# data[].attributes.body
All children are grown to the right of play in their lives. This enables children to develop and learn through the use of play. According to Early Years Matter (2019) [online] “Effective Practice is about ensuring that all children get optimum benefit from their experiences in the EYFS. This apparently simple outcome can only be achieved when adults work together to get to know the children so that they can support their play,  development and learning.”

Bibliography

Early Years Matters (2019) Effective Practice Accessed from http://www.earlyyearsmatters.co.ukon 10/04/19

Cathy Faulkner 2A

# data[].attributes.body
Department for Education (2017) states the importance of being non-judgemental and building trust with parents in the early years setting. This is important for a number of reasons. One of the reasons would be to allow the parent’s to talk openly and freely in confidence about problems without feeling that they are being judged. This will also relate to the children within the setting, as they should have the confidence to approach a member of staff within the setting with any problems on their mind. Being non-judgemental can also help the children to develop in other areas of their development including their language. This is seen through ‘Principles for early years education’ document as it states “Practitioners teach children key words by using them in response to a child’s ‘have-a-go’ words rather than by telling children they are wrong … they help children develop speech using appropriate words.”

Naoimh Doherty

# data[].attributes.body
Children are entitled to access quality provision and monitoring. Just because children are entitled does not mean they get this access.  We must insure as early year practitioners that the children’s environment is using all the support possible to ensure accessible provision. Ofsted states that nurseries are known to get positive ratings compared to other childcare providers. By having more play provision like nurseries this can boost confidence in the children as well as help with socialization in group settings.  Activity’s like Reading to the child and playing with numbers and letters can increase the children’s development and also creates a relationship between the children and the carer. “The layout of provision both indoors and out has a huge bearing on children's learning….Play is universally recognised as a key vehicle for learning in all areas of the Foundation Stage curriculum, and child-initiated play is likely to lead to a deep involvement in learning.” (Drake, 2006). To improve quality provision and monitoring is by making a change. Observing and reflecting areas for improvement then doing something about it by implementing the plans. Once that is done we can also review how they have impacted each child differently both positively and negatively to see if change needs to happen again. An example would be if a child has a hearing or speech difficulties by using the support like speech and language therapists you can make a difference.
Bibliography

Drake, J. (2006). Organising provision | Nursery World. [online] Nurseryworld.co.uk. Available at: https://www.nurseryworld.co.uk/nursery-world/news/1080407/organising-provision [Accessed 10 Apr. 2019].

Early-education.org.uk. (2019). [online] Available at: https://www.early-education.org.uk/sites/default/files/Key%20Iram%20Siraj.pdf [Accessed 10 Apr. 2019].

Amylee McLaughlin

# data[].attributes.headline
Effectiveness of Play and Provision and Monit

# data[].attributes.subject
Effectiveness of Play and Provision and Monit

# data[].attributes.body
Play is important for children in early years settings as it provides them with the opportunity to develop emotionally, socially, cognitively and physically. It is important that we as Early years practitioners provide the children with these opportunities within the setting to ensure they have happy and exciting experiences. As EYP’s it is important that the play we provide is inclusive to ensure all children have the same opportunity to develop these skills. “The inclusivity of the provision should be a key feature of driving up quality. As early years professionals, we can see the impact that reduced stimulation or exclusion from activities, even when accidental, can have on children, and consequently we know that services must be as accessible as possible.” (Gill, 2015) [online].

Bibliography
References

Gill, T. (2015). What is Play Provision? - PLAYbynature. [online] PLAY By Nature. Available at: http://playbynature.org/what-is-play-provision/ [Accessed 10 Apr. 2019].

# data[].attributes.body
Current area search into the of Play Provision and Monitoring
Drake (2006) [online] states that “In a high-quality setting, each area of provision will have been carefully developed by the team and a long-term plan will be in place that outlines key learning opportunities, resources, organisational features, possible activities or experiences and the role of the adult in supporting learning.” Provision is an essiental tool in early years settings therefore it is important to monitor and control the standard of provision in the early years settings.
Drake, J (2006) Nursery World,

Observing, evaluating & developing areas of provision

https://www.nurseryworld.co.uk/nursery-world/news/1102370/observing-evaluating-developing-provision

Claudia Doherty
2A

# data[].attributes.headline
Current Research into effectiveness of play provision and monitoring

# data[].attributes.subject
Current Research into effectiveness of play provision and monitoring

# data[].attributes.body
Play is a crucial component for a child's development and it is an important aspect of a child's Early Years Foundation Stage. Young children can gain so many skills through play this can include, intellectual development,  emotional development, creativity and social development. Having play provision will help children to become confident and effective learners. This can be having an environment that is safe so children can be comfortable when exploring freely whilst also meeting their learning outcomes. “Risk-benefit analysis involves making some very important judgment calls about how much risk is acceptable and how much judgment should be left to the children” [Online]. When having effective quality play provision this can give children many diverse opportunities to participate in. This can include using their imagination whilst trying out new things with different objects.

