C1- It is important to plan to meet the care and learning needs of all children because all children have individual needs that need to be met. For example a child with a learning disability might struggle with the work that more able children are doing. Practitioners will therefore need to differentiate the work so the child is able to attempt it. This way the child will also feel included in the setting because they are able to participate. Many children are from different cultural backgrounds and they have different needs. For example for a Muslim child practitioners must consider providing halal food for the child and also when they are giving out snacks it must be suitable for vegetarians. It is vital that practitioners ensure there is appropriate provision in the setting to keep children safe and secure. For example making sure that the correct adult to staff ratios are applied as children’s welfare is paramount. The new EYFS 2012 states that: “ For children aged three and over at any time in registered early years provision operating outside the hours of 8 am and 4 pm, and between the hours of 8 am and 4 pm when a person with Qualified Teacher Status, Early Years Professional Status or another full and relevant level 6 qualification, is not working directly with the children: • There must be at least one member of staff for every eight children; • At least one member of staff must hold a full and relevant level 3 qualification; • At least half of all” (DoE, 2012)
It is important that practitioners meet requirements of curriculum frameworks and legislation to ensure children’s care and learning needs are met. Making the link between the classroom and workplace can help young people to see the relevance of their learning and understand the contribution that they can make to their schools and colleges, to their community and to the economy. They can feel valued and involved and experience challenge and enjoyment; their confidence can increase with, potentially, a positive impact on their levels of attainment and achievement. Children and young people should have opportunities to:
> build knowledge and understanding of the workplace, what employers may expect of them And what they should expect from employment
> experience enterprising activities and an enterprising culture > have access to more specific opportunities for learning through Skills for Work courses or (Scottish Government, 2008)
The legislation Health and safety work act 1974 also influences working practices because it underpins legal responsibilities for all employers within the setting to prevent risks. It must meet the standards set by this act as children will be using it every day as a working environment. For example a child who may be in a wheelchair will need more space to get around the environment therefore it must be safe for the child. Practitioners must assure there are no objects lying around that could cause the child with the disability to be in danger. Keeping confidential information is essential, however if practitioners know confidential information of a child which could affect them or their family then it should be discussed with the correct person with permission. This is to ensure the child is not at risk of anything. This information should be shared with their parents as well so they are able to get advice from others. If the information is going to affect a child then it must be dealt with promptly and practitioners must seek advice from relevant professionals such as a safeguarding officer or health worker if they hope to try help the child. This information needs to be considered in planning because if the child needs additional support then it can be included. C2/C4- Children’s care and learning needs should be met through planning. For example routine plans will show how a child’s care needs will be met during the day. They should be planned and organised according to each individual...