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NCFE CACHE Level 3 Diploma for Working in the Early Years Sector Assessment Brief 2026
| University | NCFE Qualification |
| Subject | NCFE CACHE Level 3 Diploma for Working in the Early Years Sector |
NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) QN: 610/4164/6
Qualification summary
| Qualification title | NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) | ||
| Ofqual qualification number (QN) | 610/4164/6 | Aim reference | 61041646 |
| Guided learning hours (GLH) | Total: 864 GLH (includes 300 work/placement hours) | Total qualification time (TQT) | 950 |
| Credit value | 95 | ||
| Minimum age | 16 | ||
| Qualification purpose | This qualification is designed to prepare learners with the knowledge, skills and understanding to enter work in an early years setting and be included in staff to child ratios. This qualification includes both knowledge and skills that meet the Department for Education Early Years Educator (DfE EYE) criteria in full and map to the knowledge, skills and behaviours (KSBs) within the Early Years Educator occupational standard ST0135 in England. | ||
| Grading | Achieved/not yet achieved | ||
| Assessment method | This qualification is internally assessed and externally quality assured via a portfolio of evidence.
| ||
| Work/industry placement experience | This qualification requires learners to complete a mandatory work/industry placement experience throughout the duration of the qualification, before certification.
The overall GLH for each unit, where applicable, consists of both knowledge-based learning outcomes and skills-based learning outcomes associated with work placement experience, this breakdown has been provided to support with delivery. The total number of mandatory work placement hours is a minimum of 300 hours; however, it is recommended that learners undertake 350 hours where possible. | ||
| Rules of combination | To be awarded this qualification, learners are required to successfully achieve 10 mandatory units/95 credits. | ||
| UCAS | Please refer to the UCAS website for further details of points allocation and the most up-to-date information. | ||
| Regulation information | This is a regulated qualification. The regulated number for this qualification is 610/4164/6. | ||
| Funding | This qualification may be eligible for funding. For further guidance on funding, please contact your local funding provider. | ||
Struggling with NCFE CACHE Level 3 Diploma for Working in the Early Years Sector Assessment?
Section 1: introduction
If you are using this Qualification Specification for planning purposes, please make sure that you are using the most recent version.
Aims and objectives
The aim of this qualification is to prepare learners to become early years educators, enabling them to work with children from birth to five years and gain knowledge of children aged five to seven years.
Upon achievement of this qualification, it is intended that learners will be able to enter the workforce as early years educators.
In response to the Department for Education (DfE), we have built a qualification to meet the criteria required for those wishing to become early years educators.
We have surpassed the minimum requirements set out in the ‘full and relevant criteria’ to develop a qualification which reflects the priorities of educators and employers to meet the needs of babies and children.
This qualification aims to:
- focus on the study of early years education
- offer breadth and depth of study, incorporating a key core of knowledge
- provide opportunities to acquire a number of practical and technical skills
The objectives of this qualification are to:
- confirm occupational competence and/or ‘licence to practice’
- confirm competence in an occupational role to the standard required
Support Handbook
This Qualification Specification must be used alongside the mandatory Support Handbook, which can be found on the NCFE website. This contains additional supporting information to help with planning, delivery and assessment.
This Qualification Specification contains all the qualification-specific information you will need that is not covered in the Support Handbook.
Guidance for entry and registration
This qualification is designed for learners preparing to become early years educators, enabling them to work with children from birth to five years and gain knowledge of children aged five to seven years. Learners must be at least 16 years old. We do not set any other entry requirements, but centres may have their own guidelines.
It may also be useful to learners studying qualifications in the following sector:
- early years and childcare
Registration is at the discretion of the centre in accordance with equality legislation and should be made on the Portal.
There are no specific prior skills or knowledge a learner must have for this qualification. However, learners may find it helpful if they have already achieved the NCFE CACHE Level 2 Diploma for the Early Years Practitioner 603/3723/0, or a previous level 2 qualification that is full and relevant or holds transferable skills which will prepare learners to study at level 3.
Centres are responsible for ensuring that all learners are capable of achieving the learning outcomes (LOs) and complying with the relevant literacy, numeracy and health and safety requirements.
Learners registered on this qualification should not undertake another qualification at the same level, or with the same/a similar title, as duplication of learning may affect funding eligibility.
Early Years Educator: GCSE English and mathematics requirement
The requirement for level 3 early years educators (EYE) to hold GCSE or Functional Skills in mathematics at Level 2 has been removed from ratio requirements in the early years workforce. Learners will still need to hold a suitable level 2 English qualification in order to count within the staff to child ratios at level 3. In addition, from January 2024, a manager or a learner that starts in a manager role will also need to hold a suitable level 2 maths qualification. International qualifications can be checked in liaison with the DfE.
Achieving this qualification
To be awarded this qualification, learners are required to successfully achieve 10 mandatory units/95 credits.
Please refer to the list of units in appendix A or the unit summaries in section 2 for further information.
To achieve this qualification, learners must successfully demonstrate their achievement of all LOs of the units detailed in this Qualification Specification. A partial certificate may be requested for learners who do not achieve the full qualification but have achieved at least one whole unit; partial achievement certificate fees can be found in the fees and pricing document on the NCFE website.
Delivery and guided learning hours (GLH)
The NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) (610/4164/6) has been arranged to combine practical skills supervision as part of the guided learning hours. This appears as a larger total than the previous qualification (NCFE CACHE Level 3 Diploma for the Early Years Workforce (Early Years Educator) (601/2629/2)) which kept these two components separate. Please be assured that models of delivery and duration of study programmes that you have followed for the previous qualification can be maintained moving forward. The newly revised DfE Early Years Educator criteria have also contributed to an increase in skills-based competencies and these too attribute to the size of the qualification.
Progression
Learners who achieve this qualification could progress to the following:
- employment:
- educator in day nurseries o educator in nursery schools
- educator in reception classes in primary schools o pre-school worker
- further education:
- NCFE CACHE Level 5 Diploma for the Early Years Senior Practitioner (610/4163/4)
- higher education – personal statements may be accepted by universities
Progression to higher level studies
Level 3 qualifications can support progression to higher level study, which requires knowledge and skills different from those gained at levels 1 and 2. Level 3 qualifications enable learners to:
- apply factual, procedural and theoretical subject knowledge
- use relevant knowledge and methods to address complex, non-routine problems
- interpret and evaluate relevant information and ideas
- understand the nature of the area of study or work
- demonstrate an awareness of different perspectives and approaches
- identify, select and use appropriate cognitive and practical skills
- use appropriate research to inform actions
- review and evaluate the effectiveness of their own methods
Staffing requirements
Assessment decisions for knowledge-based learning outcomes (LOs) must be made by an occupationally knowledgeable member of staff, qualified to make assessment decisions. The centre with whom the learners are registered will be responsible for making all assessment decisions.
Occupationally competent and qualified assessors from the centre must use direct observation to assess practical skills-based outcomes.
Please see the assessment principles for early years educator (EYE) qualifications in this specification for further information on staffing requirements.
Resource requirements
There are no mandatory resource requirements for this qualification, but centres must ensure learners have access to suitable resources to enable them to cover all the appropriate LOs.
Real work environment (RWE) requirement/recommendation
Where the assessment requirements for a unit allows, it is essential that organisations wishing to operate a real work environment (RWE) do so in an environment that reflects a real work setting and replicates the key characteristics of the workplace in which the skill to be assessed is normally employed. This is often used to support simulation.
Work/industry placement experience
This qualification requires learners to complete a mandatory work/industry placement experience throughout the duration of the qualification, before certification.
