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Level 2 Diploma for the Early Years Practitioner - EYD2

PERIOD OF ISSUE: April 2020

Scheme of Work

REVIEW DATE: April 2021

UNITS

EYP 9: Developing self in a babies and young children’s work setting 3

EYP 3: Understanding health and safety in a babies and young children’s work setting 4

EYP 4: Health and well-being in a babies and young children’s work setting 6

EYP 5: Communicating in a babies and young children’s work setting 8

EYP 10: Working with others in a babies and young children’s work setting 9

EYP 1: Understanding the principles of babies and young children’s development 11

EYP 6: Supporting the development of babies and young children 12

EYP 7: Supporting the child in the transition to school 12

EYP 2: Understanding the safeguarding of babies and young children 14

EYP 12: Support positive behaviour in a babies and young children’s work setting 16

EYP 8: Supporting children with special educational needs and disabilities (SEND) 17

EYP 11: Equality and inclusion in a babies and young children’s work setting. 19

3

EYP 9 Developing self in a babies and young children’s work setting

Topic/unit to be covered Knowledge

This unit enables the learner to recognise the importance of CPD in order to develop own skills and knowledge in order to support in their role as an early years practitioner.

The learner will:

• Understand what is required for competence in own work role

• Engage in reflective practice and continuous professional development (CPD)

• Describe the duties, responsibilities and expected behaviours of own role, colleagues and the team

• Identify standards that influence the way the role is carried out

• Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work

• Explain how to access workplace policies and procedures

• Describe own responsibilities and accountabilities relating to workplace policies and procedures

• Describe the types of behaviour that can impact and influence babies and young children

• Explain the importance of reflective practice and CPD to develop knowledge, skills and early years practice

• Identify sources of support for own learning and development

• Use feedback and supervision from others to identify own areas of development

• Describe the process for agreeing a personal development plan to support areas of development, goals and career opportunities

• Engage in CPD to support knowledge skills and practice

Skills: Stretch and challenge Resources

• Tutor to encourage and promote the use of journal

• Tutor to ensure journal is being completed and check ongoing throughout

• Additional reflection topics can be added to the journal

• Learners who have an appraisal can include elements

• Learners who have assigned mentors can use to gather feedback

• Learners can be encouraged to set targets from mentor linked to course

• Note – The journal is to be given to the learner as part of the induction process and used throughout.

• Links to T&L sessions and accessing policies are linked throughout.

• Reflective Journal

• Encouragement to complete throughout and uploaded

• Tutor to review on a regular basis

Formative and summative assessment

Formative assessment

• The journal as an ongoing document

Summative assessment

• Discussion at the end to show learning throughout the course as a whole – Reflections are dated

Embedded functional skills

English:

• Read through written reflections

• Proof read any note format of journal entries

• Make contribution relevant to the situation and subject – key words used throughout i.e. standards, benchmarks

4

OFTHJ Self Study: Learners to complete journal as log as part of OFJH throughout course duration. Learners to complete learning style https://www.hfe.co.uk/learning-styles-questionnaire/

This can help and support with journal writing moving forward

Additional Stretch and Challenge: Links to a reflective cycle – Gibbs, Kolb, Rolfe – Power point is available on EYE 3 resources and additional reflective journals that are linked to specific models

Fundamental British Values and Equality and Diversity: Introduction of British Values- what these are and how they are promoted

Empowering learners to voice views and opinions freely and respectfully when working with mentors and managers

Learners to be aware how they should access policies within the setting and obtain permission if need be

Ensuring that language used is non-discriminatory and appropriate as part of journal writing

Inclusion: All children being able to feel safe and risk assess.

Safeguarding and Prevent: Learners are to be encouraged to reflect upon Safeguarding standards and how they comply. Learners are encourages to reflect upon work that lends itself to Prevent

PDBW: Learners will be asked to explore and examine policies as part of T&L , the link then into the journal shows active working practices and shows how the learners can show knowledge

On appraisals list CPD they wish to complete and set a plan. Assessor to support with this where possible

How CPD will boost employability skills and learner confidence.

