Order Description
These are the knowledge and understanding that I have to go by.
Knowledge and understanding of study materials (your knowledge and understanding of relevant study materials) Knowledge and application of the E105 learning outcomes (the extent to which specified learning outcomes are reflected in the assignment) Study materials influencing practice (the extent to which engaging with the study materials has influenced your practice and thinking about practice) Academic literacy (your ability to present a well-argued and clearly expressed piece of work, and the extent to which academic literacy has been demonstrated) Answering the assignment brief (the extent to which guidance for the assignment has been met, including content and specified appendices, ethical considerations and word length)
A – Excellent
85–100% Excellent knowledge and understanding of the underlying concepts and principles associated with the relevant study materials for the assignment. Excellent knowledge and understanding of the learning outcomes for the assignment. Excellent links made between the study materials, developing practice and thinking. The assignment is structured in an excellent way. Ideas are expressed very clearly and logically. References are fully integrated into discussion and are presented correctly in both text and reference lists. The guidance for the assignment has been addressed in an excellent way with excellent source referencing.
B – Good
70–80% Good knowledge and understanding of the underlying concepts and principles associated with the relevant study materials for the assignment. Good knowledge and understanding of the learning outcomes for the assignment. Good evidence that engaging with the study materials has influenced developing practice and thinking. The assignment has a good structure. Ideas are clearly and logically expressed. References support discussion and are presented correctly in both text and reference lists. The guidance for the assignment is addressed in a good way with good source referencing.
C – Clear Pass
55–65% Sound knowledge and understanding of the underlying concepts and principles associated with the relevant study materials for the assignment. Sound knowledge and understanding of the learning outcomes for the assignment. Sound evidence that engaging with the study materials has influenced developing practice and thinking. The assignment is soundly structured. Most ideas are clearly and logically expressed. References support discussion and are presented fairly clearly and a good attempt is made to list them at the end of the assignment. Sound attempt to address the guidance for the assignment. Sound evidence of source referencing.
D – Pass
40–50% Adequate knowledge and understanding of the underlying concepts and principles associated with study materials and the assignment. Adequate knowledge and understanding of the learning outcomes for the assignment. Adequate links made between the study materials and developing practice. The assignment is adequately structured and expressed. Some ideas are not clearly and logically expressed. Referencing may be inconsistent or incorrect. The guidance for the assignment is adequately addressed Adequate evidence of source referencing.
E – Bare Fail
25–35% Limited knowledge and understanding of concepts and principles associated with study materials and the assignment. Limited knowledge and understanding of the learning outcomes for the assignment. Limited links made between the study materials and developing practice. The assignment has a limited structure. There are omissions, errors or inconsistencies. Little or no sign of attempt to acknowledge reference sources. The guidance for the assignment has been addressed in a limited way. Little or no evidence of source referencing.
F – Fail
0–20% Little or no understanding or reference to study materials relevant to the assignment. Little or no knowledge and understanding of the learning outcomes for the assignment. Little or no evidence of links made between the study materials and practice. Little or no articulated argument and no clear structure or expression in the assignment. No references. Little or no evidence that the guidance for the assignment has been addressed.

Back ground on me. I am a child minder, and have been working as that for nearly 9 years. I look after children 0- 7 years. I write all my policies and procedures myself.
I work under ofsted and I am also with pacey, which stands for professional association for childminders and early years.

TMA 05: Policy and practice: children’s rights
Submission date: 7 April 2016. See Section 5 of the Assessment Guide
on submitting your assignments.
Submission type: Online.
Marking: Out of 100. See Table 1 in the Assessment Guide.
Weighting: 30%. See the note on weightings in Section 2.3 of the Assessment Guide.
Word length: 2000 words over all, comprising:
• Part 1: An analysis of setting policy relating to your chosen area of focus (750 words)
• Part 2: A reflection on evidence showing personal practice (750 words)
• Part 3: Recommendations (450 words).
• Self-reflection: 50 words.
See the note on word length in Section 4 of the Assessment Guide.
TMA 05 provides an opportunity to consolidate and demonstrate your learning from Block 4. You will need to show how working through each stage of the RPC underpins your assignment. Your TMA will focus on specific activities from Block 4 to enable you to demonstrate your ability to use document analysis to discuss and reflect on policy and illustrate effectiveness, and areas for development, in promoting children’s rights.

TMA 05 at a glance
Resources
• PP recording form/s
• .Reflective journal.
• Data and analysis from your Block 2 investigation.
Preparation
Revisit Section 1.1, on children’s rights.
Complete Block 4 Activities 4.22 and 4.23.
Read the guidance in the Assessment Guide, and watch the relevant sections of the podcast before completing your PP recording forms.
Arrange a meeting with your confirmer. Complete the Confirmer Meeting Log. Look at the learning outcomes that you need to demonstrate in TMA 05.
Consider the ethical guidelines that are relevant to TMA 05, and complete the Statement of Ethical Consideration. Remember to adapt the statement template to explain how you have complied with the E105 ethical guidance in writing this TMA

Assignment guidance
As you write your assignment, think about how you are addressing the learning outcomes [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] and the assessment criteria in the structure and content of your work.
To complete this TMA, you are asked to:
• select one aspect of children’s rights and focus your whole assignment on this one aspect
• identify and analyse a policy from your setting that relates to your chosen area of children’s rights
• identify, analyse and assess documentary evidence of your own practice with regard to the aspect of children’s rights chosen for Part 1 of the assignment
• consider any changes that could be made to setting policy and your own practice in relation to your chosen aspect of children’s rights.
Part 1: An analysis of setting policy relating to your chosen area of focus (750 words)
You should start Part 1 by identifying the policy from your setting that you are going to discuss. You should also cover how the setting policy relates to the United Nations Convention on the Rights of the Child (UNCRC, 1989) and the area of children’s rights you are focusing on.
Then for your analysis discuss and reflect on:
• what your chosen setting policy says about the ways in which early years practitioners working in your setting are expected to behave in relation to your chosen aspect of children’s rights
• the values and beliefs relating to children’s rights evident in your chosen setting policy
• the strengths and areas for development in your chosen setting policy in relation to supporting children’s rights.
Remember to refer to the extract from the document analysis that you carried out for Activity 4.22. (You should submit this extract as part of your appendices for this assignment.)
You should also make links with your documentary analysis of the external policy documents that you carried out in Activity 4.22 and your engagement with Stage 1 of the Reflective Practice Cycle (RPC) in Block 4.
Provide a word count at the end of Part 1
Part 2: A reflection on evidence showing personal practice (750 words)
Select one piece of evidence of your personal practice documented on your PP Recording Form(s). (You should submit this piece of evidence as part of your appendices for this assignment.) The documentation from your regular practice that you first considered in Activity 4.23 may be a useful source for you. The evidence you select should relate to your chosen area of children’s rights for this TMA and the setting policy that you considered in Part 1.
Write a reflective account explaining how far this piece of evidence:
• reflects the values and beliefs evident in your chosen setting policy, and in relation to the Unites Nations Convention on the Rights of the Child (UNCRC,1989)
• reflects your own attitudes and reveals your hidden values in relation to children’s rights
• demonstrates any change or development to your practice and thinking
• shows how the theories and ideas you encountered in the block have influenced your thinking.
Provide a word count for Part 2.
Part 3: Recommendations (450 words)
Here you should indicate recommendations for changes to policy and practice in your setting and/or further developments to your own practice, as a result of your reflections in Parts 1 and 2 of the TMA.
Discuss why you would like to implement your recommendations, drawing on theory and knowledge of policy (local, national and international) and best practice to support your discussion.
Then briefly discuss how these changes could realistically be achieved – for example, who would be involved and the steps that need to be taken.
Provide a word count for Part 3.
Self-reflection (50 words)
On a separate page, write a few sentences saying what you found interesting about this assignment, and what you found difficult. The things you found interesting might include the subject matter, the ideas you encountered or thinking in new ways. The things you found difficult might include the writing itself, the ideas you worked with, the skills you needed to draw on, or anything else that was relevant to your work on the assignment.
It is important that you complete this activity, as it will help you think about your interests, your strengths and your weaknesses. It will also give your tutor guidance as to how best to target feedback to you.
Please remember that, by including this activity at the end of your TMA, you will be awarded 5 marks. For your tutor to be able to award these marks, there must be evidence of self-reflection in this activity.
What your TMA should include
• Statement of Ethical Consideration.
• Part 1: an analysis of setting policy relating to your chosen area of focus.
• Part 2: a reflection on evidence showing personal practice.
• Part 3: recommendations for the development of setting policy and practice.
• Self-reflection.
• References list.
• Appendices.
Appendices:
• The PP4 Recording Form plus a maximum of two optional recording forms, and
• Three pieces of evidence (a maximum of three sheets of A4) which must be documented on the submitted recording form(s). At least one piece of evidence must be documented on the PP4 Recording Form.
Of the three pieces of evidence: one piece of evidence must be an extract from your document analysis carried out for Activity 4.22, and should be referred to in Part 1 of the TMA; and one piece must illustrate your personal practice in relation to your chosen aspect of children’s rights, and should be referred to in Part 2 of the TMA. The third piece of evidence is your own choice, but should be referred to in the TMA where you consider it most appropriate.
Submitting evidence from your practice as appendices
Any evidence from your early years practice that is submitted to support your assignment should:
• relate to your developing practice as a result of engaging with the module
• have been seen by your confirmer, and
• be recorded on a recording form for the PP learning outcomes.
You must submit the relevant recording form as well as the evidence.
I did this course last year but did not finish this is the assignment I did it only got 40%. But after they said I did plagiarism.
TMA 05: Policy and practice: Children’s Rights
Ethical Statement

