The quality of childcare provision that a child experiences can have a direct impact on the

Children Act 2006 – Is an Act that defines the new duties imposed on the Local Authorities in respect to improving the Every Child Matters outcomes for pre-school children. The Act also defines new rules in relation to childcare for working parents as well as parental information services. It is aimed at improving the well-being of young children. It emphasises the importance of safeguarding children and young people within an educational setting. If a child discloses neglect or abuse; an establishment should have instructions to help the child. This could be referral to an outside organisation or internally.

All Early years’ settings have policies and procedures that staff need to work with and follow they need to be up to date and be in line with the current framework of current legislation. Every policy has a procedure to follow and how to respond if you have any concerns about your key child or any other child that attends to the setting. The following procedures must be completed to ensure that the correct method is actioned.

Ensuring that children grow up in circumstances consistent with the provision of safe and effective care and

The children act 1989 has influenced some settings by bringing together several sets of guidance and provided the foundation for many of the standards practitioners sustain and maintain when working with children. The act requires that settings work together in the best interests of the child and form partnerships with parents or carers. It requires settings to have appropriate adult to child ratios and policies and procedures on child protection. This act has had an influence in all areas of practice from planning a curriculum and record keeping. The every child matters framework has

55% of American mothers now return to work by the time their children are one years old -- out of either financial, professional, or personal necessity. In today’s society, there are concerns as to whether attending daycare during infancy produces negative or positive effects on the development of children. Many of these concerns are influenced by the fear that separating an infant from its mother may cause emotional harm to the child or disrupt the mother-infant bond. No study finds that children of employed mothers suffer solely because their mothers are working. Research has shown that mothers who work spend as much time playing with their babies as do mothers without outside jobs (Huston &

This Act which is born from parent’s needs has a specific impact on childcarer's practice, but not only, as course handout 1a (2012, p2) confirms This Act is ‘for all those who are responsible for planning, running and using early childhood services’.

The ‘Children’s Act 2004’ was continuously updated and developed into the ‘Children’s Act 2006’. This act states that all settings have to follow the Early Years Framework Stages (which were renewed in 2012). The Early Years Framework Stages (EYFS) is aimed to fulfil the five aims of ‘every child matters’ and the previous children’s act of 2004. The intentions are to achieve these aims by setting standards, promote equal opportunities and through a framework of partnerships, improve quality and consistency and lay secure foundation for all learning and development, present and future. By improving the quality the service and experiences are improved for all children and families. Safeguarding children is a vital part of improving all childcare services/settings.

1. Explain the sequence and rate of each aspect of development from birth – 19years.

The duty that a setting has to safeguard its children, staff, parents carers & support its community and regulators in their inspection processes is paramount, this means that recommendations within serious case reviews offer the opportunity to examine current practice, what's happening and how it happens, within the setting and externally with other organisations, agencies and service providers.

This is a report which has been created to introduce new childcare practitioners to safeguarding within a childcare setting. This will help new practitioners to understand current legislations within the United Kingdom.

Risk assessments should be carried out regularly to make sure that there are no safe guard threats towards the children in the setting. Childcare settings need risk assessing for example is there entrances and exits to the building that an unauthorised person could use? Could a child leave the setting without anyone noticing? Could a child get seriously hurt due to a broken piece of equipment?

Information Commissioner’s Office (2012) Introduction to The Data Protection Act 1998. [Online] Available from: http://www.ico.org.uk/~/media/documents/library/Corporate/Research_and_reports/ico_presentation_EVOC_20120528.ashx [Accessed: 11th October 2013]

A multi-agency approach is a range of professionals including speech therapists, Special Educational Needs Co-coordinator (SENCO) , key workers or physiotherapists etc. that all work together and support children and their families in provisions that need to be made in order to support a child with special needs. Working within close partnership with parents is expected for all babies and children within the Early Years Foundation Stage (EYFS)

Equipment- Dress up clothes, pushchairs, doll’s, hair dryer, brushes, rollers, tills, shopping baskets/trolley’s, play food ect……

In addition, change is a factor within leadership in which a leader acknowledges the continuous change of the environment around them, and then adapts and develops alongside (Rodd, 2013). When change is taken into consideration by a leader and by the team they are able “develop new knowledge and ways of applying and integrating that knowledge with practice” (Rodd, 2013, p.183). Furthermore, to view change appropriately it must be flexible so it can be questioned and practiced within the team environment, where new knowledge and experiences can be learnt and shared, especially within New Zealand’s context where there are several continuous changes in early childhood services, by the way they are organised to the way they are controlled (Fasoli,