Explore career progression within the sector and assessor to support

EYP 3 - Understanding health and safety in a babies and young children’s work setting


This unit gives the learner the knowledge to understand health and safety risks and recognise signs and symptoms of injury or illness in order to best support babies and young children in own work setting.

The learner will:

• Know the health and safety and security policies and procedures of the work setting

• Outline the health and safety and security policies and procedures of the work setting

• Explain how the policies and procedures of your work setting cover current legislation in relation to Health and Safety and security

• Identify the lines of responsibility and reporting for health and safety and security in the work setting

• Explain the importance of having a safe but challenging environment for babies and young children


• Leaners will:-

• Access their Health and Safety policy, looking at what they feel the main points of this policy is (highlighting main points and discussing)

• Tutor to introduce concept of risk and hazard (T&L)

• Tutor to complete a T&L session to cover legislations, signs and symbols such as British Safety Kite marks etc., explore illness and infection control

• Unit workbook & Assignment

• PowerPoint

• Matching Cards

• Information handouts

• Illness tasks and information

• Infectious diseases and exclusion charts



• Answers to activities and tasks

• 1:1 discussion

• Responses as part of T&L sessions – can lead to further information being provided

Summative assessment

• Assignment set: EYP 3

• Health & Safety , observation to support unit


English:

• Identify main points

• Respond to questions on a range of questions.

Maths:

• Learner to read thermometer provided on the hazard picture board to identify temperature and what is should be

• Extract and Interpret information

5

• Recognise risks and hazards in the work setting and during off-site visits

• Recognise own role and responsibilities relating to health and safety and security

• Prevent and control infection in a babies and young children’s work setting

• Know the procedures for receiving, storing and administering medicines in a babies and young children’s work setting

• Recognise the signs and symptoms which may indicate that a child is injured, unwell or in need of urgent medical/dental attention

• Explain the importance of using equipment, furniture and materials safely, following the manufacturers’ instructions and setting’s requirements

• Identify the differences between risk and hazard

• Identify the lines of responsibility and reporting in the event of identifying risks and hazards

• identify own role and responsibilities in the event of:

- a baby or young child requiring urgent medical/dental attention

- a non-medical incident or emergency

• Explain how to report and record urgent medical and non-medical incidents and emergencies

• Explore infection control

• Explore and explain medication procedures

• Learners will look at the Health and Safety picture board to identify what could be a potential risk and hazard. Complete match card activity to identify common childhood illnesses

• Discuss what the procedures are at the setting, using examples of settings forms.

• Reflection on actual events • Show that some events are more likely to occur than others.

• Work out simple ratio (of staff to children)

OFTHJ Self Study: Learners to research Policies and Procedures used in the setting.

Shadow other staff members who are completing risk assessments/Health and Safety Checks.

Stretch and Challenge: Using the match card activity- give learners just the illness and ask them to identify signs and symptoms according to own knowledge within symptom cards, show a link to policy, reflection on actual events they have being party to

Prevent and British Values: Learners to be aware of being safe online when completing research, Expressing views and opinions in a peaceful manner, Respecting rules within the setting in form of policies and procedures.

Equality and Diversity: Having a range of resources both paper and computer based.

Different backgrounds to ensure it is inclusive for all.

6

EYP 4 - Health and well-being in a babies and young children’s work setting


The learner will be able to understand and promote the value of health and well-being in a babies and young children’s work setting.

The learner will:

• Recognise the value of health and well-being in the development of babies and young children

• Support the nutrition of babies and young children

• Promote physical activity for babies and young children

• Recognise the need to carry out care routines

• Describe how health and well-being can impact on children’s development

• Explain the importance of physical activity for babies and young children

• Describe the benefits of healthy balanced diet for babies and young children

• Explore the current early years dietary guidance for babies and young children

• Explore healthy meal plans to plan meals for babies and young children that meet their nutritional needs

• Describe with ways of encouraging for babies and young children to:

- make healthier food choices

- eat the food provided for them


• i Tutor to identify baseline knowledge of concept of positive environments within Early Years.