Policy and Practice: the rights of children with speech and language delay in a child-minding setting
I confirm that I am currently meeting the pre-requisites for E105 as set out in the preregistration information for students and have a valid agreement with Confirmer Form.

For this TMA I have only used material drawn from the setting identified on my
employer Permission Agreement Form.
In this TMA I have adhered to the E105 ethical guidance by ensuring that I have the full consent and understanding of persons involved in my observations, research and evidence. I have maintained the confidentiality and anonymity of any person or place that I have included in my work and I am fully aware, as are the participants, that they have the right for their contributions to this study to be withdrawn at any time. I attach written consent forms from parents/carers of children that have taken part in my research.

Introduction
The aim of this assignment is to explore the connections between external policy regarding the treatment of children with speech and language difficulties and my own practice. This will include identification of the policy itself, its relevance to children’s rights, my own values in relation to this as a practitioner and how I have adapted these values, together with the policy, for children with speech and language delay in my work setting. It will conclude by exploring any improvements or recommendations that might be needed in future. As part of the exploration of links between policy and speech and language, including a comparison of the (2014) Special Educational Needs (SEN) policy document (My setting, 2014) and the Early Years Foundation Stage (EYFS) (Dfe, 2014) documents (on curriculum policy) (see Appendix 2) to ensure my internal guidance followed legal frameworks and to establish their effectiveness in telling me about the wellbeing of children with speech and language delay. An account of activity 4.22 (block 4, pg. 134) is also included. This is a comparison of two external documents, one of which, A summary of the rights under the Convention on the Rights of the Child, was by United Nations International Children’s Emergency Fund (UNICEF – now United Nations Children’s Fund). I also analysed: ‘The Inclusion Development Programme Supporting children with speech, language and communication needs’ (DCSF 2008) (see Appendix 1). Finally, accounts of specific children in my setting will be given as part of my investigation into the support of children who may have speech and language delay.

An observation which I carried out in my practice showed how I engage when communicating with children who have language delay (see Appendix 3). This investigation has highlighted the fact that my internal documentation does not adequately cover the topic of wellbeing needs for children with speech and language delay. What is missing is an acknowledgement of the importance of the child’s wellbeing.

Respect and understanding for a complete view of each child and their uniqueness is important when considering the broadness of factors that affect children’s wellbeing.
Children need the opportunity to be responsible, participate in decision-making and to have their individual opinions valued, the need for adequate provision of safety, health and the opportunity to engage in social contexts that provide opportunities for achievement.

Wellbeing, in the form of the building blocks for health found in E100 Book 1, p125 (The Open University 2010) gave an excellent account of how wellbeing is built up by interlinked components. These include emotional social wellbeing, and good health. If one or more of these are compromised for any reason, it can have a detrimental effect on other aspects of the child’s wellbeing.

The identification of my chosen focus group came from Stage One ‘Thinking about Practice’ (The Open University Block 4).I am child-minder to a group of children who have display speech delay. I ensure that they are supported and included in all aspects of my day-to-day practice. As a child-minder I have a team staff member? that I can consult about strategies I could use to support a child. I discovered a gap in that there is no procedure and no tools for supporting speech and language delay within my setting.
Although we have the same curriculum policies, as an independent organisation, I realised that the information we are given is insufficient to support us in situations such as this. I understand, from teachers I have spoken to that schools often pay for a speech and language therapist. However I have been told by the parents of one of the children in my child-minding setting that the child’s school only has funding for speech and language therapy in his first year at school. This year, the year in which he is receiving speech and language therapy (at four years old) has been very interesting for me because I have learnt how to encourage him to use the key words he brings in on flash-cards and how to talk with him about other key words he brings in. I also encourage him to speak in full sentences where possible and in time we will work with numbers. It is my personal choice to defer numbers because they are not such a strong social requirement. Although I feel supported as a result of working with the speech and language therapist, I feel insufficiently supported as a child-minder for such a child and would like to have more information in the form of courses and national curriculum type – or other – information.
Word count: 750

Part 2 A reflection of evidence showing personal practice

The SEN policy I compiled from the governments SEN policy recommends the use of various strategies but does not detail these strategies or provide guidance in identifying and supporting needs. This new information has developed my Layer 2 giving knowledge about what I should do. It conflicts with my Layer 1 because I am still dissatisfied with my repertoire of strategies to support speech and language delay.

By developing internal documents using my new knowledge, I can enhance my own practice and, in so doing, expand my Layer 1.

The personal practice example I have chosen as a basis for the reflection of evidence is the aforementioned four-year-old with speech delay. He was one of the children in a group I was working with: premature at birth and on oxygen for the first two years of his life. As well as speech delay, his development in other areas such as height and weight had also been delayed.

Factors that can affect children’s speech and language are varied and range from minor to significant problems. I have found the negative factor in speech delay with my focus child to be the attachment to sucking his thumb. This can affect the development of mouth muscles allowing the tongue to become lazy, making it difficult for the child to form sounds appropriately as a result.

Allowing toddlers or children to speak while sucking their thumbs or fingers increases ‘risk of distorted patterns of speech’ which, according to the speech therapist, can exacerbate speech delay further. As a result of my understanding of this, I encourage him not to suck his thumb whilst in my setting. I have also advised his parents to do the same at home and keep a diary, an activity I encourage from all parents, parents can also have the opportunity to communicate online. This pooling of information promotes the importance of ‘positive relationships’ (DCSF 2008) and provides a positive influence on wellbeing by highlighting the negative impact of thumb-sucking.

Another activity I have instigated to encourage the speech delayed child to speak was to provide materials for each of the eleven children in my setting to make collages of their favourite things from home followed by a speaking and listening session in which each child discusses their poster. As chapter 14 in Reader Two states, ‘We have to value all the non-verbal interactions which occur between children and adults and continue to value a wide range of non-verbal communications after spoken language is established’ (Whitehead M 2010 p149).

It was this statement that inspired me to incorporate a non-verbal with a verbal activity.

