Unit 064 Context and Principles for Early Years Provision

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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
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■■ Learning and Development - recognises that children develop and learn in different ways and at different rates, and that all areas of learning and development are equally important and inter-connected.
This approach ensures that the EYFS reaches its aim it is every child’s right to grow up safe; healthy; enjoying and achieving; making a positive contribution; and with economic well-being.
The aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by:

1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.

2. Providing for equality of opportunity and

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