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In my setting all the children have a last one hours sleep at around 12:30 every day after their lunch. Most children in my placement fall to sleep by us practitioners rubbing/patting their backs. Child C parents has informed us that we need to wake him up after an hour as he does not sleep at night. When I had to wake child C up I said his name so he knew that it was time to wake up and that I was going to pick him up and took him into the play room and gave him a cuddle till he was ready to sit down and play quietly with some toys. When putting the children to sleep I have to take them to the sleep room and settle them down. For example in my setting a child was really ill and I took her to the sleep room (left the door open) and layed her on her front and rubbed her back and started rubbing her back as she was ill and needed sleep before lunch.

15.6.16 - Pass - well done you have given a good example from your setting to support this. N.pardoe

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Unit 3 AC 4.4 Reflect on your own role in the setting when managing risks.

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Unit 3 AC 4.4 Reflect on your own role in the setting when managing risks.

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Managing risk at my placement is vital to keep the children safe. Before the children come into the classroom I will check the room for any hazards, I also confirm with the my mentor before moving the hazard, this is because I have to check that it is safe to move the hazard and they are happy for m e to do so. A potential hazard that concerns me at my placement is the draw strings on the blinds, I tie them in a knot  every time I am there this is my way of managing the risk.
My role in at placement is to address any hazards that I m ay see to stop the children and staff from being in danger. Within my settings and other settings we have to carry out risk assessments to identify potential risks to manage the risk and try to prevent them. My role is to ensure I am aware of any risk assessments and make sure I am following them when doing an activity. If I identify any new hazards I will need to make sure the risk assessment is updated.
Overall I am trying to keep everyone safe. To do this I will make sure the children understand what a hazard is and how to prevent them for example if the children were using the white boards during phonics and some of the children left their white boards on the floor. I will get the children to come back and clear them up but I will explain why it's a hazard. If the child cannot or not suitable for the child to do so themselves I will clear it up myself.

13.06.16 - PASS N.Pardoe

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Unit 12 AC 4.1 Reflecting on own role in relation to managing children's behaviour. 

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Unit 12 AC 4.1 Reflecting on own role in relation to managing children's behaviour. 

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In my setting I supports children's behaviour by listening to them when they have a problem this is so they feel wanted. In my setting I support a child with ADHD when I see him start to get frustrated I will ask him to step to the side of the class. Sometimes this does not work and I think I need to start finding a different way to get child E to calm down. Another way that I can try to calm child E down in a group activity is getting the child to come and sit next to me if he starts to get frustrated.
In my setting I also support the other children by listening to them and when they are trying hard or showing good behaviour I give them 5 minutes golden time. Also if the child is showing inappropriate behaviour I also will have to take 5 minutes away but I will explain what they have done and make sure they understand.
In my setting I follow behaviour procedure to support the children's behaviour in the setting. This to because I am following the behaviour management roles of the setting and encouraging the children to behave appropriately. Its my role to follow and enforce the procedures and address when they behave inappropriately and praise them when they are behaving well.

14.06.16 PASS N.Pardoe

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Unit 1.2 AC 3.3 Reflecting on an activity which supports children's exercise outdoors.

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Unit 1.2 AC 3.3 Reflecting on an activity which supports children's exercise outdoors.

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In my setting I need to make sure I am using the right equipment for my activity and make sure it's going to be effective to all the children in the setting, I make sure the children's needs are met when the activities are carried out I would observe and make sure all the children are being pushed so they are improving their development. In my setting we has a child with Down syndrome, when we do outside exercise with the children we look at how they are developing but with the child with Down syndrome we look at her social skills mostly then we look at her development of exercise. At my placement we always reward the children for doing good exercise outside. For example, child D done some amazing gymnastics outside on the mats so I gave him 5 minutes golden time and also a PE stickers.

An activity I did in my placement was an outdoor activity with the children. In the activity I called a shape that they had to pick up and run to the other table where the children had to pick up two numbers to make one number such as 15,19. I done a physical activity and a number activity together to support the children because the children will get more development out of the activity and the activity was more interesting and fun for the children. This makes the children more engaged therefore the children will get more learning out of this. The feedback I got from the children was good the children liked the activity. If I was to do this activity again I would make sure there were more items to swap to make sure the activity was longer as the children were having fun and it came to an end quickly. In this activity I think I needed to be more clear and confident when delivering the activity I also think that the children needed more space to run during the activity.

13.6.16 - Refer - to reflect you need to talk about an activity you lead at placement and how you performed with this, did you do this well and what would you do next time to make it better. How did the children enjoy the activity, did you get feedback from them and/or colleagues? N.pardoe

13.06.16 PASS N.Pardoe

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Unit 1.1 6.4 Make recommendations for healthy eating in your placement

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Unit 1.1 6.4 Make recommendations for healthy eating in your placement

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In my setting I am working with six to seven year olds, they should having two to three severing's per day of fruit and vegetables and in my setting we make sure they are eating a balanced diet by making sure that are school meals are containing the right amount of calcium, protein, fruit, vegetables, dairy and fat this is to make sure that the children are eating healthy everyday at school. We also change the menu to ensure the children do not get bored and to let them try new things. If a parent asked me in my placement what is healthy meals we can have for dinner with fish in I will recommend paella, fish fingers and home cooked chips and cod in parsley sauce with mash potatoes and peas.

