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Analysis Of The Provision In Your Setting With Reference To Theory And Guidance

1093 words - 5 pages

This assignment will analyse the provision in a setting with reference to theory and guidance, using the National standards, the EYFS guidelines and OFSTED. I currently work in Tameside College Nursery as a Nursery Nurse. My job requires me to work with children between the ages of six months old and five years old as well as being responsible for a small group of children known as my key children. We have three rooms, Ladybird room, Caterpillar room, and Butterfly room. I currently work in the Ladybird room with the younger children. We follow the Early Years Foundation Stage and we base our planning, project files and observations around it. I assess, observe and track all of my key children according to the EYFS (2012) framework and I reflect with the children on their areas of development and make sure to provide next steps from the observations.
In my setting we use all of the seven areas of development from the EYFS (2012) framework but according to the EYFS (2012) framework “three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning”. Therefore, due to recent changes there are now three prime areas; Personal, Social and Emotional, Communication and Language and Physical Development, which for under twos, we focus on instead of all seven areas of development. If a child who is under two excels in areas such as Mathematics, or Literacy, then we will focus on them as well as the prime areas. In the setting, we make sure to protect the children from harm and from neglect throughout the day with many techniques such as; Intercoms, passcodes, passwords and by maintaining confidentiality. As OFSTED stated, in their most recent OFSTED inspection of the Nursery “Risks both indoors and out, are identified and minimised without limiting challenge.” Children are safe and protected in the setting and we make sure to do this without making choices for them.
“EYFS (2006) requires those who plan and deliver early year’s provision to put children first; to listen to them and their parents; to observe what they can do; and to make them the most important influence on planning, observational assessment, routines and staffing.” EYFS (2006) require practitioners to observe children, to make sure we put children and their parents first, and to make children and parents the most important influence on planning, observational assessment, routines and staffing. In doing this we assure that both child and parent are happy with the setting and with their progress. There are two members of staff in my room who plan mostly, and I contribute towards it by speaking to parents and asking if the child has been on any trips recently and then I plan using the parent’s ideas. I have three key children; I plan around them, do their tracking and I also do each of their progress files. There is another child at the Nursery who has Downs Syndrome. I support a member of staff in helping towards his needs and his Individualized Education...

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