reasons for maintaining accurate and coherent records legal requirements reasons for maintaining accurate and coherent records legal requirements

Accurate record keeping can help ensure that children are receiving high-quality education and care while they are attending the early years setting. How observational records can support working in partnership: When practitioners do an observation on a child they should discuss the childs progress with the parents as they the parents know the child the most and they can both work out ways to support the childs development. NCFE CACHE Level 3 Diploma for the Early Years Educator, Unit 1.1: Support healthy lifestyles for children through the provision of food and nutrition. Service users benefit from this in a variety of ways. reasons for maintaining accurate and coherent records legal requirements. In addition, religious, cultural and social requirements (such as not eating pork for Muslims or being vegetarian) may also dictate what a child can and cannot eat. If records are not accurate, it could result in incorrect conclusions being drawn and an individual receiving the wrong care and support. Records should be completed as soon as practicably possible so that it is fresh in your memory and should be kept up-to-date. reasons for accurate and coherent record keepingchesapeake health care covid vaccine. Accurate records means the payroll records required to be filed with the public body in charge of the public improvement as required by section 91F.9. Be able to complete records [AC 5.1] 98. DSDWEB: FREE STUDY GUIDES FOR CARE QUALIFICATIONS, Answers for the Care Certificate and Levels 2, 3, 4 & 5 Diploma/NVQ. Work samples. Factors identified for consideration when undertaking observation of children should include: When practitioners observe children there are lots of different factors that the practitioner needs to take in to account before they do an observation in order for it to be accurate. Paper records are usually stored securely in cabinets or drawers that are protected by a lock and key. Describe any special feature of different storage systems that help to ensure security. Running records. Important information such as the address and contact number of the individuals next of kin or GP may change, so it is important to ensure these are kept up-to-date. shorewood intermediate school staff; where was hunters in the snow painted Photographs. As well as the practitioner and the parent discussing whether the child is falling behind in an area of development they should also discuss the childs progress in development to see if they are above the milestones for their age. The cookie is set by CasaleMedia. Discussion of the need for confidentiality must include: When practitioners observe children they need to keep the information on the child confidential. To quote one of my colleagues in the office: "if it isn't written down, it didn't happen!" Here are some practical suggestions that you should consider in drafting and maintaining documents (e.g. The personal file contains confidential information which includes registration forms, parental consent forms and contractual records. Use current government guidance to identify the nutritional needs of babies until they are fully weaned. 70% . These include: physical, cognitive, communicative, socioemotional, and adaptive . reasons for maintaining accurate and coherent records legal requirementschicken thighs carrots, potatoes. reasons for maintaining accurate and coherent records legal requirementsfred smoot bench press. In Regulation 20 (1a), care providers must keep accurate records and relevant documentation about the person needing the service (ie care records). How observations are used for early years intervention: When practitioners are observing children, they may find that they have a concern about the child in the settings development for example the child may not be at the right milestones as they are struggling with areas of their development. Electronic records make handwriting misunderstandings redundant and facilitate improved communication across the healthcare systems. It is important to remember that an observation alone will not be a piece of assessment in itself. Finally, keeping accurate and up-to-date records of special dietary requirements is vital in order to ensure that all children in your care are kept safe and healthy. This could suggest to the practitioners that they need to re-arrange the layout of the room to make the accessible and easy for the children to be independent. The cookie is used to collect information about the usage behavior for targeted advertising. Therefore, it is important for cable television, radio and Internet newspapers to provide consistent and coherent information regarding severe weather, Accurate and coherent records must be correct, must be about the individual childs interests planning this is important because it allows practitioner and professional to gather a picture of the child. It is used by Recording filters to identify new user sessions. 3.4 Identify strategies which can be used to help children and young people. reasons for maintaining accurate and coherent records legal requirements. From good equipment, maintenance recording staff and service users will know that their aids and appliances are being properly maintained, and so are less likely to break down and put their safety at risk. (2021, Feb 17). Any changes to records should also be signed and dated and an audit trail maintained so that the history of the document is kept on record. . Ptlls. The milestones could be where they should be for the childs age, below or above what they are suppose to be. The Regulation does not spell out what records are required for management purposes. This method involves factual accounts of events that have taken place. For example if the child is interested in cars, but doesnt like paint the practitioner could decide to bring the cars to the paint so that the child can put the cars in paint and paint with the car. June 22, 2022 . The information that the practitioners get from doing an observation on a child they should only share it with the parents and professionals if they have consent from the parents first. They should keep the information on the child confidential in order to protect the child because there could be people visiting the setting and they could pick up the information and find out a lot about the child and their development because the observation has been left for members of the public to see. Key messages. Functional cookies help to perform certain functionalities like sharing the content of the website on social media platforms, collect feedbacks, and other third-party features. It is essential that all records are 100% accurate. This category only includes cookies that ensures basic functionalities and security features of the website. What does the EYFS say about observation assessment and planning? This cookie is set by Addthis.com. If a child is hungry or tired their behaviour may be different allowing them not to concentrate as they either want to go to sleep or they want something