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<p>Early Years Teacher Status is awarded to graduates who have met all of the Teachers’
Standards (Early Years) which are available at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/211646/Early_Years_Teachers__Standards.pdf"
target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/211646/Early_Years_Teachers__Standards.pdf</a>.
These standards set out the minimum knowledge, understanding and skills that an Early
Years Teacher must demonstrate. Early Years Teachers are required to:</p><ul><li>Have
a secure understanding of how a range of factors can inhibit children’s learning and
development and how best to address these.</li><li>Demonstrate an awareness of the
physical, emotional, social, intellectual development and communication needs of babies
and children, and know how to adapt education and care to support children at different
stages of development.</li><li>Demonstrate a clear understanding of the needs of all
children, including those with special educational needs and disabilities (SEND),
and be able to use and evaluate distinctive approaches to engage and support them.</li><li>Know
when a child is in need of additional support and how this can be accessed, working
in partnership with parents and/or carers and other professionals.</li></ul><p> </p><p>The
Early Years Foundation Stage framework requires providers to have arrangements in
place to support children with special educational needs (SEN) or disabilities and
to identify a member of staff to act as SEN Co-ordinator. This framework can be found
here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf"
target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf</a>.</p><p>
</p><p>Where it is identified that a child may have SEN, the setting should adopt
the graduated approach that is outlined in the SEND Code of Practice – assessing the
child’s needs, planning suitable support, implementing that support and reviewing
it regularly to ensure it remains appropriate to the child’s needs. This document
can be found here: <a href="https://www.gov.uk/government/publications/send-code-of-practice-0-to-25"
target="_blank">https://www.gov.uk/government/publications/send-code-of-practice-0-to-25</a>.</p><p>
</p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p>
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