Bibliography

Gill, T. (2015) What is play provision? , Available at: http://playbynature.org/what-is-play-provision/

(Accessed: 9th April 2019).

Kelly, (2015) earlyyearscareers, What is Early Years continuous provision? Available at: http://www.earlyyearscareers.com/eyc/latest-news/what-is-continuous-provision/  (Accessed: 9th April 2019).

# data[].attributes.headline
Current Research into effectiveness of play provision and monitoring

# data[].attributes.subject
Current Research into effectiveness of play provision and monitoring

# data[].attributes.body
Play provision is our role as practitioners to ensure that children feel comfortable in their environment so they will have the freedom to play. Play is a way children grow and experience new things naturally. This means it is our responsibility to use play provision to ensure that children feel safe and secure in their environment. Children need to feel protected in order to play freely. The purpose of play provision is for children to help children learn and experience new things through play by whilst practitioners provide children with the necessary needs for them to achieve this by using play provision. “Play provision is what we, the adults, do to help children act on their innate desire to play. We don’t really provide play but we can and do provide the conditions for a child to be able to safely engage in play. (PLAY By Nature, 2019)

Bibliography

PLAY By Nature. (2019). What is Play Provision? - PLAYbynature. [online] Available at: http://playbynature.org/what-is-play-provision/ [Accessed 9 Apr. 2019].
Nicole Lowry 2A

# data[].attributes.body
Current Research into effectiveness of play provision and monitoring

# data[].attributes.headline
Effectiveness of Play Provision and Monitoring

# data[].attributes.subject
Effectiveness of Play Provision and Monitoring

# data[].attributes.body
Gill (2015) [online] defines play provision as "What we, the adults, do to help children act on their innate desire to play. We don’t really provide play but we can and do provide the conditions for a child to be able to safely engage in play." The presence of playworkers/adults within a setting provides safety and increases the range of play opportunities within the space of a play setting. Play provision also provides children with the confidence given from responsible and supportive adults to play games, take risks and socialise. Relationships with trusted adults are crucial when it comes to play, especially when the adult intervenes. Effective management and provision is important when it comes to play because it gives children a variety of opportunities to expand on their knowledge through planned and structured experiences and activities. When adults make decisions within their practice concerning the learning outcomes they want to achieve from play, children are building their blocks of knowledge without even realising. Provision also means adults are working on providing the right conditions for play, for example carrying out risk assessments.

Bibliography
McGill, T. (2015) What is Play Provision?, Available at: http://playbynature.org/what-is-play-provision/ (Accessed: 9th April 2019).

Rebecca Mullan 2A

# data[].attributes.headline
Effectiveness of Play Provision and Monitoring

# data[].attributes.subject
Effectiveness of Play Provision and Monitoring

# data[].attributes.body
Children have a right to play and play is central to a healthy childhood. However, children today face increased restrictions on their time, space and permission for freely chosen and personally directed play. Our staffed play projects aim to address this issue by supporting children to experience everyday, playful adventures similar to those taken for granted by previous generations of children.

These projects are staffed by training ‘playworkers’ who aim to support parents/carers and children to feel confident about playing out in their communities by creating playful environments, full of possibilities, where children can experience increasing independence and responsibility, safe in the knowledge that playworkers will be on hand whenever they may need them. This means that playworkers will provide children with resources and inspiration for play and will often become involved in play at the children’s request; however structured, adult led activities are less likely to be seen on these projects.

Bibliography

Wrexham.gov.uk. (n.d.). Staffed Play Provision - Play in Wrexham - WCBC. [online] Available at: https://www.wrexham.gov.uk/english/leisure_tourism/play/staffed_play_provision.htm [Accessed 9 Apr. 2019].

