Eyfs wk 2

HOW TO PLAN PLAY AND ACTIVITIES TO SUPPORT CHILDREN’S PROGRESS
IN EACH OF THE AREAS OF LEARNING WITHIN THE EYFS TOWARDS EARLY
LEARNING GOALS.
One of the key things you will need to consider when planning is that
the EYFS is based around play.
Children should have a chance to play with little adult direction –
(Child initiated play) as well as access to the kinds of activities
where adults will give more direction or join in – (Adult directed)
Many settings use long, medium and short term plans to demonstrate
what they are doing fits together with what the children have done
previously and will do in the future. However plans must be flexible
and you must constantly evaluate and think about what is working
and isn’t and what will meet the individual needs and interests of
the children.

WHAT PLANS HAVE YOU SEEN?
Discuss and share planning
methods that you have
witnessed at your various
placements.

PLANS
Long term plans – usually used in schools or large settings where practitioners need to
have plans set out well in advance – smaller settings may not need to use them. They
usually give an overview of topics/themes that will be covered over a long period – e.g.
a year, so that resources can be shared between classes.
Medium term plans - will give more detail and are likely to last a few weeks/half a term.
They will set out what is going to be covered in each area of learning during each
week. Some settings display them so that the parents are able to look at the different
areas of focus, although they should be a working document and will need to be
changed and added to as weeks progress.
Short term plans – will be the most detailed of all. They will plan out weekly or daily
activities that reflect children’s interests but also build on their knowledge. They need
clear plans for adult focused activities and indicate learning objectives. For child
initiated activities you may have a grid/provision planner that shows the kind of
activities/materials and resources that will be available to children for that week.

In pairs consider
the subject
given and write
a medium term
plan about the
subject given –
remember to
include all areas
of learning
MAKE A MEDIUM TERM PLAN

Plans need to show a
balance of adult led
and child initiated
activities, while
allowing equal
opportunities for
each child to
participate fully and
be included.
Children should be free
to self select what
they are going to do
within the structure of
the day – e.g. use the
role play area.
HOW TO BALANCE ADULT-LED AND CHILD-INITIATED
ACTIVITIES

When planning and setting up activities
for children, it is important to
consider how an EYP can support
children’s learning and thinking as
well as their development.
One way of doing this is to engage in
‘shared sustained thinking’. This is
when practitioners support and
challenge children’s critical thinking
skills by getting involved in their
thinking process and work to develop
and clarify their ideas and build upon
their interests.
HOW TO SUPPORT AND EXTEND CHILDREN’S
LEARNING AND THINKING

Settings need to
show they
promote
diversity,
equality and
inclusion in all
areas of learning
when they are
planning,
leading and
assessing play
and educational
programmes.
PROMOTE DIVERSITY, EQUALITY AND
INCLUSION WHEN PLANNING

Daily Planner: Room/ age:
Planned learning intention/s met through Adult led activity
Planned Learning intention/s
To support (area and aspect)
Area of provision and activity
Resources
Questions/
Vocabulary
Focus Children
Recording format
Enhancements identified from observation
Schedule Routines Continuous provision
(indoors/outdoors)
Adult led activity
(A)
Spontaneous support/
observation
Foc
use
d
sup
port
/
obs
erva
tion
(S/O
)
EvaluationReflections/ evaluations/ future enhancements
Write a daily plan
to cover your
previous study
child’s
interests.
DAILY PLANS

BE ABLE TO PLAN, LEAD AND ASSESS PURPOSEFUL PLAY AND EDUCATION
PROGRAMMES THAT SUPPORT CHILDREN’S PROGRESS TOWARDS EARLY YEARS FOUNDATION
STAGE AREAS OF LEARNING AND DEVELOPMENT
Gather evidence from PEP to
support task 2 part 1 and plan
to cover all parts of assignment
that require information and
consider links to study child
from last placement.

SUPPORT SAFEGUARDING AND WELFARE
REQUIREMENTS WITHIN THE EARLY YEARS
FOUNDATION STAGE
The Safeguarding and Welfare requirements
form the third section of the statutory
EYFS framework. These focus on the
safety and well being of children and set
out in detail what settings must do to make
sure that children are able to learn in a
safe and welcoming environment and the
range of policies that need to be in place
for this to happen.

Maslow’s theory
states that
children are likely
to learn and do
well when they
are in a healthy,
safe and secure
environment.
All settings need to
show they meet
the requirements
and practical
implications for –
Child protection – including a Safeguarding
policy
Suitable people – to include disclosures about
staff
Staff qualifications, training, support and skills
Providing a Key person for every child
Staff to child ratios
Health and Safety
Managing behaviour
Ensuring that the premises and facilities are
safe and secure and risk assessed
Promoting equal opportunities
Special educational needs
Information and record keeping
THE RATIONALE BEHIND THE SAFEGUARDING AND
WELFARE REQUIREMENT

THE REQUIREMENTS AND PRACTICAL IMPLICATIONS
WITH REGARD TO CHILDREN’S PROTECTION
A designated safeguarding officer
A policy for safeguarding
Use ‘working together to safeguard children
2013’ when addressing any safeguarding
issues
Staff training
Ofsted notification

WITH REGARD TO SUITABLE PEOPLE
Systems in place to check the suitability of all those who come into
contact with children
Meet Ofsted requirements for any people living on the premises or
directly working with children
Ensure all staff disclose any criminal convictions and court orders
Record information about staff qualifications and identity/vetting
checks
Inform Ofsted within 14 days if any employee is convicted or
disqualified from registration
Ensure they conform to the requirements of the Safeguarding
Vulnerable groups Act 2006 – by referring to the Disclosure and
Barring Service (DBS) any instance of staff dismissal related to
harming or putting a child at risk

WITH REGARD TO STAFF QUALIFICATIONS
In groups there must be a manager who -
Holds a full and relevant L3 qualification
Has worked in an early years setting for at
least 2 years (or 2 years suitable experience)
Is supported by a named deputy who is able to
manage in their absence

All settings must
provide a Key person
for each child so that
their care meets the
individual child’s
needs.
In addition staff to child
ratio’s must be
appropriate to the
setting and the level
of qualifications held
by staff. Only those
aged 17 or over may
be included in staff
ratios.
Find out and note
down the required
staff ratios and
qualifications for
the correct age of
child -
Under 2
2 years
3 years +
WITH REGARD TO THE PROVISION OF A KEY
PERSON FOR EACH CHILD.

WITH REGARD TO THE HEALTH, SAFETY AND
SECURITY OF CHILDREN
All settings must ensure that they take steps to
promote good health in children as well as ensuring
their safety at all times
Taking appropriate action if they are ill
Taking steps to prevent the spread of infection
Having a medication administration policy
Ensuring a first aid box is accessible at all times
Informing Ofsted and LSCB of any serious accidents

WITH REGARD TO MANAGING BEHAVIOUR
The statutory guidance states that no member
of staff or anyone in regular contact with a
child in the setting should give or threaten
corporal punishment.
Physical intervention should only be used if
there is a possibility of danger to the child or
another person.

Settings should
have in place
policies and
procedures
that ensure the
setting is kept
safe and free
from hazards.
Space requirements
are given in the
Statutory guidance
- please note these
down for –
 Under 2’s
 2 years
 3 – 5 years
OF THE SAFETY AND SUITABILITY OF PREMISES

INVESTIGATE OTHER SPECIFIC REQUIREMENTS
Look up and note down requirements for -
 Under 2’s
 Toilets and hand washing facilities
 Confidential meetings
 Identification when entering the premises
 Risk assessment
 Rules re smoking
 Public liability insurance

WITH REGARD TO EQUAL OPPORTUNITIES
All forms of prejudice and discrimination have a negative
effect on children’s lives.
Childcare workers have a duty to protect children from
discrimination and to promote respect for others. A policy
must be followed to ensure that inclusive practice is
engaged within the setting.
All settings must support children with special educational
needs. Settings must identify a member of staff who will
act as Special Educational Needs coordinator SENCO
Staff should be aware and follow their legal responsibilities
under Equality Act 2010

THE REQUIREMENTS AND PRACTICAL IMPLICATIONS IN
RELATION TO INFORMATION AND RECORDS
As in any organisation, records will need to be kept by settings and
information shared with others in order for them to run smoothly. All
settings must comply with the Data Protection Act 1998.
Information kept –
About children,
Information available for parents and carers,
Information about the provider,
Information about complaints
 Please look into this and note down what must be kept/provided.

TASK
Discuss the different policies that are required in order for settings to
meet the safeguarding and welfare requirements of the EYFS.
How do you and your placements show that you adhere to these
requirements consistently?
Evaluate the extend to which these requirements can be managed
through the EYFS education programme
Discuss how the requirements of the EYFS contribute to safeguarding
and welfare

Eyfs wk 2

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