Ccld level 5 unit 5 Essay

1. Understand the value, principals and statutory frameworks that brook service provisions in childrens c ar, let oning and ripening. 1. 1 National Occupational Standards (NOS) describe prohibitedflank use by carry together aptitudes, familiarity and determine. National Occupational Standards be valu adapted tools to be used as benchmarks for powers as well as for defining subroutines at work, supply recruitment, supervision and appraisal. (www. skillsforcargon. org. uk 18/04/15). entrance more than thanexplain how to approvetance surplus support and selective information relating to health and safetyThe standards atomic number 18 for lot who work with children aged 0-16 years and their families at bottom settings where the main service is childrens c ar erudition and development. NOS as stated above set a benchmark for good be claim and atomic number 18 pick up for evidenceing and gaining qualifications. They under trap the whole set of standards an d impact on families when they ar used indoors usual routines. For example a babys agency assistant who is carrying out rearing will undergo regular visits from their assessor who will evaluate their baron to work inside the context of the set principles and values in magnitude to sign off written work and observations, which will en able-bodied them to f tout ensemble upon their qualification and become a qualified greenhouse nurse.Other values and principles in the NOS atomic number 18 reflected within the nurseries policies and appendages and mission bidding for example The offbeat of the child is paramount. All stave and students be made certified of these within their induction and information and must sign that they abide read and understand them before their employment can commence. the paramountcy principle stems from the Family Law comprise 1975, detailed in the Children Act 1989, in which it is stated that the outmatch vex of the child must be regard ed as the paramount fancyation when fashioning specified decisions regarding the childs health and welfare.Childrens work and photographs are displayed around the nursery in point for them to assist at them and maunder close them, this encourages the childrens self- esteem, resilience and a positive self hear which is essential to every childs development. Children are also accustomed the freedom of choice as they learn by dint of play as per the guidelines set out by the creative natural action phase. Regular room and mental faculty runings are held which delivers the round with opportunities to luck professional k instanterledge, skills and values and holds that either stave are able to gain some(prenominal) up to date information.Children and youngish deal should be retrieven as young citizens, with rights and opinions to be taken into peak now. (Rights to action) (www. childrenrights. org. uk 18/04/15) In 2002 the UN Committee on the Rights of the Chil d welcomed the fact that the cheat government had used the Convention as the frame work in its strategy for children and young people. (www. childrenrights. org. uk 18/04/15) This was consequently followed in 2004 when the cheat Assembly Government (WAG) adopted the convention as the basis of all of its indemnity devising for children and young people.The WAG issued Rights to Action a insurance polity document that adopts Seven Core Aims for Children as a direct adaptation of the UNCRCs articles. Every Child and Young Person in Wales (0-25 years) has a basic entitlement to 1. give way a flying start in life. 1. Have a comprehensive melt of education and learning opportunities. 1. Enjoy the best possible health and are free from horror, victimisation and exploitation. 1. Have glide path to play, leisure, sporting and cultural activities. 1. Are listened to, treated with respect, and pack their race and cultural identity recognised. 1. Have a safe home and a communi ty of interests which supports physical and emotional well universe.1. Are non disadvantaged by poverty. Sunnybank aims to gratify all of these seven core aims by providing all children with a intermixture of learning opportunities that are both(prenominal) fun and able to enhance the childrens learning and development. The preschool room of which I am room leader follows the anchoration phase which throw ins children the opportunity to gain first-hand experiences through play and active involvement. Children are given free choice and are able to develop communication, literacy and listening, ain and social wellbeing, welsh and cultural diversity, Welsh language, knowledge and understanding, physical development and creative skills as they embark on experiential learning both indoors and outdoors.All module within the nursery are DBS check into which come acrosss that all children are cared for in a secure and relaxed environment. The nurseries equal opportunities poli cy states that This nursery aims to demonstrate through its work that it positively values and respects children of all ethnic origins/racial groups religions, cultures, linguistic backgrounds and abilities. Children of both sexes are positively encouraged by faculty to participate in all activities.This benefactors to ensure that all round are aware that it is of paramount sizeableness to ensure that all children are treated fairly and are image and valued. As with all childcare settings Sunnybank must ensure that it meets and is able to coincide with all standards set in the National Minimum Standards in dress to achieve a satisfactory inspection report. Sunnybank is inspected annually by the CSSIW. A copy of the inspection report is then available for viewing online. 