By whitelisting SlideShare on your ad-blocker, you are supporting our community of content creators. It is down to practitioners to fully embrace this area of the EYFS and promote mathematics throughout the learning environment. AC 1.2 Describe partnership working in relation to current frameworks. Qualification: NCFE CACHE Level 2 Diploma for the Early Years PractitionerUnit: EYP 13 Partnership working in the early yearsLearning outcome: 1. The EYFS Profile is not intended to be used for on-going assessment or for entry level assessment for Early Years settings or Reception classes. 2 MULTI-AGENCY WORKING IN THE EARLY YEARS . Added link to the Foundation Years website. Learners should consider everything discussed relating to working in partnership and possible barriers. tO6 Hs p $q9sek9Y n#fBf=LPCdBnF$d;3\ I%2t!@%qK. Byars-Winston and Fouad described NAME; ADINA TOMA Own practice as part of being an effective practitioner legislation this policy is on! 3.3 Identify professionals which can be used to help children and young people. EARLY YEARS EDUCATION How the EYFSP works and what the levels or scores mean, personal, social and emotional development. j Y_)4 A!%^S,6FR2lv#T h1C5"{XCH: h- bRri.1v$,\8LgqTRI9. Describe partnership working in relation to current frameworks Qualification: NCFE CACHE Level 3 Diploma for the Early Years Educator Unit: Unit 2.5: Work in partnership Learning outcome: Understand the principles of partnership working in relation to current frameworks when working with children For each ELG, practitioners will judge whether a child is meeting the level of development expected at the end of the Reception Year (expected), exceeding this level (exceeding), or not yet reaching this level (emerging). Or it may be that the setting or school has links with an orchestra that visits them regularly to work with a nursery or reception class, helping them to find out about several instruments and to listen to and join in some music-making or drama. @kpHY86D'x(+Zp E'!)-,kHh\ 3::\. %PDF-1.6 % Promoting early mathematics skills. 1.2 The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, Learners should reflect on their own knowledge of the support available at their own setting. To help Year 1 teachers plan an effective, responsive and appropriate curriculum that will meet the needs of all children. Plan an activity which supports childrens exercise in an outdoor space. 1.2 The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, alphabetic knowledge. I work alongside parents . Learners should discuss key points of each policy and link this to reasons for maintaining confidentiality when maintaining records. In some ways these sorts of events provide a rhythm to the year a pattern that is variable and flexible depending on many factors but is also fairly predicable many people describe this as long term planning. Early year practitioners enjoy working with children and understand the importance of working in a setting that requires dedication, committment and qualifications that demonstrate early years education and skills. The teams of people working together are also referred to as Multi-agency. In addition, the Department considers that a secondary purpose of the assessment is to provide an accurate national data set relating to levels of child development at the end of the EYFS which can be used to monitor changes in levels of childrens development and their readiness for the next phase of their education both nationally and locally (school level results are not to be be published in the Performance Tables). Op|=Qb=v!FDt\A 2307 0 obj <> endobj Between long term planning and the experiences that are planned for children on a daily and weekly basis are the medium-term plans that are made to ensure that over six weeks or a half term certain areas of learning are addressed for example focusing on particular stories to help children to think about friendship. Learners should consider what may stop them from working in partnership with parents/carers. Explain the impacts of poor diet on childrens health and development in the: short term, long term. Added guidance on the 2021 early years foundation stage profile (EYFSP) assessment and paediatric first aid (PFA)certificate requalification training. Protocols should be written up to guide how and when this will happen. personal, social and emotional development. However, some settings and schools will plan certain things in a similar way these might be events that are planned every year such as a visit to a farm were the children will be able to see and feed the lambs and perhaps help the farmer to feed the goats. Working together to really understand and meet a childs individual needs begins with valuing and respecting the different roles that each partner plays. @E?#bp}$$}p_eLJ?MJH6.a*$W.MKO8u5X>h`t@ describe partnership working in relation to current frameworks eyfs. I understand the principles of partnership working in relation to current frameworks when working with babies and young children 54. " Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. Instant access to millions of ebooks, audiobooks, magazines, podcasts and more. Explain the impact on health and development of food choices during: pre-pregnancy, pregnancy, breastfeeding. Data protection legislation (Data Protection Act 2018 and General Data Protection Regulations) means that the confidentiality of children and families must be upheld, however, this must be balanced against the needs of the child and some information-sharing on a need-to-know basis may sometimes occur. 2323 0 obj <>stream It will take only 2 minutes to fill in. CACHE Level 2 Intro to Early Years Education Hodder & Stoughton Limited Learning Outcomes LO1 Understand the principles of partnership working in relation to current frameworks when working with children. Reflect on own role when supporting healthy eating in own setting. Check benefits and financial support you can get, Find out about the Energy Bills Support Scheme, Statutory framework for the early years foundation stage, Help for early years providers and childminders, early years foundation stage coronavirus disapplications, Report changes to registered people in your nursery or other daycare (EY3), Daycare roles that must register with Ofsted, Childminders on the compulsory Childcare Register: Ofsted requirements, National curriculum assessments: early years foundation stage, Primary school teachers: useful information, Ofsted inspections of early years and childcare providers, Becoming a childminder and running your business, Starting a nursery or other daycare and running the business, Local-authority-maintained schools: governance, sets the standards that all early years providers must meet to ensure that children learn and develop well, ensures children are kept healthy and safe, ensures that children have the knowledge and skills they need to start school, non-maintained schools (schools not maintained by a local authority). It states that key workers should build 'relationships' with parents, keep them up-to-date with their child's progress, respond to observations that . The Early Years Profile is to remain statutory forthe time being. And, not unexpectedly this was endorsed so, it is now in the offing. Activate your 30 day free trialto continue reading. Giving all our children the best start in life and the steps the Scottish Government, local partners and practitioners in early years services need to take. Updated 'Early years foundation stage: coronavirus disapplications' with link to the current version of Ofsteds early years inspection handbook, and clarification of dates disapplications can be used. The starting point is always with the child. Describe food and drink requirements in relation to current frameworks. Observing what children choose to do, what their interests are and who and what resources they enjoy playing with, provides adults with reliable information about children as individuals. This type of collaboration can be beneficial for both organisations and their clients as it allows them to access a wider range of services than they would if they were working alone. Reflect on own role when supporting healthy eating in own setting. Do not sell or share my personal information, 1. Open two-way communication is vital to make sure that knowledge and expertise is shared between partners. Assessment in the EYFS is of two main types . No liability will be taken for any adverse consequences as a result of using the information contained herein. (Weinstein et al., 2003). We hope you have found this blog post helpful! ; Point to words and pictures as you read to children. 30th January 2023 . However, following the decision to abandon on-entry assessment of children entering reception classes last year there has now been a consultation: Primary Assessment in England which invited views about the perceived need for a form of baseline assessment. b0 Explain the nutritional value of the main food groups. Amended the content on early years foundation stage coronavirus disapplications to reflect the updated arrangements that were put in place from 26 September 2020, and national restrictions. A completed EYFS Profile consists of 20 items of information: the attainment of each child is assessed in relation to each of the 17 Early Learning Goals descriptors, (ELGs) together with a short narrative describing the childs ways of learning expressed in terms of the three characteristics of learning. There are numerous benefits to partnership working within the Early Years frameworks. Well send you a link to a feedback form. 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