Monthly Newsletter & Resources
Stretch and Challenge – from Pass to Distinction
Keep reflecting on these questions throughout your apprenticeship journey. It is important to test your level of comptence in the following questions. Being able to confidently evidence each of these questions through discussions, Q&As and within your portfolio will enable you to achieve your apprenticeship at distinction level.
Professional Discussion underpinned by a portfolio
S10, 11.You can provide evidence of having used more than two behaviour management strategies to promote positive behaviours, detailing why different strategies were chosen
S26, S27,K2, K4, K8, S16, B1, B2, B3, B4. You can establish and maintains effective partnership working which leads to improvements within the provision and the outcomes for children and their families. For example: improvement in a child’s behaviour over time thanks to effective parental involvement that has improved and contributed to a child’s health, wellbeing learning and development
S3, B4. You can evidence how curriculum based planning and leading of activities has led to accelerated progression in the child’s learning, e.g. using observations, planning and documents.
S4, K2, K4, K8, S14, B1, B4. Is able to demonstrate which activities have accelerated children’s learning and which types of activities are appropriate for individual children and is able to evidence where it has accelerated children’s learning (e.g. using observations and planning documents).
S5, S14, K4, B1, B4. Is able to demonstrate having provided varied learning experiences, incorporating new ways of learning and experiences, informed by their knowledge of areas of learning, and
evidence how these have successfully engaged, enthused
and motivated children to learn
S7, B1, B4 Is able to evidence more than two strategies used to promote sustained shared thinking for children with different needs/backgrounds e.g. EAL,
SEND, disadvantaged, or ethnic minority children
S15, S13, S23, K10, B4. Can evidence that children have made
progress as a result of accurate
assessments being completed.
S13. Can demonstrate an awareness of the different types of observational assessment methods, chooses the most relevant method dependant on the needs of the individual child and understands how it is underpinned by appropriate theory or strategy
S23, K15, B3. Has suggestions to improve record keeping in relation to confidentiality of information and/or safeguarding of children and the systems in place to support children and their parents/carers
S12, K8, K10, B5. Can identify children with additional needs and implements strategies for early intervention that include working effectively with parents/carers and professionals
S24, K15, B1, B2, B3. Can offer suggestions to improve practice in relation to confidentiality of information and/or safeguarding
of children and the systems in place to support children and their parents/carers
S24, K12, B4. Can offer suggestions to improve practice in relation to Health and Safety
S20, K16. Has an excellent understanding of the menus in the setting, is able to explain why children are offered different types of meals. Plans and carries out activities that promote Healthy Lifestyles and uses strategies to support practitioners in terms of promoting a healthy lifestyle, including barriers to healthy eating.
K16, S21. Has evidence of providing recommendations of change to support effective infection
preventative and hygiene-related activities
Induction – Early Years Academy
Safeguarding Training Booking Form (Book within 6/8 weeks of start)
Sexual Consent Training Booking Form (Book within 10/12 weeks of start)
Bookable Taught Sessions
Bookable Functional Skills Sessions
4.1 Engage in professional development
2.4 Equality, diversity and inclusive practice
2.2 Safeguarding, protection and welfare
2.3 Health and safety of children legislation
1.5 How to support children who are unwell
3.14 Observation, assessment and planning
3.2 Plan, lead and review play opportunities
3.4 Promote enabling play environments
3.1 The value of play in early years
1.3 Physical care routines for children
1.1 Healthy lifestyles – food and nutrition
1.4 Children’s emotional well-being
3.15 Longitudinal studies to observe, assess and plan
1.1 Healthy lifestyles for children through exercise
3.11 Promoting children’s physical development
2.5 Understand how to work in partnership
3.13 Support children with additional needs
3.12 Personal, social and emotional development
3.9 Develop children’s cognitive skills
3.7 Support children’s transition to school
3.5 Developing children’s emergent literacy skills
3.6 Developing children’s emergent mathematical skills
3.10 Speech, language and communication
End Point Assessment (EPA) Guidance & EPA Preparatory Assessment and Predicted Grades
Added Value, Stretch and Challenge and Professional Development
Information Advice and Guidance