to eat. (NMC, 2009). Make recommendations for healthy eating in own setting, Unit 1.2: Support healthy lifestyles for children through exercise, Outline the benefits of exercise for children, Identify the requirements of current frameworks for: outdoor access, regular exercise for children, Evaluate national and local initiatives which promote childrens exercise, Describe benefits of working in partnership with parents/carers in relation to supporting childrens exercise, Evaluate a local indoor provision in relation to inclusive practice, Evaluate a local outdoor provision in relation to inclusive practice. APPROVAL Explain how to maintain records so that they are up-to-date, complete, accurate and. Observations helps practitioners to see what the children are interested in, shows the practitioner the childs friendship group and allows the practitioner to see how the child is progressing over a period of time. According to the EYFS (2012) pg 3 they state that people should Observe children as they act and interact in their play, everyday activities and planned activities, and learn from parents about what the child does at home (observation). Find out more about our history, values and principles here. When observing, the practitioners may notice that some of the children who are bilingual in the setting not making as much progress as the children who speak English as their first language. As mentioned previously, records should only be read or updated in a secure and private location that is free from prying eyes. This cookie is used for social media sharing tracking service. If either the practitioner or the child that was going to be observed is ill they should not go ahead and observe. When practitioners are assessing children, the practitioner can see where the childs milestones are at. For example boys may be the only people who play in the construction area, which means that the practitioner will need to come up with a way to encourage girls to play in the construction area. 3.3 Identify professionals which can be used to help children and young people. So in order to avoid the child from getting distracted the practitioner could move the children that are being noisy in to another area of the setting or move the child that is being observed into another part of the setting. Other uncategorized cookies are those that are being analyzed and have not been classified into a category as yet. By continuing well assume youre on board with our, https://samploon.com/child-observation-assessment-and-planning/, How observations are used to plan for individual needs, Select a writer from a large pool of experts, How observations are used to review the environment, How observations are used when going through a transition, Support for informed decisions/future planning, Ways observations support assessment of childrens progress, use the planning cycle to inform child-centred practice, Valid reasons for maintaining confidentiality, Appropriate sharing of information gained from observations, Discussion with other professionals, parents/carers, Meggitt.C (2015) CACHE Level 3 Child Care and Education EARLY YEARS EDUCATOR. Discussion should be detailed to show understanding of the observation assessment and planning cycle and the relationship between observation, assessment and planning. This could be doing 1-2-1 tasks with the child so that the child gets the practitioners full attention and can help support them without going to help other children and they could give packs to send home with the child for the parents to be able to boost the childs development. rav4 prime check engine light light co linkedin jerry corbetta obituary cmaa world conference 2023. . Record keeping is an important, if time consuming and often irksome, activity for care service managers and their staff. Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. date and time of their visit recorded. For practitioners to be able to provide accurate information they should try different observation techniques such as child tracker, photographic, narrative, event sample and check list. This cookie allows to collect information on user behaviour and allows sharing function provided by Addthis.com. shredded). They then will write down what they have learnt from doing that observation and how it has helped them to understand childrens development more. The cookie is used for targeting and advertising purposes. Planning starts with observing children in order to understand and consider their current interests, development and learning. Find out more You can purchase resources to help you keep accurate and up-to-date records from the Alliance shop. safe storage of observations/information. Moncton Economic Development; Ncsa Age Group 2021 Qualifying Times; Tanner Allen Mlb Draft Contract; Mitragynine And 7 Hydroxymitragynine; Daniel Arms Oklahoma State Trooper; Observations can only be done on a child if the members of staff have consent from the childs parents and they should also be asked if they would like to have a copy of the record of the child given to them after the child has be observed. what ait is at fort lee reasons for maintaining accurate and coherent records legal requirements. child tracker observations is an observation where you just follow and note down where a child goes in the space of the observation and how long they stay at each activity. Allergies and intolerances to certain foods can also result in children becoming ill if they come into contact with them. The legal requirements for the keeping of records are set out in Regulation 20 of the Health and Social Care Act 2008 (Regulated Activities) 2010. The planning includes the health care plan, the plan for individual education, the health visitor, social services, and the court and police investigations. This cookie is used for sharing of links on social media platforms. when practitioners observe children they should take in to consideration whether the child is feeling well because if the child is not feeling well they may not act and respond how they would normally. and governmental agencies with whom it has business dealings and consistent with obligations imposed by law. D2 Identify factors to consider when observing children. Explain reasons for accurate and coherent record keeping; Evaluate the reasons for confidentiality when maintaining records; Analyse the potential tension between maintaining confidentiality and the need to disclose information: when poor practice is identified, where a child is at risk, when it is suspected that a crime has been/may be committed Having set out the requirements for the keeping of certain records, Regulation 20 turns attention to how the records must be kept. C1 Explain reasons for maintaining accurate and coherent records and reports. This cookie is used to track how many times users see a particular advert which helps in measuring the success of the campaign and calculate the revenue generated by the campaign. Practitioners are able to observe and assess children effectively if the child is acting in the same way that they normally act in the setting. Understand the observation, assessment