Assessment Task A – Discuss how the staff apply the three values of care in their work, and how these impact positively on service users (1200)
I have chosen an early years setting for my placement, I have selected primary school Z, they have an online website which includes what their mission is to put the child first above everything else, in addition to this they hope to enforce a high quality of teaching and learning. Primary school Z aims to create a good family atmosphere where the children can feel safe, achieve a sense of autonomy and a sense of belonging.
Promoting anti-discriminatory practice
My chosen placement is an early years setting of the primary school Z, the staff must enforce the three values of care. The primary school demonstrates anti-discrimination on their website where they offer the information in over 100 different languages. This has a positive impact on the communication between parents and teachers, in addition to this it enables the parent to know how their child is preforming in school and they can then set up a programme to help the child. The different languages being optional when using the website promotes social diversity and creates a sense of belonging in the community, furthermore making them feel included and valued within the early years setting.
In Primary School Z, I witnessed that they provided extra help for those facing learning difficulties and who may struggle with certain subjects such as reading and more complex topics. In addition to this I witnessed that a pupil with a learning disability received additional help and support alongside being assigned a classroom assistant. While I was on my placement I observed that the classroom assistant and teacher promoted anti-discriminatory practice through using simplified speech whilst talking to the pupil with a learning disability as well as talking directly to the pupil if they are having difficulty understanding the task at hand. This impacts the pupil in a positive way as it allows then to further their knowledge as well as allowing them to learn in a manner that they can understand and thrive in.
The teachers allow the service users to choose where the want to sit during play time and who they want to play with in addition to what they want to play with. When I was observing in Primary School Z, I observed a young boy with a learning disability who wanted to play house with a group of girls was allowed by the teacher. Furthermore, the was a girl who wanted to play with tractors, farm animals, etc. and was encouraged by the teacher, this shows anti-discriminatory practice by not demonstrating gender discrimination. The simple act of allowing the boy and girl to play with toys typically used by opposite gender it could create a sense of belonging for the service user alongside increasing self confidence and self-esteem.
The kitchen staff promote anti-discriminatory practice by allowing those with special dietary requirements disclose this information to the them and they will make the required foods for them. For example, a child who has a lactose intolerance the school will provide a meal that doesnt contain dairy for them or if there is someone is Jewish and follows the kashrut dietary requirements can the school will provide kosher meal for that student.
Promote individuals rights and choices
The teachers at my chosen early years setting promote the individuals rights and choices through allowing the pupils to do group and independent activities as well as choosing their groups. By working in a group in helps the students learn teamwork skills, increases confidence and allows them to express and voice their opinions as well as improving their listening skills as they have to take the other group members ideas and thoughts on board. The staff at Primary School Z promote the pupils right to choice by allowing them to choose what activities they would like to do when they have completed their work such as to create posters or do extra worksheets of math or English. This aids in establishing a sense of independence and responsibility.
The kitchen staff in Primary School Z provide the children with a choice of what food which is relatively health, they would like to eat for their lunch, provided it is on the menu. On the menu they offer two different main courses that a are served with vegetables and potatoes, this allows the child to choose what they want to eat and will aid them in achieve a sense of autonomy and responsibility. Furthermore, the teachers provide the children with a plate with a variety of health fruits and a small cartoon of milk for their break time for a small fee of ?2 this promotes healthy eating and is enforcing a well-balanced diet on the children.
The staff at Primary School Z promote the service users rights by having circle time, where the pupils pass around a bear and only the person holding the bear can talk, this has a positive impact on the childs self-confidence and improves public speaking skills, thus making them feel less embarrassed and anxious.
Promote respect and dignity
The staff at Primary School Z promote respect and dignity by separating the boys and girls when it is time to get changed for their PE lesson, this ensures the children can achieve a sense of independence, respect and dignity. By allowing the younger children to change by themselves for PE It can create a sense of accomplishment and boosts self-confidence when praised by the teacher. From observing in the setting that I am currently assisting in the staff promote respect and dignity by simply engaging the pupils in conversation, maintain eye contact and using vocabulary that they understand and not talking down to them. The positive impact of this is that the service user feels respected by the teacher and feel of equal value.
By allowing the service users go to the toilet on their own promotes respect and dignity, in addition to this the simple act has a positive effect on the service user as it boost their self-esteem. If the child has wetted themselves the staff demonstrate respect and dignity by handling they situation discreetly and inform parent before attempting to change of clean the childs clothes. By removing the child from the classroom and remaining discrete, this ensures that the child doesnt face as much embarrassment in front of peers. At the early years setting I was assisting in I observed that there is a worry monster, which is used by the children to help express their fears, concerns and seek help in a more discreet manner. If a child felt worried on anything they wrote on a piece of paper how they feel and put their name on it then put in the box, the teacher would then take the child to the side without a fuss and talk to the child. The positive impact is that a level of trust has been created and the service users self-confidence could increase and stops the pupil from experiencing feelings of embarrassment.
By the teachers calling the students by their preferred name it demonstrates the respect that the teacher has for the child. For example, there was a student in the class I am assisting in wholes name was Michael but he preferred to be called mickey, the teacher would refer to him as mickey, but when recording records about his attendance, work and behaviour the teacher would write his full name. The receptionists at Primary School Z have up to date records about all the students which is kept in a locked filing cabinet with the keys out of reach, this ensure that the service users can feel respected and know that their personal data isnt being shared without them knowing so. The teachers at Primary School Z have a username and password to access their online information and records of children this promote respect in addition to following the data protection act of 1998.