Session 7 Pre Registration EYFS course Inclusive Practice Next Stage Lunch time ?v=gRnRIC9JQTQ.

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Session 7 Pre Registration EYFS course Inclusive Practice Next Stage Lunch timehttps://www.youtube.com/w atch?v=gRnRIC9JQTQ

Transcript of Session 7 Pre Registration EYFS course Inclusive Practice Next Stage Lunch time ?v=gRnRIC9JQTQ.

Page 1: Session 7 Pre Registration EYFS course Inclusive Practice Next Stage Lunch time ?v=gRnRIC9JQTQ.

Session 7 Pre Registration EYFS

course

Inclusive Practice

Next Stage

Lunch timehttps://www.youtube.com/watch

?v=gRnRIC9JQTQ

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HOW DID YOU GET ON WITH THE Homework?

Write a Parent Partnership Policy and Working with other professional policy

Preparing for registration visit booklet-have you finished it yet?

Update on HBCA?

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What does inclusive practice mean to you?

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EYFS Requirements EYFS- PAGE 8 Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about

people, places, technology and the environment

EYFS PAGE 9

For children whose home language is not English, providers must take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home. Providers must also ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS: ensuring children are ready to benefit from the opportunities available to them when they begin Year 1. When assessing communication, language and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay.

EYFS PAGE 12

Understanding the world

People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another.

EYFS PAGE 29

Special educational needs

3.67. Providers must have arrangements in place to support children with SEN or disabilities. Maintained nursery schools and other providers who are funded by the local authority to deliver early education Special places must have regard to the Special Educational Needs (SEN) Code of Practice32. Maintained nursery schools must identify a member of staff to act as Special Educational Needs Co-ordinator33 and other providers (in group provision) are expected to identify a SENCO.

PREVENT PROGRAMME “Safeguarding vulnerable people from radicalisation is no different from safeguarding them from other forms of harm” British Values

• Legislation e.g.-Disability Discrimination Act, Equality Act 2006, Race Relations Act 2000, Special Educational Need Code of Practice 2014, United Nations of Convention on the Rights of the Child 1989

Need to evidenced by examples of equality/inclusion through everything: policies. procedures and actual practice

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Prevent duty: From July 2015 all registered EY child care providers' are now subject to a duty under the Counter Terrorism and Security Act 2015 to have “due regard to the needs to prevent

people from being drawn into terrorism” this duty is known as the “PREVENT DUTY”

What does it mean for childminders?”protecting children from the risk of radicalisation should be seen as part of your wider Safeguarding duties, and is similar in nature to protecting children from other harm. As with managing other safeguarding risks, cm should be alert to changes in children behaviour which could mean that they may be in needs of help or protection.”“ childcare providers can also build resilience to radicalisation be promoting fundamental British Values” ………. democracy - rule of law - individual liberty - mutual respect and tolerance

Read the DFE guidance https://www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty - A MUST READ

Early years providers already focus on children’s personal, social and emotional development. The Early Years Foundation Stage framework supports early years providers to do this in an age appropriate way, through ensuring children learn right from wrong, mix and share with other children and value other’s views, know about similarities and differences between themselves and others, and challenge negative attitudes and stereotypes.’

http://www.foundationyears.org.uk/2015/03/fundamental-british-values-in-the-early-years/ --A MUST READ

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Activity – British values ? How do children make decisions in your setting?

What would you include in rules for the children?

How can you demonstrate that you promote diversity through every day activities? And what can children gain from these experiences.

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How could you make a child and their family feel valued and welcome in your setting?

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ActivityTalk about your book with your neighbour ,

what positive/negative messages would a child get from your book?

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Do you know of any books which have positive images and messages for a child?

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How to make children feel welcome and valued.

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Good Practice Guide to help children to value their own and other cultures and beliefs

Ask parents about any special customs,

songs, dishes

Use activities such as cooking, crafts, role play, to help children to value other cultures and beliefs

Use children toys to help children to value their own and other cultures, jigsaws, books, role play toys, dressing up clothes, dolls, small world

Visit any local places in the communities-churches, mosques, synagogues, temples

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Use toys and resources to help children to value their own and other cultures, jigsaws, books, role play toys, dressing up clothes, dolls, small world

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Scenarios Activity

Jessica is a child with mild learning difficulties, You overhear one of the other children saying “ you are a baby –if you want to play you will have to be the baby” Jessica is clearly upset and wants to play the role of mummy.

What would be your immediate response?What activities and discussions can you introduce that will

encourage the children to challenge their own assumptions and talk about disability

Would you talk to the parent?What would you say?