Placements must be chosen carefully and all necessary risk assessments undertaken, giving attention to:
- location
- accessibility
- suitability
Wherever possible learner placements will be at centres with a good or outstanding Ofsted rating. Those accessing placements that require improvement would benefit from wider experience during their training, if possible.
Observations of learners on placement should provide holistic evidence in line with requirements and be undertaken throughout the qualification journey and feedback offered to students for reflection and improved practice.
Placement in a real work environment (RWE)
The minimum placement hours for this qualification are 300 hours, however it is recommended that learners undertake 350 hours where possible.
Age ranges covered by the qualification
This qualification prepares learners to work with children between birth and five years with knowledge of children up to seven years.
How the qualification is assessed
Assessment is the process of measuring a learner’s skill, knowledge and understanding against the standards set in a qualification.
This qualification is internally assessed and externally quality assured.
The assessment consists of one component:
- an internally assessed contextualised portfolio of evidence, which is assessed by centre staff and externally quality assured by NCFE (internal quality assurance must still be completed by the centre as usual)
Learners must be successful in this component to gain the NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) (610/4164/6).
This qualification includes both knowledge and skills that meet the Department for Education Early Years Educator (DfE EYE) criteria in full and map to the knowledge, skills and behaviours (KSBs) within the Early Years Educator apprenticeship standard ST0135.
The assessment methods for the skills-based criteria should include:
• direct observation of learner in work placement/employment (it is essential to include observations) • professional discussions • reflective accounts
- expert witness testimonies from lead practitioner and accompanied by professional discussion (where required) to triangulate the evidence (only to be used when observation would not be appropriate)
- work products, for example, policies, reports and records that can be used to underpin or move a professional discussion forward
Skills-based outcomes must be achieved in a RWE and in accordance with assessment principles, they are typically achieved throughout the duration of the programme of study to allow for increasing confidence and competence in practice.
All 10 units are mandatory to achieve this qualification.
The NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) (610/4164/6) is a competence-based qualification (CBQ).
A CBQ may be based on an occupational standard as identified in the qualification summary table at the beginning of this specification. A CBQ must be assessed in the workplace or in a RWE in accordance with the relevant assessment guidance. For further information on the guidance, please visit the qualification’s page on the NCFE website.
Learners who are not successful can resubmit work within the registration period; however, a charge may apply in cases where additional external quality assurance visits are required.
All the evidence generated by the learner will be assessed against the standards expected of a level 3 learner for each LO.
Unless otherwise stated in this specification, all learners taking this qualification must be assessed in English and all assessment evidence presented for external quality assurance must be in English.
Internal assessment
We have created some sample tasks for the internally assessed 10 units, which can be found within a separate document in the member’s area of our website. These tasks are not mandatory. You can contextualise these tasks to suit the needs of your learners to help them build up their portfolio of evidence. The tasks have been designed to cover some knowledge learning outcomes (LOs) for all units and provide opportunities for stretch and challenge. For further information about contextualising the tasks, please contact the Provider Development team.
Each learner must create a portfolio of evidence generated from appropriate assessment tasks to demonstrate achievement of all the LOs associated with each unit. The assessment tasks should allow the learner to respond to a real-life situation that they may face when in employment. On completion of each unit, learners must declare that the work produced is their own and the assessor must countersign this.
If a centre needs to create their own internal assessment tasks, there are four essential elements in the production of successful centre-based assessment tasks; these are:
- ensuring the assessment tasks are meaningful with clear, assessable outcomes
- appropriate coverage of the content, LOs, or assessment criteria (AC)
- having a valid and engaging context or scenario
- including sufficient opportunities for stretch and challenge for higher attainers
Please see the guidance document for creation of internal assessment tasks on our website.
Mapping to the Department for Education (DfE) Early Years Educator (EYE) qualification criteria
It is the role of the DfE to define the content of the level 3 qualifications that practitioners must hold to be included in the ratios specified in the early years foundation stage (EYFS) statutory framework.
The DfE does this by defining criteria that qualifications must meet to enable practitioners to demonstrate their competence.
The qualification criteria lay out the minimum requirements for what an early years educator should know, understand and be able to do to be considered qualified to support babies and children from birth to age five in the early years foundation stage (EYFS).
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Section 2: Unit content and assessment guidance
This section provides details of the structure and content of this qualification.
The types of evidence listed are for guidance purposes only. Within learners’ portfolios, other types of evidence are acceptable if all learning outcomes (LOs) are covered, and if the evidence generated can be internally and externally quality assured. For approval of methods of internal assessment other than portfolio building, please contact your external quality assurer (EQA).
The explanation of terms explains how the terms used in the unit content are applied to this qualification. This can be found in section 3.
EYE L3 WF Unit 1 Introduction to the role of the early years educator (T/651/1390)
| Unit summary | ||||
| This unit explores the role and responsibilities of the reflective early years educator whilst appreciating the knowledge, skills and behaviours required for effective engagement within own role. During the delivery of this unit, learners should be exposed to the significance of sustainability in practice where appropriate. | ||||
| Assessment | ||||
| Internally assessed | ||||
| Mandatory | Achieved/not yet achieved | Level 3 | 7 credits | 67 GLH (includes 25 work/placement hours) |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 1. Understand the professional roles and responsibilities required to work in an early years setting | 1.1 Explain the professional role and responsibilities of an early years educator regarding knowledge, skills and behaviours | ||
| 1.2 Describe the professional role of the early years educator with regard to the potential of supervising other staff and leading the setting | |||
| 2. Understand procedures that must be adhered to in the work setting and their importance | 2.1 Reflect on prior learning and experience, as appropriate, to describe the role of the early years educator in the following aspects: • reporting and types of records expected • whistleblowing procedures • protecting and promoting the welfare of children in line with statutory requirements • safeguarding in line with statutory requirements • confidentiality • information sharing • use of technology • referring development concerns • protecting self (for example, media and online presence) • staff health and safety, including mental health and wellbeing support and supervision | ||
| 3. Understand the role of supervision | 3.1 Analyse supervision as an opportunity for staff to discuss issues, concerns and plans | ||
| 4. Understand professional development | 4.1 Explain the role of reflective practice and how evidence-based, continuous professional development can improve practice for children’s academic outcomes as well as increase own career opportunities |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 4.2 Describe methods of reflective and reflexive practice and opportunities for continuing professional development (CPD), including participating in supervision for growth and improved practice | |||
| 4.3 Explain progression opportunities in an early years setting to include leadership and management positions | |||
| 5. Be able to use and model good communication skills, including a good command of the English language in spoken and written form | 5.1 Communicate with a good command of the English language in spoken and written form including, for example, when working with children, emails, in meetings and discussions
| ||
| 6. Be able to explain own role, responsibilities and expected behaviours, and the roles of colleagues in the setting and team | 6.1 Explain own role, responsibilities and expected behaviours, and the roles of colleagues in the setting and team, including the significance of being self-motivated, proactive and able to use initiative (this could be initiated through small peer group discussions in preparation for placement where it will be required to be observed) | ||
| 7. Be able to explain how our own and others’ behaviour can impact on babies and children and the importance of role modelling positive behaviours | 7.1 Explain how our own and others’ behaviour can impact on babies and children and the importance of role modelling positive behaviours
| ||
