“Childcare workers who care for children and young people need to be aware of any dangers in the work environment, in order to minimise or prevent accidents and injuries, so risk assessments must be undertaken both indoors and outdoors throughout the day.” This risk assessment covers: Hazard / Risk Who might be harmed and how? What are you already doing? What further action is necessary? Are these actions in place?

I have created a large selection of photographs to support construction in my Early Years classroom. The photograph shows what resrouces are needed to produce a model. The resources include: Lego Peg Boards 2D and 3D Shapes Multilink cubes Crazy creatures These have been a valuble resource to support the progression of ideas.

What does Ofsted say about continuous provision? The purpose of continuous provision should be to allow pupils to meet the aims of the curriculum. Ofsted states that the curriculum aims that need to be taught should be identified first before any continuous previous or play-based learning can be planned for or set up.(17 Jul 2023) “The continuous provision in our Early Years classes is progressive across the year. We consider the developmental stages of the children and always insure that areas are differentiated to suit differing needs and abilities. We start the year with basic resources to enable children to become familiar with their environment. We use familiar resources in each continuous provision classroom area, which consists of many plastic resources. Resources that are not plastic are modelled carefully by teaching staff. During Spring term, resources start to change. Open ended resources are introduced including wood, tubes etc. Further challenge in areas is linked to their stage of learning. Summer term resources are very open ended and unfamiliar. By this stage we see that through progression of what they have previously been introduced to, their imagination, creativity and becoming risk takers, shows in their play. Consideration is still given to differentiation and scaffolding can be seen throughout the classrooms.” I have created a plan to progress continuous porvision in an Early Years setting focussing on: Area Resources & challenges Objectives What should see? Vocabulary/Questions Role of the Adult

Ofsted considers the curriculum as a progression model. By progress, we mean that children know more, remember more and can do more of what was intended in the curriculum, which are the EYFS learning and development requirements. In early years, progress might mean: for example, knowing the sounds of farm animals, knowing that an oven gets hot, knowing the meaning of countless words and knowing what facial expressions suggest ‘know how’ – for example, knowing how to hold a pair of scissors, knowing how to catch a ball, knowing that we should take turns and how to do so, knowing how to dress and undress a doll and knowing how to hold and turn the pages of a book knowing behaviours and habits for the future – for example, knowing to look at the teacher, knowing to listen when others speak and knowing that we sit and listen to stories Inspectors will want to see that the curriculum on offer sequences the knowledge that children need. They will look at what staff teach children, and whether children know and remember that curriculum. I have created a large document, looking at all 17 aspects of the Early Years Curriculum. This breaks the knowledge and skills down into terms, starting from Nursery Autumn 1. It also details vocabulary for each year group and consideration of Key stage one readiness for each aspect.