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NCFE CACHE Level 3 Diploma in Supporting Teaching and Learning - Assignment 1
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This document contains the questions and answers for assignment 1 for the NCFE CACHE Level 3 Diploma in Supporting Teaching and Learning. The document is thoroughly written, well-researched, and well-presented, it includes all 10 questions. This document will help you save time. PLEASE DO NOT C...

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  • April 17, 2024
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  • 2023/2024
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NCFE CACHE Level 3 Diploma in Supporting Teaching
and Learning

ASSIGNMENT 1

1. Explain the characteristics of the different types of early years
provision.
Criteria - 1.1: Summarise types of early years provision

Early years provision refers to a range of childcare and educational services specifically designed for
young children during their formative years, typically from birth to the age of 5. The aim of early
years provision is to provide a supportive and enriching environment that promotes the holistic
development of children, encompassing their physical, social, emotional, and cognitive growth. This
provision allows children to benefit from educational activities and experiences that contribute to their
overall well-being and prepare them for formal schooling. Early years provision can be delivered
through different structures, including voluntary, private, statutory, independent setups, or affiliated
with schools, community centres, or workplaces, each with its own characteristics and tailored
approaches to childcare and education. Examples of such settings include:

Day nurseries: A setting of this nature will be open all day, offering full-day care for children aged 0-
5 years old to accommodate working parents with full or part-time options. These facilities are either
run by organizations or private individuals, providing a structured setting where children can develop
through various activities. To ensure the quality of care, day nurseries must be registered and
inspected by Ofsted. The range of services can vary widely; some may extend care beyond regular
working hours and term times, while others might be situated within workplaces, established by
employers to address the childcare needs of their staff, often conveniently located on-site.


Nanny / home carer: Interestingly, as a nanny, formal qualifications, training and experience are not
crucial, though these are usually highly desired by parents / carers. This role will usually require a
vast amount of flexibility from the nanny, with the individual working within the child's home and
adapting to the child's schedule for a personalized approach. Some nannies may reside at their
workplace and might be responsible for multiple children. Nannies can care for children ranging from
newborns to 5 years of age and beyond, often providing additional help with household tasks such as
cooking and homework.


A crèche provides a unique form of private provision, primarily designed to offer temporary care for
children while parents or caregivers participate in a specific activity. For instance, a crèche might be
situated within a gym, allowing parents to engage in activities like yoga while their child receives care
on-site. It's worth noting that this style of setting is not mandatory to register with Ofsted, but some
crèches may choose to do so voluntarily to demonstrate their commitment to high standards of care
and safety. This flexibility allows parents to enjoy various activities, knowing that their child is in a
secure and supervised environment.


A reception class typically begins in the year when the child turns five. These settings are subject to
registration and inspection by Ofsted. While full-time attendance is common, children have the option
to begin on a part-time basis and gradually transition to full-time. Reception classes can be found in

,private schools, statutory and independent schools. In terms of level, the reception class offers
students the national curriculum early years foundation stage. Even though reception class falls under
the early years’ foundation stage, it is mandatory that children attend school from the year that they
will turn 5.


A School-Based Nursery (SBN) is integrated into a primary school, operating exclusively during
term time. Typically, children enrolled in an SBN are anticipated to continue attending the associated
school when they reach reception age. The starting age for children in this provision can vary, with
some SBNs accepting children as young as 2 years, although a more common starting age is around 4.
SBNs are present in private, statutory, and independent schools, and being an integral part of a school,
they are subject to registration and assessment by Ofsted.


Out-of-school clubs exhibit a diverse range of structures and schedules. Some exclusively operate
during term time, while others are active only during school holidays; some even extend their services
throughout both periods. These provisions are typically designed for children aged 4 and above.
Parents may choose from a variety of out-of-school clubs based on their specific requirements,
whether they need coverage during term breaks, holidays, or throughout the entire year.




2. Identify, and describe the key stages of the statutory framework. Your
answer needs to include information about the National Curriculum,
and the procedures for assessment and benchmarking and in
particular, options that are available for post 16 learners.

