That learners need to understand the importance of recording observations in the present tense, including any direct speech from the child.

• How to review and evaluate observations against expected norms. • How to identify for the child possible lines of development or next steps

Suggested learning activity 3. Ask learners to watch an audio visual clip of active children. Ask the learners to consider which

assessment method they will use to record an observation of the clip. Replay the clip and learners record an observation. Learners then complete the analyses/review and evaluations and link to the EYFS and suggest possible lines of development or next steps for the child/children in the recording. A sample of the observations can then be read out to the group and the outcomes discussed.

Deliver the following: Why, how and when to share information about children’s learning and development with the child/children, key person, parents/carers, colleagues or other professionals. Review the expectations of confidentiality and check that learners are aware that the early years provision will have a confidentiality policy. Discuss positive ways to share information about children’s learning and development, include the requirements of the EYFS in the following:

• Sharing recognition or progress with: - Children - Parents/carers - Colleagues/practitioners

Suggested learning activity 4. Paired activity: practice sharing information taking on different roles, e.g. the EYE to a child or EYE

to a parent, or EYE to the keyworker. 5. Large group on flip chart identify the potential difficulties of sharing information. Consider how to

share information positively. Discuss the role of the professional in relation to sharing information. Deliver the following: The requirements of the EYFS: Progress check after age two and before age three http://www.foundationyears.org.uk/wp-content/uploads/2012/03/A-Know-How-Guide.pdf

http://www.foundationyears.org.uk/wp-content/uploads/2012/03/A-Know-How-Guide.pdf


• Review document must identify: - - The child's strengths in the prime area - Identify where child's progress is less than expected - Significant concerns or disability (involve SENCO or other professional)

• Share written summary of progress with parents, to include - Prime areas - Specific areas, (practitioners to decide what the written summary should include,

reflecting the development level and needs of the individual child) • Discuss progress with parents and/or carers and how the summary of development can be

used to support learning at home. Suggested learning activity

Learners to review the ‘A Know How Guide’ the EYFS progress check at age two from the link above and design a report format to present the required information to parents or other relevant professional to show the progress of the two year old in the early years provision.


Topic 9 - Modelling behaviour Links to: Component J Suggested delivery time: 6 hours The teaching and learning in this section will enable the learner to:-

• Understand modelling positive behaviour. • Have an understanding of behaviour management in general. • Be aware of other models of supporting positive behaviour and the related theories.

Deliver the following: Modelling positive behaviour Consider Albert Bandura’s theory Much of children’s learning happens through the process of watching and imitating others. This is known as observational learning. Observational learning is sometimes also referred to as shaping or modelling. While it can take place at any point in life, it tends to be the most common during childhood as children learn from the authority figures and peers in their lives. It also plays an important role in the socialisation process, as children learn how to behave and respond to others by observing how their parents and other caregivers interact with each other and with other people. Social learning theory provides the foundation for behaviour modelling. It asserts that most behaviour is learned by observation and modelling. Bandura’s theory added a social element, arguing that people can learn new information and behaviours by watching other people; this type of learning can be used to explain a wide variety of behaviours. Other behaviour theorists In addition look at other behaviour theorist, e.g. B.F. Skinner and Carl Rogers, who have different views. Encourage learners to value a variety of methods to support children to manage behaviour. Requirements identified in the EYFS can be found under section Managing children’s behaviours. Consider the following

• Identify the practitioner responsible for behaviour management and their role and responsibilities within their work provision.

• What records must be kept. • When it is appropriate to use physical intervention and the required paperwork following its

use. • Why physical punishment is not allowed.

Managing behaviour Introduce the value of behaviour policies in early years provision. Identify their role and importance in providing a consistent approach to supporting positive behaviour in relation to common approach by all staff in a child care provision and between rooms within the provision. Suggested learning activity 1. Learners to review child care settings’ behaviour policy and procedure to ensure that the

requirements of the EYFS are included. Learners should then be able to record their role within their settings behaviour policy.

2. Large group discussion: Discuss the role of the EYE in consistently implementing an early years provisions behaviour policy.

3. Identify on a flip chart the main benefits to the child/children of a behaviour policy, which is consistently implemented throughout an early years provision.


4. Learners to analyse their own settings behaviour policy. From their analysis they may choose to identify the role of the EYE. Identify points that they do not fully understand and discuss these with the group. Identify the value of the policy to child, the staff and the parents/carers.


Topic 10 - Health, safety and welfare Links to: Component N Suggested delivery time: 18 hours The teaching and learning in this section will enable the learner to:-

• Understand the terms, health; safety; welfare; within an early years provision. • Know the requirements of the EYFS 2014 in relation to health, safety and welfare. • Be aware of how to record and report accidents • Understand the importance of emergency evacuation procedures.

Deliver the following: Introduce and explain the following Health and Safety legislation which govern early years provisions

• Health Safety requirements - http://www.hse.gov.uk/ • Health and Safety at Work Act 1974/The Workplace (Health, Safety and Welfare) Regulations

1992 • Health and Safety (First Aid) Regulation 1981

(Include required contents of first aid box) • Control of Substances Hazardous to Health Regulations 1994 (COSHH) /2002 • Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 2013 (RIDDOR) • Maintaining current risk assessments

Requirements of the EYFS Paediatric first aid certificate (Requirements of EYFS) (Requirement of Apprenticeship Framework) At least one person who has a current paediatric first aid certificate:-

• Must be on the premises at all times when children are present, • Must accompany children on outings.

Health and safety requirements of an early years setting. Learners will need to consider • Fire safety – include requirement for fire evacuation procedures. • Security of the children. • Confidentiality – security of information. • Risk management, including requirement of risk assessment process, settings policies and

procedurehttp://www.hse.gov.uk/risk/fivesteps.htm - Identify the hazards - Decide who might be harmed and how - Evaluate the risks and decide on precaution - Record your findings and implement them - Review your assessment and update if necessary.

• What is an acceptable level of risk? • Taking children on outings. • Prevention and control of infection and activities which raise awareness of this important aspect

within the child care provision. - Hand washing.

