Dimoplma_Level_3

P1 There are many legal requirements relevant to an inclusive practice in a preschool are: * Inclusion-Special Educational Needs Code of Practice and SEN DfES 2002 * Special Educational Needs and Disability Act 2001 * The National Care Standards 2001 * Convention for the Rights of Children 1999 * Human Rights Act 1998 * Disability Discrimination Act 1995,2005 Section 1 (1) * The beginning of statementing – the Education Act 1981 * Supporting children under 5 years, extending parents’ and publishing codes of practice - Education Act 1996 * Children's Act 1989 * The Criminal Law 1967 (2000) * Race Relations Act 1976 * Sex Discrimination Act 2000 * The Equality Act 2006 * Standard 9 of the National Standards * The Disability Discrimination Act 1995 * The UN Convention on the Rights of the Child- to be protected from all forms of discrimination. * NCPCC * Education Act 1996 To protect children and their families from discrimination and their human rights, practitioners will need to organise and plan the settings and activities, for an inclusive practice. Practitioners have a responsibility to help children and families to respect and value each other within the setting. P2 The importance for a practice to have an inclusive practice is every child and their family is legal entitlement to have access to an inclusive education, whatever their gender, age, accomplishment, ethnicity, special educational needs or ability in spoken English. All Early years’ settings are required to develop and promote an inclusive policy and encourage children, parents the community and practitioners to participate in the sharing values of every individual in the setting and to adapt the setting to include everyone, so they can discover and play and be supported by a key worker. The importances of inclusiveness that every child needs are met – all needs will be tailored to help using a wide range of teaching methods based on the child’s learning ability. Every practitioner is up to date with inclusive practice and will be a good example for the children. It is essential to identify the need for additional support for a child as early as possible and to include the parents in on the support. Providing book in the in a range of cultural back grounds, toys, props, and the home corner will help develop a positive self image. There are many other ways to make an inclusive practice: * Welcoming new children and practitioners * Welcome parents and children by name * Spell names correctly * Posters in home language * Recognise that children have learn at a different pace * Communicate between parents and practitioners * Advertise the setting in the local area * Develop training for parents, parent committee and practitioners * Increase the involvement of children choosing the resources’ and activities * Be aware the children come from all families different families: same sex, divorced, extended or living with other relations or people. * Working with other professionals * Ensure that all practitioners have knowledge of the cultural beliefs within the setting * Making sure children with SEN are safe and planning is provided for P3 The policies required to provide a healthy pre-school environment are: * risk assessment * food and drink safety * infection control * fire safety * accidents and emergencies * evacuation procedures * administration of medicine * hygiene & health safety * first aid * EYFS: * Safeguarding children * Behaviour management and or Bullying * Sickness * Safety of adult * Complaints procedure * Equality, Inclusion * Equipment and resources * Intruder * Lost child * Special Educational needs/disability * Staffing and employment * Student placement * Parental involvement * Curriculum planning * Emergency closure * Settling in pre school * Confidentiality * Nappy and soiled clothes changing * No smoking * Curriculum planning with EYFS themes * Valuing diversity * Record keeping * Child protection * Accident book * Hygiene * Storage * Windows, doors, floors, security * Outdoor area * Insurance * Safety on outings * Pets in the session * Signing in and out * Children’s and staff allergies All policies differ from each setting to provide a healthy, secure environment for children, visitors and practitioners. P4 Using a risk assessment procedure to ensure the safety of all preschool children and adults coming in to the setting is essential and the law and settings need abide by policies to safe guard preschool children and adults. The full comprehensive risk assessment must comprise of anything that the children and adults will come in contact with when they are in the setting. Risk assessments differ from each setting but each settings need to one daily before the session begins, weekly; and termly - when a full comprehensive risk assessment is carried out. Practitioners should have Health and Safety training and regularly update their knowledge and understanding. The Setting should display the necessary health and safety posters prominently in the main halls and Control of substances hazardous to health (COSHH) certificates were needed, to make aware to all. There are five steps to a sensible risk assessment 1. Identification of risk or hazard Before a session starts a daily risk assessment should be done, checking each room and the equipment and the activities to make sure they are no potential hazards. The outside environment practitioners need to vigilante to make sure that animals have not got in to the garden and plants are safe. Using the risk assessment tick sheet when you have past the potential hazard, this does not mean a hazard is ok of the rest of the day, practitioners must keep watching at all times. 2. Decide who is at risk Basically anyone that sets in the setting, if you share your setting with a church hall, or village hall a risk assessment must included the people that share the hall 3. Evaluate the risks and decide on precautions As practitioners and colleagues we cannot take all risk away from a setting but we do whatever practical to make it safe we prioritise all findings on the risk assessment, make a plan of action and implement further safety measures. Although when all precaution are taken some risk remain, which are risk are High, medium or low risk. Always keep looking at the activities. 