Session 7 Demystifying EYFS course

1. Session 7 Demystifying EYFS course Inclusive Practice Next Stage Lunch time http://www.youtube.com/watch?v=VeK759FF84s

2. HOW DID YOU GET ON WITH THE Homework? Write a Behaviour Policy Preparing for registration visit booklet-have you finished it yet?

3. What does inclusive practice mean to you?

4. Requirements • EYFS- Welfare Requirement--Safeguarding and Promoting Welfare Page 25 • Equal Opportunities-implementing a policy, ensuring equality of opportunities, supporting children with learning difficulties and disabilities, individual needs met, working in partnership, information about the child, how you promote and value diversity and differences, how inappropriate attitudes and practices will be challenged, how you encourage children to value and respect each other. • Legislation e.g.-Disability Discrimination Act, Equality Act 2006, Race Relations Act 2000, Special Educational Need Code of Practice 2002, United Nations of Convention on the Rights of the Child 1989 Need to evidenced by examples of equality/inclusion through everything: policies. procedures and actual practice

5. How could you make a child and their family feel valued and welcome in your setting?

6. Activity Talk about your book with your neighbour , what positive/negative messages would a child get from your book?

7. Do you know of any books which have positive images and messages for a child?

8. How to make children feel welcome and valued.

9. Good Practice Guide to help children to value their own and other cultures and beliefs Ask parents about any special customs, songs, dishes Visit any local places in the communities-churches, mosques, synagogues, temples Use activities such as cooking, crafts, role play, to help children to value other cultures and beliefs Use children toys to help children to value their own and other cultures, jigsaws, books, role play toys, dressing up clothes, dolls, small world

10. Use toys and resources to help children to value their own and other cultures, jigsaws, books, role play toys, dressing up clothes, dolls, small world

11. Scenarios Activity • Jessica is a child with mild learning difficulties, You overhear one of the other children saying “ you are a baby –if you want to play you will have to be the baby” Jessica is clearly upset and wants to play the role of mummy. • What would be your immediate response? • What activities and discussions can you introduce that will encourage the children to challenge their own assumptions and talk about disability • Would you talk to the parent? • What would you say?

12. Good Practice Guide for helping children to develop a positive attitude to disability Providing resources, activities and discussions that will encourage children to explore positive aspects of special needs Have a clear policy in place Work in partnership with parents and other professionals Challenging children and adults views!

13. Good Practice Guide for SEN Providing resources, activities and discussions that will encourage children to explore positive aspects of special needs Have a clear policy in place Work in partnership with parents and other professionals Challenging children and adults views

14. Scenarios Activity • You start working with a child aged 3 yrs whose first language is Urdu. Neither the child nor the parents speak little English. The child is playing in the sand pit with another child, the other child asks you “why does Dipesh talk funny”? • What would be your response? • How could you make both parent and child with ESOL feel welcomed in your setting? • How could you communicate with the child? • How can you ensure parent are informed about their child’s progress. • How can you show parent and child that you value their first language.

15. Good Practice for Children with English as second language -video clip Challenge children and adults views provide opportunities for children to use their home language(s), Use stories, songs in child’s home language Find out from parents some key words in their home language Provide books, notices, labels, in child’s home lang Provide opportunities for children to hear their home language providing bilingual support

16. Scenarios Activity • Group 3 • Alice and Susie are playing at making tea in the home corner. Ben comes in and wants to help serve the tea, Alice and Susie shoo him out saying “boys aren’t allowed” because only mummies are in the kitchen. • What might Ben be feeling? • What could you say to Ben to help him not feel hurt? • How could Alice and Susie be helped to understand the effect of what they did? • How could you ensure that this does not happen again and help children have a different understanding of their roles.? • What could you work with parents who don’t agree with your professional approach gender issues.

17. Good Practice on being inclusive of gender Value Boys and Girls equally Challenge children and parent views Check your books and resources and make sure they are not stereotypical characters Think before you and other family members speak. Use positive not stereotypical langauage

18. Further Keys to Good Practice Answer all children’s questions about why some people look different, wear different clothes, behave differently, with accuracy and honesty. Its ok if you do not know the answers, find out together.

19. EYFS Scenario What are your responsibilities as a childminder when supporting a child with additional needs? Locate information in the EYFS that supports your answers.

20. What are your legal duties in the EYFS when supporting a child with additional needs Page 10 Assessment–Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities and support. Page 16 Training-- The daily experiences of children in early years setting and the overall quality of the provision depends on all practitioners having appropriate qualifications, training, skills and knowledge and a clear understanding of their role and responsibilities. Page 18 Supervision –Providers must ensure that children are adequately supervised to ensure children’s needs are met. Children must usually be within sight and hearing. Page 22—Medicine -management system to support individual children with medical needs. Page 22—Food Drink -allergies –obtain, record and act on information about child’s dietary needs, training Page 23 Effective Behaviour Management – policy and procedures in place, records of occasions when intervention used, parents informed on same day.