- Food hygiene. - Sterilisation of baby feeding equipment. - Dealing with spillages safely. - Safe disposal of waste, including contaminated or body waste. - Use of personal protective equipment. - Cleaning and maintenance of resources and play equipment.

http://www.hse.gov.uk/risk/fivesteps.htm

http://www.hse.gov.uk/risk/step1.htm






Suggested learning activity 1. Review health and safety policies and procedures of the learners’ early years provision and

consider best practice: - List the requirements and identify the role of the EYE in each health or safety aspect.

2. Learners to carry out a risk assessment in the training room/work place or in an outside area or local park or place that they may take children to visit. Ensure that the risk assessment includes the following:- a) Identify the hazards.

b) Decide who might be harmed and how. c) Evaluate the risks and decide on precaution. d) Record your findings and implement them. e) Review your assessment and update if necessary.

Deliver the following requirements of the EYFS: Illness How the EYE can promote the good health of children attending the early years provision.

• Identify the procedures/discussion with parents and/or carers, for responding to children who are ill or infectious.

• Outline the necessary steps needed to prevent the spread of infection. • Explain the appropriate action if children are ill. • Discuss current requirements of exclusion and notification of diseases for early years provisions

Medicines Child care organisations must:

• Implement a policy, and procedure, for administering medicines. • Have a system for obtaining information about a child’s needs for medicines. • Keep this information up-to-date. • Meet training requirements for staff where the administration of medicine requires medical or

technical knowledge. • Ensure that medicines must not usually be administered unless they have been prescribed for a

child by a doctor, dentist, nurse or pharmacist (medicines containing aspirin should only be given if prescribed by a doctor).

Record keeping for medicine (both prescription and non-prescription) • Medicine must only be administered to a child where written permission for that particular

medicine has been obtained from the child’s parent and/or carer. • A written record is made each time a medicine is administered to a child. Good practice would

require a signature from who gave the medication and a signature from another practitioner state that the dose recorded was correct.

• Inform the child’s parents and/or carers on the same day, or as soon as reasonably practicable.

Suggested learning activity 3. Learners, in pairs, to prepare and complete a medicine record. The records can then be checked

against the regulatory requirements as directed by tutor/assessor. Deliver the following: Dealing and reporting accidents Discuss what records are required for recording and reporting accidents that:

• Occur in the early education provision. • Occur in the home.







The value of review and analyses of accidents in an early years provision. Suggested learning activity 4. Review a number of different early years provisions policies and procedures for dealing with and

reporting accidents: • Look at differences and best practice. • Identify the role of the EYE within the policy • Note how parents are informed. • Discuss learners work place policy and procedures.

Deliver the following: Responding to accidents and emergency situations. Each early years provision will have a policy which identifies the responsibilities for dealing with accidents and emergency situation within that provision. It is important that learners not only know their role but also the roles and requirements within each provision they may work or attend. Requirements of the EYFS in relation to accident or injury

• First aid box must be accessible at all times with appropriate content for use with children. • Early years provision must keep a written record of accidents or injuries and first aid treatment • Early years provision must inform parents and/or carers of any accident or injury sustained by

the child on the same day, or as soon as reasonably practicable, of any first aid treatment given. • Registered providers must notify Ofsted of any serious accident, illness or injury to, or death of,

any child while in their care, and of the action taken. Notification must be made as soon as is reasonably practicable, but in any event within 14 days of the incident occurring.

• Providers must notify local child protection agencies of any serious accident or injury to, or the death of, any child while in their care, and must act on any advice from those agencies.

Suggested learning activity 5. Ask learners to list what they think should be the content of a first aid box and match it to the

required content of the box. Ask learners to name the first aiders in their workplace and the name of the person responsible for health and safety. If they do not know suggest that they find out when they next attend their work place.

Deliver the following: Confidentiality of personal information Confidentiality of any data information which is required by the EYFS or that is necessary to run a business comes under the Data Protection Act. All early years provision will have a confidentiality policy, which learners must adhere to. Often on employment learners are required to sign a document which states that they have read and understood the requirements of confidentiality and how it operates in the work role. Much of the information in a confidentiality policy will come from the requirements of the UK Data Protection Act.

The Data Protection Act was in 1998 and consolidation took place in 2003. It is important to be sure that when you deliver information to learners you are providing current up to date information, so please check for the latest information.

The following brief overview of the requirements of data protection information is dated 8th Nov. 2013 taken from https://www.gov.uk/data-protection/the-data-protection-act http://www.ico.gov.uk/for_organisations/data_protection.aspx

https://www.gov.uk/data-protection/the-data-protection-act

http://www.ico.gov.uk/for_organisations/data_protection.aspx


The Data Protection Act controls how your personal information is used by organisations, businesses or the government.

Everyone who is responsible for using data has to follow strict rules called ‘data protection principles’. They must make sure the information is:

• Used fairly and lawfully

• Used for limited, specifically stated purposes

• Used in a way that is adequate, relevant and not excessive

• Accurate

• Kept for no longer than is absolutely necessary

• Handled according to people’s data protection rights

• Kept safe and secure

• Not transferred outside the UK without adequate protection • There is stronger legal protection for more sensitive information, such as:

- Ethnic background.

- Political opinions.

- Religious beliefs.

- Health.

- Sexual health.

- Criminal record.

Suggested learning activity

6. Review a range of workplace confidentiality and/ data protection policies. The learners to

summarise their understanding of the requirement. Discuss with the whole group.

7. Require learners to identify the requirements of the EYFS in relation to Data Protection within

their early years provision.

Deliver the following: Requirement of the EYFS Safety and suitability of premises, environment and equipment Early years provisions must: • Ensure that their premises, including outdoor spaces, are fit for purpose. • Spaces, furniture, equipment and toys, must be safe for children to use and premises must be

secure. • Keep premises and equipment clean • Be aware of, and comply with, requirements of health and safety legislation (including hygiene

requirements). • Must have, and implement, a health and safety policy, and procedures, which cover:-

- Identifying, reporting and dealing with accidents, - Hazards and faulty equipment. - Providers must take reasonable steps to ensure the safety of:

Children Staff Others on the premises in the case of fire or any other emergency

and which must have:


- An emergency evacuation procedure. - An appropriate fire detection and control equipment (for example, fire alarms, smoke

detectors, and fire extinguishers) which is in working order - Fire exits which are clearly identifiable, and fire doors which must be free of obstruction and

easily opened from the inside. • Early years provisions are required to keep record of fire safe checks, which include emergency

evacuation procedure. Discuss the role of the EYE in an evacuation procedure and the safety requirement for the children and the staff.

