Eyfs wk 2

EYFS

WE

EK

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.

PLANSLong 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

Focuse

d support

/ observation (S/O

)

 Evaluation

 Reflections/ 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 EDUCATIONPROGRAMMES THAT SUPPORT CHILDREN’S PROGRESS TOWARDS EARLY YEARS FOUNDATIONSTAGE 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 22 years3 years +

THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO THE

PROVISION OF A KEYPERSON FOR EACH CHILD.

THE REQUIREMENTS AND PRACTICAL IMPLICATIONS WITH REGARD TO THE HEALTH,

SAFETY ANDSECURITY 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 REQUIREMENTSLook 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

OPPORTUNITIESAll 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 RECORDSAs 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