I understand, from the child’s speech therapist, that the youngest children of large families can have language problems as a result of being talked over and marginalised by older siblings. Not only would having one’s sentences ignored result in further speech delay, it would also lead to a great deal of frustration. In addition, I have noticed that, if I model good listening skills, other children imitate them.

The purpose of this report was to see if my practice and relevant documentation is effective in ensuring the wellbeing of those children with speech and language delay.
I have found that my external documents are effective in ensuring the wellbeing of the focus children with speech and language delay and link together in providing
information about children’s rights.

Analysing my internal documents and practice-developed knowledge and understanding of them, meets PP5 criteria. I can conclude that, although my planning and actions support wellbeing as far as I am able, I still need more expert information if I am to nurture optimum development in speech and language for children in my care.

The Reflective Practice Cycle in Block 4 (The Open University 2010) has developed my understanding of the broadness of wellbeing and allowed me to evidence my support of it. I have completed activity 4.32 P.148 (The Open University block 4 2010) which has involved a consideration of my focus group. I evidenced knowledge and practice that shows a deeper understanding of my role in relation to speech and language delay.

Completing Activity 4.6 (The Open University 2010 block 4), I noted practice supporting children’s emotional and psychological wellbeing. I evidenced that I am a positive factor and my day-to-day documentation shows opportunity to explore feelings, communicate verbally and be listened to. However considering my focus group, the impact on their wellbeing if not supported to communicate in a way that best suits them can be negative.
Word count: 750

Recommendations
The main recommendation from this investigation is the importance of disciplined reflection if I am to continue to improve my practice. I need access to additional resources and methods if I am to support speech and language development at an optimum level. Completing Activity 4.39 P.159 (The Open University, 2010 Block 4), has helped me to identify areas in my policies, which I feel needs further development. The immediate changes I can make are to extrapolate on my current practice by continuing to supply stimuli for discussion.
Part of wellbeing recommendations are a whole approach and this includes cross-curricular activities. With this in mind, I would want to liaise with the child’s teacher, and ask him or her to keep me informed of cross curricular activities as well as key words being used each week. Explore the usefulness of sing songs and games with the speech therapist (as part of the meeting), also ask about using Dictaphones to reinforce the repetition I have already noticed he needs.

Longer term there are a number of ways forward: asking for a meeting with the speech therapist: obtaining information, attending courses. At a later date, staff training, staff appraisal and staff discussion; I also hope to train in Makaton (signing) so that an alternative method of communication can be developed by all children and adults. Recommendations relating to internal documentation will be addressed when utilising new knowledge to review and implement changes to the content of my SEN and Curriculum policy.

This will feature a section relating to speech and language delay including strategies for identifying issues and relevant procedures. This will be combined with specific details about the importance of the unique child, their wellbeing, rights and health. It has been highlighted in Block 4, stage 1, p.117, thinking about practice that ‘’no single agency or single individual knows everything about a child, (The open university, 2010), and without specific input knowledge from all different multi agencies the child will not develop, so it is imperative that all multi agencies including myself as a childminder, the parents, and as well as any other staff working with the child, should work collectively in partnership in order to help the child develop to their full potential and achieve their goals.

This change will take time, initially involving training and discussion with my staff. In future I plan to form a network with other child-minding practices with the intention of sharing good practice and perhaps compiling a shared SEN document, as a child-minder you work alone with no direction or information from any other agencies. This may help child-minders in the future when it comes to policies.
Word count: 450
Self-reflection

The research I have undertaken of both my internal and external documents has made me more aware of the extent of the activities I undertake in support of wellbeing but also the gaps in my practice. This assignment has heightened my awareness of the importance of reflecting on my practice.
Word count: 50

REFERENCES
DCSF, Department for children and families, (2008),

Early Years Foundation Stage, Nottingham, DCSF publications DCSF, Department for children and families, (2008),
National strategies Inclusion Development Programme ‘Supporting children with speech, language and communication needs’ Nottingham, DCSF publications
My setting, 2014, Special Educational Needs Policy Smythe D, 2014.

The Open University, (2010) Block 4 ‘Safeguarding children, promoting rights, health and wellbeing, E105 Developing reflective practice: key themes, Milton Keynes, The Open University

The Open University, (2010) Study Topic 5 ‘Health and wellbeing’, E100 The Early Years: developing practice, Milton Keynes, The Open University
Trower S, 2011,

Notes and analysis of speech and language activity
Underdown A, (2010) ‘Health inequalities in the early childhood’ in Miller, L., Cable, C. and Goodliff, G. ‘Working with children in Early Years’ 2nd Eds Abingdon Routledge United Nation, (1989),

Factsheet :A summary of the rights under the convention on the rights of the child

Whitehead, M (2010) ‘Great communicators’ Miller, L., Cable, C. and Goodliff, G. ‘Supporting Children’s Learning in the Early Years’ 2nd Eds Abingdon Routledge
APPENDIX 1
Table 4.5 Document analysis table UNCRC SUMMARY OF RIGHTS
Question What it says in the extract My comments interpretation

What view of the child appears
to underpin the extract?
Children need to be provided for, protected and involved in their lives
*All children need to be consulted with about factors that affect their lives, they need to be safe and healthy and have support where necessary to do this. I have plans for safe and healthy
activities
What principles underpin the
extract?
Children need to be Protected, have provision and participation in life
Speech & language (S&L) delay can have various levels provision & participation must allow for this

I think all adults involved in children’s
Live’s need to ensure they are protected from harm, have adequate provision and participation in choices allowing for alternative communication methods.

What does the extract say about
children’s rights?
Right to say what they think
Right to be listened to
Right to special care and support
Right to good quality health care
Right to a good standard of living
Children rights need to be respected, protected and fulfilled
Children with S&L delay must be supported appropriately
Links to my belief that listening to children is important
Saying what they think could be communicated in a variety of ways I need to appreciate these.

My lack of knowledge about various
communication methods may restrict a child’s right
to be listened to

What does the extract say about
wellbeing and health?
Children have the right to survive and develop healthily

Children need social interaction

Good quality health care must be provided Standard of living should be good enough to meet physical
and mental needs

Children have right to Relax and play
Children’s wellbeing covers many aspects, I need
to be aware of who could be involved with a child relating to health matters
Need to be aware of home living standards they are important factor.

• Our homelike environment enables children to relax and play
• I provide social interaction but do I ensure those
with S&L delay are benefiting
as much as others
Does the extract have anything
to say about child protection? Children must be protected from hurt & mistreatment
physically or mentally
No one is allowed to punish children in a cruel or harmful way
children who have S&L delay may be suffering and unable to share information, I need to ensure
opportunity is still available
• S & L delay may be the result of maltreatment

What does the extract say about
the practitioner’s role (in relation
to safeguarding, and promoting children’s wellbeing and rights)? Adults should do what is best for the child

Adults must consult with & listen to children about matters
that affect them

Adults should provide opportunity for freedom of expression
in a variety of ways Clearly defines adult role as supporter and protector of child, listening to child is paramount, and valuing their opinions and thoughts should be evident. Children’s individual preference in how to communicate and express themselves needs to be included in my practice, I should provide alternative strategies for communication.

