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Eyfs wk 2

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The document discusses how to plan play and activities to support children's progress in the Early Years Foundation Stage (EYFS). It notes that the EYFS is based around play, including child-initiated play with little direction as well as adult-directed activities. Settings often use long, medium, and short-term plans to demonstrate how activities fit together and meet children's needs and interests over time, though plans must remain flexible.

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Eyfs wk 2
HOW TO PLAN PLAY AND ACTIVITIES TO SUPPORT CHILDREN’S PROGRESS IN EACH OF THE AREAS OF LEARNING WITHIN THE EYFS TOWARDS EARLY LEARNING GOALS. One of the key things you will need to consider when planning is that the EYFS is based around play. Children should have a chance to play with little adult direction – (Child initiated play) as well as access to the kinds of activities where adults will give more direction or join in – (Adult directed) Many settings use long, medium and short term plans to demonstrate what they are doing fits together with what the children have done previously and will do in the future. However plans must be flexible and you must constantly evaluate and think about what is working and isn’t and what will meet the individual needs and interests of the children.
WHAT PLANS HAVE YOU SEEN? Discuss and share planning methods that you have witnessed at your various placements.
PLANS Long term plans – usually used in schools or large settings where practitioners need to have plans set out well in advance – smaller settings may not need to use them. They usually give an overview of topics/themes that will be covered over a long period – e.g. a year, so that resources can be shared between classes. Medium term plans - will give more detail and are likely to last a few weeks/half a term. They will set out what is going to be covered in each area of learning during each week. Some settings display them so that the parents are able to look at the different areas of focus, although they should be a working document and will need to be changed and added to as weeks progress. Short term plans – will be the most detailed of all. They will plan out weekly or daily activities that reflect children’s interests but also build on their knowledge. They need clear plans for adult focused activities and indicate learning objectives. For child initiated activities you may have a grid/provision planner that shows the kind of activities/materials and resources that will be available to children for that week.
In pairs consider the subject given and write a medium term plan about the subject given – remember to include all areas of learning MAKE A MEDIUM TERM PLAN
Plans need to show a balance of adult led and child initiated activities, while allowing equal opportunities for each child to participate fully and be included. Children should be free to self select what they are going to do within the structure of the day – e.g. use the role play area. HOW TO BALANCE ADULT-LED AND CHILD-INITIATED ACTIVITIES
When planning and setting up activities for children, it is important to consider how an EYP can support children’s learning and thinking as well as their development. One way of doing this is to engage in ‘shared sustained thinking’. This is when practitioners support and challenge children’s critical thinking skills by getting involved in their thinking process and work to develop and clarify their ideas and build upon their interests. HOW TO SUPPORT AND EXTEND CHILDREN’S LEARNING AND THINKING
Settings need to show they promote diversity, equality and inclusion in all areas of learning when they are planning, leading and assessing play and educational programmes. PROMOTE DIVERSITY, EQUALITY AND INCLUSION WHEN PLANNING
Daily Planner: Room/ age: Planned learning intention/s met through Adult led activity Planned Learning intention/s To support (area and aspect) Area of provision and activity Resources Questions/ Vocabulary Focus Children Recording format Enhancements identified from observation Schedule Routines Continuous provision (indoors/outdoors) Adult led activity (A) Spontaneous support/ observation Foc use d sup port / obs erva tion (S/O ) EvaluationReflections/ evaluations/ future enhancements Write a daily plan to cover your previous study child’s interests. DAILY PLANS
BE ABLE TO PLAN, LEAD AND ASSESS PURPOSEFUL PLAY AND EDUCATION PROGRAMMES THAT SUPPORT CHILDREN��S PROGRESS TOWARDS EARLY YEARS FOUNDATION STAGE AREAS OF LEARNING AND DEVELOPMENT Gather evidence from PEP to support task 2 part 1 and plan to cover all parts of assignment that require information and consider links to study child from last placement.
SUPPORT SAFEGUARDING AND WELFARE REQUIREMENTS WITHIN THE EARLY YEARS FOUNDATION STAGE The Safeguarding and Welfare requirements form the third section of the statutory EYFS framework. These focus on the safety and well being of children and set out in detail what settings must do to make sure that children are able to learn in a safe and welcoming environment and the range of policies that need to be in place for this to happen.
