Open Awards Level 3 Diploma for the Early Years Educator (RQF)

What you'll be able to do

• Explain the importance of effective assessment in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan and provide activities and support.
• Compare different assessment methods and techniques.
• Outline key stages in assessing children’s progress.
• Demonstrate carrying out an assessment within the Early Years Foundation Stage statutory framework and settings requirements.
• Demonstrate recording results accurately.
• Demonstrate sharing outcomes appropriately following organisational confidentiality protocols.
• Explain the role of formative assessment in learning and development processes.
• Explain how to communicate effectively with key individuals in reviewing child’s progress.
• Demonstrate creating and agreeing effective plans with key individuals for further progress.
• Explain different approaches to assessment, including when and why to carry out accurate and proportionate assessment.
• Demonstrate working with colleagues to learn and apply efficient approaches to assessment.
• Identify where progress in child development requires support.
• Evaluate the effectiveness of adaptations made to the learning programme.

What you'll be able to do

• Explain the benefits of team working in an early years setting for the children.
• Explain the benefits of team working in an early years setting for other members of staff.
• Explain the benefits of team working in an early years setting for the organisation.
• Describe factors that contribute to effective team working.
• Explain ways in which conflict in a team can be managed.
• Identify three examples of how own role supports team activities and objectives.
• Explain why it is important to communicate effectively at work.
• Provide examples of how to communicate with individuals who have specific language needs or wishes.
• Provide examples of ways to make yourself understood through written and verbal communication.
• Provide examples of how to reduce barriers to communication.
• Demonstrate effective communication with children.
• Demonstrate effective communication with parents/carers.
• Demonstrate effective communication with other early years professionals.

What you'll be able to do

• Explain the importance of working with others, including parents and/or carers, to support children with SEND.
• Demonstrate effective communication skills, including when working with others, parents and/or carers.
• Evaluate the impact of working with others on the progress and wellbeing of children with SEND.
• Identify strategies for creating an inclusive and supportive environment for children with SEND.
• Evaluate the impact of a supportive environment on the progress and wellbeing of children with SEND.
• Reflect on own contribution to creating a supportive work environment.
• Demonstrate using specialist aids, resources and equipment available to support babies and children with SEND.
• Use a scenario to create a plan for a specific child/children, using the statutory frameworks and codes of practice to address areas identified for personal development.
• Use a scenario to create a plan for a specific child/children, using the statutory frameworks and codes of practice to address areas identified for physical development.
• Use a scenario to create a plan for a specific child/children, using the statutory frameworks and codes of practice to address areas identified for emotional development.
• Use a scenario to create a plan for a specific child/children, using the statutory frameworks and codes of practice to address areas identified for social development.
• Outline the key components of a child’s care plan.
• Demonstrate working with others, including parents and/or carers, to review and update a child’s care plan.

What you'll be able to do

• Understand own responsibilities in relation to health and safety.
• Understand own responsibilities in relation to confidentiality of information.
• Explain how to promote the welfare of babies and children.
• Describe the signs and symptoms which may indicate a child is injured, unwell, or in need of urgent medical/ dental attention.
• Demonstrate supporting children to keep themselves and others safe.
• Compare own organisation's policies and procedures regarding risk assessment and management against local and national requirements.
• Complete at least one risk assessment.
• Demonstrate how own organisation manages risk.
• Explain what is meant by an accident.
• Explain what is meant by an emergency situation.
• Give an example of how to respond and take appropriate action when an accident occurs.
• Give an example of how to respond and take appropriate action when an emergency occurs.
• Explain the importance of prevention and control of infections.
• Identify ways in which own personal hygiene can prevent the risk and spread of infection.
• Explain measures that are in place to prevent and control the risk of infection in own organisation.
• Explain appropriate action to take on discovering symptoms of disease and infection.
• Explain the importance of exclusion and isolation for infectious diseases.
• Explain how own organisation maintains accurate and coherent records.
• Give three examples of information that is recorded and shared to support the health and wellbeing of babies and children in own organisation.
• Plan a full care routine.
• Carry out a full care routine.
• Outline why mealtimes can be high-risk for babies and young children.
• Explain why it is important for babies and children to have a health, balanced and nutritious diet.
• Prepare food that is suitable for the age and development of babies and children.
• Explain how you would find and apply the most up-to-date advice on weaning provided by the NHS.
• Supervise children whilst eating.
• Explain the importance of ensuring equipment, furniture and materials are used safely.

