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CU1535
1.1 Welfare requirements - Within your setting you should safeguard and promote
Children’s welfare, all staff must take necessary steps to ensure this. We must promote good health in all areas of all the children within our care and take steps to prevent the spread of infection from others within our care and take appropriate action when they are ill. We must ensure that there are suitable people and the staffing levels are appropriate to ensure safety to all children. The premises, environment and equipment must be suitable to cater for children of all needs, these include outdoor and indoor spaces, furniture, equipment and toys. They must be safe and suitable for the children in your care according to age range and behaviours of each child.

1.2 Whenever any incident occurs within the work setting all staff share the same amount of responsibility when it comes to reporting incidents. Weather it is a health and safety incident or a safe guarding issue there are always people within the working environment who manage each area for anything you need to report.

2.2 When receiving any child into the setting you should always address the child as they walk in and ensure they continue to move to the correct place they should be going and do not turn back and wonder out for any reason they may give.
On departure you should address each parent as they collect their child, no child should leave the premises with an unknown adult if you have not been introduced to them by their parent and told they will be collecting them even if the child says they know them. If this incident occurs the parents should be contacted immediately and the child kept with a member of staff until the situation has been resolved.
During offsite visits you need to make sure there is the correct staff to children ratio, all children should be kept close to the adult supporting them and not allowed to go anywhere unsupervised. All offsite forms need to be filled out for the children and any emergency information kept up to date. Any children who have medical issues need to have any medication needed kept close by and all staff informed about these children in case of an emergency.

2.4 There are minimum requirements for space for safety and welfare reasons. For example if there is a class of children with insufficient space it makes it a lot easier for someone to get injured from pushing and shoving as children are not as spatially aware as adults are. Also there is a higher risk of children getting illnesses as there will be a lot of children in a small enclosed space, for example if they are in a small space and a child was to sneeze or cough there is less distance for these germs to travel as to if there was a larger space.
Staffing ratios needs to be correct at all times also due to health and safety reasons. For example if there was one member of staff to a group of children and one of the children were to injure themselves they would require that adults attention which results in the rest of the children with no support so an accident or incident could again quickly arise.

3.1 There are a few ways in which you can promote children’s health and well being with these things being-
Food and drink, you should encourage all children to have a good water intake and try to give them breaks in which they get the opportunity to choose from water or milk and give them an option to have a piece of fruit if they want a snack, all fruit is good but it should still be in moderation.
All children need plenty of fresh air, this should be incorporated into their daily routine as much as possible, this also means they are getting a sufficient amount of exercise to keep them fir and healthy. Although fresh air is a must they also need warmth from within the class.
Every child has the right to good hygiene they need support and guidance in personal care, some children depending on their needs may need it modelling to them.
In order for children to thrive they need praise and encouragement with everything they do, always encourage positive things and you should encourage children to make the right choices during their day.