Maslow’s theory states that children are likely to learn and do well when they are in a healthy, safe and secure environment. All settings need to show they meet the requirements and practical implications for – Child protection – including a Safeguarding policy Suitable people – to include disclosures about staff Staff qualifications, training, support and skills Providing a Key person for every child Staff to child ratios Health and Safety Managing behaviour Ensuring that the premises and facilities are safe and secure and risk assessed Promoting equal opportunities Special educational needs Information and record keeping THE RATIONALE BEHIND THE SAFEGUARDING AND WELFARE REQUIREMENT
THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO CHILDREN’S PROTECTION A designated safeguarding officer A policy for safeguarding Use ‘working together to safeguard children 2013’ when addressing any safeguarding issues Staff training Ofsted notification
THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO SUITABLE PEOPLE Systems in place to check the suitability of all those who come into contact with children Meet Ofsted requirements for any people living on the premises or directly working with children Ensure all staff disclose any criminal convictions and court orders Record information about staff qualifications and identity/vetting checks Inform Ofsted within 14 days if any employee is convicted or disqualified from registration Ensure they conform to the requirements of the Safeguarding Vulnerable groups Act 2006 – by referring to the Disclosure and Barring Service (DBS) any instance of staff dismissal related to harming or putting a child at risk
THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO STAFF QUALIFICATIONS In groups there must be a manager who - Holds a full and relevant L3 qualification Has worked in an early years setting for at least 2 years (or 2 years suitable experience) Is supported by a named deputy who is able to manage in their absence
All settings must provide a Key person for each child so that their care meets the individual child’s needs. In addition staff to child ratio’s must be appropriate to the setting and the level of qualifications held by staff. Only those aged 17 or over may be included in staff ratios. Find out and note down the required staff ratios and qualifications for the correct age of child - Under 2 2 years 3 years + THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO THE PROVISION OF A KEY PERSON FOR EACH CHILD.
THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO THE HEALTH, SAFETY AND SECURITY OF CHILDREN All settings must ensure that they take steps to promote good health in children as well as ensuring their safety at all times Taking appropriate action if they are ill Taking steps to prevent the spread of infection Having a medication administration policy Ensuring a first aid box is accessible at all times Informing Ofsted and LSCB of any serious accidents
THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO MANAGING BEHAVIOUR The statutory guidance states that no member of staff or anyone in regular contact with a child in the setting should give or threaten corporal punishment. Physical intervention should only be used if there is a possibility of danger to the child or another person.
Settings should have in place policies and procedures that ensure the setting is kept safe and free from hazards. Space requirements are given in the Statutory guidance - please note these down for –  Under 2’s  2 years  3 – 5 years THE REQUIREMENTS AND PRACTICAL IMPLICATIONS OF THE SAFETY AND SUITABILITY OF PREMISES
INVESTIGATE OTHER SPECIFIC REQUIREMENTS Look up and note down requirements for -  Under 2’s  Toilets and hand washing facilities  Confidential meetings  Identification when entering the premises  Risk assessment  Rules re smoking  Public liability insurance
THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO EQUAL OPPORTUNITIES All forms of prejudice and discrimination have a negative effect on children’s lives. Childcare workers have a duty to protect children from discrimination and to promote respect for others. A policy must be followed to ensure that inclusive practice is engaged within the setting. All settings must support children with special educational needs. Settings must identify a member of staff who will act as Special Educational Needs coordinator SENCO Staff should be aware and follow their legal responsibilities under Equality Act 2010
THE REQUIREMENTS AND PRACTICAL IMPLICATIONS IN RELATION TO INFORMATION AND RECORDS As in any organisation, records will need to be kept by settings and information shared with others in order for them to run smoothly. All settings must comply with the Data Protection Act 1998. Information kept – About children, Information available for parents and carers, Information about the provider, Information about complaints  Please look into this and note down what must be kept/provided.