Base your answer on your Home Nation and remember to include all stages of
the statutory framework.

Criteria -

 1.2: Identify key stages of the statutory framework including National Curriculum: procedures for
assessment and benchmarking in relation to teacher target setting, for learning in own Home Nation
 1.3: Explain post-16 options for young people and adults

There are 4 key stages that children in England will encounter during their time in education.

Key Stages
• Key Stage 1: years 1 – 2 (age 5 – 7)
• Key stage 2: years 3 – 6 (age 7 – 11)
• Key stage 3: years 7 – 9 (age 11 – 14)
• Key stage 4: years 10 – 11 (age 14 – 16)



Key Stage 1

Key Stage 1 covers ages 5-7 and years 1 and 2 at school. It introduces children to a variety of subjects
and skills, before taking part in their first national curriculum tests at the end of Key Stage 1 called

, SATs, which measures their maths and English skills. These are not pass/fail tests but simply provide
an indication and assessment of the child’s progress in accordance with the educational framework,
allowing teachers to plan future learning. Social and cognitive skills such as improving attention space
and sharing with peers will play a part in education at this stage as well as academic subjects.

In Key Stage 1, children encounter 11 core subjects, including Mathematics, English, Science, ICT,
Design and Technology, History, Geography, Art and Design, Music, Physical Education (PE), and
Religious Education (RE). With the exception of RE, these subjects are compulsory and run parallel to
areas of learning like personal, social, and health education (PSHE), citizenship, and foreign
languages. While schools are obligated to provide RE, parents have the option to request their
children be excused from the entire lesson or a portion of it.


Key Stage 2
Key Stage 2 covers ages 7-11 and school years 3 to 6. You may hear teachers or other parents split
this stage into ‘lower Key Stage 2’ and ‘upper Key Stage 2’. This is simply a way of segmenting years
3 and 4 (lower Key Stage 2) and years 5 and 6 (upper Key Stage 2) so that progress can be monitored
within context. Children will take part in the second set of national curriculum tests (SATs) at the end
of Key Stage 2, with the results helping to focus their learning going into Key Stage 3.

As this is the stage before high school, there’s more development in what the children are learning.
Importance will be placed on spelling, grammar and punctuation maths will become slightly more
complex with basic algebra being introduced as well as critical thinking skills being developed. They
continue with the core subjects that started in Key stage 1, Maths, English, History, Geography, ICT,
Science, Music, Art, P.E, R.E, and normally there should be a chance to learn a foreign language. The
child’s personal and social skills will also be developed during this stage as well as some skills learnt
with cooking and nutrition.


Key Stage 3
Key Stage 3 refers to the first 3 years of secondary school, covering ages 11-14 and school years 7-9.
Key Stage 3 is a vital period in the child’s education, it engages students in subjects with more depth
than primary school, equipping them with the knowledge and skills needed to tackle GCSEs in Key
Stage 4. During Key Stage 3, your child will take a more specified approach to subject areas,
continuing with core subjects from Key Stage 2 while also starting to explore topics such as sex,
relationships and careers.

This marks the phase when children begin to cultivate greater independence in their learning, laying
the foundation for skills that they carry forward into Key Stage 4. Proficiency in core subjects like
Maths during this stage can significantly influence future decisions, such as choices in sixth form or
pursuing higher education at a university. Ensuring each child stays on track becomes crucial.
Periodic end-of-year tests are typically conducted across all subjects throughout Key Stage 3, and
parents can expect to receive report cards that provide insights into their child's progress.



Key Stage 4

Key Stage 4 is the last compulsory stage in the child’s education, covering ages 14-16 and years 10
and 11, the final two years of secondary education. During this time, your child will study a range of
core subjects along with a number of optional subjects they would have selected at the end of Key
Stage 3. Compulsory subjects include English, Maths, Science, IT, PE, Citizenship, Sex Education,
Careers Education and work-related learning. In addition, your child will choose optional subjects to

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