Assessment Unit: H/506/4745 – Preparing to work as a home based childcarer

Student name
Leah Rwabucye
OSC number

Tutor name
Andrea Taylor

You may use the following template to submit your assessment for this unit. Each box contains a
recommended word count to enable you to stay within the 8000 word limit. The box will expand as
you type into it, and you will need to keep your assessment in a Word document compatible format
when you submit it to your tutor for marking.

Please ensure that all references used within your assessment are added to the reference list at the
end of the assessment template.

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Declaration of Authenticity

This declaration must be completed by the learner.

I confirm that the attached assessment is all my own work and does not include any work completed
by anyone other than myself. I have completed the assessment in accordance with Open Study
College instructions. Furthermore, I have read and understood the College’s plagiarism policy and its
consequences.

By inserting my signature in the box below I confirm that the statement above is true.

Signature L.Rwabucye Date

1/11/2022

Please note: All marks are provisional until confirmed by the OSC internal verifier and the Awarding
Body. In practice, most marks do not change. The discovery of plagiarism will invalidate any previous
mark awarded.

Assessment Tasks

Task 1

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1.1 As a home-based childcarer you must have an understanding of current legislation and
regulations. In the table below summarise the current legislation and produce a brief summary of
the legislation.

Current Legislation Summary

Health and safety of Health and Safety Act 1974 This Act applies to home-based child care
children just like in any other workplace. As such, a
home-based carer is legally required to
make sure that the children he or she is
caring for are protected “so far as
reasonably possible” from any harm or risk
of danger (Department of Education,
2021). As such, the Act requires that a
daily risk assessment is conducted at the
home environment to ensure that the
environment is safe from accidents and
incidents and that every equipment and
toys are safe, clean and not damaged
(Department of Education, 2021).

Safeguarding The Children Act 1989 Under this Act local authorities have a duty
(as far as is consistent with that duty) of
ensuring that they promote and safeguard
the welfare of children in their areas). The
local authorities are responsible for
determining the services that a child in
need should be provided with. A child in
need is, “one who is unlikely to achieve or
have the opportunity to achieve a
reasonable standard of health or
development without the services of the
local authority, one whose health is likely
to be impaired if he or she does not access
the services of the local authority and one
who is disable” (HM Government, 2018).
Even though the local authorities are
responsible for ensuring that a child in
need has access to the services he or she
needs, the local authorities do not have to
necessarily provide these services
themselves but can facilitate the provision
of these services by working with other
agencies and making arrangements with
other parties to act on their behalf as they
see fit (HM Government, 2018)

Equality, diversity and Equality Act 2010 This Act ensures that no child is
inclusion disadvantaged because of the protected
characteristics listed in the Act. The
protected characteristics applicable to

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Management of Control of Substances
hazardous substances Hazardous to Health (COSHH)
1994
Manual handling The Manual Handling
Operations Regulations 1992
Data protection and General Data Protection
privacy Regulation (GDPR) 2016
Emergency report Reporting of Injuries,
Diseases, and Dangerous
Occurrences Regulations
(RIDDOR) 2013
children are race, disability, religion, sex
and sexual orientation. This Act makes it
unlawful for anyone to discriminate,
harass or victimise a child. It requires that
every child has equal access to
educational. Section 49 of the Act requires
public bodies, for example, local
authorities, schools and hospitals to take
reasonable steps to eliminate
discrimination and to do things in a way
that promotes equality (Children’s Right
Alliance for England, 2022).
COSHH is a regulation that aims to make
sure that hazardous substances such as
cleaning products and medicines are
appropriately stored and used to protect
health.
Manual handling regulations refers to the
safe manual handling practices such as
using proper lifting techniques and seeking
assistance when needed to avoid injuries.
GDPR is a European Union regulation that
requires any individual or organisation that
handles personal data to understand the
principles of data protection, obtaining
consent and keeping data secure.
RIDDOR places a legal duty on employers
to always report an incident or injury
suffered by an adult or child to relevant
authorities.

Word count for the above table is: 400 words

Task 2

It is your role and responsibility to ensure that you adhere to health and safety requirements both
indoors and outdoors to provide a safe and secure environment for children in your care. It is
important to assess any potential risks that may occur in the home environment, both indoors and
outdoors. Therefore, complete questions 1 & 2 and complete the Risk Assessment Form below.

2.1 Explain why it is important to take a balanced approach to risk management

It is quite complex to manage risks in childcare unlike managing risk in other contexts. This is
because in other contexts, risks rarely have an inherent benefit and therefore risk management
strategies often focus on reducing risk levels to an acceptable level (Fawcett, 2017). However, in
childcare, being exposed to some risk is often beneficial hence balancing between risks and
benefits is at the heart of risk management (balance approach) (Fawcett, 2017). For example,

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 allowing some risk play can help in developing a child’s self-confidence, his or her resilience and
his or her risk-management skills (balance approach) (Fawcett, 2017). For example, during an
outdoor activity, older children may be allowed to explore a wider range of the environment
under supervision while younger children will require a designated path free from hazards.

2.2 Explain the principles of safe supervision in the home-based setting and off site

Children should be constantly observed and monitored to help in identifying if a child could be
engaging in some activities that may be harmful to him or her and others. They should also be
monitored to help in detecting early signs of unusual behaviour or illness e.g. fever. Children
should be listened to carefully so that they are confident to be around the one supervising and so
that they are able to speak up when something is wrong. This could help in identifying when a
child is being neglected/abused (Soni, 2018).
In both home-based and off-site settings, the ratio of children to adults is very important to
ensure safe supervision. For example, a home-based setting requires one adult to every four to six
toddlers while an off-site setting requires a lower ratio of children to adults to ensure adequate
supervision (Soni, 2018). Different activities and locations may require different levels of
supervision based on the children’s age and developmental needs. Younger children
(preschoolers) aged 1-5 years should be closely supervised because they are curious and have
limited understanding of danger. For example, during craft activities in a home-based setting,
ensure that the materials are child-safe to prevent accidents such as cuts. Older children aged 6-
12 years may have independence but will still require supervision. For example, while they may
explore the park freely, establish clear rules and boundaries such as avoiding strangers and
staying within a designated area.

