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Healthy Early Years Bronze

Reference Document

Barnet Healthy Early Years Bronze Reference Document

Barnet Healthy Early Years Bronze Review ToolReference Document

Aim & Background The Barnet Healthy Early Years award scheme is funded by Barnet Public Health Team and has been based on the Healthy Early Years programme from Hammersmith and Fulham, Kensington and Chelsea and Westminster. The Healthy Early Years Bronze Award seeks to build on the achievements made with Healthy Schools by supporting settings to contribute to Public Health priorities such as personal, social and emotional development, oral health, immunisation, breastfeeding and obesity prevention in early years. The early years of life are critical as young children are particularly vulnerable to both positive and negative influences, which can shape their potential future outcomes. Exposures during early childhood have an impact on a child’s cognitive and physiological development, and therefore play a part in how they will mentally and physically respond to their environment as they grow older. Addressing health issues at this important life stage will bring many long-term benefits to these children and their communities as they grow.High rates of dental carries, obesity, low levels of physical activity and competence, insufficient immunisation and poor quality diets are experienced by many children who attend early years settings in the three boroughs. The aim of the Healthy Early Years programme and award scheme is to support and encourage settings to develop and deepen their focus on health and wellbeing for the children and families they work with. The Healthy Early Years Bronze award aims to give recognition to settings using a whole setting approach to implement guidance and good practice on promoting physical and emotional health and wellbeing.

Development of the Healthy Early Years Bronze Review Tool The Healthy Early Years Bronze Review Tool has been based on:

A review of 10 other similar programmes across the UK Local Public Health Priorities National Guidance The Healthy Schools programme Feedback from local partners and key stakeholders

The remainder of this document provides details on the national guidance and publications that were used to form the basis of the minimum evidence and criteria required for the Healthy Early Years Bronze Review Tool.

Anna Brennan-CraddockBarnet Healthy Early Years CoordinatorTel: 0770 381 4831Email: [email protected]

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Description of the setting

Children’s CentreThis section links to Section B: Factual Information about the centre/s of your Ofsted Children’s Centre Self Evaluation Form.

SettingsThis section links to Section 1 of your Ofsted Early Years Self Evaluation Form. In this section you should describe the main characteristics of your setting and the culture and backgrounds of the children who attend, including those who have special educational needs and/or disabilities, or speak English as an additional language.

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1. Leadership and Managing Change

Aim: The setting provides clear leadership to create and manage an enabling environment, which enhances emotional and physical health and wellbeing supporting children to fulfil their potential.

Criteria and Minimum Evidence Rationale and Links to Guidance

1.1 The setting has a member of the management team and a member of staff responsible for:

Healthy Eating including breastfeeding, oral health and food safety and hygiene

Physical Development Emotional Wellbeing Safety

The criteria and minimum evidence required for this section is based on guidance within the following publications:

Ofsted (2015) Early Years Inspection Handbook (Page 31)Effectiveness of Leadership and Management

Whether leaders have implemented well-focused improvement plans through engagement with staff, children, parents and carers The effectiveness of arrangements for sharing information and working in partnership with other providers, schools and

professionals to identify all children’s needs and help them to make good progress. Arrangements for safeguarding children and learners are effective.

Ofsted (2014) Children’s Centre Inspection Handbook (Page 33)The effectiveness of leadership, governance and management

The effectiveness of monitoring of target groups to ensure the removal of any perceived inequalities and/or barriers to engagement The centre knows that children and families are satisfied with the centre and its services and how well their views are taken into

account to improve access and to shape services

DfE (2017) Statutory framework for the early years (Page 16)3.5 Child Protection

A practitioner must be designated to take lead responsibility for safeguarding children in every setting

DfE (2016) Keeping children safe in education (Page 5) Each setting should have a designated safeguarding lead who will provide support to staff members to carry out their safeguarding

duties and who will liaise closely with other services such as children’s social care.

HM Government (2015) Working together to safeguard children (Page 56) There is a practitioner who is designated to take lead responsibility for safeguarding children within each early years setting and who

should liaise with local statutory children’s services agencies as appropriate. This lead should also complete child protection training.