and, Produce a written report based on your research and, study around the observation, assessment and planning, To achieve the criteria you must show that you are able, Explain the use of observation of children 0 to 5 years to include how. The activities that are not used the most could be because they are hard to get to as they are too high for the children to reach or they are tucked away somewhere that is hard for the children to get to. The aim of this unit is to provide learners with knowledge an. Accurate records. DO NOT copy and paste it into you portfolio or it is very likely your tutor will fail you. Posted on June 8, 2022 ; in pete davidson first snl episode; by Reasons for maintaining accurate and coherent records must include an explanation of: This is the information for record keeping should be kept clear and easier for the parents and professionals to be able to read it. When practitioners know about different theorists it can help them to understand how children learn, think and behaviour. If the practitioners didnt understand why they were observing there would be no point in them doing an observation. Observation is the first part of the cycle where the practitioner has to look to see what the child is doing and who they are interacting with if they are interacting with anyone, they should be listening to exactly what the child is saying not what they think the child is saying and they should be writing down exactly what they see and hear the child say and do. The cookie is used to calculate visitor, session, campaign data and keep track of site usage for the site's analytics report. Keeping records LO5. This cookie is setup by doubleclick.net. Documentation such as care plans are constantly changing and should be regularly reviewed to ensure that they fulfil the individuals current needs, wishes and preferences. If others cannot read the records you write then they will not be of any use. What are the 4 types of observation in childcare? The practitioner then could write down in the evaluation for example from the observation according to the EYFS a two year old can kick a ball which means that the child that got observed is at the correct milestones for their age but they actually cant kick a ball means that the child is behind in development and this needs to be recognised so that the child can have additional support. This is why practitioners choose to observe children when they are going through the transition of starting pre-school. reasons for maintaining accurate and coherent records legal requirements . reasons for maintaining accurate and coherent records legal requirementsbest suny schools for physical therapy. They could be observing to see the childs progress, they observe to see what the child is interested in and they observe to see what areas of the environment gets used the most. For example if a child does not like getting messy but they like playing with cars you could put the cars in the paint and they could paint with the cars. Here are some different types of observation methods that will help the needs of early childhood development: Anecdotal records. Describe how to ensure security when reading or making entries into records. Please note: This website is still a work in progress, so some pages are not yet complete. how old is amber perkins; hays county medical assistance programs; reasons for maintaining accurate and coherent records legal requirements; pan american insurance pyramid scheme; blueskin house wrap vs tyvek. Having set out the requirements for the keeping of certain records, Regulation 20 turns attention to how the records must be kept. When a child is going through a transition for example starting pre-school or going from a cot to bed, observations are important for practitioners as it helps them to picture the childs different needs during transitions. If the parent/carers wish for the information from the observation is not to be shared they should take that in to consideration and not go ahead and share the information about the child. This cookie is set by Hotjar. The last part of the planning cycle is the planning where they plan to support the child to extend further development, they see if the child has a delay in development the practitioner will plan to support the child with additional support and if they found that the child prefers to do other activities that hasnt been put out for them the practitioner can come up with ways to make it more child-led. Some information is crucial to document from a legal standpoint, while other information is needed to not only run your business, but run it smoothly and in an organised manner. Used by Google DoubleClick and stores information about how the user uses the website and any other advertisement before visiting the website. All practitioners have duty to maintain a good clear written record of all concerns and actions regarding safeguarding and child . All records that you maintain and documentation that you are responsible for must adhere to certain standards to ensure that they are lawful, fit for purpose and adhere to your duty of care and other responsibilities. Describe how to ensure records are stored securely. When observing a child, practitioners should write down exactly what the child says and does and not what they think they have heard or seen and they should not have the childs actual name written down. Once the practitioner has observed a child they will write an overview of how the child got on during the observation. They should reschedule the observation in order to get a better demonstration of the childs capabilities. Describe food and drink requirements in relation to current frameworks. "Accurate records" also means the hourly rate of contribution and costs paid for fringe benefits and whether the contributions and costs of the fringe benefits were paid into a fund or paid . This is a pattern type cookie set by Google Analytics, where the pattern element on the name contains the unique identity number of the account or website it relates to. They may be required in an emergency. By doing this it will make the planning easier for the separation and to help the transition go the way they wish for it to go. danny williams jr wedding. This means sticking to the facts and writing in an objective manner. Show More. Doing an observation on a child helps to plan to meet their individual needs, so in order for the practitioner to be able to plan for the individual childs needs it needs to be done accurately. Qualification: Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: 4 Understand recording, storing and sharing information in relation to partnership workingAssessment criteria: 4.2 Explain reasons for accurate and coherent record keeping. Explanation must include current frameworks requirements in relation to: Developmental theories can help to interpret observations. 