| 8. Be confident in supporting or challenging the practice of colleagues, including difficult conversations | 8.1 Discuss the importance of challenging practice in the best interests of babies and children | ||
| 8.2 Summarise steps to take when challenging the practice of colleagues | |||
| 9. Be able to follow procedures in the work setting, including, where appropriate, updating and | 9.1 Work in adherence to policy and procedure, with regard to: • reporting • whistleblowing • protecting and promoting the welfare of children | ||
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| developing policies and procedures | • safeguarding • confidentiality • information sharing • use of technology • referring development concerns • protecting educators (for example, media and online presence) • staff health and safety, including mental health and wellbeing support | ||
| 10. Be able to foster a culture of mutual support, teamwork and continuous improvement that encourages confidential discussion of sensitive issues, through effective supervision at all stages of career | 10.1 Contribute to a culture of mutual support, teamwork and continuous improvement by partaking in supervision | ||
| 10.2 Discuss how effective supervision encourages confidential discussion of sensitive issues at all stages of a career | |||
| 11. Be able to seek out feedback from others and use reflection to identify and support career development and personal goals | 11.1 Collect feedback from others to identify areas for improvement | ||
| 11.2 Develop a personal development plan to support goals | |||
| 11.3 Discuss how the role of a mentor and supervision can support career goals |
| Range |
| 3. Understand the role of supervision |
| 3.1 Supervision: identify solutions to address issues as they arise and receive coaching to improve their personal effectiveness. Effective supervision provides support, coaching and training for the educator and promotes the interests of babies and children. |
| 4. Understand professional development |
| 4.1 CPD: evidence-based:own skills, practice, and subject knowledge, increase career opportunities and help children’s academic outcomes, especially in areas of disadvantage (opportunity to link to sustainable development goals (SDGs) 1 and 10). |
| Delivery and assessment guidance |
| LO9: where direct involvement is not possible, simulation against policy and procedure, such as case study or scenario, is permitted, to demonstrate a working knowledge of these aspects. |
EYE L3 WF Unit 2 Holistic child development (Y/651/1391)
| Unit summary | ||||
| This unit explores holistic development and key milestones for babies and children, including the significance of experience and personal circumstance. | ||||
| Assessment | ||||
| Internally assessed | ||||
| Mandatory | Achieved/not yet achieved | Level 3 | 14 credits | 130 GLH (includes 40 work/placement hours) |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 1. Understand the expected patterns of babies’ and children’s development from conception to seven years old | 1.1 Identify stages of human development from conception to birth | ||
| 1.2 Identify sequences of normative patterns of development in babies and children from birth to seven years of age, to include: • cognitive • neurological and brain development • speech, language and communication development • physical • personal, social, and emotional development | |||
| 2. Understand key milestones for holistic development from birth to seven years | 2.1 Define the term holistic development | ||
| 2.2 Describe holistic development from birth to seven years, with regard to: • cognitive • neurological and brain development • speech, language and communication development • physical • personal, social and emotional development | |||
| 3. Understand the influence of key individuals and the importance of attachments that shape babies’ and children’s social | 3.1 Summarise theories around attachment | ||
| 3.2 Explain the significance of attachment in relation to the key person approach | |||
| 3.3 Analyse how attachment influences babies’ and children’s social world, including maintaining relationships, and underpins their holistic development
|
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| world and underpin their holistic learning and development | 3.4 Identify ways babies’ and children’s learning and development can be affected by their individual circumstances and significant events in their lives, including biological and environmental factors | ||
| 3.5 Summarise the impact of planned and unplanned change, transitions and significant life events on babies’ and children’s current learning and development needs | |||
| 4. Understand the significance of physical, mental and emotional health and wellbeing for babies’ and children’s development | 4.1 Explain the impact of physical, mental and emotional health and wellbeing for babies’ and children’s development | ||
| 4.2 Describe the role and responsibilities of the key person when supporting physical, mental and emotional health and wellbeing for babies’ and children’s development | |||
| 5. Understand coregulation and self-regulation in children | 5.1 Explain the terms: • co-regulation • self-regulation | ||
| 5.2 Use examples to describe how early years educators provide opportunities for co-regulation in an early years setting | |||
| 5.3 Describe how self-regulation changes according to a child’s age and stage of development | |||
| 5.4 Analyse the significance of co-regulation for selfregulation | |||
| 6. Understand a range of evidence-based theories and research that underpin early years development | 6.1 Summarise a range of underpinning theories and their impact to child development
| ||
| 7. Be able to prepare and support babies and children through transitions and significant events in their lives | 7.1 Develop effective strategies to support children’s ability to manage significant life events and daily micro transitions | ||
| 7.2 Reflect on how early years educators prepare babies and children for planned transitions | |||
| 7.3 Summarise processes used in an early years setting to support individual children through micro transitions, making reference to the role of the key person
|
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 7.4 Identify strategies to support individual children through unplanned and significant life events | |||
| 8. Be able to support children to form positive attachments
| 8.1 Apply theories of attachment to demonstrate warm and responsive, professional relationships with babies, children and their families, with clearly established and age-appropriate boundaries, including supporting children to develop warm and responsive relationships with other children | ||
| 8.2 Shadow the role of a key person and reflect on key features of this role | |||
| 9. Be able to promote health and wellbeing in settings working with babies and children from birth to five years
| 9.1 Reflect on strategies used in an early years setting to: • encourage babies and children to consume healthy and balanced meals, snacks and drinks, taking account of cultural requirements, including race, religion and belief systems (considering good oral health) • encourage babies and children to be physically active through planned and spontaneous activity throughout the day, both indoors and outdoors • teach children to develop skills to manage their own and others safety • provide sensitive and respectful personal care, to include personal hygiene practices and oral hygiene | ||
| 9.2 Interact with babies and children to positively impact their health and wellbeing, demonstrating care, compassion and sensitivity | |||
| 10. Be able to support children to develop a positive sense of self and to recognise, understand and manage their | 10.1 Facilitate an enabling, nurturing environment, encouraging emotional literacy | ||
| 10.2 Maintain an effective and supportive emotional environment that enables the babies and children to feel safe, secure and respected, and experience a positive sense of self and wellbeing, maintaining and prioritising the individual child’s voice | |||
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| emotions, including supporting a child’s understanding of differing emotional reactions and what may or may not be appropriate | 10.3 Model the use of co-regulation to support babies and children when they are experiencing any range of emotions, by providing warm, responsive interactions to help support the development of self-regulation | ||
| 11. Be able to apply evidencebased theories in practice, and as appropriate, based on a clear understanding of cognitive science (reliable theory) | 11.1 Reflect on own practice to identify where there are links to evidence-based theories and philosophical approaches |
| Range |
| 6. Understand a range of evidence-based theories and research that underpin early years development |
| 6.1 Evidence-based theories: a range of traditional and contemporary theorists to be explored, considering the impact to practice, to include but not limited to:
• Piaget • Vygotsky • Bruner • Bandura • Nutbrown • Athey • Donaldson |
| Delivery and assessment guidance |
| LO7: this section must include:
• moving school • starting and moving through or between early years settings • birth of a sibling • moving home • family breakdown • living outside of the home • loss of significant people or bereavement |
| Delivery and assessment guidance |
| • social events that impact their lives, such as COVID-19, adoption and care, and including the significance of adverse childhood experiences and trauma |
EYE L3 WF Unit 3 Children with special educational needs and disabilities (SEND) (A/651/1392)
| Unit summary | ||||
| This unit explores legislation and guidance to support the increasing awareness and confidence of the early years educator to support babies, children and their families when facilitating nurturing environments for babies and children with special educational needs and disabilities (SEND). | ||||
| Assessment | ||||