Suggested learning activity 8. Learners to review their work place to be sure they are aware of all potential hazards and

risk management that is in place. 9. Learners to write an outline of an emergency evacuation procedure that they have been involved

in. Identify their role within the process. Learners to state their understanding of the value of this procedure.


Topic 11 – Safeguarding Links to: Component O Suggested delivery time: 6 hours The teaching and learning in this section will enable the learner to: • Understand the requirements in relation to safeguarding in an early years provision • Be aware of the main types of abuse • Know how to respond to possible signs of abuse

Deliver the following: Look at the requirement of the Children Act 2004 which amended the Children Act 1989. https://www.nspcc.org.uk/Inform/research/briefings/child_protection_legislation_in_the_uk_wda48946.html Before staff employment is confirmed the following check must take place: Disclosure and Barring Check (DBS) formerly CRB check https://www.gov.uk/disclosure-barring-service-check/contact-disclosure-and-barring-service Link above is current but be sure to always check to ensure that you are delivering up to date information. In England and Wales, the Disclosure and Barring Service regulates the recruitment and monitoring practices of people working or volunteering with children. Anyone working with children in a "regulated position" must undergo a Disclosure and Barring Service (DBS) check Ensure that any information given is in line with the Local Safeguarding Children Board (LSCB) Useful information can be found on the NSPCC website. https://www.nspcc.org.uk Refer also to the requirements of the EYFS or current early education curriculum. Child protection Early years providers need to ensure the following are in place:

• Safeguarding policy • Lead practitioner with specific safeguarding training. • Providers must have regard to the Government's statutory guidance ‘Working Together to

Safeguard Children’. • Know the legal requirements and guidance on safeguarding and promoting the welfare of

children. • Identify and act upon own responsibilities in relation to safeguarding and promoting the welfare

of children. • Understand safeguarding policies and procedures, including child protection, recognise when a

child is in danger or at risk of abuse, and know how to act to protect them.

Types of abuse including: • Domestic. • Neglect. • Physical. • Emotional. • Sexual abuse.

Explain the symptoms which may indicate that a child is or may be in danger of abuse.

• Cuts, bruises, burns, particularly if in unusual places • Unusual attachment, clingy etc. • Aggressiveness towards people with whom they are usually friendly. • Unusual Tantrums. • Weight loss if not link to illness. • Eating problems.

https://www.nspcc.org.uk/Inform/research/briefings/child_protection_legislation_in_the_uk_wda48946.html

https://www.nspcc.org.uk/Inform/research/briefings/child_protection_legislation_in_the_uk_wda48946.html

https://www.gov.uk/disclosure-barring-service-check/contact-disclosure-and-barring-service

https://www.gov.uk/disclosure-barring-service-check/overview

https://www.nspcc.org.uk/


• Untreated illness of condition. • Unusual tiredness. • Unusual withdrawal. • Uncared for or dirty etc. • Inappropriate sexual awareness.

Look at the process for recording and reporting possible child abuse

• Ensure that learners are aware of their own responsibilities in relation to the child protection and promoting the welfare of young children.

• Ensure that learners are aware of the limits of their job role in relation to the child protection and promoting the welfare of young children.

Ensure that learners know how to Respond to suspicions of abuse:

• Listen. • Don’t act shocked or surprised. • Don’t promise secrecy. • Accept what they hear • Make a written record as soon as possible • Write exactly what is said or seen • Date, time and sign their written record. • Inform their line manager. • Remember confidentiality (need to know basis only) • Do not discuss with any person other than their line manager • Do not try to investigate

If learner or staff member need help and support for themselves they should speak to their line manager. Suggested learning activity 1. Learners in pairs or small groups could develop the outline of the requirements of an early years

provision, safeguarding/child protection policy. 2. Small group discussion: record on flipchart:

What things they might see or hear that may indicate abuse of a child. What they might do and who they would tell in their work place.

Deliver the following: The Early Years provision is required to provide ongoing safeguarding training for:- • All staff to understand their safeguarding policy and procedures. • All staff have up to date knowledge of safeguarding issues and include:

- enabling practitioners to identify signs of possible abuse and neglect at the earliest opportunity - enabling practitioners to respond in a timely and appropriate way.

Signs of abuse may include:

• Significant changes in children's behavior. • Deterioration in children’s general well-being. • Unexplained bruising, marks or signs of possible abuse or neglect. • Children’s comments which give cause for concern. • Any reasons to suspect neglect or abuse outside the setting.


• Inappropriate behaviour displayed by other members of staff, or any other person working with the children.

‘Working Together to Safeguard Children’ requires early years provision to:

• Notify agencies with statutory responsibilities without delay. • Inform Ofsted.

Providers must have regard to the Government's statutory guidance EYFA requirements in relation to staff Suitable persons Providers must

• Tell staff that they are expected to disclose any convictions, cautions, court orders, reprimands and warnings

• Have a record of staff qualifications that have been checked • Carry out identity checks and DBS checks

DBS checks – are vetting processes that have been completed including the criminal records disclosure. Providers must retain the following information:

- DBS reference number, - The date a disclosure was obtained - Details of who obtained check

Safeguarding Vulnerable Groups Act 2006 Providers must also meet their responsibilities under the Safeguarding Vulnerable Groups Act 2006. Disqualification of member of staff In the event of disqualification of a person employed in early years provision, the provider must not continue to employ that person and must inform Ofsted Suggested learning activity 3. Obtain some scenarios for learners to review and make response from the NSPCC link :- http://www.nspcc.org.uk/Inform/trainingandconsultancy/piat/resources/piat_toolkit_child_abuse_wdf79870.pdf

http://www.nspcc.org.uk/Inform/trainingandconsultancy/piat/resources/piat_toolkit_child_abuse_wdf79870.pdf

http://www.nspcc.org.uk/Inform/trainingandconsultancy/piat/resources/piat_toolkit_child_abuse_wdf79870.pdf


Topic 12 - Key person role Links to: Component P,Q Suggested delivery time: 6 hours The teaching and learning in this section will enable the learner to:-

• Know the role of the key person within an early years provision. • Know the value of the key person role

a) to the child; b) to the parent/carers; c) to other professionals.

