Minimum Standards For Childminding

Job Brief Each childminder will be registered and inspected with Ofsted to ensure that they are able to demonstrate the quality and standards of care required by Ofsted, the Early Years Foundation Stage and the NCMA.  Each childminder must ensure that they provide high quality childcare, within a positive, safe and happy environment.  Childminders are responsible for planning and preparing a programme of play based activities and in the completion of all relevant record keeping, paperwork and

EYFS Statutory Framework Contents Section 1 – Introduction Purpose and aims 2 Context and legal responsibilities 2 About this document 3 A principled approach 4 Setting the standards Providing for equality of opportunity Creating the framework for partnership working Improving quality and consistency Laying a secure foundation for future learning 4 4 5 5 5 Section 2 – Learning and Development Requirements Overview of the areas of learning and development

Understand employment responsibilities and rights in health, social care or children’s and young people’s settings. Task A- Short Answer Questions Ai) Imagine you are a newly appointed supervisor/manager within your service. You need to update your staff handbook to reflect current employment law. Identify three different sources of information you could use to enable you to do this. (3 marks) * The Government website www.gov.uk is one source of information that could be used. It has information

CYPOP 5.1. The current Legislation for home based childcare and the Role of Regulatory Bodies Registration By law all providers of home based childcare in England that care for children under the age of eight, must be registered with the regulatory body Ofsted. Ofsted keeps two childcare registers; the Early Years register (for children from birth to Preschool age five) and the Childcare register (for school ages five to eight years). To register a number of legal criteria must be in place;

every person who works with children with whatever situation. It is also the primary legislation regulating the childcare policy. • Childcare (Preschool) Regulations 2006 The Childcare (Pre-School Services) (No. 2) Regulations 2006 provides for standard of service, upkeep and care for any setting defined as pre-school. The regulations define a pre-school child to be one under the age of six

CYPCORE 3.4 – Support Children and Young People’s Health and Safety 1.1 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services There are a number of principles to think about when planning for healthy and safe environments or activities with children and young people. Most are common sense – just remember; everyone is an individual and may have particular needs. So factors to consider when planning a healthy and safe environment/service

workhouse and protecting them from abuse. The act also prevented children working in dangerous trades and prevented them from purchasing cigarettes and entering pubs. It eventually led to many councils setting up social services. It also rose the minimum age for leaving age of 16, later raised to 18 with the Children and Young Persons Act 1933. In 1908 the British Parliament passed the Old

Unit 10 Schools as organisations 1.1 Identify the main types of state and independent schools Pre-compulsory LA nurseries, private day nurseries, childminders, playgroups. Compulsory Primary school state and independent, secondary schools state and independent, Academies Further Education Sixth form, College, university 1.2 Describe the characteristics of the different types of schools in relation to educational stage and school governance Local Authority Nurseries

Practice Guidance for the Early Years Foundation Stage May 2008 Setting the Standards for Learning, Development and Care for children from birth to five STATUTORY FRAMEWORK NON-STATUTORY GUIDANCE Practice Guidance for the Early Years Foundation Stage Contents Section 1 – Implementing the EYFS ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Introduction Putting the Principles into practice General points on provision of the EYFS Meeting the diverse needs of children Partnership working Flexible provision