Word count for the above tables combined: 200 words

2.3 It is a requirement that you have procedures in place for administrating medication to children.
Write a procedure for:

Procedure
Storage of medication  The medication of each child should be kept separate
 The medication of each child should be stored in an
individual container and clearly labelled
 Medication should be stored in a locked cupboard or
container and should be out of the reach of children.
However, there are medications that may need to be stored
in a refrigerator. These should also be kept in a plastic
container and labelled (Venables and Gunnell, 2019).
 The medication of each child should be kept separate
 The medication of each child should be stored in an
individual container and clearly labelled
 Medication should be stored in a locked cupboard or
container and should be out of the reach of children.
However, there are medications that may need to be stored
in a refrigerator. These should also be kept in a plastic
container and labelled.
Administration of  Identify the child receiving the medication
medication  Read the direction given on administering medication, for

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 example, by the parent
 Ensure dosage is correct as per instructions
 Give medication
 Record, the date and time the medication was administered
(Venables and Gunnell, 2019).
 Identify the child receiving the medication
 Read the direction given on administering medication, for
example, by the parent
 Ensure dosage is correct as per instructions
 Give medication
 Record the date and time the medication was administered.

Record keeping with regard
to medication
 The home-based childcarer should keep an accurate and up
to date record of any medication stored on the premise
which is meant for the use of children in the setting. These
should include records of received medicine, returned
medicine and disposed medicine (Venables and Gunnell,
2019).
 The record of medicines should include, the name of
medicine as indicated in the product label, the quantity of
medicine, dosage instructions, form of medicine (e.g.
tabled, liquid), date of recording, signature of person
recording, and the time that medicine was administered
(Venables and Gunnell, 2019).
 There are medication’s that are administered on a ‘when
required basis’, for example, high temperature and
wheezing. These should be recorded in the child’s care
record and the reasons for administering must be recorded
(Venables and Gunnell, 2019).
 The home-based childcarer should keep an accurate and up
to date record of any medication stored on the premise
which is meant for the use of children in the setting. These
should include records of received medicine, returned
medicine and disposed medicine.
 The record of medicines should include, the name of
medicine as indicated in the product label, the quantity of
medicine, dosage instructions, form of medicine (e.g.
tabled, liquid), date of recording, signature of person
recording, and the time that medicine was administered.
 There are medications that are administered on a ‘when
required basis’, for example, high temperature and
wheezing. These should be recorded in the child’s care
record and the reasons for administering must be recorded.

Word count for the above table: 300 words

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2.4 Carry out a risk assessment of your own home - it must include both indoors and outdoors

Risk Assessment form

What are the Who might be What are you What further action is necessary? Action by Action by Date
hazards? harmed and how? already doing? Whom? When? completed
Children (could Using finger jam Me 20/05/2022 27/05/202022
Doors smash their fingers)protectors
Children (some Always Teach children how to put away their Me 20/05/2022 continuous
Toys and children can chew supervising toys so that they do not become a
equipment small toy parts, canchildren as they tripping hazard.
become a tripping play, teach
hazard, toys could be
children how to
damaged e.g. broken store their toys so
and this could harm that they do not
children) become tripping
hazards, avoiding
buying toys made
from thin plastics
Children Put out of None Me 20/05/2022 26/05/2022
Disinfectants, children’s reach.
detergents and Labelled and
other cleaning locked in a safe
materials place.
Children/Me/Cleaner Cleaning the None Cleaner Continuous
Mould due to rooms daily
moist environment
Children (emotional Modelling Being viligant as I monitor for Myself 20/05/2022 Continuous
Bullying injury) positive behavior, aggression and bullying, using age
there are clear appropriate consequences for
rules for aggressive behaviour
behaviour

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 Slippery walkways Children/Me/Cleaner Clearing None Cleaner 20/05/2022 Continuous
and obstacles in walkways from
pathways debris and using
anti-slip mats in
slippery areas.

Poorly lit areas and Children/Me installing always supervising the children to Me 20/05/2022 continuous
lack of fencing and (Strangers and sufficient lighting know where they are at any given
gate thieves might come around my home time.
in) and securing
fences to restrict
unauthorised
access.

Word count for the above Risk Assessment: 200 words

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2.5 Summarise ways to maintain a safe and healthy environment for children in relation to:
Preparing formula feeds
Sterilisation of feeding
equipment
Preparation and storage of food
Safe disposal of waste
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Summary
 Ensure there is a clean area specifically dedicating for
preparing and storing formula feeds.
 Clean and sterilise area of formula preparation
 Clean and sterilise feeding equipment
 For formula feeds being prepared and stored before
use, a dedicated fridge for storage should be in place.
 Prepared formula feeds should be labelled with
appropriate information e.g. child’s name, time of
preparation, date of preparation, name of person who
prepared the formula feed (NHS, 2019).
There are a number of sterilisation methods
Boiling: This involves boiling the feeding equipment in water
and making sure that as the items boil they stay under the
water
Steam sterilisation: This involves making use of a microwave or
an electric steriliser. This should be done according to the
manufacturer’s guidelines
Cold water sterilisation: This involves using non-toxic water
solutions sterilise the feeding equipment
(NHS, 2019).
Preparation
 Wash hands properly
 The equipment and utensils used in food preparation
should be thoroughly cleaned and disinfected. The
same worktop, chopping boards and any other
equipment used in the preparation of raw should never
be used unless these items have been thoroughly
cleaned and disinfected in between
 When preparing fruits, vegetables and salad
ingredients, they must be washed thoroughly in a clean
bowl of water by rubbing vigorously
 Food preparation areas should be kept in good
condition. For example, by replacing damaged utensils
and equipment (NHS, 2018)
Storage
 There are certain foods that need to be kept in the
fridge to keep them safe
 Separate equipment should be used for storing raw
and cooked food
 Food should be kept uncovered until used
 Foods that have been brought from home to be
individually labelled (NHS, 2018)
 Waste bins should be available at all appropriate sites
 Waste should be kept in wall mounted foot operate
bins out of the reach of children.
  Proper nappy bins should be placed in changing rooms
and bathrooms
 Disposable containers placed in the outdoor
environment should have tight closing lids and the
containers should be closed when they are not in use.