Samantha Gallagher

# data[].attributes.headline
Effectiveness of Play Provision and Monitoring

# data[].attributes.subject
Effectiveness of Play Provision and Monitoring

# data[].attributes.body
All children learn through play and develop their ability to learn throughout the environment through fun, enjoyable activities which are located throughout play activities. However, as practitioners, we have the role to ensure that effective provision is provided in order for the children to safely play within the environment whilst allowing the children to be successfully engaged within the activities. Essential play provisions allow the children to be provided with what they need in order to play freely and encountering that it is enjoyable. In order to promote play provisions, it is important that all children’s needs are fostered and that each individual child is provided with equal opportunities to promote diversity and inclusiveness throughout play. As practitioners, we are aware of the many types of play there are so therefore promoting these ways will allow children to explore many possibilities of developing throughout play. In order to promote good solid play provision, it is extremely important that practitioners monitor and carry out assessments in order to identify the provision and the care that children are supplied with. In relation, Drake (2006) [online] states, ‘’ practitioners should adopt a reflective approach to developing the areas of provision they offer.’’ Practitioners will frequently monitor the provision in order to get an understanding of the provision that they are providing for the children and what they could improve on. As practitioners monitor the provision, they will get an understanding of each individual child and their needs. When adaptions are needed to be put in place to remove barriers such as children with physical disabilities, this will fully support diversity and ensure that each child is given equal rights throughout play opportunities. When the practitioners monitor throughout the child’s play experiences, this will allow the practitioners to get an understanding of how different play experiences are equipping children with new knowledge and developing them with the many resources that are provided in order to support their learning and development.  If the children are less active in certain play activities, this will then allow the practitioner to gain knowledge of the child’s likes and dislikes. Practitioners’ will also learn how play experiences can be adapted in order to interest the child as well as promote their learning and allow them to be focused and engaged.

Bibliography

Drake, J. (2006) Observing, evaluating & developing areas of provision, Available at: https://www.nurseryworld.co.uk/nursery-world/news/1102370/observing-evaluating-developing-provision (Accessed: 9th April 2019)

Emmalouise Gibson

# data[].attributes.headline
Effectiveness of play provision and monitoring 

# data[].attributes.subject
Effectiveness of play provision and monitoring 

# data[].attributes.body
Play provision is what as the practitioners do to help children on their natural aspiration to play. We never really provide play but we can and do provide the conditions for a child or young person to be able to safely engage in play. Having quality play provision gives children a wide range of multiple and diverse opportunities to engage with body and mind imaginative  situations which is what they want to try tout with certain objects or with each other. Effective play provision is what we do when we are actively ensuring that children and young people have what they need to play freely, exploring many possibilities of their environment and also engaging in different kinds of play. Play provision involves assessing risk because safety is important but play is intrinsically risk-seeking. T, Gill (2015) [online]. To have effective play provision it is essential that practitioners plan around the needs of every child. Therefore the play must be easy for the children to access and this involves taking into consideration each need of the children in order for them to get the best outcome from the play. It is important that practitioner monitor children’s play as Drake, J (2006) [online], says that what children choose to do in an area will vary depending on the resources available and what interests them and gives them different experiences. More knowledge about what is engaging the children in one area of provision may help equip practitioners with useful information to support the children’s learning and development in other areas for example if the resources put out is suitable for the children playing.

Bibliography
Gill, T (2015) What is play provision? , Available at: http://playbynature.org/what-is-play-provision/
(Accessed on- 8/4/19)

Drake, J (2006)

Observing, evaluating & developing areas of provision,  Available at: https://www.nurseryworld.co.uk/nursery-world/news/1102370/observing-evaluating-developing-provision

(Accessed on- 8/4/19)

Rhianna Jones

# data[].attributes.headline
The effectiveness of play provision and monitoring

# data[].attributes.subject
The effectiveness of play provision and monitoring

# data[].attributes.body
According to Gill (2015) [online], effective play provision is what we as adults do to help children act upon their inborn desire to play. Effective play provision involves providing the children with the necessary conditions which enables them to safety engage in play. Good quality play provision provides children multiple and diverse opportunities to engage in body and mind imaginative situations to do what they desire to do and try out. Good play provisions involves providing all children with what they need to play feely. In order to promote effective play provision practitioners must ensure play opportunities are open and accessible for all children, this may involve removing barriers so that those children with physical disabilities for example can participate in all play experiences. It is important that practitioners monitor children’s play in order to determine what play areas children are less engaged in so that practitioners can make amendments to these areas so they become more engaging and attractive to children’s play experiences, (Kelly, 2016) [online]. In addition monitoring children’s play helps ensure the play equipment is suited to all children’s level and ability.