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Good Practice Guide for helping children to develop a positive attitude to disability

Providing resources, activities and discussions that will encourage children to explore positive aspects of special needs

Challenging

children and

adults views!

Have a clear policy in place

Work in partnership with parents

and other professionals

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Good Practice Guide for SEN

Providing resources, activities and discussions that will encourage children to explore positive aspects of special needs

Challenging children and adults views

Have a clear policy in place

Work in partnership with parents and other professionals

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Scenarios ActivityYou start working with a child aged 3 yrs whose first

language is Urdu. Neither the child nor the parents speak little English. The child is playing in the sand pit with another child, the other child asks you “why does Dipesh talk funny”?

What would be your response?How could you make both parent and child with ESOL feel

welcomed in your setting?How could you communicate with the child?How can you ensure parent are informed about their child’s

progress.How can you show parent and child that you value their first

language.

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Good Practice for Children with English as second language -video clip

provide opportunities for children to use their home language(s), Provide

books, notices, labels, in

child’s home lang

Provide opportunities for children to hear their home language

providing bilingual support

Use stories, songs in

child’s home language Find out from

parents some key words in their home

language

Challenge children and adults views

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Scenarios ActivityGroup 3 Alice and Susie are playing at making tea in the home

corner. Ben comes in and wants to help serve the tea, Alice and Susie shoo him out saying “boys aren’t allowed” because only mummies are in the kitchen.

What might Ben be feeling?What could you say to Ben to help him not feel hurt?How could Alice and Susie be helped to understand the

effect of what they did?How could you ensure that this does not happen again and

help children have a different understanding of their roles.?What could you work with parents who don’t agree with your

professional approach gender issues.

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Good Practice on being inclusive of gender

Challenge children and parent views

Think before you and other family members speak. Use positive not

stereotypical langauage

Check your books and resources and

make sure they are not

stereotypical characters

Value Boys and Girls equally

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Further Keys to Good PracticeAnswer all children’s questions about why

some people look different, wear different clothes, behave differently, with accuracy and honesty.

Its ok if you do not know the answers, find out together.

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EYFS ScenarioWhat are your responsibilities as a

childminder when supporting a child with additional needs?

Locate information in the EYFS that supports your answers.

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What are your legal duties in the EYFS when supporting a child with additional

needsPage 13 Assessment–Assessment plays an important part in helping parents, carers and practitioners to

recognise children’s progress, understand their needs, and to plan activities and support. Progress Check at age 2. This progress check must identify the child’s strengths, and any areas where the child’s progress is less than expected. If there are significant emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the child’s future learning and development involving parents and/or carers and other professionals (for example, the provider’s Special Educational Needs Co-ordinator or health professionals) as appropriate.

Page 20 Training-- The daily experiences of children in early years setting and the overall quality of the provision depends on all practitioners having appropriate qualifications, training, skills and knowledge and a clear understanding of their role and responsibilities.

Page 18 Supervision –Providers must ensure that children are adequately supervised to ensure children’s needs are met. Children must usually be within sight and hearing.

Page 22—Medicine -management system to support individual children with medical needs.

Page 22—Food Drink -allergies –obtain, record and act on information about child’s dietary needs, training

Page 23 Effective Behaviour Management – policy and procedures in place, records of occasions when intervention used, parents informed on same day.

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What are your legal duties in the EYFS when supporting a child with additional needs

Page 27 Safety -Providers must ensure 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.

Page 28 Risk Assessment –risk assessments should identify aspects of the environment that need to be checked on regular basis, when and by whom those aspects, will be checked and how the risk will be removed or minimised.

Page 27 Premises –The premises and equipment must be organised in a way that meets the needs of children. Providers must ensure that so far as is reasonable the facilities, access to the premises are suitable for children with disabilities.

Page 29-Information and records –Providers must maintain records and obtain and share information (with parents and carers and other professionals working with the child, police and social services and Ofsted) Maintain two way flow of information with parents and other provider

Confidential information must be held securely and only accessible to those who have a right or professional need to see them.

Page 29 Special educational needs

Providers must have arrangements in place to support children with SEN or disabilities. Maintained nursery schools and other providers who are funded by the local authority to deliver early education places must have regard to the Special Educational Needs (SEN) Code of Practice32. Maintained nursery schools must identify a member of staff to act as Special Educational Needs Co-ordinator33 and other providers (in group provision) are expected to identify a SENCO.

Page 29 Information for parents and carers..includes how the setting supports children with special needs, food and drink etc.