Care of pets  Children should be carefully supervised around pets

and rules should be set when pets can be touched.
These rules should be carefully enforced
 washing hands after touching pets
 keeping pets clean
 cleaning up after pets
 Keeping pets healthy by taking them for regular checks
at the veterinary (Pacey, 2015).

Word count for the above table: 500 words

2.6 As a home-based childcarer you will be required to have policies and procedures in place. In the
table below explain procedures for the listed events:

Event Procedure
Accidents  The child involved in the accident to be comforted and reassured
 Extent of the injury to be accessed, and if need be, medical support will
be requested/ambulance
 First aid procedure to be carried out
 The parent/carer of child will be called and informed of the accident
once the child involved in accident is settled
 Accident report to be completed and signed (Laverty and Reay, 2014).
 Immediately assess the extent of the injury so as to provide first aid that
is within my qualification.
 Inform the child’s parents about the accident.
 I will report accident including the location, time, nature of the injury
and treatment provided.
 If necessary, I may have to seek emergency services.
 I will assess the accident to identify potential risks that could be avoided
in the future.
Incidents  The immediate safety of the child involved in the incident must be
addressed
 If child is involved in a reportable incident, the child’s parent/carer must
be notified.
 An incident form to be completed
 if an incident involves, for example, food poisoning, Ofsted should be
notified within 14 working days (Laverty and Reay, 2014).
 If a child is involved in a reportable incident, I will notify the child’s
parent/carer.
 Will address the immediate safety of the child involved.
 I will take the appropriate action to resolve the incident and will strive to

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 develop strategies which should be implemented to prevent future
occurrences.
 I will record a detailed description of the incident which can be
communicated to relevant authorities if required.

Emergencies  In the event the children have to leave the home due to an emergency,
they will leave via an exit point that is furthest away from the source of
concern
 All exit roots in the home must always be kept clear of any blockage e.g.
household equipment
 In case of a medical emergency, the child in need of medical attention
should be reassured and all the other children in the home should also
be safe
 If the child carer is able to deal with the situation that should be done
but if necessary, the child carer should call for medical support (Laverty
and Reay, 2014).
● In the event of an emergency, I would follow the emergency evacuation
plan with clear escape routes or first aid procedures and instruct the
children to maintain calm during the emergency.
● If in the home, I will make plans to evacuate the children through an
emergency exit point far away from the source of concern.
● I will always ensure that the exit rooms are kept clear from any
blockages.
● I will ensure to always have the emergency contacts of parents or
guardians and regularly maintaining up to date emergency contact
information for parents and emergency services.
● In the case of a medical emergency, I will reassure the child in need of
medical attention and all other children of their safety.
● I will regularly practice emergency drills and awareness sessions to
familiarise everyone with the procedures and also communicate the
emergency procedures to parents or guardians.

Word count for the above table: 300 words

Task 3

3.1 As a home-based childcarer you will need to understand and support safeguarding, protection
and welfare of children. Explain the terms:

Terms Explain
Safeguarding and duty Safeguarding involves protecting a child from abuse or neglect,
of care preventing impairment of a child’s health and development and ensuring
that a child is growing up in circumstances that are consistent with the
provision of safe and effective care that enables him or her to have
optimum life chances. In simple terms, safeguarding is what one does to

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 protect a child. Every home-based childcarer has a duty of care of
keeping the child in his or her care safe from harm and ensuring that
they report any concerns if they perceive a child may be at risk (National
Society for the Prevention of Cruelty to Children, 2022).
Child protection
As a home-based child-carer, child protection involves the ways in which
one helps a child who is in need, one who is likely to experience abuse (a
deliberate act of ill-treatment that can harm the safety, well-being and
development of a child), or neglect (failing to provide a child with the
basic needs of physical safety and wellbeing) or a child who has already
experienced abuse or neglect (National Society for the Prevention of
Cruelty to Children, 2022).

Word count for the above table: 200 words

Complete the following table

3.2 Summarise the regulatory requirements for safeguarding children within a home-based
setting

 That the home-based childcarer must be conversant with all safeguarding policies and
procedures
 The home-based childcarer must understand how to respond to any concerns regarding
child protection.
 The home-based childcarer must take the lead responsibility for safeguarding
 The home-based childcarer must be trained on safeguarding policies and procedures and
must have up to date knowledge of safeguarding issues
 It is an essential requirement for the home-based childcarer to understand the four
categories of abuse, that is, sexual, physical, emotional abuse and neglect and the signs
and symptoms for each (HM Government, 2018).
 Disclosure and Barring service checks assess the home-based childcarer’s suitability for
working with children by examining criminal records and barred lists.
 Child safeguarding practice review panel provides findings and recommendations to
improve practice and prevent future harm to children.