TASK Discuss the different policies that are required in order for settings to meet the safeguarding and welfare requirements of the EYFS. How do you and your placements show that you adhere to these requirements consistently? Evaluate the extend to which these requirements can be managed through the EYFS education programme Discuss how the requirements of the EYFS contribute to safeguarding and welfare

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Eyfs wk 2

  • 2. HOW TO PLAN PLAY AND ACTIVITIES TO SUPPORT CHILDREN’S PROGRESS IN EACH OF THE AREAS OF LEARNING WITHIN THE EYFS TOWARDS EARLY LEARNING GOALS. One of the key things you will need to consider when planning is that the EYFS is based around play. Children should have a chance to play with little adult direction – (Child initiated play) as well as access to the kinds of activities where adults will give more direction or join in – (Adult directed) Many settings use long, medium and short term plans to demonstrate what they are doing fits together with what the children have done previously and will do in the future. However plans must be flexible and you must constantly evaluate and think about what is working and isn’t and what will meet the individual needs and interests of the children.
  • 3. WHAT PLANS HAVE YOU SEEN? Discuss and share planning methods that you have witnessed at your various placements.
  • 4. PLANS Long term plans – usually used in schools or large settings where practitioners need to have plans set out well in advance – smaller settings may not need to use them. They usually give an overview of topics/themes that will be covered over a long period – e.g. a year, so that resources can be shared between classes. Medium term plans - will give more detail and are likely to last a few weeks/half a term. They will set out what is going to be covered in each area of learning during each week. Some settings display them so that the parents are able to look at the different areas of focus, although they should be a working document and will need to be changed and added to as weeks progress. Short term plans – will be the most detailed of all. They will plan out weekly or daily activities that reflect children’s interests but also build on their knowledge. They need clear plans for adult focused activities and indicate learning objectives. For child initiated activities you may have a grid/provision planner that shows the kind of activities/materials and resources that will be available to children for that week.
  • 5. In pairs consider the subject given and write a medium term plan about the subject given – remember to include all areas of learning MAKE A MEDIUM TERM PLAN
  • 6. Plans need to show a balance of adult led and child initiated activities, while allowing equal opportunities for each child to participate fully and be included. Children should be free to self select what they are going to do within the structure of the day – e.g. use the role play area. HOW TO BALANCE ADULT-LED AND CHILD-INITIATED ACTIVITIES
  • 7. When planning and setting up activities for children, it is important to consider how an EYP can support children’s learning and thinking as well as their development. One way of doing this is to engage in ‘shared sustained thinking’. This is when practitioners support and challenge children’s critical thinking skills by getting involved in their thinking process and work to develop and clarify their ideas and build upon their interests. HOW TO SUPPORT AND EXTEND CHILDREN’S LEARNING AND THINKING
  • 8. Settings need to show they promote diversity, equality and inclusion in all areas of learning when they are planning, leading and assessing play and educational programmes. PROMOTE DIVERSITY, EQUALITY AND INCLUSION WHEN PLANNING
  • 9. Daily Planner: Room/ age: Planned learning intention/s met through Adult led activity Planned Learning intention/s To support (area and aspect) Area of provision and activity Resources Questions/ Vocabulary Focus Children Recording format Enhancements identified from observation Schedule Routines Continuous provision (indoors/outdoors) Adult led activity (A) Spontaneous support/ observation Foc use d sup port / obs erva tion (S/O ) EvaluationReflections/ evaluations/ future enhancements Write a daily plan to cover your previous study child’s interests. DAILY PLANS
  • 10. BE ABLE TO PLAN, LEAD AND ASSESS PURPOSEFUL PLAY AND EDUCATION PROGRAMMES THAT SUPPORT CHILDREN’S PROGRESS TOWARDS EARLY YEARS FOUNDATION STAGE AREAS OF LEARNING AND DEVELOPMENT Gather evidence from PEP to support task 2 part 1 and plan to cover all parts of assignment that require information and consider links to study child from last placement.
  • 11. SUPPORT SAFEGUARDING AND WELFARE REQUIREMENTS WITHIN THE EARLY YEARS FOUNDATION STAGE The Safeguarding and Welfare requirements form the third section of the statutory EYFS framework. These focus on the safety and well being of children and set out in detail what settings must do to make sure that children are able to learn in a safe and welcoming environment and the range of policies that need to be in place for this to happen.