4. Recording findings. If you have more than five members you need to record all findings. Although if you have fewer than five staff do not have to record any findings but it is good practice to do so. 5. Monitoring and review How do you know if what has been decided is working, or is thorough enough' If it is not working, it will need to be amended, or maybe there is a better solution. Settings can review and monitor the risk assessment all the, if the staff feel there is an item they feel there should be on the risk assessment, they should talk to the supervisor and it will be reviewed. p5 John Bowlby researched in the 1940’s in the emotional health of babies – “The attachment theory” DPP core unit3 section 2 topic 1 page 10 His researched showed that babies given to adults as their main career will seek for a feeling of closeness and emotional security. Providing an environment to promote emotional security for babies is important as they need to feel secure, safe and happy so they will be able to grow, develop and to reach their full development potential. Settling plan is made with the parent and these visits are spread over a few weeks to try and settle the baby in gentle. Regular routines help babies to gain a sense of order and to anticipate events, plan the time the baby spends with you and what baby eats with the parents so they feel included. To help this a key worker will be allocated to the child and parent as soon as they start the setting so that each time the parent and baby comes in they see a familiar friendly face and the parent can be reassured that their child is going to get the temporary security from the key worker when the parent is not present. For example cuddles, smiling, talking and rocking A variety of experiences should be on offer to encourage emotional security * Mirrors * Baby gym * Eye contact * Smiles * Rattles and mobiles * Talking * Gentle handling * Singing * Hold whilst feeding * Bright color books * Encourage laughing * Introduce to other children * Spend time on the floor * Repeat sounds * Read to the baby Practitioners need to be attentive of the signs when a baby’s low self esteem, keep praising them, creating a happy relaxing atmosphere with lots of physical reassurance. P6 Working in partnership with parents/carers should be flexible, which enables parents to make choices, ask questions, and be involved and have a good working relationship with the Pre School. Parents/carers are the children’s first educator and understand their children the most and by working in partnership the setting there will be added benefits for the child learning developments, as well their self esteem, health, well being and confidence. Therefore settings can involve the parent/carers from the beginning so they can contribute making observation, playing with children and providing feed back by questionnaires talking informally on how the setting can be improve. The role of as practitioner is to help parents/carers to feel supported, valued and listened to otherwise they will not communicate or participate fully in the partnership with the preschool and that could lead to lack of communication. To keep parent/carers up to date with their children’s learning journal with regular review of their Childs development record. Settings should provide in various ways: themes/actives/letter of the week, through regular newsletters, e-mail, letters and information board, which will also contain information about the committee, local services and how the parents can help the preschool as well as course that the preschool can provided. Newsletters and information board comes in languages that attend the setting. Make available for parents that cannot come to the setting regularly with a “daily contact book” this will provide an immediate and constant two way flow of communication between parent and practitioner. This can be in written form, voice recording, in the parents’ home language or camera. Other ways setting can work with parents: * Make resources available for adults and children to take home, to read, play and share in the home environment. * Settling in period for both parent and child * Sharing photographs to put in the childs learning journal of the setting and at home * Home visits * Daily chats * Open evenings * Going to all the setting the child attends P7 Helping preschool children respect their bodies and protect themselves from abuse practitioners can use age appropriate activities linked in to the human body or to people that help us this can raise the awareness of safeguarding and helping children respect their bodies and protect using the EYFS guidelines to help planning and curriculum to create a positive a environment. Children have rights and once children begin to understand they have the right to say “no” to people politely this is a great way to keep them safe, although children need to learn rules and boundaries regarding the “no” word” this does not take away their rights or their freedom of expression this just teaches them how to develop socially. Once the children begin to understand about safeguarding themselves and they know they will be listened too and will be able to express themselves, ask questions to a caring adult whichever way they can communicate. Practitioners can help children understand accept rules and boundaries by using books, listening activities, puppets, role play, where bully, sharing and “you are not my friend” can come in to the play. As well as the above activities practitioners can introduce safe guarding practice for the children: * Road safety * Talking to strangers ( when to talk to them ) * How to keep fit and healthy * Bulling – dealing with it and why we should not do it * Who to talk about being bullied or being abused * Good touching and bad touching * Playing safe * Keeping safe in the home * Abuse – protecting themselves Every child whatever their race, color, religion, gender, language, disability, wealth or intelligence has a right to life where maximum child survival and development should be ensured. (An excerpt from the United Nations Convention on the Rights of the child 1989) Security and safeguarding in setting is paramount; * All adults working at the setting including volunteers must have a suitable person check complying with Ofsted policies. * Visitors log in/out book * No non CRB check left alone with children * Nappy/toilet changing respecting privacy but keeping the door ajar to safeguard children and practitioners * Suitable training opportunities for all adults involved in the setting to recognise possible signs of abuse and neglect and how to record suspicions findings * Settings to make sure all policy are adhered to. P8 When children are suffering from physical, sexual or emotional abuse, or may be experiencing neglect, this may be demonstrated through the things they say direct or indirect disclosure or through changes in their appearance, behaviour, development or their play. The procedures of the preschool setting or responding to abuse are: Report to you setting manager any