1.2 The setting has systems that The criteria and minimum evidence required for this section is based on guidance within the following publications:

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ensures that staff, parents/carers and children are able to identify the named person


The effectiveness of self-evaluation, including contributions from parents, carers and other stakeholders Whether leaders have implemented well-focused improvement plans through engagement with staff, children, parents and carers


The centre knows that children and families are satisfied with the centre and its services and how well their views are taken into account to improve access and to shape services

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2. Policy and Procedures

Aim: The setting has developed and implemented policies through wide consultation that aim to promote physical and emotional health and wellbeing


2.1 The setting has developed and implemented the list of stated policies that are reflected in practice and through ethos, culture and environment.



Evaluate the quality of the provision and outcomes through robust self- evaluation, taking account of the views of parents and children, and use the findings to develop capacity for sustainable improvement


The rigour and effectiveness of self-evaluation systems used to inform the centre’s priorities and set challenging targets for improvement; this includes how any information from complaints is used to drive up service improvement

The quality and effectiveness of the centre’s training plan including the extent to which continuous professional development and performance management are linked to centre priorities, the effectiveness of the policies, procedures and practices in place, including those for staff recruitment and vetting and safeguarding and promoting the welfare of young children, including their e-safety

The extent to which families contribute to the centre’s performance and delivery, for example through advisory boards How the centre knows that children and families are satisfied with the centre and its services and how well their views are taken into

account to improve access and to shape services

2.2 The setting has the following policies in place that are up to date with a clear review process.

Safeguarding and Child Protection

Equal Opportunities Administering medicines Health and Safety Behaviour management No Smoking Immunisation Statement


Safeguarding and Child Protection Children Act (1989 s47) Protection of Children Act (1999) Data Protection Act (1998) The Children Act (Every Child Matters) (2004) Safeguarding Vulnerable Groups Act (2006) Sexual Offences Act (2003) Criminal Justice and Court Services Act (2000)

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Healthy Eating Oral Health Physical Development

Equalities Act (2010) Data Protection Act (1998) Ofsted (2015) Early Years Inspection Handbook (Page 31) Effectiveness of Leadership and Management DfE (2017) Statutory framework for the early years. 3.4 Child Protection (Page 16 &17). 3.57 Premises (Page 30) DfE (2015) The Prevent Duty

Equal Opportunities Equality Act (2010) Children Act (1989) & (2004) Special Educational Needs and Disability Act (2001) Ofsted (2015) Early Years Inspection Handbook. Overall Effectiveness (Page 30) DfE (2017) Statutory framework for the early years. 3.67 Special Educational Needs (Page 31)

Administering Medicines Policy The Human Medicines Regulations (2012) DfE (2017) Statutory framework for the early years. 3.44 Medicines (Page 27). 3.19 Staff taking medication / other substances (Page

20)

Health and Safety Health and Safety (First Aid) Regulations (1981) RIDDOR (1995) DfE (2017) Statutory framework for the early years. 3.47 Food and Drink (Page 28). 3.50 Accident or injury (Page 28). 3.54 Safety

(Page 29)

Behaviour Management Ofsted (2015) Early Years Inspection Handbook Personal Development Behaviour and Welfare (page 40) DfE (2017) Statutory framework for the early years. 3.52 Managing behaviour (Page 28)

No Smoking, Alcohol or Drugs The Smoke-free (Premises and Enforcement) Regulations (2006) The Smoke-free (Signs) Regulations (2007) DfE (2017) Statutory framework for the early years. 3.19 Staff taking medication / other substances (Page 20). 3.56 Smoking (Page

29)

Immunisation Statement

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DfE (2017) Statutory framework for the early years. 3.44 Medicines (Page 27) NICE (2009) Reducing differences in the uptake of immunisations

Healthy Eating DfE (2017) Statutory framework for the early years. 3.47 Food and Drink (Page 28) CFT (2012) Voluntary Food and Drink Guidelines for Early Years Settings (Page 45) NICE (2014) Maternal and Child Nutrition

Oral Health DoH (2005) Choosing Better Oral Health Good Practice guidance NICE (2014) Oral health approached to improve oral Health PHE (2014) Delivering Better Oral Health

Physical Development BHF (2015) Physical activity for the early years evidence briefing Association for Physical Education (2012) Safe Practice in Physical Education and Sport.

