In this reflective account I will discuss and explain the key policies and legislation put together to promote quality provision for young children. I will also look at different strategies and practices used to promote young children's learning. Policies I have collected three different policies from my context, behaviour, protection and equal opportunities. The main aim of this behavioral policy is: teachers and children respect each other, preventing bullying, children learning discipline, taking action against bad behaviour, teachers creating a safe and learning environment for children. The names of the well-behaved children during the week will be announced at a special assembly. “Emotional and social competence and well-being lead to a wide range of educational and occupational success, improved behavior, greater inclusion, improved learning, greater social cohesion, increased social capital and improvements in mental health” (SEAL Weare and GRAY 2003), no page number). There is no legislation used in this policy, but when this policy is updated the setting may consider other national policies and pedagogies to help them provide quality provision. Like the Every Child Matters agenda, SEAL, EPPE, the As Change for Children (2003) document implemented five outcomes that children can achieve, these are “being healthy, staying safe, having fun and achieving, making a positive contribution and achieve economic well-being”. ”(ECM: CC, page 9). This policy promotes good 'quality' in giving children opportunities to build relationships, good levels of achievement, a good learning environment and learning boundaries. The EPPE (2003) defined quality as having qualified staff, offering equal opportunities and working with parents. The safeguard policy uses different orientations (see appendix). There is no legislation used in this policy, but reading it links to the ECM agenda. The 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, pg9). This policy can be referred to the Children Act 2004. The main aim of this Act is to develop all children's services, support early intervention, have a good level of leadership across all services and multi-agency working. (CYPP, no year, page 1). Section 13-16 of the Children Act 2004 highlights the importance of having a local child protection board for each setting, the role of the LSCB is to promote the welfare of every child and protect them from harm and abuse..