Learners develop an advanced understanding of how children learn and the role of early years practitioners in creating effective learning experiences.

Topics include:

• Theories and approaches relating to children's learning and development.
• The relationship between child development and effective early years practice.
• The importance of responsive relationships and emotional security.
• Supporting children's holistic development.
• The role of the Early Years Foundation Stage.
• Creating stimulating and enabling learning environments.
• Supporting children's individual interests, abilities and learning needs.
• Planning purposeful and inclusive learning experiences.
• The importance of play in children's learning and development.
• Supporting children's independence, curiosity and confidence.
• Reflecting on the effectiveness of teaching and learning approaches.
• Evaluating opportunities to improve children's learning experiences.
• Supporting colleagues to develop effective professional practice.
• Using professional knowledge and research to inform improvements.

This unit encourages learners to critically reflect on how learning opportunities are provided and identify approaches that can enhance children's experiences and developmental outcomes.

Learners develop specialist knowledge of children's physical health, nutrition and wellbeing and the role of early years practitioners in promoting healthy lifestyles.

Topics include:

• The importance of physical activity in early childhood.
• The relationship between physical development and overall wellbeing.
• The nutritional needs of babies and young children.
• Healthy eating and balanced nutrition.
• The impact of nutrition on children's growth and development.
• Supporting positive attitudes towards food and healthy lifestyles.
• Encouraging age-appropriate physical activity.
• Creating environments that promote movement and active play.
• Recognising barriers to healthy eating and physical activity.
• Supporting children with individual dietary and physical needs.
• Working with parents and carers to promote healthy choices.
• The role and responsibilities of a Physical Activity and Nutrition Coordinator (PANCo).
• Supporting colleagues to promote healthy practices.
• Evaluating existing health and wellbeing approaches.
• Identifying opportunities to improve physical activity and nutrition within the setting.

This unit develops the specialist knowledge needed to contribute to health and wellbeing initiatives and may support practitioners who are undertaking, or preparing for, PANCo responsibilities within their setting.

Learners develop an advanced understanding of inclusive practice and the importance of collaborative approaches when supporting children with additional needs.

Topics include:

• Understanding Special Educational Needs and Disabilities.
• Relevant legislation, statutory guidance and the SEND Code of Practice.
• The importance of early identification and appropriate intervention.
• Recognising children's individual strengths and developmental needs.
• The graduated approach to SEND support.
• The role and responsibilities of the Special Educational Needs Coordinator (SENCO).
• Promoting equality, diversity and inclusive practice.
• Identifying and reducing barriers to learning and participation.
• Adapting learning experiences and environments.
• Supporting children's communication and individual development.
• Working effectively with parents and carers.
• Collaborating with colleagues and external professionals.
• Understanding multi-agency approaches to supporting children.
• Supporting effective information sharing and professional communication.
• Reflecting on the effectiveness of inclusive practice.
• Identifying opportunities to improve support for children with additional needs.

This unit strengthens learners' ability to contribute to inclusive early years provision and may support practitioners who are undertaking, or preparing for, specialist SEND responsibilities.

Learners develop the knowledge and skills required to establish effective professional relationships and promote collaborative approaches to children's learning, development and wellbeing.

Topics include:

• The importance of effective partnership working.
• Building positive relationships with parents and carers.
• Recognising parents and carers as partners in children's learning.
• Supporting family engagement and participation.
• Effective communication with families from diverse backgrounds.
• Understanding the impact of family circumstances on children's development.
• Supporting positive home-learning environments.
• Working collaboratively with colleagues and other professionals.
• Understanding the roles and responsibilities of external agencies.
• The importance of multi-agency working.
• Maintaining confidentiality and appropriate information sharing.
• Supporting children and families through transitions.
• Recognising barriers to effective partnership working.
• Developing professional communication and interpersonal skills.
• Reflecting on the effectiveness of partnership arrangements.
• Identifying opportunities to strengthen collaboration and improve outcomes.

This unit supports learners in developing professional relationships that promote a coordinated, inclusive and child-centred approach to early years practice.

Learners develop the research, analytical, reflective and leadership skills required to identify, plan, implement and evaluate improvements within their early years setting.

Topics include:

• The importance of continuous improvement in early years practice.
• Identifying areas for professional and organisational development.
• Understanding the purpose and value of research.
• Using research to inform evidence-based practice.
• Identifying a suitable area for a small-scale research project.
• Developing research aims and objectives.
• Exploring appropriate research methods.
• Understanding ethical considerations when undertaking research.
• Gathering and evaluating relevant information.
• Reviewing current approaches and professional practice.
• Identifying opportunities for change and improvement.
• Planning and implementing an appropriate improvement activity.
• Engaging colleagues and stakeholders in the change process.
• Understanding barriers and challenges associated with change.
• Monitoring and evaluating the impact of improvements.
• Reflecting on the outcomes of the research project.
• Making recommendations for future practice.
• Communicating findings and supporting ongoing professional development.

This unit provides learners with an opportunity to apply their advanced knowledge and leadership skills to a practical improvement project within their own workplace.

Through the project, learners develop confidence in using research, professional reflection and evidence-based decision-making to contribute to positive organisational change.