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College Address

College Tel. No.

Personal Tutor

Tutor contact details

Placement Co-ordinator

Placement Co-ordinator Contact Details

First Placement

Placement contact no.



DIPLOMA IN CHILDCARE AND EDUCATION (DCCE) COURSE HANDBOOK Section 1 WELCOME The course you have joined is recognised throughout the country and abroad. It is designed to teach you the skills you will need in your vocation. It is a vocation that offers many job opportunities world wide in a wide range of establishments. Examples of job opportunities are Nursery Supervisor, Créche Leader, Nanny, Special Educational Needs supporter, Classroom Assistant. The course could also prepare you for entry to Higher Education as UCAS points are attached. You may find that when you first start your course there is a great deal of information to take in at once. In your first week you will have a full induction of Boston College through all of the important aspects of the Course and College life. Your tutor will be there to answer any questions you may have, but we hope this handbook will help to answer some of your questions. This booklet is to be used in conjunction with the Boston College Student Diary and the CACHE Student Handbook which will give you more general information about what will be available to you at Boston College. CACHE state that:"a real belief in the individual worth of each child and a determination to ensure children have the opportunity to develop their full potential. In order to do this effectively, the Early Years Practitioner needs an understanding of, and a commitment to, promoting equality of opportunity". At Boston College we are also committed to Equal Opportunity and we will be offering all our students an environment to which they can reach their full potential. You will also have the opportunity to study Equal Opportunities, as this will be an integral part of the syllabus. Dr Cliff Davis, a lecturer in Developmental Psychology at the University of Manchester sees the Nursery Nurses as having three main functions. ‘A Nursery Nurse role is threefold - Carers should not be expected to be a mother substitute. What you want is someone who will stimulate your child, give him attention and keep him safe.’ STAFF Gill Bush Liz Purnell Kelly Harris Carol Panrucker Jo Campbell Tracey Hill


Programme Area Manager DCCE CourseTutor Placement Co-ordinator/Lecturer Lecturer Lecturer Lecturer 3

You will also be taught by a variety of lecturers with specialist skills. Others: __________________________________________________________________________ __________________________________________________________________________ Your tutor is: LIZ PURNELL YOUR PERSONAL TUTOR: All full-time and some part-time learners have a Personal Tutor. Your tutor will welcome you to the College, help you to settle in and be there to give you help and information. Your tutor is usually your first point of contact with the College and your main source of help. You will meet your tutor every week, as part of a group session or for a one-to-one discussion and review of your progress. It is important that you attend your tutorials as they will support you and make sure you to get the most out of College. You will meet your tutor at Induction. The Induction programme introduces you to staff, other learners, your course and the College. A more detailed description of the tutor’s role can be found in your handbook.

Section 2 QUALIFICATION AIM The Course aims to prepare Early Years Practitioners to work competently, safely and effectively with children aged 0-16 years whilst taking into account the fact that children are individuals. Although your qualification is aimed at preparing you to work with children in early years and their families, it will also help you if you work with older children especially those with special needs. About the Qualification This qualification is split into three stages, Award, Certificate and Diploma, with the Award and Certificate building towards the Level 3 Diploma. It is expected that most learners will progress through the Award and Certificate to complete the Diploma in order to be able to practice as an Early Years Practitioner. Throughout the qualification you will be expected to participate in professional practice in a variety of settings in order to apply what you learn in a practical environment. This will be assessed through Practice Evidence Records (PERs) and Professional Development Profiles (PDPs).


