In this reflective story I will discuss and explain the key policies and legislation that are put in place to promote quality provision for young children. I will also look at the different strategies and practices used to promote young children's learning.PoliciesI have brought together three different policies from my environment, behavior, safeguarding and equal opportunities. The main objective of this behavioral policy is: teachers and children respect each other, prevent bullying, children learn discipline, take action in case of bad behavior, teachers create a safe and conducive environment for learning for children. Children who have done well during the week will have their names announced at a special assembly. “emotional and social competence and well-being include a wide range of educational and professional achievement, improved behavior, increased inclusion, improved learning, greater social cohesion, increased social capital and improvements in mental health » (SEAL Weare and GRAY 2003), not page number). No legislation is used in this policy, but when this policy is updated the framework will be able to look to other national policies and pedagogies to help them provide a quality offer. Like the Every Child Matters, SEAL, EPPE program, the Change for Children (2003) document implemented five outcomes for children to achieve, these are “be healthy, stay safe, enjoy and succeed, provide a positive contribution and achieve economic well-being. » (ECM: CC, p. 9). This policy promotes good “quality” by providing children with opportunities to build relationships, a good level of achievement, a good learning environment and learning boundaries. ECPE (2003) defined quality as having well-qualified staff, providing equal opportunities and partnership with parents. The safeguarding policy uses different guidelines (see annex). No legislation is used in this policy, but reading this policy it is linked to the ECM program. ECM designed “five key themes”, providing services for parents and children, early intervention, affordable services, quality provision and “strong foundations in the early years” (Pugh 2010, p. 9). This policy can be referred to the Children Act 2004. The main objective of this Act is to develop all services for children, to support "early intervention", to have a good level of leadership in all services and multi-agency working. (CYPP, no year, page 1). Sections 13 to 16 of the Children Act 2004 highlight the importance of having a local child protection board in every setting. The role of the LSCB is to promote the welfare of every child and protect children from harm and abuse..