| Internally assessed | ||||
| Mandatory | Achieved/not yet achieved | Level 3 | 7 credits | 67 GLH (includes 25 work/placement hours) |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 1. Know about legislation and guidance for children and young people with special educational needs and disabilities (SEND)
| 1.1 Identify legislation, statutory and nonstatutory frameworks and guidance for provision in early years, including for children and young people with special educational needs and disabilities | ||
| 1.2 Understand that there are four general areas of need, and how to balance these against a detailed understanding of an individual baby or child’s needs: • communication and interaction • cognition and learning • social, emotional and mental health • physical and sensory needs | |||
| 1.3 Summarise the implications of legislation and guidance for practice in an early years setting to appreciate the legal rights of each individual child according to their current and future needs | |||
| 1.4 Describe the following features of effective practice for babies and children with SEND: • early help and early intervention • the graduated approach • early years offer | |||
| 2. Understand that there are appropriate strategies for supporting a baby or child with SEND | 2.1 Explain inclusive practice in an early years setting | ||
| 2.2 Explain how a delay in a baby’s or child’s learning and development does not necessarily indicate a special educational need or disability and may be due to a gap in their knowledge and understanding | |||
| 2.3 Describe how scaffolded learning strategies and the design of flexible, adaptive daily |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| routines and expectations can help babies and children to progress and overcome perceived delay in learning and development | |||
| 2.4 Explain that changes in behaviour are not necessarily a sign that a baby or child has SEND | |||
| 3. Understand that there are specialist aids, resources, and equipment available to support babies and children with SEND | 3.1 Identify a range of specialist aids, resources and equipment available to support babies and children with SEND | ||
| 3.2 Summarise the role of the early years special needs coordinator (SENDCo) | |||
| 3.3 Analyse partnership working for effective support of children with SEND | |||
| 4. Be able to explain and apply the early years foundation stage (EYFS) statutory framework and SEND code of practice in relation to the care and education of babies and children with SEND, through a graduated approach | 4.1 Reflect on how policy and procedure in an early years setting adheres to the EYFS statutory framework and SEND code of practice in relation to the care and education of babies and children with SEND, through a graduated approach | ||
| 4.2 Advocate for children’s individual learning, considering their current development and uniqueness, including those with SEND and English as an additional language (EAL) | |||
| 4.3 Create an effective and supportive emotional environment that enables the child to feel safe, secure and respected, and to experience a sense of wellbeing, maintaining and prioritising the individual child’s voice | |||
| 5. Be able to work effectively in partnership with others (or alongside colleagues), including parents and carers, to promote and implement appropriate strategies for supporting the progress of babies and children with SEND | 5.1 Reflect on policy and procedure in an early years setting to describe ways to work effectively in partnership with others, including parents and carers, to identify, help, promote and implement appropriate strategies for supporting the progress of babies and children with SEND | ||
| 5.2 Explain the importance of own professional skills and behaviour when liaising with parents/carers of children with SEND
|
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 6. Be able to effectively carry out a child’s care plan (or shadow a colleague) alongside parents and carers, including the initial assessment, implementation, and ongoing review | 6.1 Explain how to effectively carry out a child’s care plan (or shadow a colleague) alongside parents and carers in an early years setting, to include: • the initial assessment • implementation and ongoing review | ||
| 6.2 Explain the importance of carrying out a child’s care plan in a sensitive and respectful manner | |||
| 7. Be able to promote and encourage a working environment that values and respects the individual developmental needs and stages of babies and children with SEND | 7.1 Facilitate an environment that meets the individual needs of children in an early years setting | ||
| 7.2 Discuss how the setting supports babies and children to develop a positive sense of their own identity and culture, valuing race, religion and belief systems | |||
| 7.3 Create an effective and supportive emotional environment that enables all children to feel safe, secure and respected, and to experience a sense of wellbeing | |||
| 7.4 Promote and encourage a working environment that values and respects the maintenance and prioritisation of the individual developmental needs and stages of babies and children with SEND, whilst valuing and respecting the child’s voice | |||
| 7.5 Model inclusive practice to ensure children have equal access to opportunities to learn, develop, and reach their potential | |||
| 8. Be able to use specialist aids, resources and equipment available to support babies and children with SEND | 8.1 Use specialist aids, resources and equipment available to support babies and children with SEND (simulation and reflection as appropriate)
| ||
| 9. Be able to analyse and explain how cultural background and family circumstances can impact on babies’ and children’s | 9.1 Support babies and children to develop a positive sense of their own identity and culture | ||
| 9.2 Promote equality of opportunity in the education and care of all children in early years provision, including children with SEND | |||
| 9.3 Reflect on effective strategies in an early years setting to know how to identify, help and work | |||
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| learning and development | appropriately with others to provide children and babies with any additional support they may need |
| Range |
| 1. Know about legislation and guidance for children and young people with special educational needs and disabilities (SEND) |
| 1.1 Relevant legislation, statutory and non-statutory frameworks and guidance to include SEND code of practice and, where relevant, The Equality Act 2010. |
| 2. Understand that there are appropriate strategies for supporting a baby or child with SEND |
| 2.1 Inclusive:learners must understand that all children are entitled to a quality education, one that is appropriate to their unique needs, promotes high standards and the fulfilment of potential. |
| Delivery and assessment guidance |
| Relevant guidance for this part of the criteria includes:
|
EYE L3 WF 4 Effective communication in an early years setting (D/651/1393)
| Unit summary | ||||
| This unit explores the significance of communication for learning and holistic development in all babies and children. | ||||
| Assessment | ||||
| Internally assessed | ||||
| Mandatory | Achieved/not yet achieved | Level 3 | 7 credits | 67 GLH (includes 25 work/placement hours) |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 1. Understand the impact of an effective communication and language curriculum that offers positive benefits to babies and children’s development | 1.1 Explain how communication and language is the cornerstone of an early years curriculum, which can provide all children with an equal chance of success | ||
| 1.2 Describe the relationship between an effective communication curriculum and positive benefits for all children in early years settings, including their spoken language skills, their understanding of language, and their early reading skills, including for children from disadvantaged backgrounds | |||
| 2. Understand that children develop at their own pace in language development and can experience speech and language difficulties | 2.1 Explain the importance of respecting pace of language development in individual babies and children | ||
| 2.2 Summarise stages of language acquisition | |||
| 2.3 Outline speech and language difficulties that may be experienced by babies and children as they acquire language | |||
| 2.4 Identify ways babies and children can be supported with speech and language difficulties, including specialist early intervention | |||
| 3. Understand that there are ways to communicate with all children, appropriate for their stages of development | 3.1 Use examples to describe strategies for effective communication with babies and children from birth to five years of age | ||
| 3.2 Explain strategies for effective communication for babies and children with speech and language difference, including: • SEND or neurodivergent children • children using English as an additional language (EAL) | |||
| 3.3 Analyse the importance of valuing equality, diversity and inclusion for effective communication and language development |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 4. Be able to develop, support and promote babies’ and children’s speech, language, and communication through effective planned adult interactions | 4.1 Read stories in the following situations: • with an individual baby or young child • with small groups of children (up to four children) • with large groups of children (five children or more) | ||
| 4.2 Demonstrate the following skills and techniques: • reading aloud stories and talking about them to build familiarity and understanding and develop conversation through sensitive questioning • exploring vocabulary in wider contexts • using a rich range of vocabulary and language structures | |||
| 4.3 Participate in songs and rhymes with babies and children to support an awareness of sounds | |||
| 4.4 Promote and facilitate children’s communication through experiences and activities for social interactions and relationships to blossom | |||