COURSE FRAMEWORK Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9

An introduction to working with children Development from conception to age 16 years Supporting children Keeping children safe The Principles Underpinning the role of the Practitioner working with Children Promoting a healthy environment for children Play and Learning in Children’s Education Caring for Children Development of Professional Skills within Children’s Education

Plus 3 optional units taken from a list provided from the Awarding body. These units will be forwarded to learners at the beginning of the course. Units 1-8 and the optional units are each assessed through an assignment which is set by CACHE and marked internally by the Centre. In year 2 learners will undertake a final external assessment. This course carries 360 UCAS Points. To accompany Units 3, 4 and 5 there will be a short answer test based on a seen case study – External Assessment End of year 1 exam seen Case Study. Teaching The teaching is carried out by qualified and experienced professionals, both in the placement and in the classroom situation. Please NOTE that a learner must have a minimum of 94% attendance in order to achieve any module. In the placements you will learn by experience whilst being supervised and supported by the staff. In the classroom the teaching is a mix of formal lessons and individual research; role plays, discussion and group work. Learners have access to workshops and the study support service and to help with assessments. The responsibility for achievement rests with the learner.


PROGRESS REPORTING Parents Evenings Parents are invited to visit the College regularly to find out more about your course, how you are progressing, options after your course has finished routes and any other details. There will be an opportunity to speak to key staff as well as your Personal Tutor. Progress Parents are encouraged to visit the College with or without their son/daughter to discuss progress with your Personal Tutor and teaching staff. Reports All College learners are assessed by the course team at the end of November to confirm continuation onto the full programme. If there is any doubt as to suitability to continue, learners and parents will be consulted in December.

ATTENDANCE Learners are required to attend ALL CLASSES, WORK PLACEMENTS and tutorials on the timetable with a minimum attendance of 94%. Make non-urgent appointments for Doctors/Dentists etc. out of College hours. Placement provision is the responsibility of the Course Tutor. Attendance is monitored by registration on a session basis. ATTENDANCE MONITORING We want you to be successful on your course and to achieve your qualifications. It is therefore important that you attend all classes as good attendance is the key to being successful. The Attendance Monitor will work with you and your Tutors to promote good attendance. What will they do?  offer support if you are having problems which affect your attendance  refer you to Learner Services who can help with a range of personal problems and barriers to learning and attendance  refer you to your Tutor who will discuss your attendance and take action where appropriate What can you do?  Avoid unnecessary absences, for example, by making appointments outside College hours  Inform the Attendance Monitor if you are going to be absent for any reason  Telephone (01205) 365701, option 2, or e-mail, or text “BCABSENT” to 88020. Texts are charged at standard network rate. This information is also on the back of your ID badge  Please remember to give your name, ID number and reason for absence The Attendance Monitor is: Gail Bevan 6

REQUIREMENT Punctuality is vitally important. Learners are expected to attend classes, rehearsals and performances on time and should be appropriately dressed (see Clothing Section). Learners who habitually turn up late to practical classes may be asked to sit and make notes, write them up and hand them in at the next practical class. ABSENCE PROCEDURE If you are unable to attend College because of illness you need to telephone to let us know before 9.15am, as you would in a job. You will also be required to fill in an Approval of Absence form which can be obtained from your tutor. Extended absences require a doctor’s certificate. Whilst on placement you are regarded as a member of their staff. It is vital that you phone them before your agreed start time if you are unable to attend and inform the Placement Officer.

PLAGIARISM The use of other people’s work and the submission of it as though it was your own is known as plagiarism (plagiarism means theft of other people’s ideas). Any work forming part of an assignment, project, test or other assessment must be your own and must not contain any plagiarised material. Evidence of plagiarism will result in failure of the assessment. Any new assessment arrangement will be given with a strict completion date. You will also be subject to the College’s disciplinary proceedings. If you wish to quote material from a textbook or other source then this should be referenced in your assignment. Your subject lecturer or Personal Tutor will show you how to do this.