2. Be able to implement values, principles and statutory frameworks that underpin service provision in childrens care, learning and development. 2.1 Sunnybanks policies procedures, core aims and mission stat ement provide information relating to safeguarding, equal opportunities, health and safety etcetera all of this information is of paramount importance when working within the nursery and embolden in supporting staff to provide a naughty train of care to all children. All impertinent staff, students and volunteers must sign to avow that they make read and understand these documents before the commencement of their employment. staff are provided with the opportunity to enhance their knowledge and gain up to date information by attending training courses and completing courses online.Monmouthshire county council are my nursery settings local anaesthetic safeguarding board. The nursery works in federation with our local safeguarding board in club to ensure that the nursery is aware of who to talk to and what procedure they collect to follow in gild to barter with suspicions should they grind away. The nursery safeguarding policy states who the senior(a) Designated Pe rson (SDP) is (our passenger car) and who the deputy SDP is (myself). The SDP is amenable for the safeguarding children policy and child protection procedures. The policy informs staff of what procedure to follow should they corroborate whatsoever concerns.The local power host safeguarding training courses for childcare workers and all staff are level nonpareil trained in safe guarding within my setting. Myself and the animal trainer are level two trained in safe guarding as we are the settings SDPs . working with early(a) professionals ensures that my setting can provide the best possible care and progenys for the children. Staff meetings provide opportunity for all staff to be informed of changes to formula and how it whitethorn affect the nursery policies etc. and individual appraisals avail to inform the manager of any further training or supervision that whitethorn be required for certain staff.This hang onendumal training can some prison terms be provided in hou se by the managers or room leaders e. g. inspection and repair with understanding and under winning training where as some may involve out of house training much(prenominal) as first attending training. All staff arouse a job role and list of their responsibilities which they must implement into everyday implement as they help the nursery to comply with standards in order to maintain high standards of care and achieve an annual no recommendations inspection report. Staff are asked to regularly re-read and sign the nursery policies on a regular basis to ensure that their knowledge of them is up to date.3. Be able to implement policies and procedures for communion information. 3. 1 Sunnybanks policies and procedures are developed from principle such as NMS and CSSIW regulations. They are put into use to maintain ratios, adaptation and care and education. Additional agencies such as WPPA and NDNA are also considered to help provide quality assurance. The basic policies an d procedures are created at managers meetings with the leter of all iii Sunnybank nurseries. The managers will then develop their own additions to the policies for the setting base on individual reports, feedback and experiences.Some individual policies may also be unique and include information about their local authorities/ agencies whom the nurseries share information with on a essential to know basis or as required when relating to child protection. The policies and procedures are adapted to suit to distributively one(prenominal) learning environment and can be adapted to ensure that they are being adhered to at all eras. Some examples of policies that relate to information sharing are Safeguarding children policy and child protection procedures, policy on complaints, procedure for staff training and amendments of standards and outcomes policy.3. 2/3. 3 Policies and procedures provide a fashion of informing all staff of current expected trusts within the nurse ry. Staff that have a bun in the oven been working in the nursery for a coarse time may easily forget certain areas of the policies. I would recommend that staff are set time out of the room to re-read and refresh their knowledge of the policies and procedures on an annual basis. I would also recommend that managers are on hand to help explain policies and the importance of them on a superstar to one basis as some new staff may not understand certain policies especially in their initial induction.The nursery has quite recently had a lot of changes made to the safeguarding policy due(p) to new legislation. I tint that when changes are made to policies and procedures all staff would benefit from ex endations and demonstrations as to why these changes have occurred and the new procedures that are now in place being discussed during a staff meetings.One to one appraisals would also provide a good opportunity to discuss any changes as it will provide staff the opportunity to ask any questions that they may be too shy to ask in present of the other staff if they do not understand and will provide the opportunity to share information that films to be discussed on a destiny to know basis. New staff and students may not be fully aware of current legislation which underpins how the