| 5. Be able to identify delays in communication development and describe appropriate support services for babies and children | 5.1 Explain ways the early years educator is able to identify delays in communication development | ||
| 5.2 Describe appropriate support services for babies and children | |||
| 6. Be able to communicate with all children in ways that will be understood, including verbal and non-verbal communication, to extend their learning and development | 6.1 Communicate with all children in ways that will be understood, including verbal and non-verbal communication, to extend their learning and development | ||
| 7. Be able to help children catch up with language development through planned use of pronunciations, | 7.1 Use appropriate strategies and ways of working to facilitate a language rich environment for babies and children | ||
| 7.2 Summarise how the early years educator can support children to catch up with language development through planned use of pronunciations, words and phrases | |||
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| words and phrases | |||
| 8. Be able to adapt teaching approaches, as appropriate, to ensure children with speech and language difficulties, and those for whom English is an additional language (EAL), are supported to catch up | 8.1 Use examples from practice to describe ways the early years educator can adapt teaching approaches, as appropriate, to ensure children with speech and language difficulties, and those for whom English is an additional language (EAL), are supported to catch up through effective communication
| ||
| 9. Be able to apply a range of communication methods for effective collaborative working | 9.1 Use a range of communication methods, including technology, with other professionals to meet the individual needs of the child |
| Range |
| 3. Understand that there are ways to communicate with all children, appropriate for their stages of development |
| 3.2 Strategies: the demand for sensitive interaction with parents/carers to enable effective care for the child. |
| 4. Be able to develop, support and promote babies’ and children’s speech, language, and communication through effective planned adult interactions
Planned: spontaneous, as well as planned interactions, to be considered. Understand that there are ways to communicate with all children, appropriate for their stages of development. |
EYE L3 WF 5 Safeguarding and welfare requirements (F/651/1394)
| Unit summary | ||||
| This unit explores how the early years educator safeguards children, including wider aspects of child protection, reporting and record keeping. There are opportunities to consider sustainability and sustainable development goals 2 and 6 when exploring the welfare requirements. | ||||
| Assessment | ||||
| Internally assessed | ||||
| Mandatory | Achieved/not yet achieved | Level 3 | 10 credits | 87 GLH (includes 25 work/placement hours) |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 1. Understand the signs of harm and the different types of abuse and what these are | 1.1 Describe signs of harm and abuse, to include but not limited to: • neglect • physical • emotional • online • domestic • sexual abuse | ||
| 2. Understand legislation, policies and procedures in relation to keeping children safe | 2.1 Summarise legislation, policies and procedures in relation to keeping children and colleagues safe in an early years setting, to include: • safeguarding and welfare requirements • child protection (including keeping children safe online) • discrimination • whistleblowing | ||
| 2.2 Explain why safeguarding and security systems are an important part of keeping babies and children safe | |||
| 2.3 Describe own role with regard to local and national safeguarding policies and procedures as set out in statutory and non-statutory guidance | |||
| 2.4 Outline reasons the early years educator must stay updated with changes to legislation | |||
| 3. Understand an early years educator’s role and responsibilities in relation to keeping children and colleagues safe | 3.1 Analyse the role and responsibilities of the early years educator to keep babies and children safe, to include: • the appropriate supervision of others • health and safety • safeguarding and security systems • child protection • duty of care • reporting and confidentiality of information | ||
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| • safeguarding staff | |||
| 4. Be able to recognise when a baby or child is in danger or at risk of abuse, including online, and know how to act to protect them | 4.1 Discuss signs to recognise when a baby or child is in danger or at risk of abuse, including online, and the procedure to follow to protect them in an early years setting
| ||
| 5. Be able to find and stay updated on employer, local and national safeguarding policies and procedures, as set out in statutory and non-statutory guidance | 5.1 Discuss how the early years educator would apply legislation, policy and procedure to ensure the safety and wellbeing of everyone in the setting, demonstrating vigilance and professional curiosity | ||
| 5.2 Explain ways the early years educator can stay updated on employer, local and national safeguarding policies and procedures, as set out in statutory and non-statutory guidance |
| ||
| 6. Be able to follow Ofsted’s whistleblowing policy to pass on information that, where it is reasonable to believe, shows wrongdoing or a cover-up by an employer’s organisation. This might be about activity that is illegal, risks others’ health and safety, is poor practice or fails to meet statutory requirements | 6.1 Refer to policy to discuss Ofsted’s whistleblowing policy to pass on information that, where it is reasonable to believe, shows wrongdoing or a cover-up by an employer’s organisation. This might be about activity that is illegal, risks others’ health and safety, is poor practice or fails to meet statutory requirements |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 7. Be able to carry out own role and act upon responsibilities, including providing appropriate supervision of others in relation to safeguarding and security, including child protection, duty of care, reporting and confidentiality of information | 7.1 Carry out and act upon responsibilities, including: • providing appropriate supervision of others in relation to safeguarding and security • child protection • duty of care • reporting and confidentiality of information
|
| Range |
| 1. Understand the signs of harm and the different types of abuse and what these are |
| 1.1 Types of abuse to include:
• neglect • physical • emotional • online • domestic • sexual abuse
Types of harm to include:
• female genital mutilation (FGM) • sexual exploitation • grooming • bullying • radicalisation • discrimination |
| Delivery and assessment guidance |
| LO5: be able to find and stay updated on employer, local and national safeguarding policies and procedures as set out in statutory and non-statutory guidance
Learner’s must follow the setting’s policy and procedure and be mindful of how our own values and belief system can impact practice. They must also understand the importance of signposting families in need of further guidance and support regarding their own safeguarding needs. |
| Delivery and assessment guidance |
EYE L3 WF Unit 6 Health, wellbeing and safety (H/651/1395)
| Unit summary | ||||
| This unit explores the relationship between legislation, policy and procedure, with further focus on own role and responsibilities with regard to the health, wellbeing and safety of babies and children. Students should be mindful of energy-saving approaches to sustainability when considering health, wellbeing and safety, for example, energy-efficient approaches and wellbeing strategies. | ||||
| Assessment | ||||
| Internally assessed | ||||
| Mandatory | Achieved/not yet achieved | Level 3 | 10 credits | 87 GLH (includes 25 work/placement hours) |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 1. Understand legal requirements and statutory guidance, as well as other nonstatutory guidance on health and safety | 1.1 Summarise legal requirements and statutory guidance, as well as other non-statutory guidance on health and safety, to include control of substances hazardous to health (COSHH) and reporting of injuries, diseases and dangerous occurrences regulations (RIDDOR)
| ||
| 2. Understand it is important to ensure equipment, furniture and materials are used safely and the dangers of not doing so | 2.1 Give reasons for ensuring equipment, furniture and materials are used safely and the dangers of not doing so
| ||
| 3. Understand the role of policy and procedure in maintaining the health, wellbeing and safety of babies and children | 3.1 Describe policy and procedure in relation to health and safety in an early years setting to include: • risks and risk management • security • confidentiality of information • personal hygiene, including oral health • meals and snacks • accidents and emergencies • illness • routine safety checks • fire drills | ||
| 4. Understand that it is important to | 4.1 Describe action to take to prevent and control infection in an early years setting |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| prevent and control infection | |||
| 5. Understand the signs and symptoms of a child who is unwell or injured
| 5.1 Identify signs and symptoms of ill health in babies and children | ||
| 5.2 Describe signs, symptoms and treatments of common childhood illnesses and allergies in children | |||
| 5.3 Identify signs of urgent dental attention in children | |||
| 5.4 Identify minor injury in babies and children | |||
| 5.5 Identify serious injury requiring urgent medical attention in babies and children | |||
| 6. Understand that it is important for babies and children to have a healthy, balanced and nutritious diet | 6.1 Identify nutritional guidelines for babies and children from birth to five years | ||
| 6.2 Describe the different stages of weaning in babies | |||
