| University | Northern Council for Further Education (NCFE) |
|---|---|
| Subject | Unit 15 Understand the role of the early years educator as an advocate for children with special educational needs and disabilities (SEND) (R/651/7203) |
Unit 15 Understand the Role of the Early Years Educator Assignment Brief
| Qualification | NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) 610/4164/6
NCFE CACHE Level 3 Extended Diploma for Working in the Early Years Sector (Early Years Educator) 610/6133/5 |
| Unit Reference Code | R/651/7203 |
| Unit Title | Understand the role of the early years educator as an advocate for children with special educational needs and disabilities (SEND) |
| Unit Number (WF) | 15 |
| Unit Level | 3 |
| Unit credit value: | 4 |
| GLH | 40 GLH (includes 40 work/placement hours) |
| Unit status: | Mandatory |
Unit Summary
This unit considers the significance of the early years educator as an advocate for children with special educational needs and disabilities (SEND). The learner will explore processes involved in early intervention including education, health care plans and referral. This unit builds upon knowledge and skills gained from EYE L3 WF 3 Children with special educational needs and disabilities (SEND).
Learning Outcomes
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC) | Pass
The learner will be able to: |
Merit
The learner will be able to: |
Distinction
The learner will be able to: |
| 1. Understand the legislative framework in place to support children with special educational needs and disabilities (SEND) | 1.1 The legislative framework underpinning SEND provision in an early years setting | List the legislative framework underpinning early years SEND provision. | Explain the legislative framework underpinning early years SEND provision. | Analyse the legislative framework underpinning early years SEND provision. |
| 1.2 How SEND policies
reflect legislative requirements for early years practice |
State how SEND policies reflect legislative requirements. | Explain how SEND policies reflect legislative requirements. | Evaluate how SEND policies reflect legislative requirements. | |
| 2. Understand the importance of working in partnership with parents and carers to effectively | 2.1 Benefits of effective partnership working with parents and carers to meet children’s needs effectively | Identify the benefits of effective partnership referring to parents and carers to meet children’s needs effectively. | Explain the benefits of effective partnership working with parents and carers to meet children’s needs effectively. | Analyse the benefits of effective partnership working with parents and carers to meet children’s needs effectively. |
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC) | Pass
The learner will be able to: |
Merit
The learner will be able to: |
Distinction
The learner will be able to: |
| meet the needs of children with SEND | 2.2 Challenges to partnership working with parents and carers including ways they can be overcome | Identify the challenges to partnership working with parents and carers and identify ways these challenges can be overcome. | Discuss the challenges to partnership working with parents and carers and explain the ways these challenges can be overcome. | Assess challenges to partnership working with parents and carers and ways these challenges can be overcome. |
| 3. Understand the role of early intervention for children with SEND in an early years setting | 3.1 Processes involved in early intervention | State the processes involved in early intervention. | Explain the processes involved in early intervention and why this is important. | Analyse the processes involved in early intervention and why this is important. |
| 3.2 The role of the early years educator as an advocate for children with SEND and their families | Summarise the role of the early years educator as an advocate for children with SEND and their families. | Explain the role of the early years educator as an advocate for children with SEND and their families. | Analyse the role of the early years educator as an advocate for children with SEND and their families. |
Range
| 1. Understand the legislative framework in place to support children with special educational needs and disabilities (SEND) |
| 1.1 Legislative framework
To include the Early Years Foundation Stage (EYFS) statutory framework, the Equality Act 2010, the Children and Families Act 2014, (section 3) and the statutory guidance, the SEND code of practice, 2015. |
| 3. Understand the role of early intervention for children with SEND in an early years setting |
| 3.1 Early intervention
To include referral processes involved in early support and education and health or care plans. |
Delivery and assessment guidance
LO3 (AC3.1) The learner should consider the processes involved in identification, monitoring (the graduated approach), local authority and wider professional support/provision (local offer), partnership working with parents and carers for consent to apply for an education and health care plan.
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