evidence of abuse, there may be a reasonable explanation for many systems it is vital to main open minded but not to ignore any worries or doubts about the safety and well being of children. Your setting manager will go through procedures with you. * make a written record that forms an objective record of the observation or disclosure that includes: * date and time of the observation or the disclosure; * exact words spoken by the child as far as possible; * the name of the person to whom the concern was reported, with date and time; a * names of any other person present at the time. * These records are signed and dated and kept in the child's personal file which is kept securely and confidentially. Where a child makes comments to a practitioner that gives cause for concern observes signs or signals that give cause for concern, changes in behaviour, deterioration in general well-being, unexplained bruising, marks or signs of possible abuse or neglect that a practitioner should: * listens to the child, seeks advice, remain calm, do not judge, * do not question the child; * do not investigate the child * do not examine the child Allegations against staff * We ensure that all parents know how to complain about staff or volunteer action * Within the pre-school, which may include an allegation of abuse' If a parent/carer is * comfortable, they should approach the pre-school supervisor or, alternatively, the * Chairperson. * We follow the guidance of the Local Safeguarding Children Board when responding to any complaint that a member of staff or volunteer has abused a child. * We respond to any disclosure by children or staff that abuse by a member of staff may have taken, or is taking place, by first recording the details of any such alleged incident. * We refer any such complaint immediately to the local authority's Social Care * Department to investigate. * We co-operate entirely with any investigation carried out by Social Care inconjunction with the police. * Our policy is to suspend the member of staff on full pay for the duration of the investigation; this is not an indication of admission that the alleged incident has taken place, but is to protect the staff as well as children and families throughout the process. Disciplinary Action Where a member of staff or a volunteer is dismissed from the pre-school or internally disciplined because of misconduct relating to a child, we notify the Department of Health Administrators so that the name may be included on the List for the Protection of Children and Vulnerable Adults. Taken from Danbury Preschools (my settings) Safeguarding polices P9 Working as an effective team in a preschool setting, leads to high-quality provision. The theme of Positive Relationships, in the Early Years Foundation Stage, not only applies to relationships between children and practitioners, but also to relationships among all the adults involved in promoting children's learning and development and safeguarding their welfare. Positive attitudes towards each other and caring constructive interactions are the key to developing a team where all practitioners feel valued and respected. In order to work as an effective team, you need to be prepared to learn and grow as a team. This can happen as you learn from your experiences and share knowledge through discussion and reflection, exploring different views and opinions It is important for each team member to be given the opportunity for development, both from attending training and from shared learning within the setting. Reflecting on your experiences and learning together is important in developing an effective team. Each practitioner should take an active role, rather than simply taking and following instructions, this make them feel valued and have self self-worth each practitioner also need to be aware that they are responsible to each other as well as to line setting managers. This can also be achieved by: * arriving at work on time * Passing information on * Listening * Show respect for each other * Reading policies and procedures * Knowing what you should be doing * Communicating to each other * complete projects on time * work hard and to a high standard * everyone is clear about their roles and responsibilities * team members trust one another and make an effort to understand one another * work together to make meetings productive * understand the importance of confidentiality * are happy to learn from one another * listen to each other * are willing to share ideas * Not having to many days off work P10 Reflecting on my own effectiveness practice in making the preschool setting a supportive environment is what I personally contribute to the setting with the help of all practitioners in the setting. I am key person of seven children and I have good working relationships with all parents, and I use observations and profiles to track development progress within the EYFS guidelines in making a “leaning Journal”. I include the parents in the child’s learning by asking appropriate questions, prior to placement a settling policy is arranged with the parent to build constructive relationships and provide continuity of care. Going on training courses to keep up to date with progress and by developing my own reading and research this will not only develop my understanding of how support the children more effectively but to be more supportive to the children. I share information enabling other practitioners to plan for children individually, I have an input in daily evaluation discussions, and provide plenty of opportunities to share ieas and address concerns. Positive feedback, as well as supportive or critical feedback, is essential in order to improve performance. A reflective diary is a good way for your peers to comment on your work, if you want them to. I write in my diary especially when I am in the story room as this is my one weakness and I ask one the peer who has been in the room with me to comment on the activity. Now I am able to improve on the activity which helps both the children and myself. I encourage parents to share their skills and interests, and participate in topics or help with special events and outings. Open communications builds trust between parents, and practitioners provides a supportive environment enabling children to move with confidence between their home and the preschool. Understanding the theory about childcare and development and how they relate to each other and putting all in to practice sometimes difficult in a setting as practitioners have different ideas. There are some theories that required by law but in practice can by changed to suit your setting such as: risk assessment and policies