| 6.3 Describe steps to take to maintain good oral health in babies and children | |||
| 6.4 Explain how the early years educator keeps knowledge of food allergies and anaphylaxis up to date | |||
| 6.5 Explain how the early years educator keeps children safe during mealtimes, to include recognising the signs of choking and action to take | |||
| 6.6 Explain the need to prepare food that is suitable for the age, personal need and development of babies and children, referring to the most up-todate guidance | |||
| 7. Understand that it is important for babies and children to be physically active | 7.1 Explain benefits of physical activity for babies’ and children’s holistic health and wellbeing
| ||
| 8. Understand the importance of risk versus benefit | 8.1 Explain principles of risk assessment and management, and how to balance risks and benefits of activities for children | ||
| 9. Be able to use equipment, furniture and materials safely following the manufacturer’s instructions and setting’s | 9.1 Assist others in the safe use of equipment, furniture and materials, following the manufacturer’s instructions and setting’s requirements (can be achieved through simulation, as appropriate) | ||
| 9.2 Discuss sleep safety and precautions to take to keep babies and children safe |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| requirements, with regard for sleep safety. Assist others in the safe use of: • equipment • furniture • materials | |||
| 10. Be able to identify and act upon own responsibilities in relation to: • health • safety • wellbeing | 10.1 Apply legislation, policy and procedure to ensure the safety and wellbeing of everyone in the setting, adhering to: • health and safety • confidentiality of information • promoting the welfare of babies and children
| ||
| 11. Be able to carry out risk assessments and risk management in line with: • employer, local and national requirements • policies and procedures | 11.1 Apply the principles of risk assessment and risk management in line with daily procedure, to include a working knowledge of how to complete documentation within practice | ||
| 11.2 Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting, to include: • risk assessment • food safety and allergies • COSHH • accidents, injuries and emergencies | |||
| 11.3 Outline ways risk benefit is managed in an early years setting | |||
| 12. Be able to maintain accurate and coherent records and reports and share information, when appropriate, to ensure the needs of all children are met | 12.1 Refer to policy and procedures in an early years setting to explain the role of the early years educator in relation to records and reports, to include: • medication requirements • special dietary needs, including approaches to starting and storing solid foods • planning • observation and assessment • health, safety and security • accidents and near misses • daily registers | ||
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 13. Be able to explain, plan, and carry out respectful care routines appropriate to the development, stage, dignity and needs of babies and children, to include their cultural, race, religion and belief systems | 13.1 Reflect on policy and procedure in an early years setting to describe the role of an early years educator, with regard to: • supervision of children whilst eating (feeding and weaning and complementary feeding) • nappy-changing procedures • potty and toilet training • care of skin, teeth and hair • rest and sleep provision | ||
| 13.2 Shadow qualified staff as they prepare food that is suitable for the age and development of babies and children, referring to the most up-to-date guidance, and supervise children whilst eating | |||
| 13.3 Prepare food that respects individual need and preference, including cultural requirements such as race, religion and belief systems | |||
| 13.4 Plan care routines that are sensitive to the culture, race, religion and belief systems of children with regard to food and personal care | |||
| 14. Be able to implement effective strategies for preventing and controlling infection
| 14.1 Demonstrate effective handwashing techniques | ||
| 14.2 Reflect on policy and procedure with regard to: • food hygiene • dealing with spillages safely • safe disposal of waste • using correct personal protective equipment (PPE) | |||
| 14.3 Explain exclusion processes to describe knowledge of common childhood illnesses | |||
| 14.4 Outline the immunisation schedule | |||
| 15. Be able to take appropriate action to respond to accidents and emergency situations
| 15.1 Discuss policy and procedure to explain the role and responsibilities of the early years educator with regard to: • a baby or young child requiring urgent medical or dental attention • a non-medical incident or emergency • identifying risks and hazards • receiving, storing, recording, administering and the safe disposal of medicines | ||
| 16. Be able to share information with parents and carers | 16.1 Share information (written or verbal) with parents and carers with regard to: • the importance of healthy balanced diets • looking after teeth and oral health • being physically active |
| Delivery and assessment guidance |
| LO16: information shared must consider:
• current dietary guidance for early years, explaining why it is important for babies and children to have a healthy, balanced diet and be physically active • find and apply the most up-to-date advice on weaning provided by the NHS |
EYE L3 WF Unit 7 Promoting an effective early years curriculum (J/651/1396)
| Unit summary | ||||
| This unit explores the early years statutory framework offered through the early years foundation stage (EYFS) and the implications for embedding effective characteristics of teaching and learning for all children. | ||||
| Assessment | ||||
| Internally assessed. | ||||
| Mandatory | Achieved/not yet achieved | Level 3 | 15 credits | 132 GLH (includes 40 work/placement hours) |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 1. Understand how evidence-based philosophical and pedagogical approaches influence the early years foundation stage (EYFS) that sets out the early education curriculum requirements from birth to age five
| 1.1 Summarise a range of evidence-based philosophical and pedagogical approaches and research that underpin early years development and that underpin the organisation’s approach and values | ||
| 1.2 Outline the areas of learning and development making up the statutory EYFS framework, to include: • communication and language • physical development • personal, social and emotional development • literacy • mathematics • understanding the world • expressive arts and design | |||
| 1.3 Describe a range of pedagogical approaches, to include: • play • direct teaching • adult explanations • adult modelling • learning from peers • guided learning | |||
| 2. Understand that all children and young people are entitled to an education, appropriate to their needs, which promotes high standards | 2.1 Outline the implications of the Equality Act 2010 for early years educators when providing an early years curriculum | ||
| 2.2 Explain the importance of promoting equality, diversity and inclusion, and respecting children’s social and cultural context | |||
| 2.3 Discuss how different cultural backgrounds and family circumstances can impact babies’ and children’s learning and development |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| and the fulfilment of potential | |||
| 3. Understand how the curriculum and pedagogical approaches to teaching are planned and adapted to create experiences and opportunities for children which appreciate that children are likely to have different levels of prior experience and knowledge, including how adaptive pedagogy promotes learning for all | 3.1 Describe characteristics and elements of enabling environments to support learning and development for all children both indoors and outdoors | ||
| 3.2 Analyse the significance of adapting the curriculum and pedagogical practice to meet the needs and interests of each individual child, taking into account their prior knowledge and experience | |||
| 3.3 Explain how an enabling environment fosters healthy dispositions to learning for children | |||
| 3.4 Analyse the influence, contribution and impact of adults on the child within their immediate and wider environment | |||
| 3.5 Describe the importance of equality, diversity and inclusion, and respecting children’s social and cultural context for effective pedagogical practice | |||
| 4. Understand that a carefully planned and sequenced curriculum is essential for all children, in recognition of their needs and interests, to include adult-led explicit teaching, as well as childinitiated experiences | 4.1 Summarise the benefits of a curriculum that is responsive to the needs and interests of babies and children | ||
| 4.2 Explain how a carefully planned and sequenced curriculum scaffolds and embeds effective characteristics of teaching and learning for all children | |||
| 4.3 Use examples to outline benefits of adult-led explicit teaching and child-initiated experiences | |||
| 4.4 Describe how the design of flexible daily routines and expectations within an enabling environment adapt to support and reflect children’s current needs | |||
| 4.5 Describe the influence, contribution and impact of adults on the child within their immediate and wider environment | |||
| 5. Understand that the learning environment, both indoors and outdoors, is a resource that | 5.1 Analyse learning potential from carefully planned, resourced and scaffolded indoor and outdoor learning experiences for babies and children in line with current statutory requirements
|
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| supports the implementation of the curriculum | |||
| 6. Promote equality of opportunity in the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND) | 6.1 Demonstrate high-quality, fair and inclusive practice
| ||
| 7. Be able to plan educational programmes that reflect the needs and interests of the children