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What are your legal duties in the EYFS when supporting a child with additional needs

Page 26 , 24 other legal duties, DPA, Health and Safety legislation

Meet all Safeguarding and Welfare Requirements

Meet all Learning and Development Requirements

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Homework

Write Inclusion Policy

Preparing for Reg visit form

Write a list of all the toys, resources and activities you plan to provide that will help children to develop a positive attitude

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Business Side of Childminding

As a registered childminder you MUST register as self employed with HMRC you are then required to maintain your accounts and make these available to HMRC. You must complete the HMRC on line course to support you in this process. Here is the link……

http://www.hmrc.gov.uk/courses/syob2/ncma/index.htm

Self-employed childminders and HMRC

A basic guide to key tax and National Insurance issues affecting self-employed childminders.

Pacey also hold live webinar sessions on the business side of minding

View the pre-recorded webinar now

HMRC Guide for Self Employed Childminders' (Opens new window)

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Quickish EYFS Quiz1. What are the three Sections of the EYFS?

2. Name 2 Offences?

3. How many aspects are there? And what are they?

4. What should you keep if you receive a complaint?

5. What are the space requirements to under two years?

6. When should you carry out the Two year progress check?

7. What should be covered in a risk assessment?

8. In what circumstances should Ofsted be informed?

9. What information should you give to parents?

10. What are the characteristics for Effective Learning?

11. What are the aspects of Understanding the World and how might you provide activities to support learning in this area?

12. What document will help you in planning next steps in children's learning?

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What information should be made available to parents?

(how the EYFS is being delivered in your setting; the range of activities and experiences provided for children, the daily routines and how parents and carers can share learning at home, how the setting supports children with special educational needs and disabilities, food and drinks provided, details of policies and procedures, (to include uncollected and lost child), tel no. for contact )

Under what circumstances are you required to inform Ofsted?

( change of address, persons over 16 or older living on premises, name and address changes, changes that affect premises, serious accidents, illness, injury to or death of child, CPA of any serious accident or injury, food poisoning, significant event which affect suitability of you or those in regular contact)

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What does quality look like for childminding?

Joining Local Childminding Networks

Making use of Children Centres

What does quality look like?Good practice

Commitment (training, updating knowledge, accessing support)

Business approach (marketing, organisation, policies and procedures)

SEF (Self Evaluation Form)

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What to do next ?

1. Prepare self & home to meet the EYFS requirements

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What Next?1. Complete your DBS and register with update service

2. Complete your Health Declaration form and get your GP to complete their section, do not send off the health form to ofsted yet.

3. Pass the HBCA

4. Complete Portfolio of Policies-Behaviour management, Inclusion, Health and Safety, Missing Child Policy, Uncollected child policy, Sick child, Accident and Emergencies, Fire Evacuation, Parent Partnership, Working with other professional, Safeguarding and mobile phones and camera policy, Risk assessments, samples of observations and Two year check, menus, activity plan, list of resources available

5. Complete the Preparing for Registration visit Form

6. Ensure your home and equipment is ready as if you are ready to care for children

7. Set up your toys and resources as if you are caring for children (remember the 7 areas of learning)

8. Contact Pippa 0208 820 7632 to arrange a home visit to ensure you are ready t apply to Ofsted . Have your HBCA Certificate, your Portfolio and completed Preparing for Registration visit form ready. Co-ordinator will go through this, and if ready will give you Pre Registration EYFS Certificate

9. You will then be ready to complete the EY form for Ofsted. https://www.gov.uk/register-childminder-childcare-provider Send off your Health for to Ofsted. Pay the fee of £35

https://www.gov.uk/register-childminder-childcare-provider/how-to-apply

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After registration:

Ofsted will inspect within the first 30 months and publish your report on its website

Judgements will be made at the Inspection with potential outcomes of outstanding, good, requires improvement or inadequate.

Parents will have access to these reports and judgments when looking for childcare

you must pay an annual fee to remain registered

You must pay an annual fee to register with Information Commission Office if you hold data on children on a computer, digital camera, etc.

You must pay an annual fee for your public liability insurance, NCMA membership, business car insurance (if you take use car)

Once registered you must attend ongoing evening or weekend training (minimum of four to six days training over a year) on implementing EYFS.

Food Hygiene Training will be necessary once registered renewed every 3 yrs.

First Aid Certificate must be renewed after three years

Safeguarding Refresher Certificate must be renewed after two years.

You will need to register with ICO -£35 annual fee

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After registration

• Co-ordinator will visit you soon after registration and discuss your welcome pack and any policies & procedures you have in place and ensure you have mentoring support.

• Pack includes : Training Brochure, application to advertise for free, and other useful information

• Networks - As a registered Childminder in Hackney, you will have an opportunity work towards joining a Network in your area and possible access to professional training

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Well done and good luck Evaluations