Engage in Personal Development in Health, Social Care or Children’s and Young People’s Settings
1.Describe the duties and responsibilities of own work role: As a childminder I will be registered and inspected with Ofsted to ensure that I am able to demonstrate the quality and standards of care required by Ofsted and the Early Years Foundation Stage.My duty is to ensure that I provide high quality childcare, within a positive, safe, warm and happy environment where children feel welcome and comfortable.
I am also to plan program’s and prepare play based activities for the children, to enable them to learn and develop at their own pace with supervision as appropriate. . My duties also entail completion of relevant paperwork.
All of the above is to enable and ensure that parents are able to have peace of mind and to leave their children knowing that their well-being is paramount. Below is a list of my duties continued: • Prepare and provide healthy balanced meals for children and be aware of their individual dietary requirements. • Take the children that are in my full time care to childminding and playgroups. • Provide breakfast and dinner for, take to school and collect from school all children that are in full-time education • To maintain discipline of all children (whether in my care part-time or full-time), and encourage positive behavior Promote and maintain a high level of professionalism when carrying out my work • To implement and update policies and procedures in line with ofsted guidance
• To ensure a safe environment for the children • Carry out risk assessments on my home, and also of any places that we regularly visit. Review on a regular basis • Be aware of the signs and symptoms of potential abuse and be aware of the current procedure in reporting it. • Build and maintain good relations with people involved with the children’s learning/lives. School/nursery teachers, parents • make sure all equipment is safe and fit for purpose, as well as age appropriate keep relevant records/paperwork in a confidential and safe place • when communicating with parents and children, respect other’s confidentiality • all accident’s are recorded and reported where necessary • Ensure good hygiene standards are met • Regularly replenish first aid box
• Regularly attend training and update qualifications, certificates at appropriate i. e First Aid • Ensure all paperwork in completed in a timely manner as directed by Ofsted • Provide regular feedback to parents and children and also allow them to do the same in the form of questionnaire’s, daily discussions, daily reports etc . Explain expectations about my own work role as expressed in relevant standards Expectations of me within my work role are to provide a warm, caring, fun and friendly environment for the children to come to, to provide them with the ability to learn and develop at their own pace and to guide them were appropriate. To be reliable and make sure that their safety is paramount not just within my setting but at all times when they are in my care, also in their everyday life’s, for example if I suspect any form of abuse to act upon my suspicions in the appropriate way by following my policies and procedures.
As well as this I must be registered with Ofsted and meet the requirements set out by them which include having an enhanced CRB check, having a valid Pediatric First Aid certificate, to have attended and completed the Barnet Council Childminding Course. I am also expected to meet the standards of the EYFS (early years foundation stage) as part of this I am required to keep detailed records of the children and parents personal details including emergency contacts, any special needs or requirements, accidents, attendance, risk assessments, observation of the children to track their development and follow the framework set out by EYFS.
Another expectation of me is to follow the Every Child Matters initiative and its 5 outcomes: • Be healthy • Be safe • Enjoy and achieve • Make a positive contribution • Achieve economic wellbeing SC33: Promote equality and inclusion in health, social care or children and young people’s settings. 1. 1Explain what is meant by – diversity, equality and inclusion Diversity – Diversity means differences. Such as, “People from different cultures live in my community, making it a diverse place to live. ” Diversity is the degree to which a GROUP (not a place) is non-uniform on a specified factor.
An all-Black group has zero race diversity, but may have age diversity, or educational diversity. From wikiask Equality – The importance of recognising different individual needs and of ensuring equality in terms of access, participation and benefits for all children and their families. It is therefore not about treating people the ‘same’ Inclusion – Inclusion means that all children can attend the setting and benefit from the same experiences. For example children with disabilities are active participants, not just observers on the sidelines.
Describe the potential effects of discrimination Discrimination may occur in a setting if people have stereotypical attitudes towards children who they believe may be capable of doing something or making assumptions about children because of who they are or the way they act. Discrimination against a child who may be disabled, may be seen as incapable of doing particular activities or participating within activities because of their disability. If a child has a disability be it physical or intellectual, it does not mean they are unable to achieve the same as another child.
According to Tina Bruce 2001’ As early years workers, we are responsible for ensuring equal opportunities within the setting. There are many ways in which we can promote anti-discrimination practice. We can do this by: valuing diversity and respecting difference, including children with disabilities and avoiding stereotypes. This may effect children who are discriminated on as it could delay their development, the child may become less confident and show a lack of confidence within particular activities and they may be seen as labeled.
Another cause of discrimination could be discrimination against gender. This type of discrimination may stereotype against children who play with particular activities that are commonly associated with their gender. For example, a boy maybe seen more prone to play a physical activity like football or basketball and girls maybe seen more prone to dressing up as princesses and role play. According to Tassoni 2007 ‘During their early years, children are developing sense of identity, self worth and self-asteem. They are learning how other’s see them and treat them.
A boy that plays with dolls may be discriminated on because of his choice of interest, there may be assumptions as to why he is playing with them and not the footballs. This may affect the child as it may interrupt his learning, ‘he may grow up with a view of himself as inferior’ (Tassoni 2007 pg154) and he may develop serious emotional and social problems later on in life e. g finding it hard to form relationships’ (Tassoni 2007pg154). The effects of discrimination against parents/carers and families could be discrimination against their religion, sexuality, race and appearance.