| 7.1 Contribute to educational programmes that reflect: • stage of development • individual interests, needs and circumstances • entitlement to new, important and interesting knowledge | ||
| 7.2 Advocate for children’s individual learning, considering their current development and uniqueness | |||
| 7.3 Facilitate, scaffold and support adult-led opportunities and child-centred experiences with children based on their curriculum and pedagogy | |||
| 7.4 Provide ongoing, effective learning experiences underpinned by a holistic understanding of the child | |||
| 8. Be able to use appropriate curriculum and practice support, such as the nonstatutory Development Matters guidance
| 8.1 Use appropriate curriculum and practice to facilitate child-centred dynamic, innovative and evolving experiences and opportunities for babies and children both indoors and outdoors, in line with non-statutory guidance | ||
| 8.2 Assess the responsiveness of the environment for effective child-centred experiences in line with curriculum requirements | |||
| 8.3 Use knowledge of the early years curriculum and the needs and interests of children in an early years setting to choose, plan and sequence what all children need to learn |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 9. Be able to respond to the needs and interests of the child, to support intended learning
| 9.1 Be child-centred and empathetic, valuing equality, diversity and inclusion, and the uniqueness of each child | ||
| 9.2 Be playful, creative and imaginative in a range of interactions to demonstrate: • giving encouragement • introducing the child to new interests • applying strategies to develop and extend children’s development, learning and thinking (including sustained shared thinking) | |||
| 10. Be able to reflect on the impact of pedagogical approaches and values on the environment in an early years setting | 10.1 Reflect on how an organisation’s approach and values underpin the environment in an early years setting
| ||
| 11. Be able to select and combine the best pedagogical approaches, based on the curriculum and children’s prior knowledge | 11.1 Demonstrate an appropriate balance of adult and child-led activities | ||
| 11.2 Work in ways that demonstrate effective role modelling and supporting children’s group learning and socialisation | |||
| 11.3 Demonstrate reading a story with expression and clarity | |||
| 11.4 Interact with children to explain new concepts with clarity and precision | |||
| 11.5 Demonstrate strategies for supporting early literacy | |||
| 11.6 Demonstrate strategies for supporting early mathematics | |||
| 11.7 Promote and facilitate children’s interpersonal communication to support the development of their social interactions and relationships | |||
| 12. Be able to adapt teaching to suit babies’ and children’s different starting points, experience and knowledge | 12.1 Adapt experiences and opportunities to suit the current and next steps learning needs of babies and children | ||
| 12.2 Advocate for children’s individual learning, considering their current development and uniqueness | |||
| 12.3 Review pedagogical practice for improved childcentred experiences in line with curriculum requirements | |||
| 12.4 Create child-centred, dynamic, innovative and evolving physical environments both indoors and | |||
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| outdoors. Facilitate and support opportunities and experiences with children based on their curriculum and pedagogy | |||
| 12.5 Review effective learning experiences underpinned by a holistic understanding of the child’s needs, stage and interests | |||
| 12.6 Exemplify inclusive practice to ensure children have equal access to opportunities to learn, develop and reach their potential | |||
| 12.7 Be child-centred and empathetic, valuing diversity and the uniqueness of each child, paying attention to avoidance of stereotypes (for example, those based on gender, culture or race) and explain how they can cause damage (how they might encourage prejudice) | |||
| 12.8 Analyse and explain how cultural background and family circumstances can impact on babies’ and children’s learning and development |
EYE L3 WF Unit 8 Assessment of children’s learning and development (K/651/1397)
| Unit summary | ||||
| This unit explores the assessment opportunities applied by early years educators to ensure the unique needs of each baby and child are understood and valued. | ||||
| Assessment | ||||
| Internally assessed | ||||
| Mandatory | Achieved/not yet achieved | Level 3 | 9 credits | 85 GLH (includes 50 work/placement hours) |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 1. Understand the role of assessment in helping parents, carers and educators recognise children’s progress
| 1.1 Describe what is meant by formative assessment and how this shapes teaching and learning so that children develop the broad range of skills, knowledge and attitudes they need as foundations for future progress | ||
| 1.2 Explain the relationship between formative assessment and the learning and development process | |||
| 1.3 Identify ways early years educators assess the development of babies and children | |||
| 1.4 Explain how assessment supports effective pedagogical practice, reflective of the needs of individual babies and children | |||
| 1.5 Summarise benefits of assessment for parents/carers and other educators | |||
| 2. Understand that there are different assessment methods and techniques, which inform what we know about children’s progress and the planning cycle | 2.1 Identify different assessment methods and techniques and how they are used to inform early years educators of next steps for babies and children | ||
| 2.2 Describe how, when and why to conduct the observation, assessment, and planning cycle to analyse and respond to children’s development and interests | |||
| 2.3 Explain any benefits, as well as limitations, to formative assessment, including observation records | |||
| 2.4 Summarise how non-statutory guidance can support the planning cycle for babies and children |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 3. Understand the role of the early years educator for effective and accurate, proportionate assessment | 3.1 Explain the significance of accurate and coherent records | ||
| 3.2 Explain the importance of conducting proportionate assessment as part of daily practice, prioritising interactions with babies and children | |||
| 4. Understand the key stages in assessing children’s progress
| 4.1 Outline key stages in assessment for children, to include: • the progress check at age two • the reception baseline assessment • the early years foundation stage (EYFS) profile | ||
| 4.2 Explain the value each key stage of assessment has for: • the baby or child • the parents or carers • curriculum adaptation • the early years setting • key stakeholders in planning the next steps | |||
| 5. Be able to discuss children’s progress and plan the next stages in their learning with the key person, colleagues, parents or carers | 5.1 Work with others to discuss children’s progress and plan the next stages in their learning
| ||
| 6. Be able to use information from assessment to adjust curriculum and plans so that any gaps in children’s learning are addressed, supporting the child’s development | 6.1 Use information gathered from assessment to provide ongoing, effective learning experiences underpinned by a holistic understanding of the child
| ||
| 7. Be able to carry out assessment effectively, plan | 7.1 Apply the observation and planning cycle to carry out a minimum of 10 observations on children in line with own setting procedures | ||
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| and record the outcomes, and share results accurately and confidentially in line with the early years foundation stage (EYFS) statutory framework and setting’s requirements | 7.2 Analyse observation evidence in order to assess and plan holistic individual learning (based on a comprehensive understanding of the child’s needs and interests) | ||
| 7.3 Share observational records appropriately and store securely in line with processes and procedures in an early years setting to maintain confidentiality | |||
| 7.4 Describe how assessment informs pedagogy in an early years setting | |||
| 7.5 Work with colleagues to identify efficient approaches to assessment, making recommendations |
| Range |
| 1. Understand the role of assessment in helping parents, carers and educators recognise children’s progress |
| 1.1 Formative assessment: learners must appreciate that this involves educators knowing what children can and cannot do, and then shaping teaching and learning so that children develop the broad range of skills, knowledge and attitudes they need as foundations for future progress. |
| 4. Understand the key stages in assessing children’s progress |
| 4.2 Learners must understand that assessment is about noticing what children can do and what they know. It is not about lots of data and evidence. It should not involve taking a lot of time away from teaching and supporting children or have a disproportionate impact on workload. |
| 4.2 Key stakeholders: early years educators (EYE), parents/carers, other professionals involved in the care and education of the baby/child. |
| 5. Be able to discuss children’s progress and plan the next stages in their learning with the key person, colleagues, parents or carers |
| 5.1 Others: key person, colleagues and parents/carers. |
| Delivery and assessment guidance |
| Relevant guidance for this part of the criteria includes:
• Early years foundation stage (EYFS) statutory framework • Example menus for early years settings in England • Physical activity guidelines: UK Chief Medical Officers’ report • Eat better, start better: foundation years • Oral health: help for early years providers • Food safety: help for early years providers • Food safety advice on choking hazards in settings: foundation years • NHS Start for Life: weaning |
EYE L3 WF Unit 9 Understanding play for learning and holistic development (L/651/1398)