What you'll be able to do

• Explain own role and responsibilities.
• Explain expected behaviours in own role.
• Explain two other roles and their responsibilities within the team.
• Explain how own behaviour can impact on babies and children.
• Explain how others’ behaviour can impact on babies and children.
• Give examples of how respecting and promoting diversity and inclusion is an important part of own role.
• Give examples of how respecting and promoting cultural differences is an important part of own role.
• Give examples of how respecting and promoting family circumstances is an important part of own role.
• Give examples of how the organisation's approach and values underpin the environment.
• Outline three procedures used in own organisation and reflect on own compliance with them.
• Outline the legal rights of children according to their current needs.
• Outline the legal rights of children according to their future needs.
• Give examples of where they have contributed to the updating of policies and procedures.
• Give examples of where they have contributed to the development of policies and procedures.
• Explain why it is important to adhere to organisational procedures in the case of food allergies.
• Explain why it is important to adhere to organisational procedures in the case of recording of accidents.
• Explain why it is important to adhere to organisational procedures in the case of severe weather events.
• Contribute to an activity which focuses on the importance of maintaining hygiene practices.
• Explain the importance of reflective practice to continuously improve the quality of service.
• Use a model of reflection to evaluate own practice.
• Explain the importance of continuing professional development for Early Years staff.
• Outline the purpose and impact of effective supervision.
• Review and prioritise own development needs.
• Work with others to create a personal development plan.
• Explain how a Level 3 Early Years Educator may be expected to supervise staff.
• Explain how a Level 3 Early Years Educator may be expected to lead a setting.
• Identify learning needs of others.
• Demonstrate how to support colleagues by identifying their personal development needs.
• Review own contribution to the development of others.
• Give examples of positive ways they have supported the practice of colleagues.
• Give examples of positive ways they have challenged the practice of colleagues.

What you'll be able to do

• Describe what is meant by ‘appropriate’ education and curriculum for children and young people.
• Describe the Early Years Foundation Stage requirements for early education curriculum.
• Plan an educational programme for children for: a) 0-5 year olds b) 5-7 year olds.
• Demonstrate appropriate curriculum and practice support for children aged 0-5 years old and 5-7 years old.
• Analyse examples of instances where curriculum and methods of communication may need to be reviewed/ changed to reflect a child’s stage of development.
• Outline how the design of the day and expectations adapt to support and reflect all children’s current needs.
• Analyse the impact of an effective communication and language curriculum.
• Communicate with children in ways that will extend learning and development, including: a) Verbal communication b) Non-verbal communication.
• Develop activities and interactions to promote babies’ and children’s speech, language, and communication.
• Demonstrate helping children to catch-up with language development through planned use of pronunciations, words and phrases.
• Identify when a child may need extra support.
• Demonstrate how to assist a child when extra support has been identified.

What you'll be able to do

• Identify how cognitive science, evidence-based theories, and philosophical approaches support babies’ and children’s development.
• Describe the expected patterns of babies’ and children’s development from: a) 0-5 years old b) 5-7 years old.
• Demonstrate how to support babies and children with their: a) Physical development b) Cognitive development c) Speech/ language and communication development d) Emotional development e) Neurological and brain development.
• Analyse how self-regulation changes according to a child’s age and development.
• Demonstrate how to support babies and children to understand and manage their emotions and emotional reactions.
• Use co-regulation to support babies and children when they experience a range of emotions.
• Analyse how babies and children can form positive and appropriate attachments.
• Demonstrate implementing techniques for supporting children to form positive attachments.
• Explain ways to avoid stereotyping and prejudice when supporting children.
• Prepare babies and children through transitions and life events.
• Analyse how babies’ and children’s learning and development can be affected by: a) Their individual circumstances b) Significant events in their lives c) Cultural background d) Family circumstances.
• Give examples of how they have identified, helped and worked appropriately with others to provide children and babies with any additional support they may need.
• Describe the importance of physical, mental and emotional health and wellbeing and how they can impact on babies’ and children’s development.
• Carry out strategies to encourage positive physical wellbeing.
• Carry out strategies to encourage positive mental wellbeing.
• Carry out strategies to encourage positive emotional wellbeing.

What you'll be able to do

• Explain the importance of healthy eating in children.
• Give an example of a healthy balanced diet using current dietary guidance for early years.
• Demonstrate sharing information with parents around the importance of healthy balanced diets.
• Demonstrate sharing information with carers around the importance of healthy balanced diets.
• Explain the importance of physical activity in the development of children.
• Demonstrate sharing information with parents around being physically active.
• Demonstrate sharing information with carers around being physically active.
• Explain the importance of looking after teeth and oral health.
• Demonstrate sharing information with parents around looking after teeth and oral health.
• Demonstrate sharing information with carers around looking after teeth and oral health.