Are equality issues covered? Non-discrimination: no child should be treated unfairly on any
Basis Convention supports children’s rights to examine their beliefs
Right to share information in any way children choose
No boundaries should be in the way of children with S&L delay, I must ensure they have the same opportunities and access as anyone else. Does the extract mention
Parent’s roles?
Convention respects rights & duties of parents in providing
moral guidance to children
Parents must deal with rights issues “in a manner consistent with the evolving capacities of the child. Parents have rights to express and a responsibility to express their views on matters effecting their child.
• Parents need to be aware of S &L signals for delay and have access to information to help them identify and support these issues.
I provide an opportunity for parents to express views through daily diaries, informal & formal chats.
What does the extract say about
meeting individual needs?
Convention applies to all children
Children have the right to an identity
Child has right to say what they think and have opinions
taken into account
Nothing directly mentioned about each child being unique.
Table 4.5 Document analysis table INCLUSION DEVELOPMENT PROGRAMME
SUPPORTING CHILDEN WITH SPEECH, LANGAU

Order Description
These are the knowledge and understanding that I have to go by.
Knowledge and understanding of study materials (your knowledge and understanding of relevant study materials) Knowledge and application of the E105 learning outcomes (the extent to which specified learning outcomes are reflected in the assignment) Study materials influencing practice (the extent to which engaging with the study materials has influenced your practice and thinking about practice) Academic literacy (your ability to present a well-argued and clearly expressed piece of work, and the extent to which academic literacy has been demonstrated) Answering the assignment brief (the extent to which guidance for the assignment has been met, including content and specified appendices, ethical considerations and word length)
A – Excellent
85–100% Excellent knowledge and understanding of the underlying concepts and principles associated with the relevant study materials for the assignment. Excellent knowledge and understanding of the learning outcomes for the assignment. Excellent links made between the study materials, developing practice and thinking. The assignment is structured in an excellent way. Ideas are expressed very clearly and logically. References are fully integrated into discussion and are presented correctly in both text and reference lists. The guidance for the assignment has been addressed in an excellent way with excellent source referencing.
B – Good
70–80% Good knowledge and understanding of the underlying concepts and principles associated with the relevant study materials for the assignment. Good knowledge and understanding of the learning outcomes for the assignment. Good evidence that engaging with the study materials has influenced developing practice and thinking. The assignment has a good structure. Ideas are clearly and logically expressed. References support discussion and are presented correctly in both text and reference lists. The guidance for the assignment is addressed in a good way with good source referencing.
C – Clear Pass
55–65% Sound knowledge and understanding of the underlying concepts and principles associated with the relevant study materials for the assignment. Sound knowledge and understanding of the learning outcomes for the assignment. Sound evidence that engaging with the study materials has influenced developing practice and thinking. The assignment is soundly structured. Most ideas are clearly and logically expressed. References support discussion and are presented fairly clearly and a good attempt is made to list them at the end of the assignment. Sound attempt to address the guidance for the assignment. Sound evidence of source referencing.
D – Pass
40–50% Adequate knowledge and understanding of the underlying concepts and principles associated with study materials and the assignment. Adequate knowledge and understanding of the learning outcomes for the assignment. Adequate links made between the study materials and developing practice. The assignment is adequately structured and expressed. Some ideas are not clearly and logically expressed. Referencing may be inconsistent or incorrect. The guidance for the assignment is adequately addressed Adequate evidence of source referencing.
E – Bare Fail
25–35% Limited knowledge and understanding of concepts and principles associated with study materials and the assignment. Limited knowledge and understanding of the learning outcomes for the assignment. Limited links made between the study materials and developing practice. The assignment has a limited structure. There are omissions, errors or inconsistencies. Little or no sign of attempt to acknowledge reference sources. The guidance for the assignment has been addressed in a limited way. Little or no evidence of source referencing.
F – Fail
0–20% Little or no understanding or reference to study materials relevant to the assignment. Little or no knowledge and understanding of the learning outcomes for the assignment. Little or no evidence of links made between the study materials and practice. Little or no articulated argument and no clear structure or expression in the assignment. No references. Little or no evidence that the guidance for the assignment has been addressed.

Back ground on me. I am a child minder, and have been working as that for nearly 9 years. I look after children 0- 7 years. I write all my policies and procedures myself.
I work under ofsted and I am also with pacey, which stands for professional association for childminders and early years.

TMA 05: Policy and practice: children’s rights
Submission date: 7 April 2016. See Section 5 of the Assessment Guide
on submitting your assignments.
Submission type: Online.
Marking: Out of 100. See Table 1 in the Assessment Guide.
Weighting: 30%. See the note on weightings in Section 2.3 of the Assessment Guide.
Word length: 2000 words over all, comprising:
• Part 1: An analysis of setting policy relating to your chosen area of focus (750 words)
• Part 2: A reflection on evidence showing personal practice (750 words)
• Part 3: Recommendations (450 words).
• Self-reflection: 50 words.
See the note on word length in Section 4 of the Assessment Guide.
TMA 05 provides an opportunity to consolidate and demonstrate your learning from Block 4. You will need to show how working through each stage of the RPC underpins your assignment. Your TMA will focus on specific activities from Block 4 to enable you to demonstrate your ability to use document analysis to discuss and reflect on policy and illustrate effectiveness, and areas for development, in promoting children’s rights.

TMA 05 at a glance
Resources
• PP recording form/s
• .Reflective journal.
• Data and analysis from your Block 2 investigation.
Preparation
Revisit Section 1.1, on children’s rights.
Complete Block 4 Activities 4.22 and 4.23.
Read the guidance in the Assessment Guide, and watch the relevant sections of the podcast before completing your PP recording forms.
Arrange a meeting with your confirmer. Complete the Confirmer Meeting Log. Look at the learning outcomes that you need to demonstrate in TMA 05.
Consider the ethical guidelines that are relevant to TMA 05, and complete the Statement of Ethical Consideration. Remember to adapt the statement template to explain how you have complied with the E105 ethical guidance in writing this TMA

Assignment guidance
As you write your assignment, think about how you are addressing the learning outcomes [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] and the assessment criteria in the structure and content of your work.
To complete this TMA, you are asked to:
• select one aspect of children’s rights and focus your whole assignment on this one aspect
• identify and analyse a policy from your setting that relates to your chosen area of children’s rights
• identify, analyse and assess documentary evidence of your own practice with regard to the aspect of children’s rights chosen for Part 1 of the assignment
• consider any changes that could be made to setting policy and your own practice in relation to your chosen aspect of children’s rights.
Part 1: An analysis of setting policy relating to your chosen area of focus (750 words)
You should start Part 1 by identifying the policy from your setting that you are going to discuss. You should also cover how the setting policy relates to the United Nations Convention on the Rights of the Child (UNCRC, 1989) and the area of children’s rights you are focusing on.
Then for your analysis discuss and reflect on:
• what your chosen setting policy says about the ways in which early years practitioners working in your setting are expected to behave in relation to your chosen aspect of children’s rights
• the values and beliefs relating to children’s rights evident in your chosen setting policy
• the strengths and areas for development in your chosen setting policy in relation to supporting children’s rights.
Remember to refer to the extract from the document analysis that you carried out for Activity 4.22. (You should submit this extract as part of your appendices for this assignment.)
You should also make links with your documentary analysis of the external policy documents that you carried out in Activity 4.22 and your engagement with Stage 1 of the Reflective Practice Cycle (RPC) in Block 4.
Provide a word count at the end of Part 1
Part 2: A reflection on evidence showing personal practice (750 words)
Select one piece of evidence of your personal practice documented on your PP Recording Form(s). (You should submit this piece of evidence as part of your appendices for this assignment.) The documentation from your regular practice that you first considered in Activity 4.23 may be a useful source for you. The evidence you select should relate to your chosen area of children’s rights for this TMA and the setting policy that you considered in Part 1.
Write a reflective account explaining how far this piece of evidence:
• reflects the values and beliefs evident in your chosen setting policy, and in relation to the Unites Nations Convention on the Rights of the Child (UNCRC,1989)
• reflects your own attitudes and reveals your hidden values in relation to children’s rights
• demonstrates any change or development to your practice and thinking
• shows how the theories and ideas you encountered in the block have influenced your thinking.
Provide a word count for Part 2.
Part 3: Recommendations (450 words)
Here you should indicate recommendations for changes to policy and practice in your setting and/or further developments to your own practice, as a result of your reflections in Parts 1 and 2 of the TMA.
Discuss why you would like to implement your recommendations, drawing on theory and knowledge of policy (local, national and international) and best practice to support your discussion.
Then briefly discuss how these changes could realistically be achieved – for example, who would be involved and the steps that need to be taken.
Provide a word count for Part 3.
Self-reflection (50 words)
On a separate page, write a few sentences saying what you found interesting about this assignment, and what you found difficult. The things you found interesting might include the subject matter, the ideas you encountered or thinking in new ways. The things you found difficult might include the writing itself, the ideas you worked with, the skills you needed to draw on, or anything else that was relevant to your work on the assignment.
It is important that you complete this activity, as it will help you think about your interests, your strengths and your weaknesses. It will also give your tutor guidance as to how best to target feedback to you.
Please remember that, by including this activity at the end of your TMA, you will be awarded 5 marks. For your tutor to be able to award these marks, there must be evidence of self-reflection in this activity.
What your TMA should include
• Statement of Ethical Consideration.
• Part 1: an analysis of setting policy relating to your chosen area of focus.
• Part 2: a reflection on evidence showing personal practice.
• Part 3: recommendations for the development of setting policy and practice.
• Self-reflection.
• References list.
• Appendices.
Appendices:
• The PP4 Recording Form plus a maximum of two optional recording forms, and
• Three pieces of evidence (a maximum of three sheets of A4) which must be documented on the submitted recording form(s). At least one piece of evidence must be documented on the PP4 Recording Form.
Of the three pieces of evidence: one piece of evidence must be an extract from your document analysis carried out for Activity 4.22, and should be referred to in Part 1 of the TMA; and one piece must illustrate your personal practice in relation to your chosen aspect of children’s rights, and should be referred to in Part 2 of the TMA. The third piece of evidence is your own choice, but should be referred to in the TMA where you consider it most appropriate.
Submitting evidence from your practice as appendices
Any evidence from your early years practice that is submitted to support your assignment should:
• relate to your developing practice as a result of engaging with the module
• have been seen by your confirmer, and
• be recorded on a recording form for the PP learning outcomes.
You must submit the relevant recording form as well as the evidence.
I did this course last year but did not finish this is the assignment I did it only got 40%. But after they said I did plagiarism.
TMA 05: Policy and practice: Children’s Rights
Ethical Statement