3.2 Extension strategies for products in the product lifecycle and the appropriateness of each, 5.2 Describe sources of information available in relation to moving and positioning individuals, 2.3 Use of break-even as an aid to decision making, 2.2 Revenue generated by sales of the product or service, 3.5 Identify therapies which can be used to help children and young people. This could be that the practitioners say lets make a castle out of blocks which could mean that more girls will get involved in playing with the construction toys. Reasons for maintaining accurate and coherent records must include an explanation of: . In Regulation 20 (1b), care providers must keep corresponding records about the people employed to provide the service (ie staffing records) and the management of the service. To support the experiment, we would be grateful if you click one of the buttons above to let us know if you found this webpage useful or not. Old documents could result in a member of staff performing tasks that are no longer required and possibly even harmful to an individual (e.g. Beitrags-Autor: Beitrag verffentlicht: 14. . This cookie is set when the customer first lands on a page with the Hotjar script. 4 ervna, 2022; Posted by: Category: Uncategorized; dn komente . If the practitioners notices that the bilingual children are behind for their development, then the practitioners will try and find different ways to help the children who need extra support as English is not their first language. This cookie is set by Addthis.com to enable sharing of links on social media platforms like Facebook and Twitter, This cookie is used to recognize the visitor upon re-entry. (use images, titles etc). Implement an activity to support healthy eating in own setting. when practitioners are assessing the child they look at the child as an individual and see how much progress they have made since the last time they got observed. This means that practitioners should observe children when ever they can as children do so much and you may miss seeing areas of their development improve and they should also work with parents to find out what the child is like at home and how they can use an observation that has been done at home to help support the child in the setting. All records must be legible so that anyone reading them can understand and comprehend them. No one appreciates having to repeat their medical history or care needs, especially when they find the information wasn't accurately recorded the first time! This cookie is set by the provider Addthis. Wilson Mauti Ogonda We live in a world where hand-written notes are becoming a thing of the past and electronic record keeping is commonplace. If a child in the setting has a medical condition or a delay in their development the practitioners work in partnership with the parents as the parents are their family who sees them the most. Then the practitioner will compare the child to the E.Y.F.S framework to see if the child is below average, average or above average for their development depending on their age. Medical conditions, such as diabetes or Coeliac disease, can mean that children need to maintain a specific diet in order to stay healthy. Would you like to get a custom essay? These guidelines are written for adult care workers and aim to explain best practices for handling information including record maintenance, storage and security. This could be that they will have to change resources in the setting to encourage both boys and girls to play with. The first part of the Regulation explains why records are needed providers who do not have relevant information will jeopardise the health, well-being and safety of their service users, who then will not benefit from the services provided. Practitioners need to know that when observing children, that if unfamiliar adults when unfamiliar adults are around then the child that they will be observing may act differently. Records should always be up-to-date. These distractions could be that the environment is too noisy for the child that is being observed to concentrate in. If the care service closed down, it would still need to arrange for any records to be kept securely for the minimum legally required retention period, eg three years in the case of care records. Level 3 Diploma for the Early Years Educator, Explain reasons for accurate and coherent record keeping, Level 1 Diploma in Introduction to Health and Social Care, NCFE CACHE Level 2 Certificate in Understanding Autism, NCFE CACHE Level 2 Certificate in Awareness of Mental Health Problems, Level 2 Diploma for the Early Years Practitioner, NCFE CACHE Level 2 Certificate in Understanding Children and Young Peoples Mental Health, TQUK Level 2 Certificate in Understanding Children and Young Peoples Mental Health, OCR Level 1/2 National Certificate in Enterprise & Marketing, Highfield Level 1 Certificate In Personal Development for Employability (RQF), A4 Skills and characteristics of entrepreneurs, 6.2 The main activities of each functional area, 6.1 The purpose of each of the main functional activities that may be needed in a new business. Accurate observations means writing down exactly what the child is saying and doing and not putting their opinions or what they assume that has happened. The information contained on this website is a study guide only. In 20 (2), it requires any record, paper or electronic, to be kept securely, but in a place where it can be accessed promptly when needed. This could be that the child does not want to participate as they are shy around adults they do not know but they could also become distracted and want the unfamiliar adult to watch what they are doing or the child could be interested in what the unfamiliar adult is doing and not do what the observer wants them to do. When a child is going through a transition, the practitioner could do a home visit to see how the child acts in an environment that they are familiar with because some children they act differently to an environment that they are familiar with to an environment that they are unfamiliar with. What records you need to keep, in what format and for how long, varies depending on the setting you are working in and the subject matter of those records. mcdonalds garfield mugs worth Practitioners should make sure that the observation on the child is effective by allowing the child to choose freely what they play with and the practitioner just follows the child to where they go to. You should aim to include as much detail as possible and include the time, date and your signature. Records provide important data about each child's development and progress over time, which can be used to assess their individual needs and plan . It appears to be a variation of the _gat cookie which is used to limit the amount of data recorded by Google on high traffic volume websites. Practitioners could stop this from happening by waiting for the adults to go to avoid distractions from happening or take the child away from the unfamiliar adult so that the practitioner is able to observe the child without the child becoming distracted. You can use essay samples to find ideas and inspiration for your paper. Reflect on own role when supporting healthy eating in own setting. In Partial Fulfillment of the Requirements for the Degree of Master of Business Administration (Finance) Why early years practitioners must have the knowledge, understanding and skills of observation: Practitioners need to have knowledge, understanding and skills to do an observation in order to be able to do it right. Any request to see a persons record must be addressed with reference to the requirements of the Data Protection Act 1998. 