first half check

Table of Contents

UNIT ONE ASSESSMENTLEARNING CRITERIA: 1Schools and college as organisations.1.1 summarise types of early years provisions.Day NurseryDay Nursery Provides care for children from as young as 6 weeks old until 5 years of age, opening hours are tailored around business working hours to provide childcare for working parents, although they vary slightly between nursery it is likely to operate between 7am and 7pm, as a result the staff usually work in shifts. Providing provisions for babies and infants under two has more stringent regulations as they need more personalised care then older pupils, resulting in children been divided into rooms according with their age. It is up to the management team to ensure they adhere to the Early Years Foundation Regulation Paragraphs 3.28-3.39 which covers the ratio’s and qualifications that staff members require to ensure the care needs of the children can be met. Also within this regulation on paragraph 1.10 it outlines a key person, this is the same throughout all age groups of pupils within the nursery. Children develop better with attachment’s which is why the role of the Key Person is so important, they will be responsible for a small group of children usually within the ratio guidelines, they will form bonds with the children in their group through play and responding sensitively to their emotions. ChildmindersChildminders are perfectly placed to provided home for home care, the role of a childminder is to support early learning, development and real life learning skills for small groups of children. They provide provisions for children from birth to 12 years of age, making It a popular with parents/guardians who have more than one child who needs care. As they care for children of varied ages the hours and provision they provide differ from child to child, some childminders offer overnight care also. The provision that children need change depending on their age, therefore the care and services the childminder offer differ. For younger children, they use creative play, mark-making and storytelling to help the child develop, they must follow the Early Years Foundation Stage to stimulate learning. The children will also observe and take part in real life skills, such as days out, shopping and gardening. Nursery schools and nursery classesNursery schools and classes offer free childcare for children aged 3 to 5, they will begin with the first stage of the national curriculum following the Early Years Foundation Stage which is learning through planned play. The difference between Nursery School and Nursery Classes are that a Nursery School stands independent from primary school it has its own head teacher and staff, whereas a Nursery Class is usually attached to a primary school building if not is within the school groups and shares the head teacher and staff. The EYFS also provides ratios and qualifications needed by staff for Nursery School and nursery classes which are slightly different in between the providers, Set out on page 24 paragraphs 3.35 through to paragraphs 3.37Children’s CentreChildren’s Centres are a community based hub that join up practitioners to families and children from birth to 19 years or 25 if the young person is disabled. Their purpose is to bring together vulnerable children, young people and families with the right support network as soon as a problem emerges or where there is a strong likelihood a problem will emerge in the future. Multi-agencies that work within a children centre are social workers, health visitors, midwifes, police, schools and private and voluntary sector. The centre will run programmes to support parents and young people such as, support with parenting skills, personal skills, access to training and education for employment. They may also offer through volunteers and private organisations an array of parent and baby groups.Pre-SchoolIn the UK, it is not compulsory for children to attend school until the age of 5 but it has been recognised that children’s brains develop rapidly within the first years of life. One of the main functions of a pre-school is to prepare a child for school not just with numeracy and literacy but also with learning related skills such as, the ability to adapt behaviour to different situation, impulse control, express thought and to be socially competent. Pre-school is offered in a multitude of different settings such as day nurseries, nursery schools, nursery classes, all offering a slightly different provision.2.1 Identify Key Stages of the statutory framework for learning in own UK Home Nation There are 5 stages to the statutory framework for the UK nations;Early Years, age group 3-5Key Stage 1, age group 5-7, year group 1-2Key Stage 2, age group 7-11, year group 3-6Key stage 3, age group 11-14, year group 7-9Key Stage 4, age group 14-16, year group 10-11Early YearsEarly years foundation stage is based upon seven areas of learning, they are broken down into two areas.Three Prime Areas;Communication and LanguagePhysical Development Personal, social and emotional Four specific Areas;LiteracyMathematicsUnderstanding the worldExpressive arts and designThe prime areas are the learning foundation that children need to thrive, they teach children to communicate effectively, listen to instructions and to be self-aware. The specific areas allow the children to demonstrate and consolidate these skills through planned activities and experiences delivered by the practitioner, in preparation for the national curriculum at Key stage 1.The national curriculum is broken down into two areas, core subjects and Foundation subjects. The core subjects are English, Mathematics, science and religious studies these subjects are taught throughout all the key stages. The Foundation Subjects are what alters between key stages: children are enrolled onto all subjects, at the end of K3 pupils are given the option of choosing the subjects they wish to continue onto K4 and take GCSE’s in these subjects. These are called the entitlement areas; Arts (music, dance and drama) Design and TechnologyHumanities (History and Geography)Modern LanguagesAlthough these subjects are not compulsory, children are encouraged to take one from each entitlement area to study to GCSE.1.3 Explain the post 16 options for young people and adults Post 16 options for young people and adultsThe main post 16 options are;Full time education at further education college (FE), secondary school sixth form or sixth form college for A levels or vocational qualificationsAn apprentice or traineeshipPart time education or training, this must be in addition to employment, self-employment or volunteering for a minimum of 20 hours per week.Vocational qualifications are studied at secondary school sixth forms or FE colleges. There are three types of vocational qualifications vocational subjects, vocational courses and apprenticeships.Vocational subjects offer a wide range of fields of study relating to different employment such as, business, engineering, IT, and health and social care. If a vocational subject is studied at Level 3 this is the equivalent to A Level. A young person should complete so many work placement hours in relation to their field of study.Vocational Courses lead to specific jobs such as, hairdressing, accounting, cookery and pluming. These are called Technical Level Qualifications and are also so the equivalent of