• Tutor to identify a baseline of knowledge of the meaning of health and wellbeing within children

• Learners to explore weaning programmes and healthy menu planning for babies and young children

• Learners to complete charts to identify what they feel a child’s diet should consist of and the positive and negative impacts of children development in a range of areas

• Provide learners with eat well plate , DFE & Early years menu planning guidance

• Discuss how children’s dietary requirements are met at the setting including cultural and health choices

• Health & Wellbeing PPT

• Health & wellbeing Workbook

• Menu templates

• DFE / Early Years menu planning guidance

• Immunisation information & facts

• Healthy nutritious diet fact sheet



• T&L session

• Menu planning

• Answers from learners

Summative assessment:-

• Assignment and observation linked within qualification.


English:

• Recognise and understand vocabulary with different types of text, using appropriate strategies to work out meaning.

• Make contribution relevant to the situation and subject

Maths:

• Find percentage parts of quantities and measurements (weaning) (menu Planning)

• Approximate estimation.

7

OFTHJ Self Study: Learners to complete independent research and compare how Food menu compares with recommendations e.g. protein, carbohydrates etc.

Learners to complete research and read through policies within the setting regarding food policies and reflect on these within assignment

Learners to read through materials given about positive environments to support with assignment.

Stretch and Challenge: Assessors to encourage further development of Maths activity (eat well plate) encouraging conversions from percentages – fraction

Learners to further explore the food pyramid

Learners to explore a range of health conditions

Assessor to have bank of questions to challenge learners further- according to ability and knowledge.

Prevent and British Values: Encouraging learners to make their own challenges ( individual liberty)

Developing awareness of how to comply with legislation to protect self and children

Developing understanding food hygiene to safeguard self

Equality and Diversity:

Provide information sheets to support with statutory requirements, giving brief overview

8

EYP 5 Communicating in a babies and young children’s work setting

Learning outcomes Knowledge

This unit provides the learner with the knowledge and skills to communicate within a babies and young children’s work setting.

The learner will:

• Communicate with babies and young children in ways that will be understood

• Reduce barriers to communication in a babies and young children’s work setting

• Extend babies and young children’s development and learning through verbal and non-verbal communication

• Contribute to babies and young children’s learning in communication, language and literacy

• Learners will be able to:-

• State why communication is important in the work setting

• Identify barriers to communication

• Differentiate different communication preferences


• Learners will use post it notes to identify what they feel communication is important.

• Learners to discuss body language and expressions when communicating. Tutor to give some examples through role play.

• Learners will use reflection to identify when they have been faced with barriers in communication

• Use thought shower to identify barriers and how to overcome these.

• Learners to complete the scenarios activity to demonstrate knowledge of barriers and overcoming these – discussion to take place.

• Communication Workbook

• Importance of play and links to communication

• Thought Shower – Barriers to communication


Formative Assessment:

• Answers to tasks

• Discussion 1:1

Summative Assessment:

• Assignment & workbook EYP 5

• Observations which will be linked throughout the qualification and key for coverage of this unit


English:

• Use language suitable for purpose

• Respond to questions on a range of topics

9

OFTHJ Self Study: Learners to shadow other staff members during feedback times with parents during the day.

Develop practices through shadowing and identifying how to complete daily diaries

Research communication methods and barriers to support assignment

Stretch and Challenge: Have some images of different types of body language for learners to visualise when completing discussion

Assessor to provide some examples where necessary

Observe a range of communication methods used within the setting, evaluate ways in which improvements could be made

Prevent and British Values: Having respect for own and others culture when discussion communication

Rule of law within written communication and storage (GDPR)

Equality and Diversity:

Ensuring that assignment is suitable to the needs and level of learner.