• Understand the role of the key person in relation to the requirements of the Early Years curriculum.

Deliver the following: The role of the Key person in an early years provision The Key person is one of the statutory vital principles in the Early Years Foundation Stage. It is an interactive relationship between the Early Years Educator, individual child and their family. It supports the child to develop a sense of security to enable each individual to feel confident to explore their world and form further positive relationships within the early years provision.

The Key person needs to become an invisible attachment to each key child, holding each individual in mind throughout their time at nursery.

The role of the Key person is to know each key child and support their sense of identity and individuality. Within the key person role it is important to be aware of their individual child’s and family’s needs preferences and development.

The Key person will usually be the person who welcomes the child and/or carer to the early years provision and helps to settle the child into the session. They would also be the main person providing the child’s intimate care such as nappy changing, putting down to sleep and physical closeness. Information sharing with the parents is also done mainly through the Key person.

What happens when the Key person is absent? Good practice would see each key person paired with a ‘buddy’ who takes on the role of the Key person in their absence with the support of the other staff. It is part of the Key person’s role to ensure that the buddy and other staff are aware of each child’s needs. Each child belongs to their Key person’s family group, their buddy’s extended family and the further extended group of the whole room.

The Key person approach links into the attachment theory, which you have previously discussed with your learners. Attachment is the base from which children explore, develop and learn.

Specific aspects of the Key person role The key person will:-

• inform parents and/or carers of the name of the key person • explain their role, when a child starts attending a setting • ensure that every child’s learning and care is tailored to meet their individual needs • seek to engage and support parents and/or carers in guiding their child’s development at home • help families engage with more specialist support if appropriate • prepare care routines and care plans for young children • keep parents/carers and other professionals informed.


Methods of effectively communicating as a key person Review a variety of methods events and activities to regularly share information with parents/carers and other professionals. Some examples listed below:

• Daily welcome and farewell to child and parent/carer. • Written daily report cards. • Home school books. • Newsletters. • Information boards or bulletins. • Information evenings. • Assessment reports.

Requirements of the EYFS re key person

• Each child must be assigned a key person. Their role is to help ensure that every child’s care is tailored to meet their individual needs to help the child become familiar with the setting

• The key person approach provides a settled relationship for the child and builds a relationship with their parents.

Suggested learning activities 1. Small group activity: Imagine you are a new mum or dad and you are planning to start your child in

your child care provision. Think! What would you like to be told about the child care provision? How might you like to settle your baby into the child care provision? How and when would you like to communicate with your child’s key-person? Review in the large group.

2. In pairs design a tool which could be used by a key-person to communicate with a) Parents/carers. b) Other colleagues.

3. Large group discussion: How do the tools designed in activity 2 meet the requirements of:- a) The requirements of the EYFS. b) The needs of the child/children. c) The needs of parent/carers. d) Other professionals.


Topic 13 - Equal Opportunities including the role of the SENCO and staff supervisions. Links to: Component K Suggested delivery time: 12 hours The teaching and learning in this section will enable the learner to:-

• Know the background to equality legislation. • Know the role of the Special Educational Needs Coordinator (SENCO) within the early years

provision. Equal opportunities Brief look at

• The Equality Act 2010 http://www.legislation.gov.uk/ukpga/2010/15/contents • The UN convention on the Rights of the Child and its influence UK law and public policy

The United Nations Convention on the Rights of the Child (UNCRC) is an international human rights treaty that grants all children and young people (aged 17 and under) a comprehensive set of rights. http://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf

https://www.savethechildren.org.uk/sites/default/files/docs/Know_Your_Rights_poster_4.pdf

The Convention says that every child has the right to: • Be protected, listened to and respected. • A childhood (including protection from violence, abuse, neglect and harm). • Children’s best interest must come first. • Be educated (including all girls and boys completing primary school). • Be healthy (including having clean water, nutritious food and medical care). • Be treated fairly (including changing laws and practices that are unfair on children). • Be heard (including considering children's views).

This is just a brief selection from the 54 articles which form the full document. The web links above will enable access to an outline of the requirements in clear language.

The UK signed the convention on 19 April 1990, ratified it on 16 December 1991 and it came into force on 15 January 1992. All of our policies and practices must comply with the UNCRC and we report to the United Nations every 5 years to show this.

25th March 2014 UK Government added information about what they are doing to make sure that policies take into account the United Nations Conventions on the Rights of the Child (UNCRC) Further information on link below https://www.gov.uk/government/policies/creating-a-fairer-and-more-equal-society/supporting-pages/the-united-nations-convention-on-the-rights-of-the-child-uncrc Suggested learning activities 1. Learners to review an early year provision EO policy and prepare a set of questions to ask the whole

group to gain an understanding of the requirements of this policy. 2. Small group discussion and flip chart paper; Learners to record where and how they have seen the

main aspect of the UN convention rights of the child within the work place or in their local or national society.

Deliver the following: Requirement of the EYFS Development of home language

• Opportunities for children to use their home language in play and learning. • Opportunities to support language development at home. • Opportunities to learn and reach a good standard in English language.

http://www.legislation.gov.uk/ukpga/2010/15/contents

http://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf

https://www.savethechildren.org.uk/sites/default/files/docs/Know_Your_Rights_poster_4.pdf


Suggested learning activity 1) Using post-it notes: Ask learners to jot down activities, events and opportunities to enhance the use

of home language within a setting. Learners to draw on their work place experiences. Discuss learner’s ideas in the large group.

Deliver the following: The role of the SENCO within Early Years provisions: All Early Years Settings must have an identified Special Educational Needs Coordinator (SENCO). Early Years Setting SENCOs are responsible for making sure that any children with special educational needs (SEN) get the extra help they need. The way that each setting does this will be written down in their SEN policy.