3.3 Explain the roles and responsibilities of the home-based carer as a lone worker in a home-
based setting in relation to the safeguarding, protection and welfare of children

Planner: The home based-carer has the responsibility of planning play-based activities that
stimulate and support the physical, social, intellectual, language and emotional development of
children in his or her care (HM Government, 2018).
Risk assessor: The home-based carer as a lone worker has the responsibility of carrying out a risk
assessment of the home environment, both indoor and outdoor, based on the needs and the
development stage of the children being cared for at the time of the risk assessment. The home-
based carer has the responsibility of providing for the children in his or her care a safe
environment (HM Government, 2018).

Providing basic day-to-day care: They have the responsibility changing nappies, keeping the

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 children clean and comfortable and cooking healthy meals (if they register with Ofsted) (HM
Government, 2018).

Teacher: This role involves supporting children’s learning and development by working with other
professionals (HM Government, 2018)
Safeguarding: The main responsibility of the home-based childcarer is to make sure that every
child is safe which involves taking precautions to prevent harm and abuse and being aware of
potential risks or concerns. Also, they must ensure to follow relevant guidance and policies for
child protection such as reporting procedures and sharing information with appropriate
authorities. (HM Government, 2018).

Word count for the above table: 300 words

3.4 Home-based childcarers must have an understanding of child protection. Complete the table
below, with descriptions that may cause concerns:

signs symptoms indicators behaviours

Domestic abuse Tantrums, Bruises, burns, Frequent absence Aggressive,
aggression fractures from the day, clingy,
towards others, excuses for injuries, withdrawn
lack of Change in behaviour
confidence (HM
Government,
2015).
Neglect Consistently skin issues (e.g. Change in Aggressive,
dirty clothes ringworm, behaviour, poor clingy,
Inappropriate rashes) appearance/hygien withdrawn,
clothing e.g. e fearful
clothes
unsuitable for
the weather
conditions, dirty
skin (HM
Government,
2015).
Physical abuse Unexplained swelling, Change in behaviour Aggressive,
injuries, injuries irritable, clingy,
not compatible bruising) withdrawn,
with the child’s fearful
development
ability
Emotional abuse Anxiety, loss of Delayed Change in behaviour Aggressive,
interest in social emotional social, withdrawn,
activities, low emotional, and fearful
self-esteem (HM intellectual
Government, development,
2015).
Sexual abuse Difficulty walking Genital or anal Change in behaviour exhibiting sexual
or sitting, afraid bleeding, behaviour in

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 of being left changes in play with others
alone with appetite
people,
isolated(HM
Government,
2015).

Word count for the above table: 500 words

3.5 Describe the actions to take if harm or abuse is suspected and/or disclosed

 The signs that a child is being harmed/abused or is at risk of harm/abuse may not always
be obvious, however if something seems unusual in the behaviour of a child, it is
important question the behaviour by trying to speak to the child alone, if appropriate, so
as to seek further information (HM Government, 2015).
 If after a conversation with the child, there is an allegation of harm and abuse, this should
be taken seriously and the child should be reassured that action will be taken to keep him
or her safe
 The action to take will depend on the circumstances of the case, the seriousness of the
child’s allegation and the multi-agency safeguarding arrangements in place. One can refer
the case directly to children’s social care and/or the police or one can discuss his or her
concerns with others and ask for help (HM Government, 2015).
 There are times that one will need to explain to the child the actions that he or she is
taking
 It is important to ensure that confidentiality is maintained however the child in question
should be told that the information he or she provided will be shared with others so that
he or she can be protected (HM Government, 2015).
 The signs that a child is being harmed/abused or is at risk of harm/abuse may not always
be obvious; however, as a child minder, if something seems unusual in the behaviour of
the child, I would remain calm to create a safe environment for the child to share their
complaints. Also, I would endeavour to listen carefully to the child and assure that he/she
has done the right thing by telling you.
 If after a conversation with the child, if there is an allegation of harm and abuse, I would
take the disclosure seriously and let the child know that I believe and support him/her
unless there are clear reasons not to.
 I will not promise to keep secrets because my responsibility is to ensure the safety of the
child. I will also refrain from making judgments about the situation and try my best not to
ask probing questions.
 Immediately after the disclosure, I will make a detailed note about the conversation which
will be useful when contacting the child’s parents or guardians unless doing so will put the
child at further risk, in which case I have to inform the local child protection services or
the appropriate authority responsible for child protection.
 It is important also that I offer support to the child, by assuring safety and care while
making sure that confidentiality is maintained and that the information will not be shared
with others to ensure the protection of the child.

Word count for the above table: 150 words

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Task 4

As a home-based childcarer you have a responsibility to promote equality, diversity and inclusion for
children. Therefore, complete the following questions:

4.1 Explain the role and responsibility of the home-based childcarer in supporting equality,
diversity and inclusive practice
One of the roles and responsibilities of a home-based care in promoting equality diversity and
inclusivity is to develop activities and adopt resources that promote equality, diversity and
inclusion (Pacey, 2022). The second responsibility is for the home-based carer to listen and value
all the children in his or her setting by ensuring that all the children have a voice. Third, the home-
based childcarer should teach and make children in their care aware of their differences from
each other. This is important in making the children learn about various cultures. For example, as
a childcarer, I would offer books and games that have diverse characters and cultures and also
provide materials for different learning styles to ensure that the children engage and participate
actively. In this way, mutual respect will be created in a care setting (Pacey, 2022). Another
responsibility is to treat each child as an individual. When this is done, the individual needs of
every child can be met as reasonably possible and this will help in upholding the concept of
inclusion (Pacey, 2022).
4.2 Evaluate the impact of your own attitudes, values and behaviour when supporting equality,
diversity and inclusive practice
The attitudes, values and behaviours of a home-based childcarer can impact equality, diversity
and inclusive practice in diverse ways, either positive or negative. My own behaviour supports
inclusion, diversity and equality. This is because I model the behaviour that I would want the
children in my care to exhibit. I interact with every child by listening to them, observing them,
asking them about their interests and preferences (for those who are able to say this) and in this
way, I am able to create activities that meet the diverse needs of the children in my care. My own
attitude towards equality, diversity and inclusive practice is positive. As a home-based child-carer,
I interact with children from diverse backgrounds and this means I cannot discriminate against any
of them. It means that any personal values or attitudes that I may have I cannot bring into my
practice.