A range of formats can be sourced to meet individual needs and style

EYP 10 Working with others in a babies and young children’s work setting


This unit will enable the learner to understand the importance of working with others to support the development of babies and young children’s development

The learner will:

• Understand working relationships in an early years setting

Learners will be able to :

• Recognise the contribution of colleagues to the achievement of team objectives

• Explain the importance of treating colleagues with respect, fairness and courtesy

• Explain why working in partnership with others is important for babies and young children people


• Work with a mentor is encouraged (LO1)

• Learner is encouraged to obtain copies of policies and procedures

• Learner is encouraged to provide evidence of working with others

• Learner to take notes from the sessions with mentor and record ways of working together.

• Tutor to introduce concept of partnership working and encourage learner to discuss who they work in partnership with in the setting.

• Cross referencing document provided

• Case Studies & Scenario’s

• Fact sheet – other professionals

• Starter Activity – Thought Shower

• PPT – Tasks & PD

• Mix and match task


Formative assessment :-

• Scenarios

• Discussion

• Comparison of Legislation and P&P’s.


• Partnership Working Assignment


English:-

• Use organisational and structural features to locate information.

• Use different reading strategies to find out and obtain information.

10

• Recognise the role of others in the health, well-being, learning and development of babies and young children

• Describe the roles and responsibilities of other agencies and professionals that work with and support own setting

• Identify the reasons for partnerships with carers

• Explain the importance of valuing the contributions of others make to a child’s early learning and development in the home environment

• Explain the importance of listening to children to support their early learning

• Explore & describe how partnerships with carers are developed and sustained in own work setting

• Describe circumstances where partnerships with carers may be difficult to develop and sustain

• Explore the importance of recording information clearly, accurately, legibly and concisely meeting legal requirements

• Using thought shower wipe board

• Re-visit EYFS to identify key messages regarding Partnership working

• Reflect with tutor how relationships can be built and sustained from own practices.

• Learners to look through scenarios of barriers to partnership working and identify how these can be overcome

OFTHJ Self Study- Learners to seek policies and procedures prior to session, developing a knowledge of these e.g. confidentiality , Sharing information, working in partnership

Learners to gather evidence of how they work with colleagues, staff meeting minutes, mentor workbooks and diary logs

Stretch and Challenge- Write down terminology throughout session- using these at end of session to embed and assess knowledge

Learners to make clear comparisons independently between policies and legislation

Learners to make comparisons of partnership working and the EYFS independently with limited support from assessor.

Further links to referrals from higher level SOW

Prevent and British Values- Exploring regulations and codes of conduct which should be followed in UK.

Equality and Diversity- Have an outline of all terminology to support individual knowledge and ability.

Adapting activities and assessments to suit learning styles of learners.

11

EYP 1 Understanding the principles of babies and young children’s development


The aim of this unit is to enable the learner to understand the principles of babies and young children’s development

The learner will:

• Recognise the stages of babies and young children’s development

• Recognise the needs of babies and young children during transitions

• Understand the influences that affect the holistic development of babies and young children

• Underline some key factors which can influence a child’s learning and development including:- Health, Background, Environment

• Describe the expected patterns of children’s learning and development 0-7 years

• Identify & explain transitions that children may experience- identifying how these can be supported

• Explore links to attachments through transitions

• Explore holistic development


• Learners to discuss what factors they feel can influence a child’s development.

• Workbook and chart provided

• Extend to encourage learners to think about why this has an influence on children’s learning/ development.

• Introduce scenarios game to identify ages and stages of child development

• Links to policies for settling in periods and working with parents – encourage reflective writing

• Research is encouraged throughout – links provided

• Child Development workbook - Links are provided throughout the workbook for additional support

• Child Dev – Thought Shower

• Handouts – factors that affect development

• Sequence and rate – expected patterns handout for a starting point

• Transitions guidance

• Lesson plan guidance included – this is to be amended to suit as is a guide linked also to EYP6


Formative Assessments:

• Activity answers

• T&L session responses


• Child development assignment and observation to support units.


Maths

• Complete sequencing chart identifying patterns to development

English

• Make contributions relevant to the subject and situation.