  • 12. Maslow’s theory states that children are likely to learn and do well when they are in a healthy, safe and secure environment. All settings need to show they meet the requirements and practical implications for – Child protection – including a Safeguarding policy Suitable people – to include disclosures about staff Staff qualifications, training, support and skills Providing a Key person for every child Staff to child ratios Health and Safety Managing behaviour Ensuring that the premises and facilities are safe and secure and risk assessed Promoting equal opportunities Special educational needs Information and record keeping THE RATIONALE BEHIND THE SAFEGUARDING AND WELFARE REQUIREMENT
  • 13. THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO CHILDREN’S PROTECTION A designated safeguarding officer A policy for safeguarding Use ‘working together to safeguard children 2013’ when addressing any safeguarding issues Staff training Ofsted notification
  • 14. THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO SUITABLE PEOPLE Systems in place to check the suitability of all those who come into contact with children Meet Ofsted requirements for any people living on the premises or directly working with children Ensure all staff disclose any criminal convictions and court orders Record information about staff qualifications and identity/vetting checks Inform Ofsted within 14 days if any employee is convicted or disqualified from registration Ensure they conform to the requirements of the Safeguarding Vulnerable groups Act 2006 – by referring to the Disclosure and Barring Service (DBS) any instance of staff dismissal related to harming or putting a child at risk
  • 15. THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO STAFF QUALIFICATIONS In groups there must be a manager who - Holds a full and relevant L3 qualification Has worked in an early years setting for at least 2 years (or 2 years suitable experience) Is supported by a named deputy who is able to manage in their absence
  • 16. All settings must provide a Key person for each child so that their care meets the individual child’s needs. In addition staff to child ratio’s must be appropriate to the setting and the level of qualifications held by staff. Only those aged 17 or over may be included in staff ratios. Find out and note down the required staff ratios and qualifications for the correct age of child - Under 2 2 years 3 years + THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO THE PROVISION OF A KEY PERSON FOR EACH CHILD.
  • 17. THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO THE HEALTH, SAFETY AND SECURITY OF CHILDREN All settings must ensure that they take steps to promote good health in children as well as ensuring their safety at all times Taking appropriate action if they are ill Taking steps to prevent the spread of infection Having a medication administration policy Ensuring a first aid box is accessible at all times Informing Ofsted and LSCB of any serious accidents
  • 18. THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO MANAGING BEHAVIOUR The statutory guidance states that no member of staff or anyone in regular contact with a child in the setting should give or threaten corporal punishment. Physical intervention should only be used if there is a possibility of danger to the child or another person.
  • 19. Settings should have in place policies and procedures that ensure the setting is kept safe and free from hazards. Space requirements are given in the Statutory guidance - please note these down for –  Under 2’s  2 years  3 – 5 years THE REQUIREMENTS AND PRACTICAL IMPLICATIONS OF THE SAFETY AND SUITABILITY OF PREMISES
  • 20. INVESTIGATE OTHER SPECIFIC REQUIREMENTS Look up and note down requirements for -  Under 2’s  Toilets and hand washing facilities  Confidential meetings  Identification when entering the premises  Risk assessment  Rules re smoking  Public liability insurance
  • 21. THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO EQUAL OPPORTUNITIES All forms of prejudice and discrimination have a negative effect on children’s lives. Childcare workers have a duty to protect children from discrimination and to promote respect for others. A policy must be followed to ensure that inclusive practice is engaged within the setting. All settings must support children with special educational needs. Settings must identify a member of staff who will act as Special Educational Needs coordinator SENCO Staff should be aware and follow their legal responsibilities under Equality Act 2010
  • 22. THE REQUIREMENTS AND PRACTICAL IMPLICATIONS IN RELATION TO INFORMATION AND RECORDS As in any organisation, records will need to be kept by settings and information shared with others in order for them to run smoothly. All settings must comply with the Data Protection Act 1998. Information kept – About children, Information available for parents and carers, Information about the provider, Information about complaints  Please look into this and note down what must be kept/provided.
  • 23. TASK Discuss the different policies that are required in order for settings to meet the safeguarding and welfare requirements of the EYFS. How do you and your placements show that you adhere to these requirements consistently? Evaluate the extend to which these requirements can be managed through the EYFS education programme Discuss how the requirements of the EYFS contribute to safeguarding and welfare