eyfs: safeguarding and welfare requirements

EYFS: Safeguarding and Welfare requirements

Managing risk; health and safety

Managing risks, health and safety

• Reflect on your journey this morning. How did you feel/ how do you feel right now?

• What factors have influenced how you feel?

Aims

• Critically review the EYFS Statutory framework- safeguarding and welfare requirements.

• Explore the ‘risks’ associated with child care and education.

• Make links to standard 7.

Managing risks, health and safety.

Statutory framework for the EYFS

EYFS statutory

1. Learning and development 2. Assessment

3. Safeguarding and Welfare

requirements

Definitions• Let us define safeguarding... What

does it mean to you?

• Collins (2009)– To protect (something) from being

harmed or destroyed– A person or thing that ensures

protection against danger or harm.

Definitions• Let us define welfare… what does it

mean to you?

• Collins (2009)–Health, happiness, prosperity, and

general well-being.– Financial and other assistance given,

usually by the government, to people in need.

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.

*Disclosure and Barring services

Staff qualifications, training, support and skills

• 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 qualifications, training, support and skills

• Induction– Emergency evacuation procedures– Safeguarding– Child protection– Equality policy–Health and safety

Staff qualifications, training, support and skills

• Providers have a responsibility to provide training and professional development opportunities.

–How are training needs identified and matched to cover statutory requirements?

– Knowledge about local training offers.– Costs

Supervision: Support, coaching and training

“Supervision should foster a culture of mutual support, teamwork and continuous improvement which encourages the confidential discussion of sensitive issues” DfE (2014): p20

What does supervision mean to you?

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 ratiosUnder 2 years?

1:3

Staff experienced with working with babies (at least 50%).1x level 3- baby experience.50% level 2

2 years?

1:4

Demographics as with babies.

Staff : child ratios3 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• Explore legal responsibilities relating to

Health and Safety.

– Vea Australia- New Zealand video1

https://www.youtube.com/watch?v=ly9E11V54i4&list=PLdGeIcjZqA8xCky1kkyuwPg4xkiI5OEpw&index=1

Health• Infection control (Guidance on infection

control- Public Health England).

• Medication–Medicine policy– “Medicines must not usually be

administered unless they have been prescribed” DfE (2014): p25

–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 under 2 years– 2.5m2 2 years– 2.3m2 3-5 years

Premises• Separate baby room DfE (2014): p28

• Outdoor play area/ daily outdoor activities.

• 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.

• Advise available from the Health and Safety Executive.

• 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

‘Risk’ -Definitions• Let us define risk... What does it

mean to you?

• Collins (2009)– The possibility of bringing about

misfortune or loss.– A person or thing considered as a

potential hazard.

‘Risk’• Maintaining safety and security

• Vea Australia- New Zealand Videos 2 and 3

https://www.youtube.com/watch?v=nnZ1eKoUjQ0&list=PLdGeIcjZqA8xCky1kkyuwPg4xkiI5OEpw&index=2

‘RISK’Panorama explores Britain's health and safety culture. Take the 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’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”

Smith (2014) paperDiscourse… the power of words!

Threat Exciting new personHarmful learn something newDangerousTo avoid

Stranger

Risk-averse• Smith (2014) suggests that restricting or

denying children the opportunities to explore their environment and take risks creates current and future citizens who are risk-averse (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, well-being and resilience.

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” Smith (2014): p10-11.

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.

Bibliography• Collins (2009) English Dictionary Home

Edition. UK, Glasgow.• DfE (2014). Statutory Framework for the

Early Years Foundation Stage 2014 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf

• Smith, K (2014). discourse of childhood safety : What do children say? European Early Childhood Education Research Journal 1-14