• Proof read and revise writing


• Use different reading strategies to find and obtain information

12

OFTHJ Self Study: Carry out research on areas of development within those listed as part of the workbook and log as a project

Link to the EYFS and if this is new to shadow a member of staff completing assessments of a child’s learning and development

Stretch and Challenge: Ask Learners to identify the areas of learning in the EYFS, write these down and compare with Copy of overview.

Explore a wider range of transitions

Explore theories of attachment within development – resources linked on SOW L3

Job shadowing of staff members completing observations using different methods including working with parents

Prevent and British Values: Celebrating differences in gender and culture. (Linking to child development)

Encouraging avoidance of stereotypes

Equality & Diversity: Remove jargon and explain key terminology

Assessor to make judgment on individual learner.

Provide key word information sheet

EYP 6 - Supporting the development of babies and young children & EYP 7 Supporting the child in the transition to school


EYP6 - Supporting the development of babies and young children

This unit enables the learner to understand the educational, creative and social developmental requirements for babies and young children

EYP7 Supporting the child in the transition to school

This unit is about understanding how to support the child as they prepare to enter school

The learner will:

• Explore & describe the statutory framework and learning and development requirements for babies and young children that must be implemented by your setting.

• Work with colleagues to identify and plan enabling environments, activities, play opportunities and educational programmes to support the holistic development of babies and young children

• Explore observations and recording methods for observations of the babies and young children’s participation in the activities

• Contribute to the evaluation of the activities meeting the babies and young children’s identified development needs


• Links to practice within the setting for recording children’s observations

• Introduce the EYFS, encouraging learners to explain / identify how this is used within the setting to support children’s learning and development.

• Look at the different areas of learning (Prime and specific areas T&L Session

• 2 observations workbooks at different levels based upon existing knowledge base and experience.

• Evaluation of child observations along with next steps can also be set again based upon existing knowledge and experience

• EYFS copy- Overview

• EYFS guide for parents

• Observation samples

• Observation PPT – T&L

• Observation Workbook x 2

• Unit workbook and research tasks (PD & RA)

• Observation samples e.g. ABC, WOW, Checklist, Tracking etc.

• Observation task – enabling environments


Formative Assessments:

• Activity and Scenario answers

• Observation methods T&L

• Observation research


• Child development assignment and direct observation of practice to support units. – (creative activity to be supported here)

• Copies of child observations that have been completed and evaluated.

• Copies of child observations completed and linked to areas of learning and development


English

• Make contributions relevant to the subject and situation.

• Proof read and revise writing


• Use different reading strategies to find and obtain information

13

• Understand the principles of the observation, assessment and planning cycle

• Plan, deliver and assess numeracy and literacy activities to support children’s early interest and development

• This unit enables the learner to understand the educational, creative and social developmental requirements for babies and young children

• Support the educational development of babies and young children

• Support the creative development of babies and young children

• Evaluate own contribution to the educational and creative development of babies and young children

• Explore & identify the types of equipment and activities that are used to support the creative development of babies and young children

OFTHJ Self Study: Research methods of assessment used with differing age groups e.g. two year check, watching videos

Research and watch videos for enabling environments and complete an observation

Explore transitions to school

Additional Stretch and Challenge: 2 types of observation books based on ability and one can be used as a S&C

Evaluation of child observation and links to next steps – job shadowing

Work within a pre-school – job shadowing for additional information about moving pre-schoolers on to school

14

EYP 2 Understanding the safeguarding of babies and young children


The aim of this unit is to enable the learner to understand the safeguarding of babies and young children

The learner will:

• Know the legal requirements and guidance on the safeguarding of babies and young children

• Know the role and responsibilities of self and others in relation to the safeguarding of babies and young children

• Recognise when a child is in danger or at risk of harm or abuse

• Explain the current legislation and guidelines for:

- safeguarding

- promoting the welfare of children

- online safety

- security

- child protection

- confidentiality of information

• Explain the current policies and procedures for safeguarding the welfare and online safety of babies and young children

• Explain the roles and responsibilities of the Early Years Practitioner in relation to:

- safeguarding and security

- reporting of safeguarding concerns/disclosures

- use of technology

- confidentiality and information sharing

• Be able to describe the actions to take if a child or young person alleges harm or abuse in line with


• Learners can engaged in a key word activity – encouraging learners to identify how key words link in with Safeguarding.

