What Is Meant by a Positive Environment Your Children

1 January 2017

What is meant by a positive environment is a happy place. A happy environment is a setting that has structure and routine so that children can rely on a secure environment. Always looking at the positive in everything that children do can help them to be more confident. A positive environment can also help to stimulate children and in affect make the children want to learn more. There are regulatory requirements that underpin a positive environment for young children.

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There are two compulsory register for child care providers working with children under 5 years: The Early Years Register Childminders and childcare providers registered on the Early Years Register must meet the legal requirements set out in the Childcare Act 2006 and associated regulations. The Early Years Foundation Stage requires all providers to keep the following written records: ? A record of complaints received from parents and their outcomes. ?A record of all medicines administered to children. ?A record of accidents and first aid treatment while in care of the provider.

A record to demonstrate to Ofsted that the required Criminal Records Bureau checks have been carried out, including the number and date of issue of the enhanced CRB Disclosure, for all people who work directly with children or who are likely to have unsupervised access to them. ?A record of the following information for each child in their care: ? full name ?date of birth ?the name and address of every parent and carer who is known to provider ? which of these parents or carers the child normally lives with ? emergency contact details of the parents and carers. A record of the name, home address and telephone number of any person living or employed on the premises.

A record of the name, home address and telephone number of anyone who will regularly be in unsupervised contact with the children. ?A daily record of the names of the children looked after on the premises, their hours of attendance and the names of the children’s key person. ?A record of risk assessment, clearly stating when it was carried out, by whom, date of review and any action taken following a review or incident. A risk assessment must be carried out for each specific outing with the children.

All childminders, are expected to have written copies of those policies and procedures for: ? Safeguarding children including the procedure to be followed in the event of an allegation being made against a member of staff. ?Ensuring equality of opportunities and for supporting children with learning difficulties and disabilities. ?Administering medicines, including effective management systems to support individual children with medical needs . ?Behaviour management. ?Dealing with concerns and complaints from parents.

The procedure of a parent failing to collect a child at the appointed time. The event of a child going missing. ?The emergency evacuation of the premises. The General Childcare Register The general childcare register provides a register of setting and people who are legally allowed to care for children and young people. Settings on the register are regularly inspected to ensure that children are not at risk from poor premises or unqualified professionals. The general childcare register is made up of two parts, these are: The compulsory register: Childcare providers must register on the compulsory part of the Childcare register if: •They care for children aged 5 – 8 years old.

They receive ‘reward’ for providing care for a child for more than 2 hours a day. Voluntary Register: Some childcare providers can choose to register with Ofsted if they want to provide care that does not need to be registered The following types of childcare are not registered or inspected: •Nannies (working for no more than two families) •Au pairs (in the family home). Au pairs are regulated by the Home Office but the work they do is not registered or inspected. •Services which cater only for children aged eight or over. Every Child Matters

Every Child Matters main aims are for every child, whatever their background or circumstances, to have the support they need to: ? Be healthy ?Stay safe ?Enjoy and achieve ?Make a positive contribution ?Achieve economic well-being Every child matters uses multiple agencies in partnership, working together to achieve the aims listed above. The agencies in partnership may include children’s centres, early years, schools, children’s social work services, primary and secondary health services, playwork, and Child and Adolescent Mental Health services (CAMHS).

In the past it has been argued that children and families have received poorer services because of the failure of professionals to understand each other’s roles or to work together. Every Child Matters aims to change this, emphasising the need for all professionals working with children to work together, sharing information and services. Flying Start Flying Start brings together education, childcare, health and social services and combines the voluntary, private and statutory sectors to offer preventative interventions that influence child outcomes.

Flying Start is targeted at 0-3 year olds in the most disadvantaged communities in Wales. It aims to create positive outcomes in the medium and long term. It is a prescriptive programme, based on international evidence of what works. Flying start aims to provide free quality part-time childcare for 2-3 year olds, an enhanced Health Visiting service (where the Health Visitor caseload is capped at 110 children), access to Language and Play sessions. It also aims to give parents access to programmes helping them with good parenting skills.

The objectives of Flying Start Medium term Make significant savings through: •Earlier identification of needs. •The avoidance of reception into the care system. •The avoidance of other crisis remedial systems such as youth offending teams or substance misuse services. Long term •Reduce the number of people with very poor skills. •Reduced the rates of criminal behaviour, truancy and drug use. •Foster higher employment, increased earnings and better qualifications at the end of schooling.

Early Years Foundation Phase The Early Years Foundation began in September 2008. It is a play based and focused task curriculum and requires the need to be proficient in the use of assessment through observing continuously. It is essential to be unbiased when observing children at play to get a true report. The Foundation Phase provides a holistic approach to learning across the curriculum.

It develops thinking skills, language, literacy and communication skills, I.T skills, Mathematical and numeric skills, working with others, personal and social, Welsh language skills, physical and creative development and knowledge and understanding of the world. The Foundation Phase is met through three steps. These are: •Continuous provision is where areas of play are set up continuously. •Enhance provision is where items are added to continuous provision with the purpose to meet skills of the foundation phase curriculum. •Focus task requires planning to ensure variety of skills are met that are required from the framework.

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