| Unit summary | ||||
| This unit explores the knowledge, understanding and skills needed to be able to plan, lead and review play experiences that support babies’ and children’s learning and development whilst fostering a positive approach to sustainability. | ||||
| Assessment | ||||
| Internally assessed | ||||
| Mandatory | Achieved/not yet achieved | Level 3 | 10 credits | 92 GLH (includes 30 work/placement hours) |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 1. Understand theories of play and its fundamental role in learning and development | 1.1 Summarise theories and philosophical approaches around play for babies’ and children’s development | ||
| 1.2 Outline the rights of children in relation to play, as detailed in the ‘UN Convention on the Rights of the Child’ | |||
| 2. Understand the significance of play for learning and development | 2.1 Explain the significance of play for children’s learning | ||
| 2.2. Use examples to explain how play influences learning and holistic development for children | |||
| 3. Understand play at different stages of babies’ and children’s development | 3.1. Describe how babies’ and children’s play needs and preferences change in relation to their interests and stage of development | ||
| 4. Understand different types of play for all children | 4.1. Describe benefits of providing an environment that is rich in play types | ||
| 4.2 Analyse benefits of outdoor play provision for babies’ and children’s learning and development | |||
| 5. Understand inclusive play practice | 5.1 Explain the role of the early years educator when providing an inclusive play environment | ||
| 6. Be able to plan, lead and evaluate play opportunities in an early years setting | 6.1 Plan, lead and evaluate six experiences with babies and children in an early years setting. A minimum of one play experience must be carried out in an outdoor environment | ||
| 6.2 Review one learning experience using theoretical perspectives and philosophical approaches to play that support the developmental stage, needs and interests of children | |||
| 7. Be able to lead and support | 7.1 Support individual children’s participation in planned and unplanned play experiences with | ||
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| inclusive play experiences | regard to the child’s stage of development and personal interest | ||
| 8. Be able to apply theoretical perspectives and philosophical approaches in planning play opportunities | 8.1 Plan play experiences, demonstrating links to theoretical perspectives and philosophical approaches
|
| Range |
| 1. Understand theories of play and its fundamental role in learning and development |
| 1.1 Theories and philosophical approaches:
• Wendy Russell • Stuart Lester • Froebel • Montessori • Steiner • McMillan |
| 2. Understand the significance of play for learning and development |
| 2.1 Significance of play:explain the innate drive for children to play. |
| 4. Understand different types of play for all children |
| 4.1 Play types:theories byBob Hughes and Tina Bruce. |
| 6. Be able to plan, lead and evaluate play opportunities in an early years setting |
| 6.1 Plan: to allow for a balance of child-centred and adult-led experiences. |
EYE L3 WF Unit 10 Partnership working (M/651/1399)
| Unit summary | ||||
| This unit explores partnership working, including benefits, challenges and complexities of professional collaboration. | ||||
| Assessment | ||||
| Internally assessed | ||||
| Mandatory | Achieved/not yet achieved | Level 3 | 6 credits | 50 GLH (includes 15 work/placement hours) |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 1.Understand the importance of developing and maintaining good relationships and partnerships in an early years setting | 1.1 Explain the significance of developing and maintaining positive relationships and partnerships in an early years setting to ensure the needs of babies and children are met | ||
| 2. Understand the significance of parent and carer engagement | 2.1 Explain why parent and carer engagement is consistently associated with children’s subsequent academic success
| ||
| 3. Understand how to build and sustain relationships with all parents and carers
| 3.1 Explain that effective engagement with parents and carers is important in an early years setting | ||
| 3.2 Outline challenges to effective engagement with parents/carers requiring sustained effort and support and ways such challenges may be overcome | |||
| 3.3 Explain the importance of respecting and promoting diversity and inclusion, social and cultural differences and family circumstances when working effectively with parents and carers | |||
| 4. Understand the importance of professional relationships with colleagues, other organisations, and agencies in working with and supporting early years settings and children | 4.1 Identify other agencies and professionals that work with and support early years settings and children to include the diverse roles and responsibilities held in both statutory and nonstatutory, including local authorities and other relevant agencies and bodies | ||
| 4.2 Use examples to describe how other agencies and professionals work together to support the needs of babies and children and their families in an early years setting |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 5. Understand that setting leaders need to collaborate and work with colleagues and other relevant professionals within and beyond their setting to ensure babies and children progress well in their learning | 5.1 Describe the role and responsibilities of early years leaders to collaborate and work with colleagues and other relevant professionals within and beyond their setting to ensure babies and children progress well in their learning, including the role of colleagues and multi-agency working
| ||
| 6. Understand that it is important to be an advocate for babies and children
| 6.1 Explain the role of an early years educator to advocate for babies and children as an honest, respectful role model with regard to: • a high-quality early years environment • development need • parent/carer engagement • the home learning environment • transition, including micro transitions and significant events | ||
| 6.2 Describe effective partnership working with parents/carers to develop effective strategies to support children’s ability to manage significant life events and daily micro transitions | |||
| 7. Understand that Ofsted is responsible for the regulation and inspection of early years provision | 7.1 Summarise the regulatory role and responsibilities of Ofsted for early years settings
| ||
| 8. Be able to work in partnership with parents and carers to help them recognise | 8.1 Work alongside colleagues who engage with parents and carers to help them recognise and value the significant contributions they make to their child’s health, wellbeing, and learning and development |
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| and value the significant contributions they make to the child’s health, wellbeing, and learning and development
| 8.2 Discuss the significance of parent/carer contributions to a child’s learning experiences | ||
| 8.3 Discuss the role of the key person and how they apply theories of attachment to develop effective relationships with children | |||
| 8.4 Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child (other agencies and professionals working with children and the setting from across both statutory and non-statutory, being familiar with statutory and non-statutory guidance) | |||
| 9. Be able to encourage parents and carers to take an active role in their baby’s or child’s care, play, learning and development | 9.1 Discuss ways early years educators encourage parents and carers to take an active role in their baby’s or child’s care, play, learning and development | ||
| 9.2 Explain approaches to engage parents and carers during change and transition, including micro transitions and significant events | |||
| 10. Be able to explain the roles and responsibilities of other agencies and professionals that work with and support the setting and children, both statutory and non-statutory, and be familiar with statutory and nonstatutory guidance to support this
| 10.1 Discuss how early years educators communicate in a multi-professional capacity to meet the individual needs of the child (other agencies and professionals working with children and the setting from across both statutory and non-statutory, being familiar with statutory and non-statutory guidance)
| ||
| Learning outcomes (LOs) The learner will: | Assessment criteria (AC) The learner can: | Evidence record For example, page number and method | Assessor Initial and date |
| 11. Be able to work co-operatively and communicate effectively with key persons, colleagues, other professionals, and agencies to meet the needs of babies and children and enable them to progress | 11.1 Work co-operatively with a key person in an early years setting and communicate effectively, including safe use of technology with key persons and colleagues | ||
| 11.2 Discuss ways to communicate effectively with other professionals and agencies to meet the needs of babies and children and enable them to progress (other agencies and professionals working with children and the setting from across both statutory and non-statutory, being familiar with statutory and non-statutory guidance) | |||
| 12. Be able to make additional provisions to support babies’ and children’s education and development where they lack this support from parents and carers | 12.1 Discuss the role of the early years educator as an advocate for babies and children
| ||
| 12.2 Make additional provisions to support babies’ and children’s education and development where they lack this support from parents and carers | |||
| 13. Be able to work confidently with the Ofsted early years inspection framework | 13.1 Engage effectively with Ofsted’s early years inspection framework
|
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