• Introduce learners to laws and legislations which relate to Safeguarding- match card activity to link legislation.

• Extension to identify how practice links to Legislation

• PowerPoint presentation to look at various roles and responsibilities

• PowerPoint and discussion to identify indicators and types of abuse.

• Read through policy to identify what procedures should be followed.

• Links to Prevent – Resources for L 3

• Link to reviews

Access to the Internet to support with quiz:-

• https://www.ndna.org.uk/NDNA/Training/Quizzes/Safeguarding_Quiz.aspx

• Key words activity sheet

• Match card activity – laws and legislation

• Laptop with PowerPoint

• Access to own policies and procedures

• Workbook

• Handout – Legislation Children & Families Act & UN Convention


Formative –

• Initial planning stage to explore previous knowledge and experience

• Assessor / Tutor to discuss about recent training and courses

• T&L session and responses

Summative

• Completion of workbook

Or

• Professional Discussion

• Description of policies

• Examine own role and responsibilities


Maths

Introduce basic statistics of safeguarding and child abuse (handouts)

English

Recognise and understand vocabulary associated with different types of text

Fundamental British Values and Equality and Diversity: Mutual respect and tolerance, individual liberty-Choice based on interests and consideration of cultures and faiths.

Ensure confidentiality of information and storage

Obtain permission for child observations is discussed in the workbooks

Safeguarding and Prevent: Confidentiality of information as part of observations is covered as part of T&L – No children’s names to be included in full

PDBW: Any S&C covered to share with leaders and managers to share within staff team

Employability and Personal skills: See above.

15

policies and procedures in own setting

• Explain the roles and responsibilities of others in relation to:

- safeguarding and security

- reporting of safeguarding concerns/disclosures

- whistleblowing

- use of technology

- confidentiality and information sharing

• Describe how to identify the characteristics of different types of child abuse

• Describe the types of evidence or concerns that may show that a child is in danger or at risk of harm or abuse

• Explain the procedures to be followed to protect a child in danger or at risk of harm or abuse

OFTHJ Self Study: Research and links to policy and procedures within the setting

Obtain copies of the polices and how they work in practice

Working with manager to explore the policies and links to Safeguarding

Additional Stretch and Challenge: Analyse policies and procedures – noting legislation and law which should be followed and the links to own policy

To explore the referral systems beyond the setting

Explore the DSL within the setting

NSPCC Research on stats findings within local area

Introduction to Prevent

Fundamental British Values and Equality and Diversity: Encouraging learners to make their own challenges ( individual liberty) developing awareness of how to comply with legislation to support children.

Respecting the feelings and views of others when development, well-being and health of children

Promoting anti-bullying within setting

Understanding about own safety as well as that of the children and policies which are in place for staff- Staff conduct etc.

16

Resources are representing a diverse range of learners

Discussions are managed to ensure learners are using appropriate languageIntroduction of Prevent and how this relates to all not just in a childcare setting.

Safeguarding and Prevent- Links to legislation and policies as listed throughout the unit

PDBW- Gain new knowledge and skills when being aware of referral processes

Employability and Personal Skills- Possibility of shadowing upcoming involvements and meetings with other professionals.

Exploring the referral system used within the setting

EYP 12 Support positive behaviour in a babies and young children’s work setting


This unit is about providing the knowledge, understanding and skills required to support babies and young children’s positive behaviour. It requires demonstration of competence in supporting positive behaviour and responding to inappropriate behaviour.

