Introduction
Working in partnership with other settings,
other professionals and with individuals
and groups in the community supports children’s development and progress towards
the outcomes of Every Child Matters; being healthy; staying safe; enjoying and achieving;
making a positive contribution and economic well-
The Wider Context is split into three topics:
Transitions and continuity
Multi-
The community
In the following pages we will look at what this actually means for a Childminder
and provide ideas on how you can develop your own practice to meet the needs
of your
minded children and their families.
Transitions and continuity
Children’s social, emotional and educational needs are central to any transition
between one setting and another. Childminders need to work with parents and other
settings to support the child through transitions. This may include starting pre-
Go to BCMA’s page Transitions and continuity
Multi-
With the introduction of the Every Child Matters Outcomes greater emphasis has been placed on working with other agencies. Childminders may need to work with health visitors, Children’s Centre Staff, SENCO’s and portage workers.
Go to BCMA’s page Multi-
The community
Childminders are very much part of their local community and well placed to involve their minded children in it. This can be through visits to local amenities, such as the shops or library as well inviting the community into their own home, in the form of parents, grandparents , other family members and friends.
Go to BCMA’s page The community
Additional information can be found in the EYFS material:
Principles into Practice Card 3.4 The Wider Context
Each of the Areas of Learning (Appendix 2) provides additional guidance under the
heading
‘Enabling Environments’
THE WIDER CONTEXT
Together
we can make such a difference
to Childminding in Bromley