3. Electronic documents should not be left open on a computer if you have to leave. Discuss the observation, assessment and planning cycle. Visit shop.pre-school.org.uk/ record-keeping or call the Alliance shop on 0300 330 0996 Practitioners should have accurate records of the children in the setting in to order to plan for next steps. This cookie is set by Google and stored under the name doubleclick.com. You should not include your personal feelings or opinions. explain the need for keeping records of assessments of learners. Observations are used to review the environment and helps practitioners to find out what issues there are in the different activity areas around the setting. You should also ensure that nobody can overhear you when talking about personal information. Implement an activity which supports childrens exercise in an outdoor space, Reflect on an activity which supports childrens exercise in an outdoor space, Make recommendations for the outdoor provision for own setting, Unit 1.3: Support physical care routines for children, Describe routine physical care needs for children in relation to: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Explain the role of the Early Years practitioner during: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Identify situations in which non-routine physical care is required, Describe benefits of working in partnership with parents/carers in relation to individual physical care routines, Outline hygienic practice when: preparing formula feeds, sterilising equipment, Explain how poor hygiene may affect the health of babies in relation to: preparing formula feeds, sterilisation, Describe the role of the Early Years practitioner in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Use hygienic practice in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Explain the rest and sleep needs of: a baby aged 6 weeks, a baby aged 7 months, a toddler aged 15 months, a child aged 2 and a half years, a child aged 4 5 years, a child aged 6 7 years, Explain safety precautions which minimise the risk of sudden infant death syndrome, Explain the reasons why some children are not immunised, Support children in personal physical care routines in relation to: toileting, washing and/or bath time, skin, teeth and hair, meal times, resting and/or sleeping, Unit 1.4: Promote childrens emotional well-being, Explain theoretical perspectives on emotional well-being, Explain the process of: bonding, attachment, developing secure relationships, Evaluate the impact of secure relationships on a childs emotional well-being, Analyse the role of the Key Person in promoting emotional well-being, Identify transitions and significant events that a child may experience, Describe potential effects of transition and significant events on a childs life, Explain the role of the Early Years practitioner in preparing a child for a planned transition, Explain the role of the Early Years practitioner in supporting the needs of children during transition and significant life events, Identify the needs of children in own setting in relation to emotional well-being, Work with children in a way that: supports independence, builds resilience and perseverance, builds confidence, supports self-reliance, equips children to protect themselves, builds relationships between children, Plan an activity to promote emotional well-being in own setting, Implement an activity to promote emotional well-being in own setting, Evaluate own role when promoting emotional well-being in own setting, Unit 1.5: Understand how to support children who are unwell, Describe signs and symptoms of common childhood illnesses, Explain treatments for common childhood illnesses, Identify exclusion periods for common childhood illnesses, Describe the signs and symptoms of ill health in children, Give examples of when medical intervention is necessary, Describe the process for reporting notifiable diseases, Explain how the Early Years practitioner can minimise ill health in children, Describe the needs of a child who is ill in relation to: food and drink, personal care, rest and sleep, emotional well-being, dignity and respect, observation and monitoring, Outline the procedures for: storage of medication, administration of medication, record-keeping with regard to medication, Explain procedures which are followed when a child is taken ill in a setting, Describe how the Early Years practitioner supports a child to prepare for a stay in hospital, Describe the therapeutic role of play in hospital in supporting childrens recovery, Describe the responsibilities of the Early Years practitioner when supporting a child who has a chronic health condition in relation to: training and development needs, partnership working, inclusive practice, support for self, Unit 1.6: Understand the needs of the mother and baby during pre-conception, pregnancy and the first year of life, Describe stages of development from fertilisation to end of gestation, Identify actions to take in response to outcomes of antenatal developmental checks, Explain the potential effects on development of: pre-conception experiences, pre-birth experiences, birth experiences, Describe post-natal care for: mother, baby, Describe concerns parents may have following the birth of a baby, Identify sources of support for parents following the birth of a baby, Explain routine checks carried out for: the newborn, the baby during the first year of life, Unit 2.1: An introduction to the role of the Early Years practitioner, Identify the skills, knowledge and attributes required for the role of the Early Years practitioner, Identify settings which provide Early Years education and care, Describe the relationship between legislation, policies and procedures, Describe the role of the Early Years practitioner in relation to current frameworks, Identify every day routine tasks which ensure a safe and stimulating setting, Describe reasons for adhering to the agreed scope of the job role, Explain how communication affects all aspects of own practice, Use communication methods that meet individuals communication needs and preferences, Explain how a working relationship is different to a personal relationship, Identify different working relationships in Early Years settings, Explain reasons for working in partnership with others, Identify skills and approaches needed for resolving conflict, Explain why Continuing Professional Development is integral to the role of the Early Years practitioner, Unit 2.2: Understand legislation relating to the safeguarding, protection and welfare of children, Summarise current legislation and guidelines for the safeguarding, protection and welfare of children, Identify policies and procedures relating to the safeguarding, protection and welfare of children, Analyse how current legislation and guidelines for safeguarding