We are open during COVID 19

Up & Away

This programme was originally developed jointly by Children’s Therapy and Education Inclusion Services.

It is currently under review and we are hoping this will be up and running as soon as possible but in the meantime it can still be used to help support children in your setting.

The programme aims to support, stimulate and encourage a child’s physical development during their early years. It focuses on balance, gross motor skills, body awareness and tactile / fine motor skills. It is easily linked to and supports the principles of the Early Years Foundation Stage Curriculum.

The programme is flexible and can be easily adapted to meet the needs of individual settings and environments.

It is an inclusive programme which can be differentiated to meet the individual needs of the child.

 

Advice for implementing Up and Away

 

Getting started

  • Raise awareness of Up and Away in your setting
  • Ensure staff are aware of how to implement the programme
  • Inform parents and carers about the programme

 

Environment

  • Complete risk assessment if required
  • Provide adequate space
  • Use indoor and outdoor areas
  • Access play areas and soft play areas
  • Provide appropriate equipment (all resources are generally available in early years settings and are listed under each activity)

 

Choosing activities

  • The Up and Away programme is a flexible programme that accommodates children whose chronological age and developmental age may differ.
  • It is more appropriate for a child to work at their developmental age rather than their chronological age.
  • This should be taken into account when choosing appropriate levels and activities for the child.

 

Activities

  • Activities can be carried out as part of the daily routine or as allocated Up and Away sessions
  • Sessions can contain activities from one or several categories
  • Activities can be carried out with individual children or in small groups
  • Ensure that the activities are all from the same level

 

Observations

  • Observe the child at the start of each level, category and activity
  • Examples of an observation chart are included (Level 1, Level 2 and Level 3)
  • Reassess and review the child on a regular basis
  • Record the child’s progress on the observation chart
  • Share any observations with staff and parents/carers

 

Frequency and Duration

  • Ensure that activities are carried out on a regular basis (this may involve empowering parents/carers as well to practice these activities at home)
  • Ideally children should not progress to the next level of activities until they are confident in each level
  • The duration of the activities will vary according to the individual setting and needs of the child

 

Use the menu bar on the left or click to access Level 1 / Level 2 / Level 3