1.2 Explain where to get information and advice about: • curriculum resources appropriate to the needs of learners in the setting • use of curriculum resources • suppliers • maintenance of curriculum resources

This guide will help you answer 1.2 Explain where to get information and advice about: • curriculum resources appropriate to the needs of learners in the setting • use of curriculum resources • suppliers • maintenance of curriculum resources

Curriculum Resources Appropriate to the Needs of Learners in the Setting

Choosing curriculum resources that match the needs of learners is one of the most important parts of the role in supporting children and young people. Information and advice on this can be obtained from a range of trusted sources within and outside your setting. These sources help you make informed decisions that support learning, development and engagement.

One of the main sources of advice is the internal leadership and management team. Your setting will have senior practitioners, teachers, or managers who make decisions about resources based on national curriculum guidance, age-appropriate materials, and the specific learning needs of the children. Speaking to them can give you an understanding of the best methods and materials.

Local authority education departments can also offer detailed guidance. They often provide resource lists aligned to key stages and areas of learning, and can recommend suppliers or training opportunities. These departments have specialist advisers who review curriculums and ensure resources meet educational standards.

Professional organisations and subject associations are valuable too. For example, groups dedicated to early years education, literacy or mathematics often publish materials, resource reviews, and best practice recommendations. They can provide both free and paid access to advice that is quality-tested.

Training providers and colleges run courses on curriculum planning and resource use. They often share information about new and effective materials during training sessions, and their trainers can give personalised advice.

Practical sources within the setting include colleagues with different experiences. Team discussions during staff meetings or planning sessions can reveal which resources work well with particular age groups or abilities. Observing how they use materials in practice can strengthen your own knowledge.

Digital platforms and online resource databases offer wide choices. Websites managed by government bodies or respected educational publishers provide downloadable resources for different developmental stages. These sites often have sections designed for educators with clear guidance on how to use the resources effectively.

Parents and carers can be an excellent source of information. They may share what their children are interested in, what motivates them, or what materials are familiar and engaging at home. This can help match resources with children’s backgrounds, interests and individual needs.

Use of Curriculum Resources

Getting advice on how to use curriculum resources is just as important as knowing what to choose. Misusing resources can result in children disengaging or not meeting learning goals.

Your organisation’s policies and resource use guidelines are the starting point. Many settings have written instructions or training sessions on how to introduce, adapt and store materials. These guidelines cover areas such as safety, age suitability, and integration with lesson plans.

Workshops offered by resource suppliers can show practical examples of how to use materials. Some suppliers provide demonstration sessions either in person or online. These sessions let you see the resources in action and learn about creative ways of use.

Mentoring and peer support within the setting is another strong source. Experienced colleagues can provide tips based on real experience. They might help you adjust resources for children with learning difficulties, sensory needs or language barriers.

Professional development courses supply detailed guides on effective resource use. By attending these, you can pick up structured approaches and techniques for linking materials with curriculum goals. Many courses include practical activities, giving you the chance to test out the resources.

Observation and practice are valuable methods for learning. Observing colleagues or other professionals using materials allows you to see ideas you can adapt. Trying out resources yourself in a safe, supported environment builds confidence.

Online forums and education discussion groups can be useful. Practitioners share examples, videos, and common challenges. These online communities can give quick feedback and creative ideas.

Suppliers

Identifying where to find suppliers involves knowing both well-established educational suppliers and smaller specialist providers. Reliable information about suppliers can be found through setting managers, procurement staff, or specialist purchasing teams.

Local authorities may maintain lists of approved suppliers who meet safety and quality standards. Using these lists can save time and assure consistent quality.

Professional associations often have partnerships with suppliers and publish member-only offers. These offers can provide cost savings and access to exclusive materials.

Exhibitions and education fairs present suppliers in person. These events allow you to handle resources, ask questions, and see demonstrations. You can collect catalogues and contact details for later reference.

Online research provides a wide picture of supplier options. Many suppliers have websites with full product ranges, user reviews, and support materials. Searching through trustworthy educational directories can highlight suppliers that specialise in different age groups or needs.

Other settings can recommend good suppliers based on their own experience. Networking with peers from different organisations can reveal reliable contacts.

Some suppliers act locally, offering personal delivery and advising on using their products. Developing relationships with these suppliers can lead to ongoing support and flexible ordering.

Maintenance of Curriculum Resources

Keeping resources in good condition supports safety and long-term cost savings. Information and advice on maintenance can be collected from multiple sources.

Manufacturer’s instructions are the first guide. These provide details on cleaning, storage and safe handling. Following these instructions prevents damage and maintains safety.

Organisation policies often outline maintenance routines. These might include regular checks, cleaning schedules, and guidelines for repairing or replacing damaged materials.

Colleagues and team leaders can suggest practical tips. For example, how to store materials to prevent loss or breakage, or how to organise resources so they are available when needed.

Resource suppliers often provide maintenance advice, either in written form or through customer support channels. Asking them directly can clarify best practice for specific materials.

Training sessions can include maintenance topics. For example, during health and safety training, safe handling and upkeep of resources may be discussed.

Online guides and videos by professional educators can show easy ways to maintain different types of materials. These guides often include step-by-step illustrations or photos.

Ensuring resources are stored in appropriate environments is key. Moisture, dust or direct sunlight can damage materials, so good storage areas are important. Advice on setting up these areas can be gained from facilities staff or the health and safety officer.

Regular inspections are vital to make sure resources remain safe. Advice on inspection routines can be found in organisational safety policies or directly from leaders.

Collaborative Working for Information and Advice

In most settings, information is best gathered through collaboration. Working closely with colleagues, managers, and external contacts builds a stronger understanding of resources. Regular team meetings create opportunities for sharing ideas and reviewing resources in use.

Partnership working is important with parents, carers and other professionals like speech and language therapists or occupational therapists. They can bring insight into how resources aid specific developmental targets.

Community contacts, such as librarians or museum education staff, can offer suggestions for hands-on learning materials. They often know of resources suitable for different age groups and abilities.

Evaluating Advice and Information Sources

Not every source will be appropriate. It is important to check credibility. Reliable sources tend to be those linked with national curriculum guidance, government bodies, recognised educational publishers, or professional associations.

Assess whether the advice matches the age range and abilities of your learners. Think about practical considerations such as cost, availability, and storage needs.

Cross-check advice from different sources. This reduces the chance of relying on outdated or unsuitable information.

Keeping Up to Date

Curriculum resources develop over time. Staying informed is part of the role. Information can be updated through regular training, reading educational publications, and checking national curriculum changes.

Following trusted education networks on social media can give early alerts about new resources. Attending local authority briefings keeps you aware of changes affecting your setting.

Setting time aside for research each term can help find new and useful materials. This keeps your resource base fresh and relevant.

Final Thoughts

Choosing the right resources, learning how to use them, knowing where to find them, and keeping them in good condition all play a role in supporting children’s learning and development. Information and advice from trusted sources shapes these decisions.

A proactive approach, where you regularly seek guidance and share ideas with others, helps build confidence and improves outcomes for learners. Staying connected to reliable networks, both within your setting and externally, ensures you can meet learners’ needs effectively and safely.