nursery is run and the activities we provide, for this origin there may be a conflict of ideas. To help to annul this it is outstanding that staff are given opportunities to communicate and share ideas. room meetings would be a good way of ensuring that all staff within the room fully understand the process and routine of each room and the importance of certain activities and what they provide for the children. It will also result staff to have their say and put forward ideas they may have provided feel too reluctant to discuss with the manager, the room leader would then be able to inform the managers on their behalf. This will also help to ensure that the participation policy which states that all our children, parents and staff will be given the opportunity to express their views and for their views to be listened to and taken into account is being adhered to. I feel that let out communication between all staff is key to promoting a more positive group relationship in conclusion ensuring that all policies and procedures are adhered to and a high level of care is maintained.A personal development plan would be a good addition to the appraisal system. A personal development plan should be devised for each member of staff to ensure that they are receiving training opportunities and support to help them to understand and implement policies. 4. Be able to engage others in reflective practice. Unit 9 Promote professional development-4. Be able to modify mental process through reflective practice. 4. 1/ 4. 2 Reflective practice is the capacity to reflect on action that supplys us to engage in a process of continuous learning.Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning. It may be the some important source of personal professional development and improvement. It is also an important way to bring together system and practice through disapproval a person is able to see and label forms of thought and speculation within the context of their work. A person who reflects throughout their practice is not just constructioning back on past actions and events, but is winning a conscious look at emotions, experiences, actions, and responses, and using that information to add to their existing knowledge base and reach a higher level of understanding.It is important to reflect on your own professional practice to see where you may need to make adjustments and improvements but also to see what you are doing well. It is not ever easy to be critical of yourself but it is better in the lo ng run to realise and correct errors before anything estimable happens. Being able to evaluate your own practice can help others to do the same and can support your further learning. Staff appraisals are a good tool in terms of monitoring our progress, goals and achievements.They argufy you to reflect on your work over the last some months and allow you to set realistic goals for the next some months. As these appraisals are carried out by the manager, there is also opportunity for feedback from other colleagues as to how you are performing in the workplace. As a nursery nurse I will reflect in activities without realising it, as I have to consider the childrens safety as I plan and provide sweet activities for them. Reflection in practice is when the body process is being carried out and the practician makes changes during the process to enhance the situation/activities outcomes e. g. when doing a cutting and sticking activity with preschool I may need to incorporat e an extra measure on the spot to help some children hold the scissors properly in order to guarantee the safety of the activity, this may include putting a star sticker on the childs thumb and encourage them to point the star at the ceiling.This may not have been an authoritative planned feature of the activity but it may have been a vital intervention in order to aid the childrens delightful motor skills. Reflection on practice this is when the activity is over and the practitioner reflects back on the situation to consider what worked and what didnt. as a nursery nurse I will perform this process on a regular basis throughout my practice, it may be recorded when evaluating mean as this will help me to map out aspects that were successful in achieving all of the necessary key skills and developmental outcomes as well as deciding if the activity was interesting enough for the intended age group.not every activity/situation will however allow time to make a record of refl ection, in this instance it may be necessary to make a mental note of anything significant that you may want to reflect on during an appraisal. I have looked a few rides of reflective practise that are applicable within my setting. ?Gibbs reflective wheel around (1988)- the model includes six stages of reflective practice 1. Description 1. Feelings 1. Evaluate 1. discerp 1. Conclude 1. Action plan This reflective stave looks at several(predicate) stages during the reflective process from describing the process and considering your feelings at the time to evaluating, analysing and making a conclusion and action plan should the same situation occur again. pickings action is the key to this model of reflection.Gibbs proposed that To reflect is not enough, you then have to put into practice the learning and new understanding you have gained thus allowing the reflective process to inform your practice. Taking action is the key (www. afpp. org. uk 19/04/15) Pos -You can use it to help team members think about how they deal with situations, so that they can understand what they did well, and so that they know where they need to improve. The cycle can be used by a person on themselves or to help another(prenominal) team member. It provides an opportunity to allow others to see things from a different perspective. Allows team members the opportunity to express their feelings and opinions. Cons -It might be difficult for some people to talk honestly about their feelings. -The outcome may be affected by the relationship between the team member and the manager that carries out the cycle. -The cycle is very long and there may not evermore be enough time to allow for the a thorough review. ?Johns Model of reflection (1994)-Johns model is based on five cue questions which enable you to break defeat your experience and reflect on the process and outcomes. 