Nurturing Childhoods – The Accreditation
This accreditation is designed to support the knowledge and understanding of practitioners in your setting, while being driven by the specific needs that you have. In this way, the direction of your reflections and the ownership of the developments that you make are retained by you – and the individuals that are making the change. Ensuring that your accreditation is rooted in the specific needs of the children it is designed to support.
The accreditation consists of four modules;
- What everyone working with children should know
- The Secure Child
- The Happy Child
- The Learning Child
Each module consists of ten training sessions
The first is designed to introduce the module, to discuss what is to come and to offer opportunity for reflection as you identify the areas of development that might best support your children’s experiences and outcomes. The following nine sessions then have a specific focus, looking at all aspects of children’s care, development, well-being and learning.
Familiar structure and underpinned by the DfE Standards
Each session is structured using the same format of Introduction; Knowledge; Understanding and Support so that you know the thinking behind any suggested reflections or targeted improvements – ready for you to know and understand where your efforts will be best placed. And don’t forget – with a dedicated Community Group set up for the accreditation, you will have all the support and opportunity for collaboration that you need.
Each module and the training sessions within them can be scheduled to suit the needs, and available time of your setting, but monthly over ten months is advised to allow for the thought and reflection that you will need, and for your actions and developments to take root. You can then follow these ten months with a two month period to prepare and submit the Course Assessment Portfolio, and be ready to submit within a year.
Every setting is different; some areas of practice will be more securely embedded than others. Others will have key areas that they want to address. There is then the flexibility to spend longer on some sessions than others, moving on when ready. You may even find that you have the time and opportunity to take on more than one module at a time. However you wish to go, you will proceed at your own rate, submitting your Course Assessment Portfolio whenever you are ready.
How you can use this accreditation
This is a setting-wide development programme that will support you in considering and celebrating every area of the care, development, well-being and learning that you offer to your children. You may wish to focus some staff on certain areas, with personal action points to support their development and CPD journey. Other aspects will need the reflections of your full staff team as you make the changes that deeply impact your children’s outcomes.
With printouts you can use within the setting, action plans to follow and handouts to support your communication with your parents and visitors, you will have everything you need to become a Nurturing Childhood setting.
Module One – What everyone working with children should know
Whether caring your first child, or managing a busy nursery of 126 toddlers, caring for other people’s children can be both an exciting and terrifying prospect, in equal measures.
While no two children are the same, nor for that matter are two days with them, this module will support your practice with trusted, knowledgeable advice that allows you to make informed decisions and carry out consistent techniques with confidence.
Module Two – The Secure Child
Emotions are a very real part of every child’s life – everyday. As they get a little older their emotions are becoming more mature – feeing great happiness, love, and joy, as well as fear, anger or jealousy. But this is no different than for the rest of us.
When we feel our emotions at the right time, and to the right extent, they are natural and healthy part of life. They are a necessary aspect of growing up that we want our children to experience. The trouble comes however, when emotions are felt in the extreme, or when they are not well understood or managed.
Module Three – The Happy Child
While happiness is usually the first thing parents say they want for their child, it isn’t always the easiest thing to come by. So, what do we mean by happiness? Simply put, we feel ‘happy’ when our life fulfils our needs – when we feel satisfied and fulfilled. As a baby, this might only require a full tummy and a dry behind!
As we grow, developing a sense of being someone different, our mental and emotional capabilities alter, and the pursuit of happiness and well-being can become a little more complex. This module will then look at how you are supporting this growth and development in your children, and the behaviours you might be seeing along the way.
Module Four – The Learning Child
When we think of learning, we often think of a school child. But of course, learning begins years before the school gates. In fact, it even begins before birth. In these early years they are learning how to manage their bodies that are changing every day, they are learning to speak a new language and learning about all the things their bodies can do.
But perhaps most importantly, they are learning how to act within a social world of strange sensations, experiences and expectations. To give your children every opportunity to engage in their learning and thrive when they get to school there is so much you can do – from day one.
Getting to know the standards and the benefits of MyCPD
Underpinned by the DfE Professional Development Standards, each session is structured to offer you the knowledge, understanding and support you need to re-examine your practice with confidence. With activities for you to work through, and questions to challenge your current thinking, it will help you to reflect. As you work through the sessions and participate in discussions in the Community Groups you will come to realise the practices you need to celebrate – and gain the help you need to challenge others.