Policy and Practice: the rights of children with speech and language delay in a child-minding setting
I confirm that I am currently meeting the pre-requisites for E105 as set out in the preregistration information for students and have a valid agreement with Confirmer Form.

For this TMA I have only used material drawn from the setting identified on my
employer Permission Agreement Form.
In this TMA I have adhered to the E105 ethical guidance by ensuring that I have the full consent and understanding of persons involved in my observations, research and evidence. I have maintained the confidentiality and anonymity of any person or place that I have included in my work and I am fully aware, as are the participants, that they have the right for their contributions to this study to be withdrawn at any time. I attach written consent forms from parents/carers of children that have taken part in my research.

Introduction
The aim of this assignment is to explore the connections between external policy regarding the treatment of children with speech and language difficulties and my own practice. This will include identification of the policy itself, its relevance to children’s rights, my own values in relation to this as a practitioner and how I have adapted these values, together with the policy, for children with speech and language delay in my work setting. It will conclude by exploring any improvements or recommendations that might be needed in future. As part of the exploration of links between policy and speech and language, including a comparison of the (2014) Special Educational Needs (SEN) policy document (My setting, 2014) and the Early Years Foundation Stage (EYFS) (Dfe, 2014) documents (on curriculum policy) (see Appendix 2) to ensure my internal guidance followed legal frameworks and to establish their effectiveness in telling me about the wellbeing of children with speech and language delay. An account of activity 4.22 (block 4, pg. 134) is also included. This is a comparison of two external documents, one of which, A summary of the rights under the Convention on the Rights of the Child, was by United Nations International Children’s Emergency Fund (UNICEF – now United Nations Children’s Fund). I also analysed: ‘The Inclusion Development Programme Supporting children with speech, language and communication needs’ (DCSF 2008) (see Appendix 1). Finally, accounts of specific children in my setting will be given as part of my investigation into the support of children who may have speech and language delay.

An observation which I carried out in my practice showed how I engage when communicating with children who have language delay (see Appendix 3). This investigation has highlighted the fact that my internal documentation does not adequately cover the topic of wellbeing needs for children with speech and language delay. What is missing is an acknowledgement of the importance of the child’s wellbeing.

Respect and understanding for a complete view of each child and their uniqueness is important when considering the broadness of factors that affect children’s wellbeing.
Children need the opportunity to be responsible, participate in decision-making and to have their individual opinions valued, the need for adequate provision of safety, health and the opportunity to engage in social contexts that provide opportunities for achievement.

Wellbeing, in the form of the building blocks for health found in E100 Book 1, p125 (The Open University 2010) gave an excellent account of how wellbeing is built up by interlinked components. These include emotional social wellbeing, and good health. If one or more of these are compromised for any reason, it can have a detrimental effect on other aspects of the child’s wellbeing.

The identification of my chosen focus group came from Stage One ‘Thinking about Practice’ (The Open University Block 4).I am child-minder to a group of children who have display speech delay. I ensure that they are supported and included in all aspects of my day-to-day practice. As a child-minder I have a team staff member? that I can consult about strategies I could use to support a child. I discovered a gap in that there is no procedure and no tools for supporting speech and language delay within my setting.
Although we have the same curriculum policies, as an independent organisation, I realised that the information we are given is insufficient to support us in situations such as this. I understand, from teachers I have spoken to that schools often pay for a speech and language therapist. However I have been told by the parents of one of the children in my child-minding setting that the child’s school only has funding for speech and language therapy in his first year at school. This year, the year in which he is receiving speech and language therapy (at four years old) has been very interesting for me because I have learnt how to encourage him to use the key words he brings in on flash-cards and how to talk with him about other key words he brings in. I also encourage him to speak in full sentences where possible and in time we will work with numbers. It is my personal choice to defer numbers because they are not such a strong social requirement. Although I feel supported as a result of working with the speech and language therapist, I feel insufficiently supported as a child-minder for such a child and would like to have more information in the form of courses and national curriculum type – or other – information.
Word count: 750

Part 2 A reflection of evidence showing personal practice

The SEN policy I compiled from the governments SEN policy recommends the use of various strategies but does not detail these strategies or provide guidance in identifying and supporting needs. This new information has developed my Layer 2 giving knowledge about what I should do. It conflicts with my Layer 1 because I am still dissatisfied with my repertoire of strategies to support speech and language delay.

By developing internal documents using my new knowledge, I can enhance my own practice and, in so doing, expand my Layer 1.

The personal practice example I have chosen as a basis for the reflection of evidence is the aforementioned four-year-old with speech delay. He was one of the children in a group I was working with: premature at birth and on oxygen for the first two years of his life. As well as speech delay, his development in other areas such as height and weight had also been delayed.

Factors that can affect children’s speech and language are varied and range from minor to significant problems. I have found the negative factor in speech delay with my focus child to be the attachment to sucking his thumb. This can affect the development of mouth muscles allowing the tongue to become lazy, making it difficult for the child to form sounds appropriately as a result.

Allowing toddlers or children to speak while sucking their thumbs or fingers increases ‘risk of distorted patterns of speech’ which, according to the speech therapist, can exacerbate speech delay further. As a result of my understanding of this, I encourage him not to suck his thumb whilst in my setting. I have also advised his parents to do the same at home and keep a diary, an activity I encourage from all parents, parents can also have the opportunity to communicate online. This pooling of information promotes the importance of ‘positive relationships’ (DCSF 2008) and provides a positive influence on wellbeing by highlighting the negative impact of thumb-sucking.

Another activity I have instigated to encourage the speech delayed child to speak was to provide materials for each of the eleven children in my setting to make collages of their favourite things from home followed by a speaking and listening session in which each child discusses their poster. As chapter 14 in Reader Two states, ‘We have to value all the non-verbal interactions which occur between children and adults and continue to value a wide range of non-verbal communications after spoken language is established’ (Whitehead M 2010 p149).