Encourage your learners to read and understand the SEN policy of the early years provision they attend.

The SENCO is also responsible for: • Supporting parents and carers of children with special educational needs (SEN). • Advising and supporting other staff in the setting. • Making sure professionals are involved when necessary. • Making sure that appropriate Individual Education Plans (IEP) are in place and reviewed

regularly. • Making sure that relevant background information about individual children with SEN is

collected, recorded and updated. • Helping to plan for children with SEN to move to primary school.

The requirements of the EYFS: early years provisions must:

• Have and implement a policy, and procedures, to promote equality of opportunity for children in their care.

• Support for children with special educational needs or disabilities. The policy should cover:

• How the individual needs of all children will be met (including how those children who are disabled or have special educational needs, will be included, valued and supported,

how reasonable adjustments will be made for them). • The name of the Special Educational Needs Co-ordinator (SENCO) in the early years provision. • Arrangements for reviewing, monitoring and evaluating the effectiveness of inclusive practices

that promote and value diversity and difference. • How inappropriate attitudes and practices will be challenged. • How the provision will encourage children to value and respect others.

Suggested learning activities 4. Learners in small groups prepare a presentation showing the important role that a SENCO has

within the early years provision. 5. Large group discussion about the content of a Special Education Needs Policy and the value or its

implementation:- a) To the individual child. b) To the other children in the early years provision. c) To the staff within the work place. d) To the parents/carers. e) To the quality of the education and care provision in the workplace.

http://www.norfolk.gov.uk/Childrens_services/Special_educational_needs_(SEN)/About_special_educational_needs/Useful_explanations/NCC103249


Deliver the following: Requirements of the EYFS in relation to staff supervision: NOTE: Please ensure that learners understand that supervision is not part of the staff appraisal process. It is a method of monitoring the delivery of the early years curriculum and to ensure that children receive the support that they require. Taken from the EYFS Supervision should provide opportunities for Early Years Educators to:

• Discuss any issues – particularly concerning the child/children’s development or well-being; • Identify solutions to address issues as they arise; • Receive support and coaching to improve their personal effectiveness.

The Early Years Professional or Early Years Teacher or the Nursery Manager will regularly monitor the delivery of the EYFS. This may mean sampling child observations, tracking the activities of an individual child to ensure that each child in the nursery is receiving high quality care, learning and opportunities to develop. This monitoring will often form the basis of the supervision process. Supervision is a two way process to support the Early Years Educator to provide the very best quality care, learning and development for each child in the early years provision. Suggested learning activities: 6. Ask learners to identify the role of supervision in the requirements of the EYFS:

• How it relations to Equality of opportunity or inclusive practice. • How supervision supports the Early Years Educator. • How it is carried out in the learner’s early years provision.


Topic 14 - Continual professional development Links to: Component M Suggested delivery time: 6 hours The teaching and learning in this section will enable the learner to:-

• Fully understand the importance of continual professional development • Be aware of the depth and breadth which needs to be encompassed to support

personal progression. Deliver the following: Introduce the concept of Continual Professional Development. Discuss - What is CPD? CPD is combinations of approaches, ideas and techniques that will help the learner manage their own learning and development. The focus of CPD is firmly on results, i.e. the benefits that professional development wherever they are in their career and whatever they want to achieve.

CPD is a process of setting and agreeing objectives for the learner’s development with their employer and then charting their progress towards achieving them. It is about where they want to be and how they plan to get there, capturing useful experiences and assessing the practical benefits of what they have learned. Each piece of learning needs to be evaluated and the question asked: What can I do now that I couldn't do before? It is important to maintain an ongoing record of CPD activities, which shows the value of the activity to them and to their role as an Early Years Educator. It is not important to say what they did, but to state how they will use what they learned.

As a professional, they have a responsibility to keep their skills and knowledge up to date. CPD helps them turn that accountability into a positive opportunity to identify and achieve their own career objectives.

At least once a year, through their appraisal process they should have the opportunity to review their learning over the previous 12 months and set development objectives for the coming year. Reflecting on the past and planning for the future in this way makes their development more methodical and easier to measure during their appraisal

CPD is an investment that they make in themselves. It is a way of planning their development that links learning directly to practice. CPD can help them keep their skills up to date and prepare them for greater responsibilities. It can boost their confidence, strengthen their professional credibility and help them become more creative in tackling new challenges. CPD makes their working life more interesting and can significantly increase their job satisfaction.

Look how continual professional development needs to support the development of the: • Business requirements.

Personal skills. • Changes in legislation or regulations. • Maintenance of skill requirements within the sector. • New skills as required by the business and/or the sector.

Review a range of appraisal models Consider the following:

• The value of the appraisal to the individual employee. • The benefit of positive appraisal process for the business.


• How appraisal supports the children within the early years provision. Look at how the outcomes of the appraisal process links into the early years provisions training plan. Discuss the importance of monitoring and reviewing progress against goals and targets set at appraisals. Suggested learning activities: 1. Learners carry out personal skills analyses in relation to the requirements of early years provisions.

Look at Strength, Weaknesses, Threats, and Opportunities. (SWOT) 2. Prepare a personal training plan and share it with a paired learner. 3. Large group activity – On a flip chart identify training needs for an imaginary early years provision,

considering business needs, on-going or update training requirements, and personal aspirations. 4. Large group activity: Discuss the value of an effective appraisal system.


Topic 15 - Food and nutrition Links to: Component S Suggested delivery time: 6 hours

The teaching and learning in this section will enable the learner to: • Understand the requirements of the EYFS to provide health, balanced, nutritious food for young

children. • Understand the current guidelines of what constitutes a balanced diet.