Word count for the above table: 400 words

Task 5

As a home-based childcarer you will need to have an understanding of the day-to-day routines of
children in your care and how you can promote their well-being.

5.1 Discuss children’s well-being in relation to current frameworks

Early Years Foundation Stage (EYFS)- This framework states that every child deserves the best
possible start in life and the appropriate support that will enable him or her to fulfil his or her
potential. The framework supports children’s personal, social and emotional development while
acknowledging that this is crucial for a child to lead a healthy and happy life (Department of
Education, 2021). Under the domain of personal, social and emotional development, the
frameworks requires children to be supported to manage their emotions, develop a positive sense
of self and have confidence in their own abilities. As they are supported in these ways, the

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 children will learn how to look out for themselves and this will improve their wellbeing
(Department of Education, 2021)

Word count for the above table: 100 words

5.2 and 5.3 As a home-based childcarer you may care for children of different ages. It is important
that you can meet the diverse needs of children.

Produce a plan that meets the needs of children aged between 0 and 7 years and 7 years and older
in relation to:

 diet
 personal physical care needs
 rest and sleep provision
 personal hygiene routines

0 to 7 years
Diet Full fat milk, beans/lentils, lean
chicken/fish/meat, breakfast
cereal, spinach, cheese, yoghurt,
yellow or orange based fruits and
vegetables (carrots, tomatoes)
7 years +
Fruit and vegetables: apple,
medium sized banana, salad,
grapes, plums
Carbohydrates: Cereals (low
sugar varieties), potatoes, rice
and pasta (unrefined fibre
types e.g. whole wheat pasta
and brown rice)
Proteins: beans/lentils, lean
chicken/fish/meat

Calcium: semi skimmed or

skimmed milk, soya enriched
calcium products

Personal physical Drawing with crayons, stack Running, cycling, Hopscotch,

care needs blocking, running jogging
Rest and sleep Two naps per day A nap per day
provision
Personal hygiene Diapering, Hand washing, Hand washing, bathroom
routines bathroom hygiene, change of hygiene
clothes

Word count: 300 words

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When providing meals and snacks for children in your care it is essential that you encourage healthy
eating by providing healthy options and alternative variations for children who have special dietary
requirements. Therefore, answer the following questions.

5.4 Explain strategies to encourage healthy eating

One of the strategies to encourage healthy eating is to teach the children about healthy eating.
This can be done through games, activities and questions. Second, healthy eating can be
encouraged by being a good role model in regard to the foods one eats (Stimpson and Stanton,
2016). Third, talking in positive ways about the healthy foods that the children are eating is also a
strategy that can be adopted. Fourth, healthy eating can be encouraged by encouraging fussy
eaters to try new foods (Stimpson and Stanton, 2016).

5.5 Identify reasons for special dietary requirements

Allergies or intolerances: Some children are allergic or intolerant to certain foods therefore they
may require a special diet (Department of education, 2014).
Medical needs: Some children may have medical conditions that require them to eat a special diet
Cultural and religious beliefs: There are children from some cultures that may have special
(Department of education, 2014).
Dietary requirements based on their cultural and religious beliefs: For example, there are some
cultures that do not eat any type of meat but are vegetarians. This would mean that such a child
may require special diet (Chakona and Shackleton, 2019).

Word count for the above table: 200 words

Task 6

Working as a home-based childcarer you will have the opportunity to work in partnership with
others. Therefore, answer the following questions.

6.1 Identify typical partnerships established by a home-based childcarer

 Partnership between home-based childcarer and parents/carers

 Partnership between home-based childcarer and social services
 Partnership between home-based childcarer and medical practitioners
 Partnership between home-based childcarer and the police
 Partnership between home-based childcarer and other home-based childcarers

6.2 Discuss benefits of working in partnership

 Assessment of child’s needs: Assessing the needs of a child is one of the stages of
childhood and an important one. Working in partnership with others such as health and
social care teams, parents and carers makes the process of assessment more effective

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 (Wilson, 2016). For example, many parents are experts on their children and by positively
communicating with a parent, a home-based child-carer can gather all sorts of
information that would make it much easier to effectively meet the needs of the child
 Safeguarding: Helps in identifying and handling any harm that a child may be exposed to
or experiencing. According to Wilson (2016), one of the key strategies to effective risk
management is to identify risk earlier.
 Can make a child to feel, safe secure and trusting: If a child sees his or her parent/care
having a positive attitude towards a home-based child-carer, it creates a platform for
developing trust and feeling safe and secure. This is important for a child’s emotional and
social development (Wilson, 2016).
6.3 Describe how partnerships with parents/carers are established and maintained

Fostering a two-way communication: Just as it is for the home-based child carer to hear from the
parents/carers, so is it important for the parents/carers to listen to the home-based child carer.
This will enable both parties to know the needs and development of the child and the support
both parties can provide for the benefit of the child (Pacey, 2022).

Approach the relationship with respect: This involves creating a respectful and reciprocal
relationship, a relationship in which parents/carers feel valued. This can be done by treating each
parent/carer as an individual and attending to their unique needs concerning their children
(Pacey, 2022).