an A Level, they would be studied at FE colleges only.Apprenticeships offer training for a specific job whilst working for an employer and studying for an associated qualification at either a secondary school sixth form or FE College. The main difference with this vocational qualification to the others is that the young person is employed and gets a salary. Traineeships are a gateway to employment or an apprenticeship for a younger person who doesn’t have the appreciate experience or skill set, they can complete a traineeship with an employer for a maximum of six months. At the end of the traineeship the younger person is guaranteed a job interview if a role becomes available or a exit interview with constructive feedback which they can use to apply for an apprenticeship of other employment.Part time learning entails working towards a nationally recognised qualification whilst being employed self-employed or volunteering for 20 hours a week. There is a plethora of organisations offering volunteering opportunities such as, PDSA veterinary charity, The National Trust, Police, Red Cross and many more where young people can get the skills and experience they need for employment.2.1 Explain the roles held by GovernorsSenior Management teamTeachers/tutorsSupport Staff RolesGovernor’sSchools governors are volunteers from the local community who help run schools, most schools operate with governors these are known as a ‘governing body’. Anyone over the age of 18 with an interest in education can become a governor, they are not bound by being a parent of a child in the school, although a parent governor will have a parental viewpoint on the school and how the curriculum is being delivered, they will also know how the school is perceived by the other parents. The benefit to a school of having governors is that bring balance, a diverse knowledge and skills. The governing body oversee all aspects of the running of the school, they work with the head teacher to ensure the financial performance of the school is managed and the money is well spent, the buildings are maintained to a safe standard, they ensue the school’s ethos and values are being practiced by all school staff. They are also responsible for holding the head teacher to account for the educational performance of the school and students.The senior Management teamEach school has a senior Management team which is composed of several teaching staff, depending on the size of the school determines who is on the senior leadership team. The head teacher, deputy head teacher and core subject coordinators will be on the senior leadership team in all schools, with the addition of Key Stage Leaders, SENDCO and Year Group Leaders in larger schools. The senior leaderships role within the school is to manage the delivery of the curriculum through class room organisation, to ensure the school is in line with the standard national level of expectations, to ensure next steps from inspections are communication to the faculty staff and addressed. They also have to ensure that the staff have a professional development plan in place to ensure they are carrying out roles and responsibilities correctly.Teachers and tutorsThe role of a teacher is always to inspire students by creating an atmosphere that students can flourish in. The format is slightly different between a primary and secondary school in that a teacher in a primary school will stay with a group of children for the entire year, were as in a secondary school, classes are dived into subject such as Math, English and Science with a teacher whose expertise is in that subject. The role and responsibilities of a teacher remain the same, they create lesson plans based on the national curriculum that will engage the students, they create tests and prepare students for standardised teste, either SATS or GCSE depending on the age of their students. They also gather progress reports on each student and feed this back to parents. They support the leadership team by ensuring school rules and policies are followed and the school meets the national standards. Tutors in college are experts within the subject that they teach, their role is to provide help and clarification to support students independent learning and to provide motivation to learn. They still complete lessons plans, enforce class room rules and prepare students for A level exams.Support staffThere are different types of support staff with in a school beyond a teaching assistant, such as, business managers, personal assistants and administrative assistant. Some schools will have a business manager who is not on the teaching faculty. The business manager will oversee all aspects of the school’s finances, working with the head teacher and governors to ensure the school is operating efficiently. They are also responsible for the health and safety within the school, serving contracts, ensuring the relevant insurance is in place and training. The Business manager will be supported by the administrative assistants who will help deliver an effective business. Within the school there will also be clerical assistants whose responsibilities will be to greet parents and visitors, answer telephone and arrange meetings for administrative assistants and business manager.Within schools there are teaching assistants who support teachers in the classroom, the main roles of teaching assistants are to prepare the classroom for activities such as setting out art supplies and measuring ingredients needed so the lesson can run without interruption, to use classroom instructions to keep the students on track, to identify when a pupil needs extra support and to display pupils work on display walls. Teaching assistants were introduced to support children with special learning needs who remain in mainstream school who need one to one support, they may also work one to one with children who do not need additional support but where it is required, such as reading, they may also take small groups of children if the lesson requires. In September 2005, the education department introduced PPA (Planning, preparation and assessment), where teachers are given 10% of their working week away from the classroom to prepare lessons, with this came the introduction of a high-level teaching assistant (HLTA) who would take the class while the qualified teacher used there PPA time. A HLTA has more responsibilities then a teaching assistant these include: planning, preparing and delivering lessons, they will assess and report the progress of the pupils within their class, they will also complete the same tasks as teaching assistants. SENDCO SENDCO stands for special educational needs co-ordinator, the role within schools, colleges and early years setting is to access the needs of pupils who have special educational needs and developing a support plan that is individual for that pupil. Some of the examples of support given to SEN pupils in school and colleges are extra help from teacher or teaching assistant, help communicating with other pupils and help taking part in class activities. For children under 5 the SEN support plan will be different, there will be a written assessment in the summer term of their first year of school, for children aged 2-3 a health visitor will check the child’s health and early years’ provision will make reasonable adjustments for disabled children such as providing aids like tactile signs.