Section 3 COLLEGE CALENDAR 2013/2014 2013 September 2nd September 3rd September 26th October 3rd October 8th October 10th October 16th October 21st – 25th October 29th October 30th & 31st November 5th November 7th November 14th November 15th December 19th

Autumn term starts. Learner Services Induction week Spalding Enrolment Higher Education Fair at BCUC HE Parents’ Briefing ‘Going to University’ BCUC Spalding College in Action Boston College in Action Volunteer Fair at BCUC Half term HE Open Event Parents’ evenings School Taster day Boston College in Action Spalding College in Action Closing date for UCAS applications (internal) End of Autumn term

2014 January 6th January 23rd February 6th February 11th February 17th - 21st March 3rd - 7th March 4th & 5th April 4th April 22nd May 5th May 26th June 10th June 12th June 26th

Spring term starts HE Open Event Boston College in Action Spalding College in Action Half term for learners Careers week Parents’ evenings End of Spring term Summer term starts Bank Holiday Bank Holiday Spalding Open Event (Information) Boston Open Evening (Information) Summer term ends

Note Any learner taking holidays outside of holiday periods will be considered absent from the course. Learners receiving support from the College Bursary Fund need to be aware that they will not be paid for holiday periods taken outside the academic breaks.


- Written test paper - Assignment dates as set. All work must be in on the required date.


Section 4 VISITS/WORK EXPERIENCE Throughout your training, you may be offered visits to places of interest in order to enhance your study. These will include visits to exhibitions, multicultural establishments, children’s wards, special needs units and/or training events. For some of the Educational visits a contribution from learners will be required.

PLACEMENT TRAINING During your training you will be offered practical experience in a wide variety of settings. These will include:Nursery Schools Primary Schools Registered Childminders Playgroups Day Nurseries Multi-disciplinary Centres You will receive the Practice Evidence Record (PERs) at the start of the Course which contains details of all your practical training requirements. It will be your responsibility to keep your Practice Evidence Record up to date. You will be visited by the Placement Officer/Tutor when you are on your placements and will receive feedback on your progress either at the Workplace or in a tutorial when you are back in College. A copy of the visit report form will be placed in your college file for future reference. Whilst every effort will be taken to place you locally, occasionally you may have to travel outside of your area. PLACEMENT DRESS When you go into placement you may be working as part of a professional team, and you will be expected to present yourself in an appropriate way. We ask you to bear this in mind when considering your dress and attitude to work. Clothing should be practical, comfortable and modest. You will be given comprehensive guidelines on what is expected of you at placement before your first experience, so if there are any questions you want to ask remember to raise them during the induction sessions.


Financial Assistance If you have financial difficulties you can apply for help from the College Bursary Fund, 19+ Learner Support Fund or 24+ Advanced Learning Loans Bursary Fund. This may help to meet the costs of: 1 2 3 4 5 6

Travel Books and equipment (16-18, 19+ only) Food (16-18, 19+ only) Specialist clothing required for your course (16-18, 19+ only) Childcare costs whilst at College (19+ and 24+ only) Exams/tuition costs (19+ only)

Some learners aged 16-18 are guaranteed help from the Bursary Fund – this includes:  learners living in care  recent care leavers  learners receiving Income Support or Universal Credit in their own right  learners receiving Employment Support Allowance and Disability Living Allowance or Personal Independence Payment in their own right. For further details please check with Learner Services staff. Childcare If you are under 20, you may qualify for Care to Learn payments for childcare costs. Please go to Learner Services for more information, or contact Care to Learn on 0845 600 7979 or visit the website at


The College Mission Statement The College Mission Statement describes the type of College we provide for all our learners and staff. ‘to be a brilliant college that transforms people’s lives and makes an outstanding contribution to the economic, social and cultural life of Lincolnshire’. All learners at the College attend voluntarily so there is not a set of ‘College Rules’. We do however have a range of policies which describe the standards we expect and what we offer in return. To access all the learner related policies and procedures please look on Moodle, or ask your Personal Tutor for details.      10