Understand each parent/carer’s expectation/views about partnerships: It is important to

appreciate each parent/carer’s views about working in partnership. This is because the view of
every parent/carer in regards to partnership working may be different because of different
reasons e.g. cultural factors. For example, there are cultures that the most respectful way to treat
a childcarer is not to share suggestions, information or question the child-carer. It is therefore
important to ensure that at the beginning of the relationship, the home-based carer explicitly
explains the kind of involvement that will be needed while also honouring the limits that a
parent/carer may want to maintain (Pacey, 2022).

6.4 Explain how working in partnership with parents/carers supports the home learning
environment
Working in partnership with parents/carers supports the home learning in that this partnerships
help in identifying the children likes, dislikes and preferences. As noted earlier, parents/carers
often know so much about their children. When they work in partnership with a home-based
childcarer, they are able to give this information to him or her and in this way the home-based
childcarer can use this information to create a caring environment that supports the diverse needs
and preferences of different children (Pacey, 2022).

6.5 Explain the boundaries of confidentiality

It is important for home-based childcarer’s to respect confidentiality and to ensure that they keep
all sensitive information concerning the child confidential. For example, a home-based childcarer
should not collect or retain information about a child without permission from the parent/carer.
Second, the home-based carer should only share information with other professionals with the
formal permission of a parent/carer (Department of Education, 2021). However, this rules must
be considered if the home-based carer if a child discloses that he or she is being abused or has
been abused in the past (Department of Education, 2021).

Word count for the above table: 1000 words

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Task 7

Working as a home-based childcarer you will need to have an understanding of children’s learning,
development and behaviour, and be able to pass on information to parents/carers regarding their
child’s development. Therefore, complete the table below:

7.1 Identify areas of learning and development in relation to current frameworks

Areas of learning and development according to the EFYS framework are:

Prime areas are:

 Communication and language: This involves providing an environment where children
can express themselves and are able to speak and listen in different contexts
 Physical development: The EFYS states that physical development is vital for every child’s
all-round development. It is therefore important for every home-based childcarer to
create physical activity base opportunities for children in their care (Department of
Education, 2022).
 Personal, social, and emotional development: This is an area concerning with social skills,
developing respect and understanding different feelings (Department of Education, 2022)

Specific areas are:

 Literacy: This involves encouraging children to link sound and letters and to begin to read
and write (Department of Education, 2022).
 Mathematics: This involves guiding children to develop numbers and calculations. It also
entails guiding children to describe shapes, measures and spaces (Department of
Education, 2022).
 Understanding the world: Involves making sense of things through observation and
exploration and making sense of the things they use such as technology (Department of
Education, 2022).
 Expressive arts and design: Children should be given chances to express themselves by
being provided with activities that create such opportunities e.g. drawing and playing with
paint (Department of Education, 2022).

7.2 Explain factors which influence children’s development

Environment: This is one of the factors that play a critical role in child development. The
environment is concerned with the physical and psychological stimulation a child receives (Pern,
2015). One of the environmental influences that can significantly influence development is the
home environment. For example, if a child lives in a peaceful home environment where he or she
is well-nurtured, such a child is more likely to experience positive development compared to a
child who lives in an environment of constant conflict (Pern, 2015)

Nutrition/diet: This is a significant influence on child development. Every child’s body needs to
build and repair itself and this is only possible through the foods he or she eats. If a child does not
get the right nutrients, he or she is likely to experience malnutrition and this can negatively affect
his or her growth. Second, if a child keeps overeating, he or she can developed health conditions
such as obesity which can negatively influence his or her health in the long run. However, if a child
eats a balanced diet, his or her development is more likely to be positive (Pern, 2015).

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 The socioeconomic status of a family: The quality of life and opportunities that a child gets is
determined by the socioeconomic status of his or her family. For example, a well-off family can
offer a child good nutrition which is essential for development. A child from a well-off family can
also have access to better learning opportunities and resources for learning compared to a child
an economically deprived family (Pern, 2015).

7.3 Explain the differences between sequence of development and rate of development
Sequence of development is ‘the normal sequence in which a child learns different skills’ (Neaum,
2019). The rate of development can be defined as ‘the speed in which a child develops’ (Neaum,
2019). According to Neaum (2019), every child grows at a different rate, that is, one child may
grow faster than another. Knowing the difference between the sequence of development and rate
of development is very important as this helps in identifying the needs of a child (Neaum, 2019).
7.4 Describe key milestones in development from birth to 12 years in relation to:
 physical development
 social and emotional development
 cognitive development
 speech, language and communication development

Physical development: 0-2 years (following objects with sound, turning towards sound, rolling
over, crawling, able to sit upright, walking when holding things, moving around more confidently,
has preferred hand); 2-5 years (able to use a tricycle, can brush teeth, can eat independently, hold
a pencil properly, is able to brush hair) (Salkind, 2004)

Social and emotional development: 0-2 years (smiling, crying to have needs met, playing,
awareness of surrounding, crying, showing anxiety around unfamiliar people, tantrums, engages
in simple pretend play, asserts independence); 3-7 years (measures his or her performance
against others, continues developing socials skills by playing with others, able to communicate
without help, beings to share things e.g. toys, understands others feelings; 8-12 years (becomes
more aware of other people’s perception, narrows down peer group, expresses subtle emotions,
more logical thinking, can be empathetic, begins to develop personal values) (Sakind, 2004).

Cognitive development: 0-2 years (demonstrating anticipatory behaviour, focuses on moving

objects, responds to the environment using facial expressions, they realise that their action can
cause things to happen in the world around them, realise that they are separate beings from the
people around them); 2-7years (symbolically begins to walk, begins to become egocentric while
struggling to see things from other people’s perspectives, gets better with language and at
thinking), 7-11 years(begins to think logically, begins to reason from specific information
(inductive logic)); 12 years and above (begins to develop abstract thinking, begins to reason from
general principle to specific information (deductive logic)) (Salkind, 2004 ).