3.2 There are many key health professionals and sources of professional advice with an early years work setting, there are-
Occupational therapists that assist children in developing skills important for independence, health and well-being, they do this by observing them in their environments and identify barriers in their day to day routines, they relay information and plans to any parents and carers of the child so they can be implemented.
Physio therapy roles include, assessing a child and establishing where the concerns lie, by doing an evaluation on muscles and joints including strength, length, alignment and core stability, they come up with a personal plan for the individual child and relay the information to all concerned.
School nurse will offer advice to parents on the health of their child and will carry out hearing checks, give advice on to parents regarding their child’s toilet habits, advice on skin tags and rashes gives information on whether the child needs to visit their GP, this can all be done in the setting. They will monitor the health of the children and also give advice to schools.
Speech therapists help children with speech, language and communication difficulties and give advice to schools and parents when giving the child a speech program.
4.3 When preparing food you should always keep your dairy, fruit and veg, bread, and meat separate. You should prepare them all on separate chopping boards according to colour to prevent cross contamination and should be wearing gloves at all times, if you change for example from meat to dairy your gloves should be changed to. When storing food all use by dates need to be regularly checked, and fridge temperatures monitored and recorded twice a day. Meat should always be stored on the bottom of the fridge in case of it leaking.
When storing breast milk it can be stored in the fridge or the freezer. It can be stored in a fridge at 4 degrees or lower for a maximum of 5 days. When preparing breast milk if it has been frozen it can be defrosted in the fridge and served from the fridge rather than being warmed up so it prevents bacteria.
When storing formula milk they should be immediately placed in the fridge if they are brought in by a parent already made up and used within 24 hours, this ensures it stays cold and prevents any unwanted bacteria. Before you prepare formula milk all work tops should be clean as well as your hands. The bottles, teats and brushes should be thoroughly cleaned and sterilised according to the manufacturer’s instructions, this will stop the risk of a baby getting sickness and diarrhoea. If a baby leaves and formula milk it should be thrown away to prevent the child becoming ill. To make formula milk boil fresh water in the kettle, let it cool down, but for no more than half an hour, using hot water will kill any harmful bacteria in the powder. Put the boiled water in the bottle first and add the correct amount of powder, follow manufacturer’s instructions on the ratio of powder to water. Cool the formula quickly to feeding temperature by holding the bottle under cold running water with the cap on or putting it in a container of cold water.

5.1 Children should eat from the following food groups daily, bread, cereals and potatoes, fruit and vegetables, milk and dairy foods, meat, fish, eggs. all of these foods should be eaten in moderation controlled by an adult this will ensure they have a balanced diet and stay healthy. They should have a good daily water intake also.

5.2 It is extremely important you follow parent or career instruction when it comes to allergies or intolerances as you are putting the child at serious risk of a reaction if you give them something they can’t have. There are many reactions from the less server rashing to the more server of throat swelling and lack of breath, this will put the child’s life at risk.

5.3 All religions and cultures have different dietry requirements which should be strictly followed. The Islamic culture only eat halal meat, they are unable to eat pork and some cheeses. The adults fast in the Ramadan season this is where they can only eat their foods and drink when there is no day light.
In the Judaism religion they also cannot eat pork, they also cannot eat shellfish, cheese with meat, milk/yoghourt with meat, eggs with blood spots and fish-with fins and scales. When eating lamb it must be halal and chicken and beef must be kosher.

Sikhs are able to eat lamb, pork (rarely), Chicken, some cheeses, milk and yoghurt, eggs, some fish and shellfish. They are not able to eat beef.

In Hinduism the strict followers are vegetarians. The ones who aren’t can eat lamb, pork, chicken, some cheese, some eggs, fish and some shellfish. They are unable to eat beef and milk/yoghurt with rennet.
Rastafarianism is mainly vegetarian although take some milk products. They can eat lamb, beef, chicken, dairy products, and eggs. They are unable to eat pork and shellfish.

Seventh day Adventist church can eat lamb, beef, chicken, most dairy products, eggs, and some fish. They are unable to eat pork and shellfish.

5.4 Ways to educate children in effective food management is to do mostly practical tasks as this is more enjoyable and they will pay more attention if they are involved. They could do things like help at snack and meal times or prepare simple snacks to enjoy with their friends or make posters and leaflets on the things they have been taught. Showing adults a sample of a day’s food and working out the calorie content is a good way of seeing how much food children need rather than telling them how many calories they need as they might not realise the real calories they are loading their children with.

6.2 All medicine needs to be kept with a medical form filled in and signed by a child’s parent or carer stating the dosage and times to be taken. A document should be kept recording when a child has last received the medicine and how much to prevent overdose. Some medicines for example an epi pen requires a trained adult to administer so relevant people in the work place need to be trained.

6.3 When lifting and handling children in the workplace you require training for safety purposes. Some children will require to be lifted by a hoist you should never lift a child with a hoist unless in an emergency as you are liable if something was to happen. When lifting equipment you should never carry anything bigger than a box on your own and you should always bend your knees keeping your back straight to avoid injury. A manual handling course will give you the correct information on how to lift equipment in the work place.