What you'll be able to do

• Explain what is meant by the term pedagogical.
• Outline the different pedagogical approaches to be considered when working with children.
• Provide examples of how at least two different pedagogical approaches could be applied to own role.
• Explain how children develop characteristics for effective learning.
• Explain what is meant by a curriculum for children.
• Explain how to select the most appropriate pedagogical approaches based on a child’s prior knowledge and curriculum.
• Explain how the design, resourcing, and use of the indoor and outdoor physical environment supports children’s learning and development.
• Explain how a flexible approach is required when planning for children’s learning.
• Select the resources and learning environments that could support learning against the planned curriculum.
• Demonstrate selecting and combining the best pedagogical approaches, based on the curriculum and children’s prior knowledge.
• Demonstrate how to respond to the needs and interest of children to support a plan of learning.
• Demonstrate how to adapt own communication to ensure children’s understanding.
• Provide examples of where they have responded to the needs and interests of the child, to support intended learning.

What you'll be able to do

• Define the term ‘abuse’.
• Explain the six forms of abuse which children and young people may experience.
• Identify signs that may indicate that a child is being, or has been, abused.
• Describe actions that need to be taken if harm and/or abuse is suspected.
• Explain current local and national legislation and guidelines for safeguarding children.
• Explain why it is important to keep up to date with legislation and guidelines.
• Explain own workplace policies and procedures for safeguarding children.
• Explain local and national policies and procedures for safeguarding children.
• Explain why it is important to keep up to date with policies and procedures.
• Explain own role and responsibilities in relation to safeguarding children.
• Explain why it is important to immediately report any concerns, suspicions or allegations of abuse.
• Explain own responsibility in relation to Whistleblowing.
• Explain the process for reporting concerns through Ofsted’s Whistleblowing policy.
• Explain what is meant by “disclosure”.
• Describe one of the benefits that good disclosure procedures may bring.
• Reflect on own performance relating to complying with safeguarding and child protection policies and procedures, including: a) Carrying out own role and responsibilities b) Providing appropriate supervision of others c) Staying updated on employer, local and national safeguarding policies and procedures.

What you'll be able to do

• Describe the key principles of the requirement of a quality education for all children.
• Explain how promoting high standards meets the needs of children with SEND.
• Explain factors that can prevent the fulfilment of potential for children with SEND.
• Explain factors that can support the fulfilment of potential for children with SEND.
• Outline the Early Years Foundation Stage statutory framework and SEND code of practice in relation to the care and education of babies and children with SEND through a graduated approach.
• Describe different ways of balancing the four general areas of need against individual needs.
• Identify at least two strategies for supporting children with SEND.
• Explain the effectiveness of different strategies based on individual needs.
• Evaluate at least two strategies adopted for supporting children with SEND, within own role.
• Explain how a learning difficulty/disability may be distinguished from a developmental delay.
• Outline reasons for difficult or withdrawn behaviour in a baby or child that are not related to SEND.
• Identify factors that may contribute to developmental delays.
• Give examples of interventions for two types of developmental delay.
• Give examples of interventions for two types of learning difficulty/disability.
• Give examples of specialist aids, resources, and equipment available to support babies and children with SEND.

What you'll be able to do

• Describe the importance for setting leaders to collaborate effectively with colleagues.
• Describe the importance for setting leaders to collaborate effectively with other relevant professions.
• Identify key individuals who are involved in partnership working to meeting babies’ and children’s needs.
• Identify key organisations who are involved in partnership working to meeting babies’ and children’s needs.
• Evaluate the strengths of partnerships and how they could be improved.
• Give examples of working in partnership with others when supporting babies and children.
• Undertake the role and responsibilities of the key person.
• Analyse the importance of effective parent engagement.
• Analyse the importance of effective carer engagement.
• Demonstrate ways of establishing strong channels of communication with parents.
• Demonstrate ways of establishing strong channels of communication with carers.
• Explain how successes could be celebrated with parents when stages of growth are reached.
• Explain how successes could be celebrated with carers when stages of growth are reached.
• Reflect on own performance in relation to making additional provisions to support babies’ education and development where they lack this support from parents.
• Reflect on own performance in relation to making additional provisions to support children’s education and development where they lack this support from parents.
• Reflect on own performance in relation to making additional provisions to support babies’ education and development where they lack this support from carers.
• Reflect on own performance in relation to making additional provisions to support children’s education and development where they lack this support from carers.
• Explain who the statutory agencies are that provide guidance for Early Years Education.
• Explain who the non-statutory agencies are that provide guidance for Early Years Education.
• Describe other professional partners who support babies’ development.
• Describe other professional partners who support young children’s development.
• Explain how to work in compliance with regulatory bodies, including reflecting on own contribution.