Speech, language and communication development: 0-2 years (makes reflexive crying sounds,
squeals, laughs, babbles, responds with gestures, makes sense of sound, pointing and showing); 2-
7 years (begins to develop understanding of simple concepts, more flexible, understands
instruction, uses well-formed sentences, able to recall, can use language to reason, clear speech),
8-12 years (able to infer meanings, use a range of words, understands different types of
questions, attempts to use larger complex words) (Salkind, 2004).

7.5 Explain how children’s learning is influenced by:

 positive relationships
 environment
Environment: There are a number of environmental factors that can influence children’s learning.

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 One factor is culture. Each family has its own culture and the culture that has been implanted in a
child during his or her growth shapes his or her perception and cognitive capacity. This means that
a child’s is influenced by cultural factors such as beliefs, traditions and other similar factors (Pern,
2015). Another environmental factor that has an influence on a child’s learning is the child’s
parent. A child’s parents play a significant role in shaping the personality, behaviour and cognition
of a child. According to Pern (2015), parents are the first teachers of their children and children
inherit traits and certain attributes from the activities of their parents as they grow. This means
that the learning of a child can be influenced by the character, attitude, behaviour and cognition
level of his or her parents.

Positive relationships: Positive relationships can significantly enhance a child’s learning by

increasing his or her motivation to learn. For example, a child who has a positive relationship with
his or her parents is more likely to have stronger social skills, better communication skills, positive
behaviour and all these can influence how a child interacts with learning (Pern, 2015).

7.6 Describe factors that influence children’s behaviour

Relationship between parent (s) or carer and child: When the interaction between a child and
the parent (s) is positive, respectful and supportive, the confidence, self-esteem and abilities of a
child are enhanced and this creates a platform for positive relationships (Hunter, 2015).

Cultural expectations: There are cultures that expect children to behave in a certain way. This
means that as a child grows and is taught these cultural preferences, he or she will behave as per
that which has been instilled in him or her (Hunter, 2015).

Medical condition: For example, an autistic child may display some behaviour that may not be
displayed by a non-autistic child (Hunter, 2015).

Change in family situation: Changes such as divorce or separation in the family can significantly
modify a child’s behaviour. Each child experiences different levels of psychological trauma during
the divorce process. According to Hunter (2015) children who experience divorce are vulnerable
different types of behaviours e.g. aggression (Hunter, 2015).

7.7 Outline strategies for managing children’s behaviour

 Reward charts/cards: This can involve using a traffic light system that allows a child to
visually see whether he or she has received a warning for displaying an unacceptable
behaviour (Hunter, 2015)
 Using positive reinforcement: This can be used to encourage children for displaying
acceptable behaviour. For example, praise can be used to recognise good behaviour
(Hunter, 2015).

 Making use of structured group play to encourage building of positive and respectful
relationships (Hunter, 2015).

 Observing triggers for behaviours: For example, there are children who may frequently
display a certain negative behaviour. By observing the moments when a child displays a
certain negative behaviour, it is easier to identify the trigger and adopt the most effective
behaviour management strategy.

Word count for the above table: 1000 words

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Task 8

There has been much debate and research into the value of play and how children learn through
play. As a home-based childcarer you will need to understand the value of play in promoting
children’s learning and development. Therefore, answer the following questions:

8.1 Identify the rights of children in relation to play as detailed in the ‘UN Convention on the
Rights of the Child’

Article 31 of the ‘UN Convention on the Rights of the Child’ states that every State that is a
signatory to the convention must recognise the right of the child to engage in play and
recreational activities that is appropriate to his or her age (United Nations, 2022). Every State
Party is required to promote the right of every child to participate in play and should encourage
the provision of equal opportunities in regards to play (United Nations, 2022)

8.2 Explain the innate drive for children to play

The innate drive to play means that every child is born with a natural drive to play. It means that
every child is born with an intrinsic motivation to play. In other words the innate drive allows a
child to personally direct his or her play, that is, he or she control the contents and intents of his
or her play by following his or her ideas and interests (Houser et al, 2016).

8.3 Discuss how play is necessary for the development of children

Play is necessary for the development of children because it helps in the development of children
because it helps in the cognitive, social, emotional and physical development of children. Play
helps in the cognitive development of a child, that is, the child’s ability to think, understand,
communicate, and imagine. Play is necessary for cognitive development because it is through play
that a child learns to explore the world. As a child plays, he or she experiments, thinks, solve
problems and this helps in cognitive development (Frost et al, 2011). In relation to social and
emotional development, play is important in helping children develop their social and emotional
skills as they explore their feelings, express their feelings and work out their emotions (Frost et al,
2011). Play also is necessary for physical development. When a child engages in different physical
activities, for example, running, riding a bicycle, jumping rope and so on, it helps the child to
develop agility, balance, good physical fitness, and coordination among other benefits (Frost et al,
2011).

8.4 Explain benefits of balancing child-initiated and adult-led play activities

Child-initiated activities are activities that are led by children. It means play is instigated and led by

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 a child and gives a child the freedom to choose when, how and what he or she plays with. When
activities are child-initiated, it gives the child the opportunity to control the narrative of the play
and this is important in enhancing child confidence and creativity (Thornton, 2015). Adult-led
activities are the activities initiated by an adult for children to help the children explore and
discover (Thornton, 2015). Adult-led play activities introduce children to new ideas and provide
them with opportunities to develop their skills and to ensure that the children are experiencing all
the learning areas in the EFYS framework (Thornton, 2015). When a home-based childcarer leads
play, he or she can feel that he or she is in control. However, it is important to acknowledge that
though the home-based childcarer can feel in control of the adult-led activities, he or she cannot
control what the children learn from these. This is the reason as to why it is beneficial to balance
between adult-led play activities and child-initiated activities so that children can get an
opportunity to explore their own ideas and use their imagination and creativity when playing
(Thornton, 2015).