CU1536

1.1 There is a large range of setting in the early years, Primary colours around the class room help with colour recognition. Large fonts and current learnt words help children to recognise words in the phase they are learning in phonics. Sensory activities help children to learn all the different senses and what they do. Books are available on the shelves so the children can freely look at them and learn from the story or pictures. Certain display boards shows the theme of what the children are doing at the time, by having it constantly available for them to see it will let the absorb the information at a pace that suite them.

2.1 Current policies for early years is that every child has the right to a childhood and protection from any harm, They have the right to be educated weather boy or girl, All children have the right to be healthy this includes having clean water, nutritious food and medical care at all times, They have the right to be treated fairly, and they also have the right to be heard. The current frameworks for early years stands at the following, less paperwork and people involved in the paper work, a stronger working relationship between parents and teaching staff, to focus on the three prime areas of learning most important for the children’s future learning and development, to check the childrens progress at a young age so any intervention can be put in place, and finally to simplify the children’s assessments at age five.
There are a few influences of the early years- Free Flow is one where in a well planned environment of different learning activities children experience more and can be observed by more adults. EPPE is a project that investigated three issues which have important implications for policy and practice, these are the effects on children of different types of pre-school provision, the characteristics of more effective pre-school centres, and the interaction between child and family background characteristics and the kind of pre-school provision a child experiences. EYTSEN is project that builds on the work of EPPE, exploring evidence of possible special educational needs amongst pre-school children. A range of information is used to identify children who may be considered 'at risk' in terms of cognitive or social behavioural development. Links with a variety of child, parent and family characteristics are investigated.

2.2 The impact of current policies, frameworks and influences on the Early Years sector is that it is bringing everyone together as a whole, no matter what your race, gender or if you have special needs. The Welfare and Rights of the children are now taken more seriously. Children are now able to play, engage in and express themselves freely and are being heard. With all groups linked together, working with the same child will mean that the children will learn more effectively. Information is encouraged to be shared with the children and families. Whatever their backgrounds, all children and families are now given the access to affordable quality childcare. 2.3 Evidence based practise is practise which is influenced by evidence from research. Your everyday practice is likely to have been influenced by a few things these being – your qualifications and training, your experience of working with children in the early years, learning from your colleagues, research you have carried out by reading and also from your personal experiences. Professional practice requires you to keep up to date with researched findings and to consider how these can be applied to your own setting. An example of how research has influenced work with children in the early years is KEEP (Key Elements of effective practice). This document emphasises that effective learning in children is dependent on secure relationships. Learning through play, and forming secure relationships are both key elements to the EYFS. Another example of how this has influenced work with children in the early years is EPPE (The Effective Provision of Pre-School Education) which is a report that looks into the effects of early years provision, it found that children who had attended early years provision were more likely to have better intellectual, social and behaviour skills when they started formal education than those who had not had the same early years provision.

3.1 Diversity means to understand that everyone is different in their own unique way and that these differences should be recognised and embraced. It doesn’t matter what race, gender, ethnicity, age or physical ability everyone is equal with their own rights. Inclusion is a process of recognising, understanding and breaking down barriers to involvement and belonging. Participation is the act of joining in or sharing in something with someone or a group of people.

3.2 You must support anti-discriminatory/anti-bias practice within the work setting, which will say that all children are treated equally regardless of ethnicity, gender, religion or ability. Your setting must be suitable for all children to access including those with special needs.. Equipment must reflect diversity Girls should be gently encouraged to play with traditional 'boys' toys, and vice versa. Dressing up clothes should be for boys and girls, and have clothing from different cultures and be accessible to all. Toys should reflect all races and sexes such as having black dolls, boy dolls, etc. Books, toys and posters should show ethnic minorities and disabled people in positive roles such as working as doctors, teachers, police etc. and not stereotyped according to race, ability and gender. This is important as it reflects that every child matters and that everyone in our society is equal.

3.3 Children need to actively participate in decisions that will affect their life. Children that are young need to start to make simple choices that enable them to find out their likes and dislikes, it can be as simple as having a choice between an car and a dolly. This will enable them to express their needs and wishes. Letting the children make choices builds their confidence, self-esteem and helps in their social skills. This will enable the child to develop more and make choices later on in life that are more important. As practitioners we need to listen to children’s choices and other ways that they may be able to communicate their wishes such as pointing, pictures or signing.

4.1 It is important as a practitioner to review your own practice as all children have different needs that you need to be meeting. Activities, routines and polices may have to be changed or updated to accommodate new children and you need to be able to take on the duties of this. Reflecting on practice will help to see where changes need to be made. Your knowledge and skills may change due to extra training or new staff having new ideas. National standards and frameworks may also change so this may have an impact on how the setting is run and you need to ensure you can keep up. 4.2 I have many strengths within my job I am caring and am able to get on the children’s level when in a work or play environment which helps me to get the best out of the children i am working with. If I was to have further knowledge through training and new resources I think I could improve in areas such as activity ideas which stimulate and benefit the children. As a practitioner you need to be patient which I am, if a child is struggling it doesn’t matter how long it takes to resolve it I will sit it through till the end. As I work with SENCO children I understand some situations may be difficult for parents to deal with, I am able to approach it with a sensitive manner, and can give some advice on what help is available for them

4.3 If a parent was to complain about another child we would listen to what they had to say we would allow them to address what they needed to and assure them that we would deal with it the way our policies and procedures says, which is not to be bias when dealing with the situation and deal with it in the most effective way we can. As I work with SENCO children I understand some situations may be difficult for parents to deal with, I am able to approach it with a sensitive manner, and can give some advice on what help is available for them.

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1.1 Speech is a means of communication. It is a way to express what you want, how you are feeling and many other things. Language is used by everyone, some people speak in different languages but everywhere in the world has their own language in which they communicate in.
Communication is a way to make your needs and wants known. There is more than one way to communicate such as spoken, written, sounds, pictures, symbols or using non-verbal communication such as gestures or signing e.g Makaton.
Speech, Language and communication needs are where people struggle with their feelings, emotion, social awareness and general day to day speech, it is normally picked up in children in the early years and they are usually put on a plan to support their needs which will help them to develop the skills they lack.

1.2 Speech, language and communication skills support learning development because they help a child to understand what is being seen or provide a way that afterwards the child can communicate what they have seen. A child can ask questions and we can then pass on information verbally that helps them make connections and understand concepts.

They support emotional development because controlling emotions is a large part of emotional development and if children become frustrated, angry or jealous and can’t communicate their feelings they may have a tantrum. But as their skills develop they can name their emotions and find other ways of expressing them.

They support behaviour because once a child understands language they can begin to understand the consequences of their actions and start to think things through, becoming better behaved.

Finally they support social development as children can start to recognise how others feel by listening to what they say and learn to adjust their behaviour accordingly. Children also start to understand social codes and how to behave appropriately.

1.3 If a child has speech, language and communication difficulties, it would have an impact on their development at that time because they may not follow the expected pattern of development for their communication. The child may find it more challenging than another pupil to communicate with their teachers and peers and they may become frustrated and show negative behaviour. The children may have social problems because they may struggle to communicate with their peers and their peers may find it hard to understand them, which could leave the child feeling upset and cause a low self-esteem. This could also affect their behaviour by showing anger and frustration e.g. lashing out at their peers. They may not want to join in with certain activities so they don’t look ‘different’ which could in the long term cause a lack of confidence. The child may want to play on their own because others don’t understand them and how they communicate which will affect their social development. In the long term it can cause continued communication problems.
2.1 When supporting and extending speech, language and communication development there are many things you can do. By using language that is age and stage appropriate children can understand what you are saying then you can gradually develop the language you use so they can slowly take it in. You should listen and give them the time they need to answer something that has been said .Make sure you look at them/they look at you - get down on their level, speak at a pace/use the language suitable for their level. When playing or talking to children don't keep asking them questions this can often result in yes or no answers, comment on what is happening, or on what they are doing, when you are making comments it is broadening the language they are hearing. Encourage them to chat and play, giving them plenty of time to talk, let them finish what they have to say, and always praise good language.

2.2 Depending on a carer's experience there may be differences in their knowledge, interests and understanding of child development and the possible methods of supporting children in their development, this can allow practitioners to understand how important parent and carers roles are in supporting children.
The positive effects will involve the following.
Children developing self-confidence which impacts on their communication with others, the positive effect is that children can then become more socially comfortable, their self-confidence builds self-esteem which boosts their well-being. There will be less need for aggression or frustration where communication arise so again the positive effect is that children learn to manage their behaviour through communication skills. With increased communication skills children take more enjoyment and learning from their interests, speaking and listening activities - enrichment.

2.3 When children enter early years they all have different levels of speech and language, this can be for various reasons, some may have older siblings so the use of language at home is more challenging so the child is used to and knows higher levels of speech and langusge, but some may be an only child or have only younger siblings resulting in the use of lower level language and less of an understanding on the child’s behalf. When planning for and settling a child in you need to make sure all the children of all levels are able to access any activities or name labels you have set up in the class environment, you need things set up that broaden children’s communications, speech and language skills so they can discuss things with adults and pick up on their language and learn from it.

3.4 The effectiveness of speech language and communication support for the children within my work setting is very good. For the children who have no speech or language understanding a lot of visuals are used, there are visuals around the class but also the staff carry the important necessary visuals on them like for example the toilet, stand, sit, happy and sad etc. For the children who have low levels of speech and language all staff are informed they are told to use short sentences with the child and when the child says something to model it the way it should be said. We have a SALT within the school who regularly works with the children and is in close contact with the parents to help them understand what the school are doing to help their child and also what they can do.

4.1 We should be very flexible when developing communication friendly spaces, these spaces should be made available to the children inside and outside. We should try and make it with a child’s perspective in mind and also set for every child’s ability, visuals with the word underneath is a good starter, the lower levels can look at the picture whilst they are learning the word and the higher level children can read the words. We should reduce noise and distractions to a minimum otherwise the children cannot concentrate. You should consider the impact of the colour to reflect on a child’s emotions, a good colour is yellow this colour is recognised faster than any other colour, is joyful, optimistic, warm and signifies communication. A communicating area should not be over stimulating or cluttered. An environment that children can discuss what they can see or what they are doing is best they can talk and listen to others to improve their speech and language.

4.2 The physical environment: Our class is set up in sections, a free play area, a work area, an independent work station area and a sensory area. Children can play alongside each other or as a group in the free flow area which also has an adult observing their speech and play, they can join in the children’s play and discuss what they are doing and model how sentences should be made up. In the work area there is a horse shoe table a small group of children can work with an adult and discuss what they are learning about. Staff roles and responsibilities: when planning staff should take into consideration the children’s interests so they are more engaged with the task in hand, they will want to talk to you about their interest that you have laid out for them, this is good as it focuses on their learning but also on their communication. Staff should raise children’s communication issues through meetings and look at the best possible way to support it, this information should be relayed back to parents so they can put any decisions made into practice at home. If you have a child who speaks a different language staff should try to find out the basics like toilet, happy, sad etc. so when speaking to the child they can say it in both languages so the child can pick up the second language by knowing what you are talking about. Staff should use Makaton for the less able children as a means of communication alongside speech this will also help the child’s communication. Training needs and opportunities: Training should be looked into to see what is available locally but also further afield when it comes to speech and language. You can look into SALT workshops and short courses. Also new resources ideas from other schools or resources should be provided to assist children’s communication. Views of the child: Getting to know each individual child is important, you should know their interests and have ideas in how you can use these interests to support their speech language and communication. If there are a few children with the same interests have a group discussion model good speech to them to help them develop. Appropriate involvement of carers: Parents should let you know about the speech, language, communication development of their child and you should share the same information with them, by using a home school book is a good way on communication with parents as you don’t always have time at the end of a school day.