It was this statement that inspired me to incorporate a non-verbal with a verbal activity.

I understand, from the child’s speech therapist, that the youngest children of large families can have language problems as a result of being talked over and marginalised by older siblings. Not only would having one’s sentences ignored result in further speech delay, it would also lead to a great deal of frustration. In addition, I have noticed that, if I model good listening skills, other children imitate them.

The purpose of this report was to see if my practice and relevant documentation is effective in ensuring the wellbeing of those children with speech and language delay.
I have found that my external documents are effective in ensuring the wellbeing of the focus children with speech and language delay and link together in providing
information about children’s rights.

Analysing my internal documents and practice-developed knowledge and understanding of them, meets PP5 criteria. I can conclude that, although my planning and actions support wellbeing as far as I am able, I still need more expert information if I am to nurture optimum development in speech and language for children in my care.

The Reflective Practice Cycle in Block 4 (The Open University 2010) has developed my understanding of the broadness of wellbeing and allowed me to evidence my support of it. I have completed activity 4.32 P.148 (The Open University block 4 2010) which has involved a consideration of my focus group. I evidenced knowledge and practice that shows a deeper understanding of my role in relation to speech and language delay.

Completing Activity 4.6 (The Open University 2010 block 4), I noted practice supporting children’s emotional and psychological wellbeing. I evidenced that I am a positive factor and my day-to-day documentation shows opportunity to explore feelings, communicate verbally and be listened to. However considering my focus group, the impact on their wellbeing if not supported to communicate in a way that best suits them can be negative.
Word count: 750

Recommendations
The main recommendation from this investigation is the importance of disciplined reflection if I am to continue to improve my practice. I need access to additional resources and methods if I am to support speech and language development at an optimum level. Completing Activity 4.39 P.159 (The Open University, 2010 Block 4), has helped me to identify areas in my policies, which I feel needs further development. The immediate changes I can make are to extrapolate on my current practice by continuing to supply stimuli for discussion.
Part of wellbeing recommendations are a whole approach and this includes cross-curricular activities. With this in mind, I would want to liaise with the child’s teacher, and ask him or her to keep me informed of cross curricular activities as well as key words being used each week. Explore the usefulness of sing songs and games with the speech therapist (as part of the meeting), also ask about using Dictaphones to reinforce the repetition I have already noticed he needs.

Longer term there are a number of ways forward: asking for a meeting with the speech therapist: obtaining information, attending courses. At a later date, staff training, staff appraisal and staff discussion; I also hope to train in Makaton (signing) so that an alternative method of communication can be developed by all children and adults. Recommendations relating to internal documentation will be addressed when utilising new knowledge to review and implement changes to the content of my SEN and Curriculum policy.

This will feature a section relating to speech and language delay including strategies for identifying issues and relevant procedures. This will be combined with specific details about the importance of the unique child, their wellbeing, rights and health. It has been highlighted in Block 4, stage 1, p.117, thinking about practice that ‘’no single agency or single individual knows everything about a child, (The open university, 2010), and without specific input knowledge from all different multi agencies the child will not develop, so it is imperative that all multi agencies including myself as a childminder, the parents, and as well as any other staff working with the child, should work collectively in partnership in order to help the child develop to their full potential and achieve their goals.

This change will take time, initially involving training and discussion with my staff. In future I plan to form a network with other child-minding practices with the intention of sharing good practice and perhaps compiling a shared SEN document, as a child-minder you work alone with no direction or information from any other agencies. This may help child-minders in the future when it comes to policies.
Word count: 450
Self-reflection

The research I have undertaken of both my internal and external documents has made me more aware of the extent of the activities I undertake in support of wellbeing but also the gaps in my practice. This assignment has heightened my awareness of the importance of reflecting on my practice.
Word count: 50

REFERENCES
DCSF, Department for children and families, (2008),

Early Years Foundation Stage, Nottingham, DCSF publications DCSF, Department for children and families, (2008),
National strategies Inclusion Development Programme ‘Supporting children with speech, language and communication needs’ Nottingham, DCSF publications
My setting, 2014, Special Educational Needs Policy Smythe D, 2014.

The Open University, (2010) Block 4 ‘Safeguarding children, promoting rights, health and wellbeing, E105 Developing reflective practice: key themes, Milton Keynes, The Open University

The Open University, (2010) Study Topic 5 ‘Health and wellbeing’, E100 The Early Years: developing practice, Milton Keynes, The Open University
Trower S, 2011,

Notes and analysis of speech and language activity
Underdown A, (2010) ‘Health inequalities in the early childhood’ in Miller, L., Cable, C. and Goodliff, G. ‘Working with children in Early Years’ 2nd Eds Abingdon Routledge United Nation, (1989),

Factsheet :A summary of the rights under the convention on the rights of the child

Whitehead, M (2010) ‘Great communicators’ Miller, L., Cable, C. and Goodliff, G. ‘Supporting Children’s Learning in the Early Years’ 2nd Eds Abingdon Routledge
APPENDIX 1
Table 4.5 Document analysis table UNCRC SUMMARY OF RIGHTS
Question What it says in the extract My comments interpretation

What view of the child appears
to underpin the extract?
Children need to be provided for, protected and involved in their lives
*All children need to be consulted with about factors that affect their lives, they need to be safe and healthy and have support where necessary to do this. I have plans for safe and healthy
activities
What principles underpin the
extract?
Children need to be Protected, have provision and participation in life
Speech & language (S&L) delay can have various levels provision & participation must allow for this

I think all adults involved in children’s
Live’s need to ensure they are protected from harm, have adequate provision and participation in choices allowing for alternative communication methods.

What does the extract say about
children’s rights?
Right to say what they think
Right to be listened to
Right to special care and support
Right to good quality health care
Right to a good standard of living
Children rights need to be respected, protected and fulfilled
Children with S&L delay must be supported appropriately
Links to my belief that listening to children is important
Saying what they think could be communicated in a variety of ways I need to appreciate these.

My lack of knowledge about various
communication methods may restrict a child’s right
to be listened to

What does the extract say about
wellbeing and health?
Children have the right to survive and develop healthily

Children need social interaction

Good quality health care must be provided Standard of living should be good enough to meet physical
and mental needs

Children have right to Relax and play
Children’s wellbeing covers many aspects, I need
to be aware of who could be involved with a child relating to health matters
Need to be aware of home living standards they are important factor.

• Our homelike environment enables children to relax and play
• I provide social interaction but do I ensure those
with S&L delay are benefiting
as much as others
Does the extract have anything
to say about child protection? Children must be protected from hurt & mistreatment
physically or mentally
No one is allowed to punish children in a cruel or harmful way
children who have S&L delay may be suffering and unable to share information, I need to ensure
opportunity is still available
• S & L delay may be the result of maltreatment

What does the extract say about
the practitioner’s role (in relation
to safeguarding, and promoting children’s wellbeing and rights)? Adults should do what is best for the child

Adults must consult with & listen to children about matters
that affect them

Adults should provide opportunity for freedom of expression
in a variety of ways Clearly defines adult role as supporter and protector of child, listening to child is paramount, and valuing their opinions and thoughts should be evident. Children’s individual preference in how to communicate and express themselves needs to be included in my practice, I should provide alternative strategies for communication.

