Unit 064 Context and Principles for Early Years Provision
Unit 064 CONTEXT AND PRINCIPLES FOR EARLY YEARS PROVISION
064.1.1 Explain the legal status and the principles of the relevant early year’s framework/s, and how national and local guidelines materials are used in settings
The statutory framework for the EYFS sets out the legal requirements relating to learning and development and to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006.
The EYFS is a central part of the ten year childcare strategy Choice for parents, the best start for children and the landmark Childcare Act 2006.
This Act, which regulates the childcare in England, formalise the important strategic role of local authorities play through a set of duties. These duties require authorities to work with their NHS and Jobcentre Plus partners to improve the outcomes of all children up to five years old and reduce inequalities between them, secure sufficient childcare for working parents, provide a parental information service and provide information, advice and training for childcare providers.
The act also lays out registration and inspection arrangements, providing for an integrated education and care framework for the Early Years and general childcare registers. The sufficiency, information and outcomes duties came into effect on 1 April 2012 and the remaining provisions came into effect from September 2012.
The Early Years Register (EYR) and the General Childcare Register (GCR) provide a regulatory framework for childcare under the act. Ofsted regulates the two registers – the EYR is for people caring for children aged from birth to their 5th birthday and the GCR for childcare over this age.
The GCR has two parts: the compulsory part (for providers of childcare for children aged 5 to 7) and a voluntary part (for providers of childcare for children aged 8 and over or childcare that is exempt from registering on a compulsory basis).
The EYFS has replaced three precedent frameworks: Curriculum Guidance for
064.1.1 Explain the legal status and the principles of the relevant early year’s framework/s, and how national and local guidelines materials are used in settings
The statutory framework for the EYFS sets out the legal requirements relating to learning and development and to welfare. The EYFS framework has statutory force by virtue of Section 44 of the Childcare Act 2006.
The EYFS is a central part of the ten year childcare strategy Choice for parents, the best start for children and the landmark Childcare Act 2006.
This Act, which regulates the childcare in England, formalise the important strategic role of local authorities play through a set of duties. These duties require authorities to work with their NHS and Jobcentre Plus partners to improve the outcomes of all children up to five years old and reduce inequalities between them, secure sufficient childcare for working parents, provide a parental information service and provide information, advice and training for childcare providers.
The act also lays out registration and inspection arrangements, providing for an integrated education and care framework for the Early Years and general childcare registers. The sufficiency, information and outcomes duties came into effect on 1 April 2012 and the remaining provisions came into effect from September 2012.
The Early Years Register (EYR) and the General Childcare Register (GCR) provide a regulatory framework for childcare under the act. Ofsted regulates the two registers – the EYR is for people caring for children aged from birth to their 5th birthday and the GCR for childcare over this age.
The GCR has two parts: the compulsory part (for providers of childcare for children aged 5 to 7) and a voluntary part (for providers of childcare for children aged 8 and over or childcare that is exempt from registering on a compulsory basis).
The EYFS has replaced three precedent frameworks: Curriculum Guidance for
References: - BRITISH COUNCIL http://www.britishcouncil.org/usa-education-uk-system-k-12-education.htm - DEPARTMENT FOR EDUCATION https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DCSF-00261-2008 - DIRECTGOV - PUBLIC SERVICES ALL IN ONE PLACE http://www.nidirect.gov.uk/types-of-childcare http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/SpecialEducationalNeeds/DG_4000690 - OFSTED http://www.ofsted.gov.uk/schools/for-parents-and-carers/types-of-school-ofsted-inspects - Linda Pound, 2005, ”How children learn”, London, Step forward Publishing Limited - Olds, A. (1982). Planning a developmentally optimal day care center. Day Care and Early Education. Summer. - Prescott, E. (1994). The physical environment—a powerful regulator of experience. Child Care Information Exchange,100, Nov/Dec. 9-15