inform policy and procedure, Explain the roles and responsibilities of the Early Years practitioner in relation to the safeguarding, protection and welfare of children, Describe the lines of reporting and responsibility to meet the safeguarding, protection and welfare requirements of children, Explain the boundaries of confidentiality in relation to the safeguarding, protection and welfare of children, Analyse the benefits of partnership working in the context of safeguarding, protection and welfare of children, Explain child protection in relation to safeguarding, Describe signs, symptoms, indicators and behaviours that may cause concern relating to: domestic abuse, neglect, physical abuse, emotional abuse, sexual abuse, Describe actions to take if harm or abuse is suspected and/or disclosed, Explain the rights of children and parents/carers in situations where harm or abuse is suspected or alleged, Explain the responsibilities of the Early Years practitioner in relation to whistleblowing, Explain why serious case reviews are required, Analyse how serious case reviews inform practice, Unit 2.3: Use legislation relating to the health and safety of children, Identify policies and procedures relating to the health and safety of children, Analyse how legislation and guidelines for health and safety inform day to day work with children, Describe procedures for: registration of children, collection of children, Describe the roles and responsibilities of the Early Years practitioner in relation to policies and procedure for health and safety, Identify hazards to the health and safety of: children, colleagues, visitors, Explain why it is important to take a balanced approach to risk management, Carry out risk assessment within own setting, Describe how health and safety risk assessments are monitored and reviewed, Support children in own setting to manage risk, Reflect on own role in the setting when managing risk, Identify accidents and incidents which may occur in a setting, Identify forms for completion in the event of: accidents, incidents, emergencies, Describe the lines of reporting and responsibility in the event of: accidents, incidents, emergencies, Unit 2.4: Use legislation relating to equality, diversity and inclusive practice, Describe what is meant by: equality, diversity, inclusion, discrimination, Explain current legislation and codes of practice relating to equality, diversity and inclusive practice, Identify policies and procedures relating to equality, diversity and inclusive practice, Explain the roles and responsibilities of the Early Years practitioner in supporting equality, diversity and inclusive practice, Access information, advice and support about equality, diversity and inclusion, Reflect on ways information, advice and support about equality, diversity and inclusion can be used to inform practice, Interact with children in a way that values them and meets their individual needs, Analyse the benefits of supporting equality, diversity and inclusive practice, Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice, Identify reasons for working in partnership, Describe partnership working in relation to current frameworks, Summarise policy and procedural requirements in relation to partnership working, Explain the roles of others involved in partnership working when supporting children, Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions, Analyse benefits of working in partnership with different parents/carers, Identify when parents/carers need support, Give examples of support which may be offered to parents/carers, Explain strategies to overcome barriers when working in partnership, Evaluate the complexity of partnership working, Identify records to be completed in relation to partnership working, Explain reasons for accurate and coherent record keeping, Evaluate the reasons for confidentiality when maintaining records, Analyse the potential tension between maintaining confidentiality and the need to disclose information: when poor practice is identified, where a child is at risk, when it is suspected that a crime has been/may be committed, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Complete records that are accurate, legible, concise and meet organisational and legal requirements, Unit 3.1: Understand the value of play in Early Years, Explain the innate drive for children to play, Analyse how play is necessary for the development of children, Identify the rights of children in relation to play as detailed in the UN Convention on the Rights of the Child, Explain how settings meet the right for children to play, Explain the characteristics of: child-initiated play, adult-led play, Identify how childrens play needs and preferences change in relation to their stage of development, Describe benefits of: physical play, creative play, imaginative play, sensory play, Evaluate resources for: physical play, creative play, imaginative play, sensory play, heuristic play, Summarise inclusive play practice in relation to current frameworks, Analyse how play supports the interests and abilities of children, Unit 3.2: Plan, lead and review play opportunities which support childrens learning and development in relation to current frameworks, Create a plan which includes a balance of child-initiated and adult-led play opportunities for: physical play, creative play, imaginative play, sensory play, Differentiate planned play opportunities to meet the individual needs of the children in own setting in relation to current frameworks, Identify features of an environment which support childrens play, learning and development, Lead a planned play opportunity in own setting, Support childrens participation in a planned play opportunity, Demonstrate how play opportunities provide a balance between child-initiated and adult-led play, Encourage parents/carers to take an active role in childrens play, Evaluate how a planned play opportunity meets the play, learning and developmental needs of children, Reflect on how a planned play opportunity relates to current frameworks, Analyse own role in relation to planned play opportunities, Make recommendations for the next stage of childrens learning and development in relation to planned play opportunities, Unit 3.3: Apply theoretical perspectives and philosophical approaches to play, Summarise how theories impact on own understanding of play, Analyse how theoretical perspectives on play inform practice, Identify philosophical approaches which influence play provision, Summarise how philosophical approaches impact on own understanding of play provision, Analyse how philosophical approaches to play inform practice, Create a plan using theoretical perspectives on play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use theoretical perspectives on play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Create a plan using philosophical approaches to play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use philosophical approaches to play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Evaluate how theoretical perspectives and philosophical approaches to play support own practice, Share evaluation