Are equality issues covered? Non-discrimination: no child should be treated unfairly on any
Basis Convention supports children’s rights to examine their beliefs
Right to share information in any way children choose
No boundaries should be in the way of children with S&L delay, I must ensure they have the same opportunities and access as anyone else. Does the extract mention
Parent’s roles?
Convention respects rights & duties of parents in providing
moral guidance to children
Parents must deal with rights issues “in a manner consistent with the evolving capacities of the child. Parents have rights to express and a responsibility to express their views on matters effecting their child.
• Parents need to be aware of S &L signals for delay and have access to information to help them identify and support these issues.
I provide an opportunity for parents to express views through daily diaries, informal & formal chats.
What does the extract say about
meeting individual needs?
Convention applies to all children
Children have the right to an identity
Child has right to say what they think and have opinions
taken into account
Nothing directly mentioned about each child being unique.
Table 4.5 Document analysis table INCLUSION DEVELOPMENT PROGRAMME
SUPPORTING CHILDEN WITH SPEECH, LANGAUGE AND COMMUNICATION
NEEDS
Question What it says in the extract My comments interpretation

What view of the child appears
to underpin the extract?
Children need nurturing with adequate
support to develop good language and
communication skills
Children are active learners Active learners, links to our curriculum policy
*I can see how important it is to know about S&L
strategies that I can use to support child
What principles underpin the
extract?
Inclusion is paramount
Provision must offer the ‘right support’ I think that these principles must be adhered to, the use of the term ‘right support’ is important. *Link to SEN
policy in range of strategies should be used *Again these are not evident to me.

What does the extract say about
children’s rights?
Children have the right to communicate in the way that best suits them I do not have specific skills or knowledge in the various
augmentative methods of communication.
Links to UNCRC Art 13
What does the extract say about wellbeing and health? Vital that all children have a sense of
belonging and wellbeing Children’s health may be the reason for S&L delay.

I agree that a sense of belonging is vital to effective
Learning.

We do provide a communication inclusive arrival procedure supporting wellbeing.

where children turn their photograph around when arrived.
Does the extract have anything to say about child protection? No In supporting S&L delay you must understand the
importance of various ways a child may be trying to tell
you something
What does the extract say about the practitioner’s role (in relation to safeguarding, and promoting children’s wellbeing and rights)? Important to ensure staff do everything to help children become skilful & confident communicators.

Observe children closely and listen
carefully, model good listening skills.

Responsibility to make best possible
provision to meet children’s differencing S&L needs.

Practitioners need to make positive relationships with parents contributing to child’s wellbeing.

Adults need understanding of how important children’s wellbeing is to learning I feel I need to improve knowledge of how to support S & L delay.

Effective listening is an underpinning aspect of my practice.

Links to SEN policy
Are equality issues covered? Inclusion is not optional Links to all analysed documents, and my own belief that
all children should be valued and included
Does the extract mention parents role?
Parents should be contributing to their child learning and development
*I believe that parents need to contribute to learning &
development and that they know the child best
What does the extract say about meeting individual needs? Each child’s journey towards being a skilful
communicator will be different
Unique skills & abilities should be
recognised and developed
Practitioners should focus on each
individuals learning, development and care
needs
*I can see in my assessments that I identify individual s
S&L level, I think my setting needs a speech and
language strategy implemented recommended In this
document to ensure children’s full communication
potential is reached and staff have effective ways to
support that potential

Table 4.5 Document analysis table SETTING SPECIAL EDUCTATION NEEDS POLICY
Question What it says in the extract My comments interpretation

What view of the child appears
to underpin the extract?
The child is to be supported by the
adults around him/her, they should
be negotiated with throughout the
learning process * I ensure children are involved in choosing activities and resources, shown in CLA plans.
* those with SEN including speech, language should have various
communication techniques to choose from.
• I think its important that children are communicated with every day
whichever way. *My policy does not include enough information about
how we can help speech & language problems
What principles underpin the
extract?
Children will be supported using a
wide range of strategies I think that these principles must be adhered to, the use of the term ‘right support’ is important. *Link to SEN
policy in range of strategies should be used *Again these are not evident to me.

What does the extract say about
children’s rights?
Children have the right to communicate in the way that best suits them UNRC 13 right to share information in any way they choose

* UNRC 31 Right to relax and play
*The basis of those strategies are not written anywhere, e.g. Makaton,
visual aids, importance of gesture

*I believe that children’s play is important to ensure development whatever the SEN
What does the extract say about wellbeing and health? Work closely with parents to create
and maintain healthy positive
relationships
Provide an environment which all
children are supported to reach full
potential *I feel that children’s wellbeing relating to psychological and mental health
needs to be addressed in the policy
*Needs to list outside professional details that relate to health and
wellbeing e.g. health visitor, speech therapist.
*H & W Not mentioned enough
*I think Health of a child with SEN is paramount as this will ensure they can
develop effectively
Does the extract have anything to say about child protection? No Should really note the importance of confidentiality as its paramount to
share information and this has to be done correctly
What does the extract say about the practitioner’s role (in relation to safeguarding, and promoting children’s wellbeing and rights)? Adult must regard necessary SEN
code of practice,
liaise with other professionals to
meet individual needs,
must identify, assess and respond to
SEN are responsible for provision I ensure children show delay are listened to and included in all aspects of
the day promoting sense of belonging & confidence,
*think role in promoting emotional wellbeing for children language and
speech delay should be written into policy
*I have written observation of children with speech delay and activity plans
showing how I have differentiated to meet needs
Are equality issues covered? Our provision is inclusive to all
Children. We ensure that our inclusive admissions practice ensures equality of access and opportunity *The document highlights that inclusion is important and we adapt practice to ensure all can access our setting.
*My practice shows that I involve those children with speech &language
delay in all aspects of the day evidence can be found in daily diaries.
*Setting provides some visual aids to choose resources so non verbal
communicators choices can be heard
UNCRC 2 No child should be treated unfairly on any basis
Does the extract specify
meeting individual needs? I will observe and monitor individual children’s progress throughout the Foundation Stage and where a child appears not to be making progress either generally or in a specific aspect of learning I will present them with different opportunities or use alternative ways of learning.
I can see in my assessments that I identify individual s
S&L level, I think my setting needs a speech and language strategy implemented recommended In this document to ensure children’s full communication
potential is reached and staff have effective ways to support that potential
Does the extract have
information for parent’s role? We provide parents with information on sources of independent advice &
Support. I will, with parents’ permission, use Individual Education Plans. These will record information about the short term targets set for the child, the teaching strategies and the provision to be put in place, when the plan will be reviewed and the outcome of the action taken. I will continually review the IEPs and seek the parents’ views on the child’s progress.

We also provide parents with information
on sources of independent advice & support and I will seek support from the Network Co-ordinator and the Area Special Educational Needs Co-ordinator.

Question What it says in the extract My comments interpretation

What view of the child appears
to underpin the extract?
Children are active learners and
their play is an important facilitator
for learning
Children learn through doing and
talking
Curriculum should be used to
ensure six areas of learning are
being progressed in *I agree and display the belief that children are active
learners in my practice.
*My observations show varied language development
through spontaneous child led play.
*Children that may not be verbal but still learn through doing
and communicating in other ways
*There’s more to the curriculum than 6 areas of learning,
children’s rights to provision, participation and protection
should be written in the curriculum policy
What principles underpin the
extract?
The emphasis is on learning
through play in a relaxed safe
environment
The belief that following a
curriculum is beneficial to children
Assessment & observation are
integral to tracking children’s
development
Structured and free play are
offered at all times *My practice allows safe supported play evidenced by risk
Assessments & activity plans
*I observe and assess key children highlighting speech &
language achievements
*I believe the flexible curriculum provided by EYFS is
beneficial
*I strongly agree that children need to play in a relaxed
environment
What does the extract say about
children’s rights?
Right to develop in six areas of
Learning Right to develop through child led and structured activities Children rights within the curriculum are broader than just
relating to six areas of learning.
*Children have the right to communicate in a way which suits
them
*Children have a right to individual tailored support should
they require it.
What does the extract say about wellbeing and health? States that EYFS has an health
and wellbeing aspect

*Child’s record of achievement
allows us to celebrate
achievements and work with
parents to meet wellbeing needs We integrate all areas of EYFS to meet wellbeing needs of
children this needs to be shown in policy
*Children with speech & language delay may need individual education or health plans, not mentioned that this is available.
*I have records of achievement for all my key children
including parents contributions.
Does the extract have anything to say about child protection? No *Observed information & data needs to be protected
adequately
What does the extract say about the practitioner’s role (in relation to safeguarding, and promoting children’s wellbeing and rights)? Role is to liaise with parents to
meet wellbeing needs
Practitioners must follow
EYFS requirements to ensure
curriculum delivery is safe and
appropriate
Adults need understanding of how important children’s wellbeing is to learning Evidence in daily diaries of constant communication with
parents
*I have EYFS training
Are equality issues covered? Structured activities are designed
to meet specific outcomes of value
to all children Links to all analysed documents, and my own belief that
all children should be valued and included
Does the extract mention parents role?
Parents should be contributing to their child learning and development.