Deliver the following: Requirements of the EYFS are as follows:

• Meals, snacks and drinks must be healthy, balanced and nutritious. • Before a child is admitted to the setting the provider must also obtain information about any

special dietary requirements, preferences and food allergies that the child has • Any special health requirements. • Fresh drinking water must be available and accessible at all times. • Providers must record and act on information from parents and carers about a child's dietary

needs. • There must be an area which is adequately equipped to provide healthy meals, snacks and

drinks for children as necessary in the provision • The provision must have suitable facilities for the hygienic preparation of food for children if

necessary including suitable sterilisation equipment for babies’ food • Providers must be confident that those responsible for preparing and handling food are

competent to do so • All staff involved in preparing and handling food must receive training in food hygiene. • The provider must notify Ofsted of any food poisoning affecting two or more children looked

after on the premises. Notification must be made as soon as is reasonably practicable, but in any event within 14 days of the incident.

Suggested learning activities: 1. Learners to draw an outline diagram of their child care provision and identify where and how the

requirements of the EYFS are implemented. A list of the above can be given to the group and a key could be added to their diagram

Deliver the following: Food and drink Using current UK Guidelines Guidelines on healthy eating are continually being revised so please ensure that you deliver the most current and up to date information. It may be useful to require your learners to carry out some research for the latest information from the UK government or Food Standards Agency but please be aware that often, old information does not get removed from web sites. For example the Food Standards Agency are displaying the October 2006 guidelines, but continued research means that these guidelines are currently, in 2014, being revised and the revised guidelines will be published in 2015. Some web sites to help you. http://www.childrensfoodtrust.org.uk/pre-school/resources/guidelines http://multimedia.food.gov.uk/multimedia/pdfs/nutguideuk.pdf http://www.food.gov.uk/ http://www.nutrition.org.uk/ http://www.nutrition.org.uk/healthyliving/nutrition4baby http://www.nhs.uk/Conditions/pregnancy-and-baby/pages/childrens-meal-ideas.aspx#close

http://www.childrensfoodtrust.org.uk/pre-school/resources/guidelines

http://multimedia.food.gov.uk/multimedia/pdfs/nutguideuk.pdf

http://www.food.gov.uk/

http://www.nutrition.org.uk/

http://www.nutrition.org.uk/healthyliving/nutrition4baby

http://www.nhs.uk/Conditions/pregnancy-and-baby/pages/childrens-meal-ideas.aspx#close


The EYFS documents require meals, snacks and drinks, in early years provision to be healthy, balanced and nutritious. Below is some generic guidance, please be sure to find the most up to date and current information at the time of delivery to your learner. Information below has been taken from the National Health Service in the UK. It is important to provide a variety of foods for babies toddlers and young children from the four food groups:

• Fruit and vegetables. • Bread, rice, potatoes, pasta and other starchy foods. • Milk and dairy products. • Meat, fish, eggs, beans, and other non-dairy sources of protein.

Fruit and vegetables for babies toddlers and young children Fruit and vegetables contain lots of vitamins, minerals and fibre. It’s good to introduce lots of different types from an early age, whether fresh, frozen, canned or dried. Make sure that fruit and vegetables are included in every meal. Different fruits and vegetables contain different vitamins and minerals, so the more different types a toddler eats the better. But don’t worry if they’ll only eat one or two. Providers can keep giving them small amounts of other fruits and vegetables every so often, so that they can learn to like the taste. Some children don’t like cooked vegetables but will eat raw vegetables as part of a healthy snack or a learning activity. Starchy foods in a child's diet Starchy foods provide energy, nutrients and some fibre. Whether it's bread or breakfast cereals, potatoes or yams, rice or couscous, pasta or chapattis, most children don't need much encouragement to eat foods from this group. Young children can eat whole grain products but it is not a good idea to only give wholegrain foods because they can fill the child up before they’ve taken in all the calories they need. Milk and dairy products for young children Whole milk and full-fat dairy products are a good source of calcium, which helps children to develop strong bones and teeth. They also contain vitamin A, which helps the body resist infections and is needed for healthy skin and eyes. Encourage young children to drink approximately three servings of milk a day, either as a drink or in the form of foods made from milk such as cheese, yoghurt or fromage frais. Meat, fish, eggs, beans, and other non-dairy sources of protein Young children need protein and iron to grow and develop. Try to give a toddler one or two portions from this group each day. Meat, fish, eggs, pulses (for example, beans, lentils and peas) and foods made from pulses (such as tofu, hummus and soya mince) are excellent sources of protein and iron.

http://www.nhs.uk/Conditions/pregnancy-and-baby/pages/understanding-food-groups.aspx#fruit

http://www.nhs.uk/Conditions/pregnancy-and-baby/pages/understanding-food-groups.aspx#starch

http://www.nhs.uk/Conditions/pregnancy-and-baby/pages/understanding-food-groups.aspx#dairy

http://www.nhs.uk/Conditions/pregnancy-and-baby/pages/understanding-food-groups.aspx#protein

http://www.nhs.uk/LiveWell/5ADAY/Pages/5ADAYhome.aspx

http://www.nhs.uk/conditions/vitamins-minerals/pages/vitamins-minerals.aspx

http://www.nhs.uk/Livewell/Goodfood/Pages/starchy-foods.aspx

http://www.nhs.uk/Livewell/Goodfood/Pages/milk-dairy-foods.aspx

http://www.nhs.uk/Livewell/Goodfood/Pages/meat.aspx

http://www.nhs.uk/Livewell/goodfood/pages/fish-shellfish.aspx

http://www.nhs.uk/Livewell/Goodfood/Pages/eggs-nutrition.aspx

http://www.nhs.uk/Livewell/Goodfood/Pages/pulses.aspx


NB Nuts should not be given to children under five in case they choke. Helping a child get enough iron Iron is essential for a child’s health. Lack of iron can lead to anaemia, which can hold back a child’s physical and mental development. Iron comes in two forms. One is found in meat and fish is easily absorbed by the body. The other is found in plant foods and is not as easy for the body to absorb. Even a small amount of meat or fish is good because it helps the body to absorb iron from other food sources. If a child doesn’t eat meat or fish, they will get enough iron if they are given plenty of fortified breakfast cereals, dark green vegetables, broad beans and lentils, and dried fruit such as apricots, figs and prunes. Foods containing fat, sugar and salt Fat Young children, especially those under the age of two, need the concentrated energy provided by fat. There are also some vitamins that are only found in fats. This is why foods such as whole milk, yoghurt, cheese and oily fish are so important. Keep an eye on the amount of fat (particularly trans-fats) in the food young children eat. Try to keep it to a minimum. The following tips will help reduce the amount of fat in meals:

• Grill or bake foods instead of frying them. • During cooking, skim the fat off meat dishes such as mince or curry. • Buy leaner cuts of meat and lower-fat meat products, such as lower-fat sausages and

burgers. • Take the skin off poultry. • Reduce the amount of meat you put in stews and casseroles. Make up the difference with

lentils, split peas or soaked dried beans. • For children over two, use lower-fat dairy products, such as low-fat spreads and reduced-fat

cheeses. • Use as little cooking oil as possible. Choose one that's high in mono- or poly-unsaturates,

such as rapeseed, soya or olive oil. In the UK, pure vegetable oil is often rapeseed oil. Sugar To help keep children’s teeth healthy (in addition to brushing their teeth regularly and visiting the dentist), limit the amount of added sugar. Added sugars are found in fizzy drinks, juice drinks, sweets, cakes and jam. If any of these foods are provided in the early years provision ensure that they are part of a main meal and not as a snack. Young children should be given fruit juice that has been diluted by at least 50%. 100% fruit juice and dried fruit can also damage teeth, so it is best to give these to child at mealtimes and not as snacks. Salt Salt must not be added to food prepared in the early years provision. Most foods already contain enough salt. Too much salt can give children a taste for salty foods and contribute towards high blood pressure in later life. Limit the amount of salty foods given to children in your care and always check the

http://www.nhs.uk/conditions/vitamins-minerals/pages/iron.aspx

http://www.nhs.uk/chq/Pages/2145.aspx

https://www.nhs.uk/conditions/pregnancy-and-baby/pages/looking-after-your-infants-teeth.aspx

https://www.nhs.uk/Livewell/Goodfood/Pages/sugars.aspx


label. Suggested learning activity: 1. Small group activity: Learners produce a menu for young children for one day which includes food

and drink for breakfast, mid-morning snack, mid-day lunch, afternoon snack and light tea and takes into account a range of different cultural backgrounds.

2. Large group activity. Produce a week or more menus by combining the daily menu completed in previous task and review together to see the complexity of providing a balance diet which is inclusive for an early years provision.


Topic 16 - Maintaining accurate records Links to: Component R Suggested delivery time: 6 hours The teaching and learning in this section will enable the learner to:

• The importance of preparing and maintain correct records within the early years provision • The need for employees to have a good command of English • The records that must be prepared and retain within an early years provision.

Deliver the following: The EYFS requires all employees to have a good command of English language Providers must ensure that staff have sufficient understanding and use of English to ensure the well-being of children in their care. They must be in a position:

• To keep records in English • To liaise with other agencies in English, • To summon emergency help, • To understand instructions such as those for the safety of medicines or food hygiene.

The assessment for this qualification requires learners to maintain accurate and coherent records and reports and share information, only when appropriate, to ensure the needs of all children are met. Records and reports include:

• Medication requirements. • Special dietary needs. • Planning. • Observation and assessment. • Health, safety and security. • Accidents. • Daily register.

Releasing children Providers:

• Must only release children into the care of individuals who have been notified to the provider by the parent.

• Must ensure that children do not leave the premises unsupervised. • Must take all reasonable steps to prevent unauthorised persons entering the premises. • Have an agreed procedure for checking the identity of visitors.

Information and records Providers:

• Must maintain records and obtain and share information (with parents and carers, other professionals working with the child and the police, social services and Ofsted as appropriate) to ensure the safe and efficient management of the setting, and to help ensure the needs of all children are met.

• Must enable a regular two-way flow of information with parents and/or carers, and between providers, if a child is attending more than one setting. If requested,

• Should incorporate parents’ and/or carers’ comments into children’s records. • Should ensure that records must be easily accessible and available. • Must ensure that confidential information and records about staff and children are held

securely and only accessible and available to those who have a right or professional need to see them.

• Must be aware of their responsibilities under the Data Protection Act (DPA) 1998 and where relevant the Freedom of Information Act 2000.


Confidentiality

• Providers must ensure that all staff understand the need to protect the privacy of the children in their care as well the legal requirements that exist to ensure that information relating to the child is handled in a way that ensures confidentiality.

Obtain copies of confidentiality policies from early years provisions and review contents and support learners to understand the role of EYE relating to confidentiality. Retention of records

• Records relating to individual children must be retained for a reasonable period of time after the child has left the provision.

Risk assessment • Providers must have a clear and well-understood policy, and procedures, for assessing any risks

to children’s safety. • Providers must review risk assessments regularly • Providers must determine where it is helpful to make some written risk assessments in relation

to specific issues - to inform staff practice, - to demonstrate how they are managing risks if asked by parents and/or carers or

inspectors. • Risk assessments should identify aspects of the environment that need to be checked on a

regular basis, when and by whom those aspects will be checked, and how the risk will be removed or minimised.

Outings

• Children must be kept safe while on outings. • Providers must obtain written parental permission for children to take part in outings. • Providers must assess the risks or hazards, which may arise for the children, and must identify

the steps to be taken to remove, minimise and manage those risks and hazards. The assessment must include consideration of adult to child ratios. The risk assessment does not necessarily need to be in writing; this is for providers to judge. Suggested learning activity 1. Paired activity: From a given risk assessment format, learners to complete a risk assessment for

taking a group of four children on an outing. Pass completed risk assessment document to another pair and ask them to review and add any other possible risks. Discuss the outcomes of these risk assessments.

2. Large group activity: Produce a list of risk assessments which may need to be produced within an early years provision and discuss how the risks can be managed.

Deliver the following: EYFS requirements: Information required about the child

• Early years provisions must record the following information for each child in their care: - Full name; - Date of birth; - Name and address of every parent and/or carer who is known to the provider (and

information about any other person who has parental responsibility for the child); - Which parent(s) and/or carer(s) the child normally lives with; - Emergency contact details for parents and/or carers.


