Transcript EYFS: Safeguarding and Welfare requirements

EYFS: Safeguarding and
Welfare requirements
Managing risk; health and safety
• How are you feeling this morning?
• What factors have influenced how you
feel?
Statutory framework for the EYFS
EYFS statutory
1. Learning and
development
2. Assessment
3. Safeguarding and
Welfare requirements
Safeguarding and Welfare
Requirements
1. Child Protection (CP): covered next week
2. Suitable people
3. Staff qualifications, training, support and
skills
4. Key Person: covered 7.1.15
5. Staff : Child ratios
6. Health: covered also on 6.2.14
Safeguarding and Welfare
Requirements (continued)
7. Managing behaviour: covered 20.3.14
8. Safety and suitability of premises,
environment and equipment
9. SEN: covered 13.2.14
10.Information and records
Early Years Teacher’s Standards
STANDARD 7: Safeguard and promote the
welfare of children, and provide a safe
learning environment.
7.1 Know and act upon the legal
requirements and guidance on health and
safety, safeguarding and promoting the
welfare of the child.
STANDARD 7: Safeguard and promote the welfare of
children, and provide a safe learning environment.
7.2 Establish and sustain a safe environment
and employ practices that promote
children’s health and safety.
7.3 Know and understand CP policies and
procedures, recognising when a child is in
danger or at risk of abuse, and know how to
act to protect them.
Suitable people
• DBS- Identity checks and vetting (store
reference #, date of disclosure and who
obtained it.
• Suitability needs verification before
unsupervised contact permitted.
• Hold qualifications information
• Duty to inform DBS* should staff member
harm or put child at risk.
*Baring
and disclosure services
Staff qualifications, training,
support and skills
Providers
responsibility
Induction
Emergency
evaluation
Safeguarding
CP
Equality Policy
H&S
Training and
professional
development
opportunities
Supervision:
Support,
coaching and
training
Supervision: Support, coaching and
training
“Supervision should foster a culture of
mutual support, teamwork and continuous
improvement which encourages the
confidential discussion of sensitive issues1”
What does supervision mean to
you?
Statutory framework for the EYFS 2014
Qualifications
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Manager- Level 3 with 2 years experience
50% of all other staff- level 2
Deputy takes charge in manager’s absence
1st aider present always incl. trips
Understanding and use of English.
CM trained before registered with Ofsted/
agent
Staff : child ratios
• Can 17 year old staff be counted in ratios?
• Yes: If over 16 years, student on long-term
placement/ apprentices in early education.
• Volunteers must be over 17 years.
• Staff under 17 years must be supervised at
all times.
Staff : child ratios
Under 2 years?
2 years?
1:3
1:4
Staff experienced with
working with babies (at least
50%).
1x level 3- baby experience.
50% level 2
Demographics as with
babies.
Staff : child ratios
3 to 5 years?
• 1:13 with teacher
• 1:8 without teacher
• 1:30- Independent with
teacher: majority of
children 5yr in school year
• 1:8- Independent with no
teacher
• 1:13- maintained nursery/
school
• 1:30- Reception
How to cover lunch/
breaks
Health
• Medication
– Medicine policy
– “Medicines must not be usually be
administered unless they have been
prescribed”
– Written permission needed and admission
record shared with parent and/or carer.
Health
• Food and drink
– Allergies
– Special dietary requirements
– Special health requirements
– Water accessible and available at ALL
TIMES…
How do you ensure this for
babies/ toddlers?
Health
• Safer food handling training.
• Food poisoning- 2 or more children:
OFSTED notified immediately.
First aid and injury
• First aid box always available
• Written record of accidents/ injuries and
treatments
• Parents notified
• When to notify OFSTED/ agency
Safety and suitability of premises,
environment and equipment
• Comply with health and safety legislation
incl. fire safety and hygiene legislation.
• Smoking
• Premises:
– 3.5m2
– 2.5m2
– 2.3m2
under 2 years
2 years
3-5 years
Premises
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Separate baby room
Adequate toilets and wash basins
Separate adult toilet
Enough spare clothes, bedding etc.
Changing facilities for nappies
Staff room
Confidential area –speaking with parents
Premises
• Safe handover of children
• Security checks and infrastructure
• Public liability insurance
Share strategies for safe
handover
Risk assessment
• Discretion of providers to make some
written risk assessments in relation to
specific issues, to inform practice and
demonstrate for parents and/or carers or
inspectors.
• Health and Safety Executive (HSE) for
guidance >5 staff members.
‘RISK’
Panorama explores Britain's health
and safety culture. Take our true or false
quiz and find out if you fall at the first
hurdle. (April 2014)
http://news.bbc.co.uk/panorama/hi/front_
page/newsid_8002000/8002416.stm
Risk assessments
• Aspects of environment that need
checking regularly
• When
• By whom
• How risk will be removed/ minimised
• No written OUTINGS RA, but need to
identify hazard; ratios; vehicle insurances.
Information and reports
• Freedom of Information Act 2000 and Data
Protection Act 1998
• Children’s details including parent and/or
carer and emergency contact
• Parents and/or carers must have info about
curriculum; routines and home learning;
setting food and drink; support for children
with SEN; all policies/ procedures incl. late
collection/ missing children; all staff; KP;
emergency contact for setting and complaints
procedures
Information
• Setting must keep daily registers
• Display certificate of registration.
• Display names of staff and KP
Smith2 (2014) paper
Discourse… the power of words!
Stranger
Threat
Harmful
Dangerous
To avoid
2Smith,
Exciting new person
learn something new
K (2014). discourse of childhood safety : What do children say?
Research Journal 1-14
European Early Childhood Education
Your views on the use of saws; nails;
hammers for woodwork/ sharp knives for
cutting raw vegetables etc.
EYFS- p21 “Children must usually be within
sight and hearing of staff and always within
sigh or hearing”
How would you feel being under
constant surveillance?
Risk-averse
• Smith2 (2014) states that restricting or
denying children the opportunities to explore
their environment and take risks creates
current and future citizens who are riskaverse (unwilling to take risks which could
stretch learning).
• Could result in a lack of skills to manage
stressful situations. Poor social skills and
raises concerns about children’s health, wellbeing and resilience.
2Smith, K (2014). discourse of childhood safety : What do children say?
Education Research Journal 1-14
European Early Childhood
Balance
“There is a difficult tension for families,
teachers and policymakers in balancing ways
to create opportunities for children to meet
new people, explore new environments and
engage in activities that are challenging,
adventurous and risky” (Smith2 2014).
2Smith, K (2014). discourse of childhood safety : What do children say?
Education Research Journal 1-14
European Early Childhood