We believe that parents know their
children best and ask them to
contribute by sharing information
about home life and support at
home
Staff & parent’s work together on
children’s record of achievements
Parents and key person decide on
how to help children progress
Parental involvement is evident in my practice; I use children favourites from home to encourage speech &
language development.

*Practice reflects policy as parents notes are found in daily
diaries about home learning
*Speech & language development ideas are shared through
verbal interactions
What does the extract say about meeting individual needs? We make periodic assessment
summaries of children’s
development *My assessment summaries are unique to each child and
show speech and language improvements or delays
*The document is very specific of what children should
achieve, it doesn’t allow for SEN or show how we support
individuals with specific learning requirements, which we do
in our day-to-day practice.

Appendix 2 Staff appraisal

Job Title:
Child-minding assistant
Managers Name:
Donnamarie Smythe
Date:
1 April 2016
The purpose of the appraisal to enable you to discuss your job performance and your future with your manager.

The discussion will/should aim to clarify:

• The main scope and purpose of your job
• Agreement on your objectives and tasks
• Your training and future prospects
• the next training course in which I will obtain will be my paediatric first-aid course.
• I feel that I would benefit from carrying out a SEN training course as it will help me understand more about children with special educational needs
• I would also like to a child protection course and behaviour management.
What are the important roles for you post? How does your role fit into the organisation and contribute to its goals and the goals we have for the children in the setting?

Employee comments: *
• To ensure that the safety of all children within my setting is paramount.
• I am here to help and guide the manager of the child mounted setting also I am prepared to provide new opportunities for the children to reach their goals and full potentials
Manager / supervisor comments: I will be sending Marlon on the earth paediatric first-aid course on 25 April 2016. I will also be looking for SEN, child protection and behaviour management courses to update his knowledge.
What you have learnt in the past year and how you have improved the way you do your job? What impact has this had within the setting? How do you know this?

Employee comments:
Manager / supervisor comments: Marlon is a good, hard worker who I am pleased to have as part of my team. I have a lot of courses in fourth coming future. I have future I hope to promote him to a childminder.
What challenges do you face in your work? What, if anything, restricts your from performing to the best of your abilities?

Employees comments: Being a male in this profession is really hard as it restricts me, I am very wary of dealing with female children in our setting. As I know allegations can be made. I would like to know how to handle girls without any risk of allegations being made.

Manager / supervisor comments: this profession is really hard as it respects female member of staff will be there to take the girls to the toilet, as I have two not only protects the children in my setting but also my staff

Please comment on your:

• Timekeeping

• Absence e.g. sickness

• Dress Code
Manager /. Supervisor comments: Marlon is always on time for work, never off sick and is always in full uniform. I have no complaints.

What parts of your job, and what makes you think this, do you:

• Do best
• Do less well
• Have difficulty with
• Fail to enjoy
Manager / supervisor comments: Marlon, interacts with the children very well putting their feelings first. He keeps them amused with all of the activities.
Describe your relationships with the following people: What impact does this have on the setting and progress of children?

Other staff?
The children?
The parents/carers?
Your employer?

Manager / supervisor comments: this Marlon is friendly loved by all the children as well as the parents communicates good with the parents is a good employee and is willing to do new things.
Agreed targets over the next year:
What is to be achieved, by when and how will you know when it’s done?
• Paediatric first-aid
• SEN training
• behaviour management
• child protection
Development Plan for Next Year:
What do you need to learn, how you will achieve it and who will support you?
I would like to learn how to do arts and crafts with children.

Any other comments?
After obtaining all of the qualifications I set out to complete this year I would like to become a fully childminder.
Have you completed the attached Health declaration? Yes
Date of completion:
Is there anything that may affect your suitability to work with children? Yes / No
If yes this information must be shared with Management (EYFS Statutory Framework 3.11)
Signatures

Signed (you) …………… M.STAIR……………………………………………

Date …………… 1ST April 2016 ……………………………………………..
Signed (your manager) … D.Smythe…………………………………………………………………………………….

Date 1st April 2016………………………………………………..

Signed (your manager’s manager) …D.Smythe……………………………………………………………….
APPENDIX 3 observation

Notes and analysis of speech and language activity
Names have been changed for confidentiality

I observed a boy aged 4yrs, and a girl aged 3yrs. I was a participant observer. I wanted to see how I responded to speech and language delay. I can see from this extract that I respond to speech I don’t understand by re saying the words I do understand and putting that into a sentence, kind of hoping for the best in my interpretation but reinforcing correctly pronounced words I can identify that I allow everyone to participate in the conversation enabling their right to association and respect for their views. I encouraged the girls to talk about their own experiences and supported their right to say what they think. However I think if I understood the various ways to communicate more and had some knowledge of using signing or had visual aid resources I could have enhanced the experience for the girls more. Supporting B to tell me using pictures or signs, who had breakfast and what they may have had and giving her those props would have helped me to understand and boosted her confidence in communicating.

Group: A boy (B) aged 4yrs 9m, Girl (G) aged 3yrs Activity: Breakfast
Me: In the morning we have to get up, my little girl is happy this morning
B: Dy dittle dirl, dappy do!
G: Happy, Morning!
G: I have breakfast in morning I do with my mummy
Me: What did you have for breakfast today B,G?
G: I had my toast, mummy had museli that’s healthy
B: Dy Deckast daddy ………………..(uninterpreted words) mummy
Me: You had breakfast with your Daddy and mummy B

B: ohh (shaking head)
Me:You didn’t have breakfast with mummy and daddy?
B: Oh daddy did
Me: Ok daddy had breakfast and G had breakfast is that right?
B: Oh (shaking head) daddy ot dat dable, mummy in ded
Me: Daddy was not at the table and mummy was in bed?
B:Yeah

The books that I need to refer form are: working with children in the Early Years.edited by Carrie Cable,Linda Miller and Gill Goodliff. second edtion.

Supporting children’s learning in the Early Years. edited by Carrie Cable,Linda Miller and Gill Goodliff. second edtion.

The Open University, (2010) Block 4 ‘Safeguarding children, promoting rights, health and wellbeing, E105 Developing reflective practice: key themes, Milton Keynes, The Open University

Notes and analysis of speech and language activity
Underdown A, (2010) ‘Health inequalities in the early childhood’ in Miller, L., Cable, C. and Goodliff, G. ‘Working with children in Early Years’ 2nd Eds Abingdon Routledge United Nation, (1989),

Factsheet :A summary of the rights under the convention on the rights of the child

Whitehead, M (2010) ‘Great communicators’ Miller, L., Cable, C. and Goodliff, G. ‘Supporting Children’s Learning in the Early Years’ 2nd Eds Abingdon Routledge

The Open University, (2010) Study Topic 5 ‘Health and wellbeing’, E100 The Early Years: developing practice, Milton Keynes, The Open University
Trower S, 2011,

B: Morning mummy! mummy at work.
Me: Mummy has gone to work today, did you have breakfast G?
G:Yes, had, coco pops in bowl, with (brother) L at school.
Me: You had coco pops yummy! L has gone to school today that’s right. My little girl is going to sit here and have some breakfast, what shall she eat today?
b: Didadit an dugar.