8.5 Identify how children’s play needs and preferences change in relation to their stage of
development
As children grow and develop their needs and preferences in relation to play changes. For
example, when we use Piaget’s stages of development theory, it is easy to note that as children
move from one stage of development to another, their play needs and preferences change. For
example, the play needs of children aged between 0-2 years are quite different from that of a
child-aged 2-7 years. For example, children aged between 0-3 months prefer unoccupied play
because they are still observing their environments. Children at age 2-3 years may need and
prefer solitary and independent play. Solitary play is important in making children self-sufficient as
it teaches them to know how to keep themselves entertained (Yogman et al, 2018). Solitary play
may be a play need for a child who is shy or one who has not acquainted himself or herself well
with his or her playmates (Yogman et al, 2018; Ooi et al, 2018). Children aged 5 years may need
physical play to help in building gross and motor skills and may prefer physical play it enables
them to enjoy physical activity (Yogman et al, 2018).

8.6 Discuss the need for an inclusive approach when planning play activities
An inclusive approach when planning play ensures that play opportunities will be made available
for all children regardless of their backgrounds e.g. socioeconomic backgrounds or the protected
characteristics as listed in the Equality Act 2010. Every child should have the opportunity to be
involved in play activities that meet his or her play needs. Therefore, adopting an inclusive
approach when planning play activities creates a platform for the difference play needs and
preferences of different children to be taken into consideration (Children’s Right Alliance for
England).

Word count for the above table: 1000 words

Task 9

When working as a home-based childcarer you will undertake observations and assessments of the
children in your care. It is essential that you understand the role of observation in promoting
children’s learning and development. Therefore, answer the following questions:

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 9.1 Explain what can be learned about children by observing them at play

One of the things that can be learned about children by observing them play is what a child is
interested in, for example, the activities that interest the child. Second, by observing children at
play, one can learn how a child is currently learning, how he or she responds to certain activities,
his or her strengths and weaknesses and his or her temperament (Hobart et al, 2014). Observing
children at play can also help in identifying if a child has special needs (Hobart et al, 2014). Having
this information makes it easier to understand where better support can be provided for the
child’s learning and development.

9.2 Explain how observations are used:

 to plan for individual children’s needs
 for early intervention
 to review the environment
 during transition
 when working in partnership
Planning for individual children’s needs: Observation enables a home-based childcarer to identify
the likes and dislikes of a child and his or her responses to different situations. This makes it easier
for a home-based child carer to find out the experiences or activities that a child seems to enjoy
making it simpler to plan for individual children’s needs (Hobart et al, 2014).

Early intervention: by observing how a child behaves, learns and interacts with others, a home-
based child carer is able to identify if a child has special needs. This can helping in ensuring that
the right actions are taken to ensure that the child’s needs are met (Hobart et al, 2014)

Review the environment: Observing how a child interacts with the environment can enable the
home-based child carer to determine if the environment is stimulating the development of the
child. If not, the environment can be reviewed (Hobart et al, 2014).

During transition: Observation can help a home-based childcarer to build up the needs of a child
during transition. For example, through observation a practitioner can identify how a child makes
transition between activities and use this information to support the child during transition
(Hobart et al, 2014).

When working in partnership: By observing a child, a home-based childcarer can provide useful
information to other practitioners. For example, through observation, a home-based childcarer
can identify change in a child’s behaviour, for example, withdrawal. The home-based childcarer
can take the initiative to talk to the ‘withdrawn’ child and if he or she finds out that the
withdrawal is as a result of abuse e.g. physical abuse, he or she can report this to the relevant
authorities (Hobart et al, 2014).

9.3 Discuss how early intervention supports children’s development

Early intervention supports children’s development by helping them progress towards achieving
age appropriate development milestones (Hobart et al, 2014). Early intervention can help a child
to make the most of learning through play. For example, purposeful play is the work of a child and
is essential to brain development, more so in the first 3 years of a child’s life. If a child appears to
be experiencing development challenges, e.g. communication challenges, getting the right
support early is essential (Hobart et al, 2014). For example, if a child who seems to be having
developmental challenges is given opportunities for play with a home-based childcarer, this can
facilitate the development of good skills needed for communication. Early intervention can

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 support children’s development by reducing the risk factors and increasing the protective factors
that supports a child’s development. For example, there are a number of risk factors that can
threaten a child’s development e.g. child neglect. If these risk factors are identified and early
intervention s initiated, a child’s development can be supported by increasing the protective
factors (Hobart et al, 2014).

9.4 Explain how to work with others to plan the next steps in relation to the needs and interests of
children

In order to work with others to plan the next steps in relation to the needs and interests of a child,
it is important to have effective communication. Effective communication is needed in order to
make effective plans on meeting the needs and interests of children. With proper communication,
each practitioner is able to ensure that all those involved in the planning understanding what the
actual needs and interests of a child are (Wilson, 2016). A home-based childcarer can work with a
child’s parents to plan his or her next step in relation to the child’s needs and interest. The home-
based childcarer and a parent can take time to observe a child together in the care setting or he or
she can tell the parent’s child to observe the child and home to help in identifying his needs and
interests. The home-based childcarer can then compare his or her observations with the
observations that the parents made and then plan together with the parent for the next steps of
the child (Wilson, 2016).

Word count for the above table: 1000 words

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