My setting is based within a Children Centre in an urban area on the South coast of England. The group is managed by a voluntary committee and accepts children from the local community and reflects the mainly European mix of the community. We support children with learning difficulties and/or disabilities and those who speak English as an additional language. We employ eight staff, six of whom are qualified; see the staffing diagram Appendix 1.
Our pre-school currently has 60 children on the register, 40 of whom receive funded nursery education. We are open Monday to Friday, term time only, from 9:00 to 12:00 and Monday to Thursday from 12:45 to 15:45. Up to 26 children attend each session.
We have a large modern room, with access to a secure outside garden. Our staff are enthusiastic and work well as a team to support the children and each other,
I think that Handy (1990) cited in (Working with Children in the Early Years, 2002 p.47) a good summary of how our team works
‘collection of individuals gathered together because their talents are needed to perform a task or to solve a problem. If the team wins, all those in it win. If the team loses they all lose. There is a common purpose, and a sense of camaraderie that should go with a common purpose’.
We gained our “Flying High for Early Years” Accreditation Certificate in June 2009 and an ICAN Accreditation in July 2010 promoting speech and language for young children. We took part in Every Child A Talker (ECAT) to encourage young children to communicate effectively from a young age in 2010. We work closely with the Children’s Centre Staff and can recommend help immediately with any family issues/problems
My roles and responsibilities
I am one of two Deputy Managers and Inclusive Coordinators (INCO) of the Pre-school my job descriptions are attached as Appendices 2 & 3. On a daily basis we discuss the setting, how the team are working together, the children and any changes or plan that need to be made and who is responsible for them.
As an INCO, I help the key workers to identify and respond to the needs of children who are not achieving the five outcomes identified in the national Every Child Matters: Change for Children document (2003). Through discussion we will identify the child’s strengths and weaknesses and plan the next step. If necessary the child will be referred to outside agencies. I saw similarities between the way I work with the experiences of INCO in the sequence on the DVD relating to the Lark Children’s Centre ( DVD1, Block 1, Larks Children Centre) [KS5]. Like the INCO shown on the DVD we interact with many agencies such as Speech and Language (SALT), the Health Visitor (HV) or the staff at The Children’s Centre.
When a child is identified as having a need we look at the Tiers of Need detailed in Appendix 4 to decide if a Common Assessment Framework (CAF) needs to be written. The CAF identifies and responding to the needs of the child. I then will attend a Team Around the Child (TAC) meeting or a Team Around the Family (TAC) meeting and respond to the actions assigned in the meeting.
Attending CAF and TAC meeting can give you a better picture of what is going on in the child’s life. It helps you to better understand the needs of the child and their parents.
In my role of key-worker I see similarities in the way I work with staff at Lark Children’s Centre (E100, DVD1) I observe the children in my setting to allow me to plot their progress through the EYFS and to plan the next step for them extending their learning. We then create a learning journey (book) for each child. The learning journey includes observations we have made, photographs and samples of their work.
We follow the Early Years Foundation Stage (DSCF,2008) framework. The children we plan for are aged between two years and nine months at four years nine months. Our curriculum...
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