of how theoretical perspectives and philosophical approaches to play provision supports practice, Unit 3.4: Contribute to enabling play environments, Analyse the impact of philosophical approaches on current frameworks in relation to play environments, Explain how to work collaboratively to provide enabling play environments in Early Years settings, Describe the role of the Early Years practitioner in supporting childrens socialisation within play environments, Explain how modelling positive behaviours impacts on childrens behaviour, Analyse strategies to support children to manage their own behaviour in relation to others, Explain how the Early Years practitioner provides for: group learning, socialisation, Plan an environment which supports childrens socialisation and group learning, Use strategies when supporting children to manage their own behaviour, Explain the characteristics of an enabling indoor play environment, Describe how an enabling indoor play environment meets the age, stage and needs of children, Explain the characteristics of an enabling outdoor play environment, Describe how an enabling outdoor play environment meets the age, stage and needs of children, Plan an enabling play environment: indoors, outdoors, Create an enabling play environment: indoors, outdoors, Critically evaluate enabling play environments in own setting, Plan opportunities which support childrens understanding of the world, Lead opportunities which support childrens understanding of the world, Plan opportunities which encourage childrens expressive art and design, Lead opportunities which encourage childrens expressive art and design, Unit 3.5: Develop emergent literacy skills of children, Identify the stages of language and communication development from birth to 7 years, Describe factors which affect language and communication needs, Explain how working with others supports childrens emergent literacy from birth to 7 years, Explain what is meant by a language rich environment, Analyse a language rich environment in relation to current frameworks for children, Develop a language rich environment for children, Interact with children to meet individual language and communication needs, Explain strategies to support the development of emergent literacy in relation to current frameworks, Explain the use of systematic synthetic phonics in the teaching of reading, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent literacy, Plan for childrens participation in activities which support and extend emergent literacy, Use strategies to plan activities which encourage: speaking and listening, reading, sustained shared thinking, writing, digital literacy, Lead an activity to support and extend emergent literacy, Identify benefits to childrens holistic learning and development when supporting emergent literacy, Evaluate how planned activities support emergent literacy in relation to current frameworks, Analyse own role in relation to planned activities, Make recommendations for meeting childrens individual literacy needs, Unit 3.6: Develop emergent mathematical skills of children, Describe how mathematics is evident in childrens everyday lives, Analyse factors which affect childrens learning of mathematical concepts, Describe the process of mathematical development in relation to current frameworks, Explain how working with others supports childrens emergent mathematical development, Describe how to create an environment which supports childrens emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe reasons for scaffolding childrens mathematical development, Analyse reasons for valuing individual interests when supporting childrens emergent mathematical development, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent mathematical development, Explain strategies to support the development of emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe opportunities which support childrens understanding of: number, shape, size and pattern, weight, volume and capacity, space and time, matching and sorting, data representation, problem-solving, Plan an activity to support childrens emergent mathematical development, Lead an activity to support childrens emergent mathematical development, Evaluate how planned activities support childrens emergent mathematical development in relation to current frameworks, Analyse own role in relation to planned activities which support childrens emergent mathematical development, Make recommendations for meeting childrens emergent mathematical needs, Unit 3.7: Understand the needs of the child in preparing for school, Describe characteristics of school readiness, Describe factors affecting childrens readiness for school, Explain how the Early Years practitioner supports children to prepare for school, Describe areas of learning and development within the current framework which relate to school readiness, Identify assessment strategies in relation to the current framework, Evaluate the current frameworks assessment process in supporting childrens preparation for school, Identify others involved in helping children prepare for school, Describe the information required to enable the school to meet the individual needs of the child during transition, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development in preparation for school readiness, Unit 3.8: Understand how to plan to meet the needs of the developing child, Explain why the Early Years practitioner plans to meet individual needs of children, Describe approaches to planning to meet individual needs of children in the: short term, long term, Explain planning in relation to current frameworks, Describe information the Early Years practitioner requires to be able to plan to meet the needs of children, Explain the reasons for identifying childrens needs, interests and stage of development prior to planning, Explain the role of observation in planning, Devise a plan to meet the needs of an individual child, Explain why the Early Years practitioner involves others in planning for the next steps of childrens development, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development, Describe reasons for tracking childrens progress, Unit 3.9: Facilitate the cognitive development of children, Describe sensory development in the first year of life, Identify stages of cognitive development in children from birth to 7 years, Summarise current scientific research relating to neurological and brain development in Early Years, Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings, Describe theoretical perspectives in relation to cognitive development, Analyse how theoretical perspectives in relation to cognitive development impact on current practice, Describe the role of the Early Years practitioner when facilitating the development of cognition in children, Analyse the use of technology in supporting the development of cognition in children, Create an environment which facilitates cognitive development of children in own setting, Plan a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Lead a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Critically evaluate the provision for supporting