1. Description 1. Reflection 1. Influencing factors.1. alternative strategies 1. Learning Cues are off ered to help practitioners to make sense of and learn through practice. The five cues allow the practitioner to describe the situation, reflect on it and consider any influencing factors then find alternative strategies and learn from the experience fleck considering how the experience has changed their knowing. Pros -Can be used as a self military rank or by a manager to help coach another team member. -Allows team members to reflect on influential factors that affected their practice at the time that they may not have previously considered.-May pin point strengths and weaknesses. -Allows practitioners to consider and develop more effective future strategies. Cons -The practitioner may be biased of their actions. -A long process that time may not always allow for them to bang. -A future reflection will need to be effected for a similar situation in order to review progress in practice. ?Bortons Developmental Framework (1970) This is a simple model that is sufficient for novice practitioners, at its simplest its three steps can be summarised as ?WHAT? ?SO WHAT? ?NOW WHAT? i. e. the What questions such as What happened?What was I doing? Serve to chance upon the experience and describe it in detail. The So what? Questions include questions like So what do I need to know in order to understand this situation? So what does this retell me about me? About my relationship with the subject? With the other members of the team? i. e. the practitioner breaks down the situation and tries to make sense of it by analysing and evaluating in order to draw conclusions. The Now what? Questions e. g. Now what do I need to do to make things better? Now what might be the consequences of this action?At this stage the practitioner plans intervention and action according to personal theory devised. Pros -A quick evaluation process that can be easily completed and used as a reflection in practice as well as a reflection on practice. -Can be a great way of evaluating planned activities. -A good self evaluation process. Cons -The practitioner may find it difficult to see ways in which they could improve future situations. -A future plan will need to be devised in order to track advancements. ?Atkins and Murphys Model of reflection (1994) in that location are five sections of this model 1. Description 1.Analyse feelings and knowledge relevant to the situation. 1. Evaluate the relevance of knowledge. 1. Identify any learning which has occurred. 1. Action/new experiences. The five sections allow practitioners to describe the situation and their feelings, dispute assumptions and explore alternatives, identify new learning and make a plan of action or consider new experiences. Pros -The model can be used by the individual or to help another team member. -It allows practitioners to question and challenge elements of practice and provides a deep analysis. -Allows practitioners the opportunity to express and discuss their feelings.Cons -A long process of refl ection that adequate time may not always be available for. -It might be difficult for some people to talk honestly about their feelings -Outcomes may be affected by relationships as the practitioner may not feel comfortable discussing their feelings. 4. 3/ 4. 4 As room leader of preschool, I am responsible for planning stimulating activities that will aid the childrens development in line with the origin phase. I evaluate every focused activity that I plan on a weekly basis to ensure that I am continuing to provide fun, educational and relevant activities which meet all the given aims.When planning for all areas of development I must remember to ensure the following when I reflect on my practice during my planning evaluations. ?Do I have a consistent shape up? ?Do I ensure progression, through what I plan, between each Stage of Development (not year group)? ?Do I observe children and their ask and interests, then cater for them? (younger more applicable) ?Do I talk to childre n about their ineluctably and interests, then cater for them? (older more applicable)The reflective evaluations help me to plan future activities by setting out clear aims and objectives and then allow me to reflect on the activity to determine whether the aims were achieved and what could be changed or do differently should I decide to repeat the activity again. I always differentiate the planning in order to cater for the wide range of age and abilities within the room and each childs key worker will then be able to add the specialism should they feel its necessary. From completing these reflective evaluations in the past I have recognised the need to explain