The learner will:

• Know the policies and procedures for promoting positive behaviour in babies and young children’s settings

• Promote positive behaviour

• Respond to inappropriate behaviour

• Describe the policies and procedures relevant to promoting positive behaviour in a babies and young children’s work setting

• Explain the importance of all staff consistently and fairly applying boundaries and rules for babies and young children’s behaviour

• Describe the benefits of encouraging and rewarding positive behaviour

• Describe the sorts of behaviour problems that should be referred to others and to whom these should be referred


• Learners to be provided with various Early years Behaviour information documents – encourage learners to reflect on reading and summarise

• Learners to compare ‘Good Practices’ with own including evaluating policies and procedures.

• To discuss with tutor own practices and experiences.

• Tutor to discuss types of behaviours which would cause concern encouraging learners to identify how these behaviours may be dealt with

• S&C to cover the observation of behaviour and select a behaviour observation method

• Managing children’s positive behaviour documents and resource

• Learner to have access to own policies and procedures.

• Workbook to cover criteria

• Video links to research positive behaviour

• Resources to explore behaviour linked to development

• Resources to manage feelings and behaviour linked to EYFS


Formative:-

• Discussion

• Learner to obtain copies of policies to read and reflect upon


• Assignment


English

Express clearly statements of fact, explanations and descriptions

17

OFTHJ Self Study: Learners to read through policies and procedures

Learners to observe practices of other staff members when dealing with any unwanted behaviours

Stretch and Challenge: Ensure that lesson plans are following Bloom’s Taxonomy

Learners to use EYFS to identify what is stated in regards to Behaviour in EYFS Statutory requirements.

Prevent & British Values: Follow policies and procedures – noting legislation and law which should be followed

Learner to be aware of safeguarding self when dealing with any unwanted behaviours.

Equality & Diversity: -Adapting to suit individual learning styles

Providing a range of resources both paper and computer based to support learner

EYP 8 Supporting children with special educational needs and disabilities (SEND)


This unit enables the learner to understand the legislation and importance of partnership working in order to support children with special educational needs and disabilities.

The learner will

• Understand the statutory guidance in relation to the care and education of children with SEND

• Partnership working in relation to working with children with SEND

• Support the development of individual care and participation plans for children with SEND

Learners will:

• Outline the statutory guidance in relation to the care and education of children with SEND

• Describe the assessment and intervention frameworks for children with SEND

• Explain the importance of partnership working in relation to working with children with SEND

• Obtain information about the individual needs, capabilities and interests of children with SEND

• Work in partnership with children with SEND and others to review and improve activities and experiences provided for them

• Describe the purpose of individual plans for children with SEND


• Learner I to complete the T&L session and work with the SEN within the setting to explore the assessment procedure (outcome 3)

• In addition S&C

SEND - https://www.ndna.org.uk/NDNA/Training/Quizzes/supporting_children_with_send_quiz.aspx

• Quiz to be taken

• Learner to explore a range of additional leads and information can be given from SEN information for EYE

• Links to further reading within PPT

• T&L PowerPoint

• Links to resources

• Links to further reading

• Information linked to unit EYP10 (Working in partnership)

• Information linked to unit EYP10 (Other professionals)


Formative –

• Complete T&L to determine current knowledge

• Learners will need to work with SENCO within the setting to explore policies

Summative –

• Learners are to complete a research project on specialist aids, support links provided


18

• Support the development needs of children with SEND

• Work in ways that value and respect the developmental needs and stages of babies and young children

• Describe the adaptations that can be made to support children with SEND to participate in the full range of activities and experiences provided by the setting

• Support children to use specialist aids and equipment safely to enable them to participate in activities and experiences

• Explain how resources can be adapted to meet the needs of children whose home language is not English

• Describe how to refer concerns about a baby’s or child’s development

OFTHJ Self Study: Working with SENCO within the setting to explore the policy and intervention, assessment, working with parents and referrals.

Additional Stretch and Challenge: Links for further tests on SEND

Links to leaflets on additional and specialist needs that provide information for all

Fundamental British Values and Equality and Diversity: Mutual respect for the practice of others in the setting when giving feedback.

Ensuring that language used is non-discriminatory and appropriate to the situation.