Bibliography

Gill, T. (2015) What is play provision? , Available at: http://playbynature.org/what-is-play-provision/ (Accessed: 8th April 2019).

Kelly, A. (2016) Monitoring your early years provision , Available at: http://www.earlyyearscareers.com/eyc/ways-to-help-continuous-improvement/monitoring-early-years-provision/ (Accessed: 8th April 2019).
Olivia Smyth

# data[].attributes.body
To make sure early years provisions are offering high standards of education and care, it’s important that  managers and practitioners carry out regular audits to monitor and evaluate the provision of the overall setting. These audits can highlight many key areas such as weakness and give managers and practitioners a particular area to concentrate on and improve, it can also highlight many strong areas of provision and provide ways to help enhance upon this. By standing back and evaluating the provisions, it can help monitor the impact the environment has on the level of teaching, learning, and assessment.
There are many different ways of evaluating and monitoring the early year’s provision; it could include peer observations, these are perfect for observing practitioners in their practice. Some settings carry out termly audits of the provision, which gives a more in-depth insight and real look of the environment as a whole, for example, the areas of continuous provision, both outdoors and indoors. Any findings taken from these audits are then included in an action plan or an improvement plan which is implemented through the setting, helping to boost provisons effectively. This will also highlight manager’s leadership styles and management skills. Kelly (2016) [Online].
Bibliography
Kelly, A., (2016), Monitoring your early year’s provision. Available http://www.earlyyearscareers.com/eyc/ways-to-help-continuous-improvement/monitoring-early-years-provision (Accessed 7-4-19).

# data[].attributes.body
All children should have the right to access quality provision within the foundation years, however as a result of self-evaluations this is not always the case. It is clear that by providing children with a high-quality effective early years provision, it has a significant impact on their social, emotional and cognitive development and it is a key factor in improving outcomes for children and their families. It narrows the gap between the highest and lowest performances and provides children with the positive start to play and learning that they require.

Bibliography

Robb, S., 2017. Delivering Quality Provision in the Early Years. [Online]
Available at: https://www.teachearlyyears.com/nursery-management/view/delivering-quality-provision-in-the-early-years
[Accessed 1 April 2019].

# data[].attributes.body
Due to the developmental importance of children’s free play and the enjoyment and desire they receive from free play, play workers should aim for minimum intervention in the children’s activity, however should ensure they are free from hard at all times throughout the activity they are taking part in. This approach is known as ‘low intervention, high response’ this supports the child rather than directing them. The boundaries within a setting may result in the play workers being able to carry out this role to the best of their ability. Although, a play workers skills are based on the values of the children and the understanding of how to be a good play worker and not be intervene with the children only if they are at harm.

Bibliography

Children’s Play Council. (2000) Best Play, what play provision should do for children?. National Playing Fields Association; West Yorkshire

# data[].attributes.body
According to Kelly, (2016)[online] there are a variety of ways to assess and monitor an early year’s provision, for example, practitioners should carry out regular inspections and evaluate the setting in which weaknesses can be highlighted so managers and staff are aware of the areas they need to concentrate on. From this, it can organise staff members to monitor the impact of the quality of teaching, learning and assessment. Ofsted, (2019)[online] states that “Ofsted is required to carry out its work in ways that encourage the services it inspects and regulates to improve, to be user-focused and to be efficient and effective in their use of resources”. These inspections are based on gathering a range of evidence that is compared to the inspection framework in which the settings policies and procedures and legal legislation is regarded through areas such as safeguarding, equality and diversity.

Bibliography

Kelly, A., 2016. Monitoring your early year’s provision.
Available at: http://www.earlyyearscareers.com/eyc/ways-to-help-continuous-improvement/monitoring-early-years-provision/
[Accessed 4th April 2019].

Ofsted, 2019. The education inspection framework.
Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/770924/Proposed_education_inspection_framework_draft_for_consultation_140119.pdf.pdf
[Accessed 4th April 2019].

# data[].attributes.body
(Drake, 2006) States that each area of provision will have been carefully developed and through about by the team on a long-term plan. This will outline the key opportunities, resources and possible activities and experiences the children will encounter through the year with the role of the adult supporting the children. The aim of provision is to scaffold the staff in supporting the children’s play in the setting and to also provide framework for reviewing and evaluation.

Bibliography

Drake, J., 2006. Nursery World. [Online]
Available at: www.nurseryworld.co.uk
[Accessed 4 April 2019].