certain aspects of the activity in more detail with the staff and students in my room I have started to include sketches, diagrams and step by step instructions alongside the initial planning sheets to ensure that the task is fully understood and all staff are working towards the same outcomes.I have also found the need to repeat these focused activities in order for it to be more beneficial for the children as they may not always be in the mood for adult lead activities. As with all team members, I have a one to one appraisal with my manager. During this appraisal my manager will give me feedback on my performance in the last few weeks. I will also have time to reflect on my own practice and work with the manager to consider options to improve my own performance.The appraisal also allows me to look at any achievements I have accomplished and gives my manager the chance to see how these may have contributed to the business. In my recent appraisal and from reflecting on my own personal practice, I have become aware that I need to gain more trustingness in my force to carry out nursery visits as I have not had very much experience in doing these. Myself and my manager discussed different options that may build my confidence in order to complete more visits such as accompanying my mana ger on her visits and pickings notes and doing a visit with my manager to allow her to fill in any information that I may miss.Together we discussed that I need to have a tougher approach when enforcing policies and ensuring that all staff adhere to them. She also commented that I have become more confident since starting my level 5 course as I am gaining better knowledge of legislation etc. to aid me in my job role. Reflecting on my successful practice enables me to feel confidents and able in my own abilities. It has encouraged me to take on more challenging tasks and has enabled be to be a better role model to other team member. I have felt more confident when speaking about issues that may occur and I feel I am more able to offer advice and guidance to other staff as a result.Reflecting on mistakes and failures can sometimes be hard to do as it means I need to admit to being wrong and try to change my perspective. But doing this gives me time to look at where the situation w ent wrong and learn from those errors. I can look back at an activity and turn a mistake into a positive by learning how it can be corrected and taking advice and guidance from others.I can improve my future performance In similar circumstances as a result of this and aid others by using my negative experience as guidance to prevent them from making similar mistakes. 5. Be able to evaluate own professional practice in childrens care, learning and development. 5. 1 From Obtaining my level 3 qualification in Childcare during in house training, I have been able to gain knowledge and experience of childcare through practical learning and have been able to experience situations that may not always be taught in a classroom. I am able to reflect on my own training and qualifications as well as my personal performance through the use of appraisals and development plans.I have attended behind phase training courses which have greatly influenced and aided my performance as a nursery nurs e and as preschool room leader as it has enabled me to gain a better understanding of the curriculum thus modify me to provide the children in my care with the best learning experiences. First aid courses have enabled me to feel confident to deal with any circumstance should they arise and has given me knowledge of possible signs and symptoms of illnesses. The safeguarding courses I haveattended have given me the knowledge and confidence to spot any concerns or signs of abuse and what to do in order to act on and report the concerns, as well as the confidence to inform other staff of how to spot or deal with any concerns. From my experience working as a nursery nurse I feel confident in my ability to provide children with a high standard of care by growth a respectful and understanding relationship which allows children to feel safe and relaxed. As room leader of preschool I plan activities in accordance to the foundation phase that are suitable for each childs needs and abilities I ensure that each childs abilities are catered for by doing weekly evaluations and reflections of the activities based on individual observations.I also ensure that other staff are confident in completing and jumper cable set tasks and activities. It is my role to complete individual observations, baseline assessments and child skill booklets that will help to inform me of any areas in which the children may need extra help and encouragement. I also work in partnership with the parents to ensure that the child is receiving a consistent routine of care that is suitable to them. I am able to share any concerns I may have or achievements that the child has made during parent meetings and in promiscuous unremarkable chats.As deputy manager and from carrying out my level 5 , I have gained a greater knowledge and understanding of how daily practice is influenced by policies and procedures, legislation and benchmarks such as the CSSIW regulations and NMS in providing high qual ity care for children. I have gained the ability to enforce policies within the nursery and support staff to provide high levels of care. Bibliography ?www. afpp. org. uk ?www. childrenrights. org. uk ?www. skillsforcare. org. uk ?Sunnybank day nursery- policies and procedures.