This type of discrimination could affect the children if they see that their parent/carers are being discriminated on, even if it is not through verbal communication it can still be seen through facial expressions and body language, this may result in the child of the parents having behavioral problems within the setting, becoming distressed or even physical behavior. This sort of discrimination can affect practice within the setting . Other effects of discrimination are: isolation, possible exclusion, demoralization,
Explain how inclusive practice promotes equality and supports diversity Inclusive practice is about the attitudes, approaches and strategies taken to ensure that people are not excluded or isolated. It means supporting diversity by accepting and welcoming people’s differences, and promoting equality by ensuring equal opportunities for all. In my role it is important to allow the children to have the same opportunities as any other child regardless of disabilities, race, religion etc. We do this buy having doll’s f different colour/race, disabled doll’s, aswell as fancy dress and books that are for both boys and girls that they are freely able to choice from and play with as and when they please. 2. 1Explain how legislation and codes of practice relating to equality, diversity and discrimination apply to your own role. Equality Act 2010 brings together all previous acts relating to equality and discrimination. ‘this act enforces equality legislation on age, disability and health, gender, race, religion or belief, sexual orientation or transgender status, and encourage compliance with the Human Rights Act 1998.
It applies to all organizations that provide a service to the public. This Act along with the EYFS requires my setting to put in practice policies and procedures to ensure children are treated fairly and equally but according to their needs regardless of learning difficulties and disabilities, to have a positive attitude towards diversity and difference. I have an equal opportunities policy that I follow. The Disability Discrimination Act 1995 and 2005 ensures that all children as well as those with disabilities are provided with the same first hand experiences and or opportunities as those that are non-disabled.
According to this Act, the arrangements for the admission of disabled children are: to prevent disabled children from being treated less favorably than other children in the setting, this means it would be illegal for a setting not to make reasonable adjustments to accommodate those with disability. Within my setting all children are provided with the same opportunities despite learning ability, disability etc but it may alter slightly to adapt to the child’s learning needs in an effective way so they are still included within the same activity.
E. g at a counting activity some children may be asked to count to 20 and another child who is not as keen with numbers may still do the same activity but be asked to only count to 10, this depends on the child’s learning ability. Implementation of statutory duties can be put in place here also to ensure equal opportunities within working practice. These duties comply with the Race Relations Amended Act 2000, which requires workplaces to promote equality of opportunity, good relations between people f different racial groups and to eliminate unlawful racial discrimination both unto children and adults. Human Rights Act 2000:
‘The act was not designed specially to protect children but they are accorded the same rights as adults. This means they have the right to dignity, respect and fairness in the way they are treated’ Tassoni et al (2007), This act ensures that settings influence working practices by following the legislation to promote fair and just practice towards children, respecting wishes and promoting practices in accordance to the child’s rights. E. ‘a setting is not able to use corporal punishment even if a parent consents to it, because it is seen as degrading and a violation of a child’s rights’, it also makes sure that I as a childminder provide the children with food, clean water as well as a comfortable and clean setting, that I spot the signs of abuse and report them as well as involving the parents and children in decision making where possible. United Nations Convention on the rights of a child (UNCORO – 1989 recognised in the UK in 1991) These are the rights of a child under the age of 18 years.
The children’s rights apply to boy or girls, their religion, if they are disabled or the family’s diversities. There are children living in exceptionally difficult situations and that such children need special consideration. Governments have a responsibility to take all available measures to make sure that all children’s rights are respected, protected and fulfilled. They also agree to review their laws relating to children. This involves assessing Social Services, legal health and Educational systems, as well as levels of funding for these services.
Governments are then obliged to take all necessary steps to ensure that the minimum standards set by the Convention in these areas are being met. They must help families protect children’s rights and create an environment where they can grow and reach their potential. There are over 40 specific rights below are some of them: • The right to play. • The right to survival and development. • What is best for the child? • The right to be safe. The right to live in a loving and caring family environment or alternative care and to heev contact with both parents wherever possible. • The right to speak up and have your opinions listened to and their views respected. • Every child needs to be registered after birth. The right to a name, nationality, freedom of expression and access to information concerning them.
• The right to education, leisure, culture. • Children have the right to know and live their own culture. • Respect the rights and respect others. The right to privacy. • If you have a disability you have rights for special help for you to participate, the right to health and health care and social security. • To be healthy. • Children have the right to access special education. • The right to be educated. • Children have the right to live life free from discrimination. EYFS 2008 has brought together all early years providers under one set of statutory guidelines, the aim was to improve the quality of care and education for children birth to end.
It is statutory and that means that ALL registered early years providers MUST follow it, the purpose of making it statutory was to ensure all children were given the same opportunities for high quality care and education. If ever a parent wasn’t happy with the way in which I worked or felt that I wasn’t successfully providing a equal opportunity, diverse setting or there was discrimination taking place they could report it to OFSTED who are the regulatory body for childminders, they also make sure that a good level of work is always maintained, the enforce and inspect.