21. What are your legal duties in the EYFS when supporting a child with additional needs Page 23 Safety -Providers must ensure their premises, including outdoor spaces are fit for purpose. Spaces, furniture, equipment and toys must be safe for children to use and premises must be secure. Page 25 Risk Assessment –risk assessments should identify aspects of the environment that need to be checked on regular basis, when and by whom those aspects, will be checked and how the risk will be removed or minimised. Page 24 Premises –The premises and equipment must be organised in a way that meets the needs of children. Providers must ensure that so far as is reasonable the facilities, access to the premises are suitable for children with disabilities. Page 26-Information and records –Providers must maintain records and obtain and share information (with parents and carers and other professionals working with the child, police and social services and Ofsted) Maintain two way flow of information with parents and other provider Confidential information must be held securely and only accessible to those who have a right or professional need to see them. Page 26 –Equality of Opportunity -providers must have policy and procedures which includes how they will support a child with SEN and disability………. Page 27 Information for parents and carers..includes how the setting supports children with special needs, food and drink etc.

22. What are your legal duties in the EYFS when supporting a child with additional needs Page 26 , 24 other legal duties, DPA, Health and Safety legislation Meet all Safeguarding and Welfare Requirements Meet all Learning and Development Requirements

23. Homework Write Inclusion Policy Preparing for Reg visit form Write a list of all the toys, resources and activities you plan to provide that will help children to develop a positive attitude

24. Business Side of Childminding • As a registered childminder you MUST register as self employed with HMRC you are then required to maintain your accounts and make these available to HMRC. You must complete the HMRC on line course to support you in this process. Here is the link…… • http://www.hmrc.gov.uk/courses/syob2/ncma/index.htm • Self-employed childminders and HMRC • A basic guide to key tax and National Insurance issues affecting self-employed childminders. • Follow a link below to register for a live session • 24 July 2014 from 7:00pm to 8:00pm (Opens new window) • View the pre-recorded webinar now • HMRC Guide for Self Employed Childminders' (Opens new window) • There are accountants offering services to childminders, this accountant works for some Hackney childminders, talk to other cm to find out who they use. • Lucy Parry • lucy@lucyparrytax.co.uk

25. Quickish EYFS Quiz • What are the three Sections of the EYFS? • Name 2 Offences • What should you keep if you receive a complaint? • What are the space requirements to under two years? • When should you carry out the Two year progress check? • What should be covered in a risk assessment? • In what circumstances should Ofsted be informed? • What information should you give to parents? • Why is outdoor play important? • What are the characteristics for Effective Learning • What are the aspects of Understanding the World and how might you provide activities to support learning in this area?

26. What information should be made available to parents? (how the EYFS is being delivered in your setting; the range of activities and experiences provided for children, the daily routines and how parents and carers can share learning at home, how the setting supports children with special educational needs and disabilities, food and drinks provided, details of policies and procedures, (to include uncollected and lost child), tel no. for contact ) Under what circumstances are you required to inform Ofsted? ( change of address, persons over 16 or older living on premises, name and address changes, changes that affect premises, serious accidents, illness, injury to or death of child, CPA of any serious accident or injury, food poisoning, significant event which affect suitability of you or those in regular contact)

27. What does quality look like for childminding? • Joining Local Childminding Networks • Making use of Children Centres • What does quality look like? • Good practice • Commitment (training, updating knowledge, accessing support) • Business approach (marketing, organisation, policies and procedures) • SEF (Self Evaluation Form)

28. What to do next ? Prepare self & home to meet the EYFS requirements

29. What Next? Pass the CYPOP5 Complete Portfolio of Policies-Behaviour management, Inclusion, Health and Safety, Missing Child Policy, Uncollected child policy, Sick child, Accident and Emergencies, Fire Evacuation, Parent Partnership, Working with other professional, Safeguarding and mobile phones and camera policy, Risk assessments, samples of observations and Two year check, menus, activity plan, list of resources available Complete the Preparing for Registration visit Form Ensure your home and equipment is ready as if you are ready to care fr children Set up your toys and resources as if you are caring for children (remember the 7 areas of learning) Contact Pippa 0208 820 7632 to arrange a home visit to ensure you are ready t apply to Ofsted . Have your CYP0P5 Certificate, your Portfolio and completed Preparing for Registration visit form ready. Pippa will go through this, and if ready will give you Pre Registration EYFS Certificate And your Ofsted application pack and go through the application process-Liz Flow chart

30. After registration: • Ofsted will inspect within the first 6 - 7 months and publish your report on its website • Judgements will be made at the Inspection with potential outcomes of outstanding, good, requires improvement or inadequate. • Parents will have access to these reports and judgments when looking for childcare • you must pay an annual fee to remain registered • You must pay an annual fee to register with Information Commission Office if you hold data on children on a computer, digital camera, etc. • You must pay an annual fee for your public liability insurance, NCMA membership, business car insurance (if you take use car) • Once registered you must attend ongoing evening or weekend training (minimum of four to six days training over a year) on implementing EYFS. • Food Hygiene Training will be necessary once registered • First Aid Certificate must be renewed after three years • Child Protection Certificate must be renewed after two years. • You will need to register with ICO -£35 annual fee

31. After registration • Co-ordinator will visit you soon after registration and discuss your welcome pack and any policies & procedures you have in place and ensure you have mentoring support. • Pack includes : Training Brochure, application to advertise for free, and other useful information • Networks - As a registered Childminder in Hackney, you will have an opportunity work towards joining a Network in your area and possible access to professional training

32. Well done and good luck Evaluations