cognitive development in own setting, Unit 3.10: Develop the speech, language and communication of children, Define the terms: speech, language, communication, Describe theoretical perspectives in relation to speech, language and communication development, Analyse how theoretical perspectives relating to speech, language and communication development inform current frameworks, Describe the role of the Early Years practitioner when supporting the development of speech, language and communication, Describe the benefits to childrens holistic learning and development when supporting speech, language and communication development, Analyse how the use of technology supports the development of speech, language and communication, Create a language rich environment which develops the speech, language and communication of children in own setting, Plan an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Implement an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting, Critically evaluate provision for developing speech, language and communication for children in own setting, Unit 3.11: Promote the physical development of children, Identify stages of physical development of children from birth to 7 years, Describe the development of childrens physical skills, Describe the role of the Early Years practitioner when promoting physical development in children from birth to 7 years, Describe the benefits to childrens holistic learning and development when promoting physical development, Describe theoretical perspectives in relation to physical development, Analyse how theoretical perspectives in relation to physical development inform current frameworks, Describe own role when promoting physical development in own setting, Create an environment which promotes physical development in own setting, Plan an opportunity which promotes the physical development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes physical development for children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for promoting physical development in own setting, Critically evaluate the provision for promoting the physical development of children in own setting, Unit 3.12: Promote the personal, social and emotional development of children, Describe the stages of personal, social and emotional development of children from birth to 7 years, Describe theoretical perspectives in relation to personal, social and emotional development, Analyse how theoretical perspectives in relation to personal, social and emotional development inform current frameworks, Describe the role of the Early Years practitioner when promoting the personal, social and emotional development of children, Create an environment which promotes the personal, social and emotional development of children in own setting, Plan an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Describe the benefits to childrens holistic learning and development when promoting personal, social and emotional development, Reflect on own role in relation to the provision for promoting the personal, social and emotional development of children in own setting, Critically evaluate the provision for the personal, social and emotional development of children in own setting, Unit 3.13: Support children with additional needs, Define the terms: biological, environmental, Analyse the impact of biological factors on childrens development, Analyse the impact of environmental factors on childrens development, Analyse the impact of the stage of development on childrens learning, Describe factors which affect childrens development in the: short term, long term, Analyse how personal experiences, values and beliefs impact on the professional practice of the Early Years practitioner, Identify the requirements of current legislation in relation to inclusive practice, Explain the medical and social models of disability, Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years, Identify childrens additional needs in relation to expected stages of development, Describe the reasons for early intervention when meeting childrens additional needs, Explain strategies for early intervention, Evaluate the principles of working in partnership with others to meet childrens additional needs, Identify the individual needs of children in own setting, Plan activities in partnership with others to meet childrens additional needs, Work in partnership with others to provide activities to meet childrens additional needs, Reflect on own practice in meeting childrens additional needs, Critically evaluate the provision for children with additional needs in own setting, Unit 3.14: Use observation, assessment and planning to promote the development of children, Explain how observations are used: to plan for individual childrens needs, for early intervention, to review the environment, during transition, when working in partnership, Evaluate observation methods: Event Sample, Time Sample, Sociogram, Narrative / Free Description, Target Child, Checklist, Child Tracker / Movement Record, Define the terms: objectivity, subjectivity, Evaluate the reasons for objectivity when recording observations, Evaluate the requirement for confidentiality during the observation process, Observe in line with current frameworks: an individual child, a group of children, indoor provision, outdoor provision, Reflect on outcomes of observations carried out in own setting in relation to: an individual child, a group of children, indoor provision, outdoor provision, Work with others to plan next steps in relation to the needs and interests of: an individual child, a group of children, Reflect on own role in meeting the needs and interests of children in own setting, Unit 3.15: Use longitudinal studies to observe, assess and plan for childrens needs, Explain how Longitudinal Study is used as an assessment tool, Evaluate benefits of undertaking a Longitudinal Study for: the child, Early Years practitioners, others, Carry out Longitudinal Studies using methods of observation to assess the changing developmental needs of children, Maintain records of observation, assessment and planning, Evaluate observations in relation to: expected developmental stages, current frameworks, theoretical perspectives, Devise plans which meet the developmental needs and interests of children, Implement plans which meet the developmental needs and interests of children, Critically evaluate the outcomes of Longitudinal Studies, Unit 4.1: Engage in professional development, Describe methods for identifying professional development opportunities, Summarise theoretical perspectives on reflection in relation to professional development, Analyse own professional development needs in relation to the role of the Early Years practitioner, Review own learning needs, professional interests and development opportunities, Maintain subject knowledge across curriculum subjects which are of personal interest, Work with others to agree own personal development plan, Use learning opportunities to support own professional development, Explain how reflective practice leads to improved ways of working, Record progress in relation to personal development.