Information for parents and carers Early Years provision’s must make the following information available to parents and/or carers:

• How the EYFS is being delivered in the setting. • How parents and/or carers can access more information (for example, via the DfE website). • The range and type of activities and experiences provided for children. • The daily routines of the setting. • How parents and carers can share learning at home. • How the setting supports children with special educational needs and disabilities. • Food and drinks provided for children. • Details of the provider's policies and procedures (providers must make copies available on

request) including the procedure to be followed in the event of a parent and/or carer failing to collect a child at the appointed time, or in the event of a child going missing at, or away from, the setting.

• Staffing in the setting. • The name of their child’s key person and their role. • A telephone number for parents and/or carers to contact in an emergency.

Complaints and outcome of inspections

• Early years provisions must put in place a written procedure for dealing with concerns and complaints from parents and/or carers, and must keep a written record of any complaints, and their outcome.

• All providers must investigate written complaints relating to their fulfilment of the EYFS requirements and notify complainants of the outcome of the investigation within 28 days of having received the complaint. The record of complaints must be made available to Ofsted on request.

• Providers must make available to parents and/or carers details about how to contact Ofsted, if they believe the provider is not meeting the EYFS requirements.

• If providers become aware that they are to be inspected, they must notify parents and/or carers.

• After an inspection, providers must supply a copy of the report to parents and/or carers of children attending on a regular basis.

Suggested learning activity 3. In small groups: Review a series of Ofsted reports from early years provisions.

Learners to identify: a) positive comments b) not so positive comments c) negative comments ( if in the reports)

4. Prepare an action plan to develop and improve the early year provision. Discuss action plans in the large group.


Section Four

Centre Information 4.1 Centre Operations Manual Information regarding centre support, learner registration, certification, reasonable adjustments and special consideration, complaints and appeals can be found in the Centre Operations Manual. 4.2 Initial Assessment and Centre Learner Support It is important that centres carry out an initial assessment to identify what knowledge and degree of skills the learner already has, and to identify if any support or reasonable adjustments will be required to enable them to be assessed fairly. This may include an assessment of minimum core personal skills in English, Mathematics and ICT. This can be recorded so that centres can identify any associated needs and record this in appropriate plans. This will help in planning the learning programme. It is important at the initial assessment stage to ensure that learners commence a programme at the appropriate level. Centres should assess each learner’s potential and make a professional judgement about his/her ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of:

• the support available to the learner within the centre during his/her programme of study • any specific support that might be necessary to allow the learner to access the assessment

for the qualification • diagnoses of the requirements of the learner, making use of specialist advice from external

sources, as appropriate. Centres should identify any learner requirements and how they may affect successful completion of the particular programme. Programme teams should refer closely to the qualification specifications when discussing possible options for learners. They should advise learners on the appropriateness of the qualification to the learner and identify more suitable qualifications if necessary. It is our intention that there should be no discrimination on the grounds of a protected characteristic. FutureQuals and approved centres have a responsibility to ensure that the process of assessment is robust and fair and allows a learner to show what they know and can do without compromising the assessment criteria. Details on how to make adjustments for learners to ensure fair access to assessment is set out in the FutureQuals’ Reasonable Adjustment and Special Considerations policy.

https://www.futurequals.com/assets/CentreOperationsManual.pdf

https://www.futurequals.com/assets/CentreOperationsManual.pdf


4.3 Identification Requirements and Learner Authenticity Identification Requirements It is a centre’s responsibility to confirm the identity of a learner as part of its registration process. A centre may do this by requesting sufficient personal data and a unique learner number (ULN) to ensure the learner can be clearly and uniquely identified. The use of a ULN is now a mandatory requirement for publicly funded education and when submitting Individualised Learner Record (ILR) returns. Centres must have systems in place to ensure that an individual completing an assessment is the person he/she is claiming to be. Therefore, centres are required to ensure that each learner’s identification is checked and that the type of identification provided by each learner is recorded before assessments are undertaken. FutureQuals’ External Quality Assurers will check this record during quality assurance monitoring activities. The following would be permitted proof of a learner’s Identity:

• a valid passport (any nationality) • a signed UK photo card driving licence • valid warrant card issued by HM Forces or the Police • other photographic ID card, e.g. employee ID card (must be current employer), student ID

card, travel card • UK biometric residence permit.

If an assessment is taking place in a learner’s place of work and a learner is unable to supply any of the above, authentication of a learner’s identity by a third-party representative, for example his/her line manager or a member of his/her workplace Human Resources Team can be accepted. Learner Authenticity It is a regulatory requirement that every assessment submission is authenticated as the work of the named learner whether submitted to a centre or to FutureQuals. Therefore, the FutureQuals Evidence Logbook requires that a declaration of authenticity is signed by a learner for each assessment submitted. By signing the declaration, a learner is acknowledging that if the statement is untrue, an assessment breach has been committed. If a centre uses electronic systems or e-portfolios, an alternate form of formal declaration of authenticity must be completed with each assessment that is submitted. If a centre uses its own version of the FutureQuals Evidence Logbook it must ensure that the version used captures the same information i.e. the assessment method, evidence reference, the assessor’s decision (including the signature and date to evidence completion assessment) and the learner’s declaration of authenticity.


Any submission that does not carry a formal declaration of authenticity will not be externally quality assured. If an alternate formal declaration of authenticity is completed by a learner it must, as a minimum, include the statement: Statement of confirmation of authenticity I declare that the work presented for this component is entirely my own work. The learner must sign and date the declaration. 4.4 Legal Considerations Learners and centres should be aware of regulations affecting those who deal with children, young people and vulnerable adults in the country the qualification is delivered in. The Prevent Duty Guidance available from the Home Office makes clear the important role of further education leaders in stopping extremists seeking to radicalise learners on campuses and in supporting learners at risk of extremist influences. Ofsted has responsibility for monitoring the Prevent Duty in publicly funded further education and skills providers.

www.futurequals.com

Future (Awards and Qualifications) Ltd EMP House, Telford Way, Coalville, Leicestershire, LE67 3HE

Telephone: 01530 836662Email: [email protected]

FAQ Level 3 Diploma in Early Years Education and Childcare (Early … · 2020. 8. 4. · Childcare...

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