Developmental Psychology and Safe Guarding Procedures

Topics: Developmental psychology, Risk assessment, UCI race classifications Pages: 6 (2026 words) Published: July 16, 2013
Session 1: Policy, Practice and your role

Name| Carly Sheerin|

By the next session you are expected to have completed the following:

* Write a brief paragraph that summarises the main duties and responsibilities of your day to day role. Title this SHC 32 1.1

* Complete the 3 attached sheets headed Legal Requirements. These ask you to discuss the legislation and guidance that supports your everyday practice

* Draw a flow chart that explains the lines of reporting and responsibility within your work setting. Title this EYMP 3 1.2

* Identify the different types of early year’s settings you may come across and explain how the range of these reflects the scope and purpose of the sector. Title this EYMP 3 1.2

Marking Grid (to be completed by the tutor)

Unit| Assessment Criteria|
SHC 32| 1.1| 1.2| | |
EYMP 1| 1.1| | | |
EYMP 3| 1.1| 1.2| | |
EYMP 4 | 1.1| 2.1| | |

Legal Requirements (SHC 32 1.2, EYMP 1 1.1, EYMP 3 1.1, EYMP 4 2.1)

Legal Requirements| Key Points| Give examples of how this applies where you work and to your own role| Ofsted|       Ofsted is the Office for Standards in Education, Children’s Services and Skills. They report directly to Parliament and are independent and impartial. They inspect and regulate services which care for children and young people, and those providing education and skills for learners of all ages.They carry out individual reports on establishments,| They have a framework in which as tutor we have to adhere to. Depending upon previous grading they will make give 48hrs notice before an inspection. They will thoroughly review all departments. There main focus is the learner, i.e. learner walks They areinspection judgements – using the four-point grade scale (grade 1 to 4) They gather information about the provider’s overall effectiveness and capacity for further improvementkey strengths, required actions and give recommendations| Every Child Matters|      This is an initiative which was set up after the incident with Victoria Climbe. ECM has 5 strands: * making a positive contribution: * economic well-being: * being healthy: * staying safe: * enjoying and achieving: | Being involved with the community and society and not engaging in anti-social or offending behaviour, this means trying them to get involved with charitable exercises. Enjoying good physical and mental health and living a healthy lifestyle, offering a wide range of nutrition foods. Getting themost out of life and developing the skillsfor adulthood, ensuring that they understand there progression routes. Being protected from harm and neglect not being, ensuring safe guarding procedures are in place and checking that they feel safe at both home and college..Prevented by economic disadvantage from achieving their full potential in life, ensuring that they get access to funding available and helping them search for jobs. |

Early Years Foundation Stage

The EYFS is a Framework which sets the standards for development and care of children from Two to five years old. All registered early years providers and schools have to use the EYFS. It originally came in in 2008 and was revised in 2012 following a assessment led by Dame Tickell. The revisions intend to reduce paperwork and bureaucracy, strengthen partnerships between parents and professionals, focus on the three prime areas of learning most essential for children’s readiness for future learning and healthy development and simplify assessments at age five. It also introduction of a progress check at age two provide for early intervention where necessary. frameworkTickellpaperworkregistered birth partnerships primeschoolsparents2012two interventionconsultation learning2008assessment Themes and Principles| Key Points| How do these apply where you work and in your own role?| A Unique Child| Every child is a competent learner from birth who...
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