Links to BV wheel as detailed in the PPT

Be sensitive to those who may have SEN themselves, links to explore this further

Be sensitive to those who may have SEN children or adults within their families, this can be a good reflection tool

Safeguarding and Prevent: Explore those with SEN which can lead to them being more vulnerable to abuse

PDBW: This may be a new subject to many at this level and new learning that takes place will benefit them personally and professionally

Employability and Personal skills: Newly acquired knowledge and experience within this area will help the progression to next level. Working with others in named positions will help and support own CPD.

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EYP 11 Equality and inclusion in a babies and young children’s work setting


This unit is aimed at those who with babies and young children in a wide range of settings. The unit introduces the concepts of equality, diversity and inclusion which are fundamental to such roles.

The learner will:

• Understand the importance of equality and inclusion

• Work in an inclusive way with others

• Know how to access information, advice and support about diversity, equality and inclusion

• Explain what is meant by:

- diversity

- equality

- inclusion

- discrimination

• Describe ways in which discrimination may occur in the work setting

• Explain how practices that support equality and inclusion reduce the likelihood of discrimination

• Explain the impact of a lack of equality and inclusion to the work setting

• Identify which legislation and codes of practice relating to equality, diversity and discrimination apply to own role

• Describe how to challenge discrimination in a way that encourages change

• Identify a range of sources of information, advice and support about diversity, equality and inclusion

• Describe how and when to access information, advice and support about diversity, equality and inclusion


Learners will:-

• Will read through statements and identity which belongs to which term e.g. Equality, Inclusion, and Diversity etc. Discussion terms and identifying differences.

• Will be encouraged to explore policies and procedures from their own workplace

• Tutor to introduce the terms direct and indirect discrimination.

• Encourage learners to discuss their knowledge and understanding of this.

• Tutor to give examples of some scenarios and learners to decide if this is indirect or direct discrimination

• Following from previous activity scenarios discuss how this discrimination can be challenged, encouraging discussion.

• Learners will be asked to identify any legislation, policies, procedures etc.

• Tutor to support learners with introduction and background of Equality Act 2010- providing a brief overview of legislation

• Tutor to encourage learners to think about how prevent links to Equality and Inclusion.

• PowerPoint to be used as a starting point

• Complete tasks within – Learners to keep notes

• Thought shower tasks to accompany

• Test to be completed at end of PPT or Assignment

• Provide learners with statements of terms

• Scenarios of indirect and direct discrimination.

• Summaries of Equality Act 2010, British Values

• Laptop with access to internet to complete online quiz


Formative Assessment:-

• Discussions and tasks within T&L session using PPT

• Scenario activities and match activity

• Quiz using web link provided.

Summative Assessment:-

• Equality and Inclusion assignment

• Direct observations embedded within qualification.


English:-

Use reference material to find meaning of familiar and unfamiliar words

Maths:-

Add on activity, learners to complete a tally of all the books which reflect a range of cultures in society.

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• Also re-visiting the EYFS to identify how this promotes E&D Learners and tutor to discuss this, encouraging learner to link to practice.

• Learners to complete online quiz:- https://www.highspeedtraining.co.uk/hub/equality-diversity-quiz/

OFTHJ Self Study: Learners to complete independent research of legislation as well as identifying how this was introduced

Learners to complete own visual audit of setting to identify resources which are in place to support and promote E, D &I- noting and discussing with mentor findings.

Additional Stretch and Challenge: Flip learning to encourage learners to tell you about their current knowledge regarding E&D

Fundamental British Values and Equality and Diversity: Introduction of British Values - what these are and how they are promoted

Empowering learners to voice views and opinions freely and respectfully.

Learners to be aware of accessing appropriate materials online

Ensuring that language used is non-discriminatory and appropriate

Supporting learners with accessing online quiz if needed

Safeguarding and Prevent: Positive attitudes and examples of all faiths

Learners to be aware questions over faith and identity

Links to prevent test and workbook

PDBW: Links to Prevent in the workplace

Prevent signs and symptoms

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Working together for our children

Updated: 15/06/20

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