In my setting I think that they should keep a display up about healthy eating and at snack time talk to the children more while they are eating snack to encourage and expand on their knowledge about healthy eating. During lunch time I could speak to the children about why it is good for them, I could also ask what do they eat at home and ask them do they think its good or bad and then I can explain why its good/bad.

The setting will have time for setting it sit down with the children and talk about what they are eating. This will take up more time for the midday assents. The setting will have to take up more time to design the display and put everything up.

15.06.16 PASS N.Pardoe

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Unit 9 AC 2.4 AC - You need to EXPLAIN how reflecting on your work activities helps to develop your own knowledge, skills and understanding.

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Unit 9 AC 2.4 AC - You need to EXPLAIN how reflecting on your work activities helps to develop your own knowledge, skills and understanding.

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At placement I am doing really well I picked up and understood the routines that the children did during the day, I also have been learning new skills suck as doing prosition  monertaring with the children this is where we do a one minute test with a child to see if they can read 5 different words over and over in different orders on each line then see if they can spell the different words. In mathematics I go into the lower ability class it sit with this boy he has a learning disability (ADHD) the first time I went in mathematics with him I was worried because I never had to help a person with ADHD but once I got to understand how this child acts any why he struggles to consentrat I was able to help him. When he is sitting with me in mathematics I get him to consentrat on his work by doing a one to one session I've found if me or another LSA (leanring serport assistant) is not sitting with him explaining it to him he will not do his work. The LSA in my class also spoke to me and told me how to help child E if he gets upset or fustrated, she also reassured me that she or another member of staff will always be around incase  I can't help child E and I need some support. After working with child E for a while I developed on my knowledge and understanding because now I know how to help a child with learning difficulties (ADHD) I have also developed on my skills of how to help and support a child who is distressed.
In my placement I have also observed children with altisum this is because this might be what I would like to do in the future, by observing child J I have an understanding of the different activities you can do and watching the one to one with the adult and child has given me an understanding of what it will be like.

By reflecting on my own practice I will be able to improve my own skills and knowledge as I will being looking back on what I have done to see how I will be able to improve on or carrying on doing. I will be able to improve on my professional practice because I will be able to reflect on performance to put in place actions to improve to develop myself, this is important because it's good to keep improving on my skills and development to help the children appropriately. To be able to work more effectively I would follow the roles and guidance of my mentor and asking any questions and repeating tasks that I have been given will help me understand what I am expected to do and why.

15.06.16 PASS N.Pardoe

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Reflecting on my time at placement I have realised I have learnt a lot since being there learning things practically. Something that I have learnt is finding out different always that you can help children with learning disabilities and from sitting with  have also learnt how to help children with ADHD consentrat and how to reassure them.

Doing different activities and working with different children and their different needs has opened up what I would like to do with my profetional development. This has helped me with knowing what I need to learn more about and it also shows me what I already know.

I find it easy to get into the rutine of what the children do in the morning I found it easy because they do the same thing every morning and the children were very welcoming at the start of the year.

I don't find a lot hard working in a early years primary school but the one thing I do find hard is explaning things in a way the the children understand, this is something I need to work on over the next five months, this does effect my professional because if I don't understand the children will not understand either. I can work on this by keep watching what my mentor is doing and copying what she does, my mentor is helping me by giving me a sheet of what the children is having to acheve by the end of the lesson.

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Communication is a big part of working in a Nursery, Pre-school or a School us as practioners communicating to the children help them develop their communication skills also their language skills because if they are in nursery they will try and copy the words you say so they will be increasing in their vocabulary.

For example communicating with a child who doesn't have a lot of vocabulary skills may take a bit longer to talk to then someone who has a lot of vocabulary skills and can express how they are feeling or tell us what is going on. So if we are talking to someone who is upset but does not have a big vocabulary we will have to repeat what they are saying to make sure we understand and they know we understand what they are saying, we also should ask questions such as "where did he take the toy from you, what area was you playing in."

Communication is eventual between staff, this is because if a child has a new medical condition and one practitioners does not know someone could have an electric reaction to something they may have at snack time.

Having good communication with parents help with their trust with the key workers of the children this helps the practioners because the parents will tell the practioners information and let them know anything even something as simple as "he/she had a great sleep last night" something as little as that helps us during the day helps us parodic how the lessons today are going to go.

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Unit 2.1 AC 2.1 Identify reasons why people communicate.

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Unit 2.1 AC 2.1 Identify reasons why people communicate.

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At my placement practitioners communicate is for different reasons one of them is medical reasons this is so all the practitioners in the classroom, at reception and midday assistants know when they need to take the mediation, how they take it for example at my placement a child needs to inject himself before brake and before lunch my placement need to know this because they need to look after his medical equipment and two practitioners need to stand outside the toilets for him and then they need to cheak his hip to make sure that he has done it correctly, we need to communicate so that we do not make the child inject himself twice and to make sure that he has had his medication at the right time. At my placement we also communicate with parents for example at my placement we communicate with child R parents alot as child R a disability, so we communicate with her parents a lot to make sure her parents are ready and that her parents think she is ready to take the next step in her development.

communication helps to support good strong relationships between the practitioners and the parents and carers, this will support the child and their needs. such as their interests and how they are feeling.
Supporting children will also need practitioners to communicate with other professionals such as social workers this is because they need to share information about the child and their wellbeing.

13.06.16 - PASS - well done you have displayed a good understanding of why people need to communicate and the different types of communication required. N.Pardoe