Childcare-Arrival and Depature Routine

BNC/BND CHILDREN’S CARE, LEARNING AND DEVELOPMENT

UNIT 4: Reflecting on and Developing Practice for Children aged 0-8

OUTCOME 3: Respond to Children’s Needs through Care Routines and Procedures

Student Name:

Date: 24th January 2011

Age Range: 5-8 years

Setting (be specific): A primary school on a busy dual carriage way, within a year two classroom.

Routine name: Arrival and departure.

P4
Arrival;
The bell is rung in the playground for the first time and all of the children are required to stand still and quietly, it is rung once more and the children line up in their designated area. Their class teacher goes outside on to the playground to collect them, and leads them into their classroom. The children take their coats off in the hallway and hang them up on their individual pegs, and then take their ‘book’ bags and put them into one of two boxes. One box is for the children who have written their book reviews for that week in, and the other is for the children who have not yet completed this task. The children then collect their early work books from where they are kept and sit at their places to write their spellings out, if the children do not know what their spellings are, they are written on either the white board or the smart board for them to copy out. During this time I help any children that find it difficult to take their coats of due to stiff buttons for example. Also I tell the children to be quick and stop talking otherwise they all stand in the corridor talking quite loudly.

Departure;
Once the children have finished their lesson or activity at the end of the day they start to pack up and get ready to go home. Firstly four or five children are selected to put the children’s book bags at the on the correct tables, in the correct places. The rest of the children are told by their teacher to go into the corridor and get their coats to put on, and to bring their lunch box into the classroom if they have one. The teacher’s assistant now gives out any homework that has been marked as well as new homework, letters for parents or certificates. The children are now ready to be collected, each child is now dismissed as their class teacher or teaching assistant sees their parent / guardian / child minder or a family member in the playground. However, before they are allowed to leave the classroom the teachers check that they have done their coats up and have any scarves, gloves or hats on that they arrived at school with in order to try and prevent them from becoming ill. During this routine I help any children that cannot do their coats or shoe laces up, and help any children that have misplaced some of their belongings to find them, and I make sure that they put their letters, homework and/or certificates in their bags.

M3
The benefits of this routine to the children are to ensure that they are all accounted for in case of any emergency, to keep them safe, and to make sure all of their belongings are in one place rather than scattered around the classroom. This also benefits the setting as if the children’s belongings were all around the classroom this would not follow health and safety policies and could result in someone being seriously hurt if they were to trip over. It also benefits the setting as if either the class teacher or teaching assistant need to speak to a child’s parents/guardians this gives them an opportunity to do so, as one of either the class teacher or teaching assistant can go onto the playground with the child to speak to their parent/guardian whilst the other stays in the classroom to dismiss the other children.

Teacher/supervisor signature & date: