Develop the knowledge, understanding and skills to manage others to support children’s care routines. You’ll consider the care needs of children, be able to use hygienic practice to minimise the spread of infection, and manage care routines in Early Years settings. Also, you’ll learn about childhood immunisation and how to support children in personal care routines.
This unit assesses your knowledge and understanding of the promotion of health, self-esteem, curiosity and independence in children. There will also be evaluation and development of practice. Moreover, the unit is assessed through a professional research project, which may be presented as a reflective journal. The research task is externally set and internally marked.
In this unit, you’ll be assessed on your ability to lead the promotion of positive behaviour through role modelling and application of child development. You’ll cover theoretical influence of our understanding of children’s behaviour in early years, how to apply policy and strategy for behaviour, as well as evaluate policy and procedures in early years settings.
The unit aims to provide a basis for understanding the importance of providing a range of activities, experiences and educational opportunities for speech, language and communication for a child’s holistic development. You’ll explore the developmental needs of babies and children in relation to speech, language and communication. You’ll also be able to promote communication and language needs in babies and young children, as well as provide support for speech, language and communication development within an early years setting.
The aim of this unit is to understand the role of the Early Years Manager in effective early education from birth to 5 years: planning and assessment within an enabling environment. You’ll be able to lead and manage planning cycles for holistic development in early years. You’ll develop strategies for enabling approaches to early literacy and mathematics though curiosity, exploration and discovery. You’ll also learn to use assessment with the early education curriculum and be able to apply and lead current theoretical and philosophical approaches to practice.
This unit provides knowledge and understanding of how children and young people develop from birth to 7 years. The unit also explores actions which should be taken when differences in development are identified, and the potential effects of transitions on young children’s development. You’ll look at patterns of development, factors that impact development, and benefits of early intervention to support development.
This unit provides the learner with the knowledge, understanding and skills to develop children’s emergent literacy by providing a language-rich environment. You’ll look at the language and communication needs of children and how to support them. You’ll also consider strategies as well as plan, lead and review activities to support emergent literacy. Finally, you’ll be able to work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development.
This unit provides the learner with the knowledge, understanding and skills to develop children’s emergent mathematical development. You’ll look at how mathematics relates to children’s everyday lives. You’ll see how working with other supports emergent mathematical abilities. Finally, you’ll understand the role of an Early Years Practitioner to create an environment that support a child’s emerging mathematical abilities.
This unit is designed to prepare learners to develop and implement policies and procedures for safeguarding children. You’ll look at the impact of current legislation, be able to support the review of as well as implement policies and procedures, and lead practice in supporting well-being and resilience in the context of safeguarding and protection.
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required for health and safety and risk management, including the development of policies, procedures and practices in the early years. You’ll examine the current legislative framework relevant to Early Years Settings, be able to monitor compliance, as well as lead the implementation of policies, procedures and practices. Finally, you’ll know how to promote a culture where needs and risks are balanced with health and safety practicel improve health, safety and risk management policies and procedures; and track health concerns in early years settings.
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required for a whole-systems approach to equality, diversity and inclusion. The unit explores models of practice and requires demonstration of skills and understanding of systems and processes. You’ll examine, champion, and develop systems and processes that promote diversity, equality and inclusion in your area of responsibility. Finally, you’ll be able to manage the risks presented when balancing individual rights and professional duty of care.
The aim of this unit is to consider the role of the Special Educational Needs Coordinator (SENCo) for effective inclusion of children with Special Educational Needs and Disabilities (SEND) in Early Years Settings. You’ll examine the statutory requirements and national guidance for inclusive practice in Early Years Settings. You’ll also learn provision related to children’s additional needs, the role and responsibilities of the SENCo, as well as factors that may affect families caring for children with SEND. Finally, you’ll be able to reflect on your own setting’s policies and procedures to support children with SEND.
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to lead, implement and promote effective partnership working. You’ll learn about partnership and working in partnership with others. You’ll also be able to establish, lead and maintain working relationships with colleagues and professionals.
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to lead and manage a team within an Early Years Setting. You’ll learn the features of effective team performance and be able to support a positive culture within the team for an Early Years Setting. You’ll also be able to support a shared vision within the team, develop a plan with members to meet agreed objectives, and support individual members. Finally, you’ll know how to manage team performance in early years settings.
The purpose of this unit is to develop knowledge, understanding and skills in developing, maintaining and using records and reports. You’ll explore the legal organisational requirements
for recording information and providing reports. You’ll also be able to prepare professional records and reports that meet legal requirements and agreed ways of working and use them to inform judgements and decisions.
The purpose of this unit is to recognise the requirements and principles of the Early Years Framework. You’ll be able to manage early years provision in line with statutory requirements, lead environments in work settings to support children’s development, as well as understand hot to work in partnership with parent/carers.
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to promote the professional duty to maintain the currency of knowledge and skills and the need to continually reflect on and improve practice. You’ll gain insight into the principles of professional development, prioritise goals and targets for your own professional development, and prepare a professional development plan. Finally, you’ll know how to improve performance through reflective practice.
To prepare the learner to work with children in supporting their learning and development within the relevant early years framework utilising current knowledge and understanding. You’ll be able plan work and support children’s participation in planning, engage with children in activities and experiences that support their development, promote learning according to relevant framework, as well as review on your own practice to support children in early years settings.
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You must already have a Level 3 Early Years Diploma, up-to-date Maths and English Level 2 qualifications, and already be working in an Early Years setting in some form of managerial/leader capacity. You must also be aged 19 years or over.
That’s fine, this course can be studied anywhere and is completed by submitting Tutor marked assignments (TMAs).