Section 6 POLICIES

At the College we have a range of policies detailing what the College will offer you and how we ensure high standards are maintained. To access the policies click on the links below. If this is not possible please ask your Tutor to provide you with a copy. Admissions Assessment and Examinations Assessment Malpractice Bullying and Harassment Careers Education, Information, Advice and Guidance Car Parking for Residential Learners Compliments & Complaints Procedure Computer Services Unit: Code of Conduct and Practice and Equality Impact Assessment Coursework / Self Study Drugs and Alcohol Financial Support for Learners Functional Skills Hall of Residence Disciplinary / Sanctions Higher Education Admissions Induction Code of Practice Information, Guidance and Support International Student Late Enrolment Learner Attendance Learner Disciplinary Policy and Procedure for Further Education Learners Mobile Electronic Equipment Recognition of Prior Learning (RPL) Safeguarding Learners Skills for Life and Learning Support Tutorial – Full Time Learners – Appendix 1 Weapons and Search Work Experience Equality and Diversity – see our page on Moodle Examination Policy Students Copy Important Exams Information for Candidates Access arrangements – General Access arrangements – International Students Examination Clashes Conduct of Exams Internal Appeals Procedure – Students Copy Appeals Procedure – Externally Marked Exams 11

CODES OF PRACTICE HEALTH AND SAFETY CODES Conform to College Smoking and Car Parking restrictions. Health and Safety and COSHH regulations will be given to you at induction. For your safety and the safety of others you must follow these rules at all times. At all times you will respect and maintain the confidentiality of all client information.

SAFEGUARDING STATEMENT Boston College places a high priority on the safety and wellbeing of our learners. We are committed to creating and maintaining a friendly, welcoming and safe working environment for all young people and vulnerable adults, whether learning is taking place on or off College premises. We have a duty to safeguard all learners, and we will respond immediately if there is a concern that a learner might be the victim of bullying, harassment, abuse or neglect. All staff are trained in safeguarding and there is a designated specialist Safeguarding Team to help with any concerns you might have about your own or someone else’s safety. If you need to contact the Safeguarding Team please go to:   

Main reception Learner Services The ‘Stay Safe’ button on Moodle E-mail

If you need to contact someone out of College hours about safeguarding contact: 

Children’s Social Care on 01522 782333 In an emergency situation dial 999 and call the police

An important part of safeguarding is making sure only authorised people are on our College premises. Please help us with this by carrying your ID badge at all times and showing it if asked by a member of College staff. At Boston College we respect everyone within the College community. We also emphasise respect for personal property and for the facilities of the College. We therefore, expect learners to work with us to create an environment where everyone feels safe and valued and can work to achieve their full potential. 12



Early Childhood Education (Hodder and Stoughton)

G. C. Davenport

An Introduction to Child Development (Unwin-Hyman)

M O'Hagan and M Smith

Special Issues in Child Care (Bailliere and Tindall)

Mary Sheridan Tina Bruce, Carolyn Meggitt

Birth to Five Years: Children's Developmental Progress (NFER - Nelson) Child Care and Education (DCE Handbook) 4th Edition

Penny Tassoni, Kate Beith, Harriet Eldridge, Alan Gough

Diploma Child Care and Education (colour edition) Heinemann

Christine Hobart, Jill Frankel

Child Observation and Assessment (3rd edition) Nelson Thornes

Janet Collins, Pam Foley

Promoting childrens wellbeing (policy and practice) The Open University

Jennie Lindon

Child Protection (second edition) Hodder & Stoughton

Michael Alcott Needs

An Introduction to Children with Special Educational (second edition) Hodder & Stoughton

Marian Beaver, Jo Brewster Pauline Jones, Anne Keane, Sally Neaum, Jill Tallack

Babies and Young Children Diploma in Child Care & Education Nelson Thornes

Matt Jarvis, Emma Chandler

Angles on Child Psychology Nelson Thornes

Penny Tassoni, Karen Hucker

Planning Play and the Early Years Heinemann

Penny Tassoni

Child Development 6 – 16 years Heinemann

Meggit & Sunderland

Child Development, An Illustrated Guide 0 – 16 years

Tina Bruce

Developing Learning in Early Childhood. Sage Publications

Penny Tassoni

Practical EYFS Handbook (2008) Heinemann

Sheila Riddall Leech

Heuristic Play Play in the EYFS (2009) 14

Boston College Skirbeck Road BOSTON Lincs PE21 6JF Telephone: (01205) 365701


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