2.3 The setting has consulted widely on their policies, with a clear consultation process in place.

2.4 The setting has informed staff, parents/carers of the policies and how and where to access them.




DfE (2017) Statutory framework for the early years3.4 Child Protection (Page 26)

Providers must train all staff to understand their safeguarding policy and procedures3.20 Staff qualifications, training, support and skills (Page 21)

Providers must ensure that all staff receive induction training to help them understand their roles and responsibilities. Induction training must include information about emergency evacuation procedures, safeguarding, child protection, the provider’s equality policy, and health and safety issues.

DfE (2015) Keeping children safe in education (Page 7) All staff members should be aware of systems within their setting which support safeguarding and these should be explained to them

as part of staff induction.

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3 Learning and Development

Aim: The setting has clear, planned learning and development opportunities to promote physical and emotional health and wellbeing.


3.1 The setting provides opportunities for learning and development on each of the following topics:

Healthy Eating and Drinking including oral health

Physical Development Emotional Wellbeing Safety


Healthy Eating and Drinking including Oral Health Ofsted (2015) Early Years Inspection Handbook (Page 40)

Personal Development, Behaviour and Welfare Knowledge of how to keep themselves healthy, including through exercising and eating healthily

Ofsted (2014) Children’s Centre Inspection Handbook (Page 29) The quality and impact of practice and services

The quality and impact of services in improving outcomes, or sustaining already very good outcomes, in the following areas: improved parenting; the development of healthy lifestyles for target children and their families

DfE (2017) Statutory framework for the early years & DfE (2013) Early Years Outcomes 1.5 Areas of learning and development (Page 11) Physical Development Assessment (Page 13)

CFT (2012) Voluntary Food and Drink Guidelines for Early Years Settings (Page 53) NICE (2014) Maternal and Child Nutrition (Page 11)

Physical Development Ofsted (2015) Early Years Inspection Handbook (Page 40)

Personal Development, Behaviour and Welfare Knowledge of how to keep themselves healthy, including through exercising and eating healthily

Ofsted (2014) Children’s Centre Inspection Handbook (Page 29)The quality and impact of practice and services

The quality and impact of services in improving outcomes, or sustaining already very good outcomes, in the following areas:

The readiness of target children for school Improved parenting The development of healthy lifestyles for target children and their families

DfE (2017) Statutory framework for the early years & DfE (2013) Early Years Outcomes 1.5 Areas of learning and development (Page 11) Physical Development Assessment (Page 13)

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BHF (2016) Early Years Practical Strategies for Promoting Physical Activity (Page 7) British Association for Early Childhood Education (2012) Development Matters in the Early Years Foundation Stage

Emotional Wellbeing Ofsted (2015) Early Years Inspection Handbook (Page 40)

Personal Development, Behaviour and Welfare Sense of achievement and commitment to learning through a positive culture that is evident across the whole

setting Self-confidence, self-awareness and understanding of how to be a successful learner Enjoyment of learning and the development of their independence and ability to explore their surroundings and

use their imagination Social and emotional preparation for their transition within the setting, into other early years settings, and into

maintained nursery provision and/or Reception class Ofsted (2014) Children’s Centre Inspection Handbook (Page 29)

The quality and impact of practice and services The quality and impact of services in improving outcomes, or sustaining already very good outcomes, in the

following areas: The readiness of target children for school Improved parenting Opportunities for target adults to participate in activities that improve their personal skills, education and

employability Parents’ understanding of their responsibilities for their children’s safety and well-being, including their e-safety

DfE (2017) Statutory framework for the early years & DfE (2013) Early Years Outcomes 1.5 Areas of learning and development () Communication and language development & Personal, social and

emotional development Assessment (Page 13)

NICE (2012) Social and Emotional Wellbeing: Early Years (Page 13)

Safety Ofsted (2015) Early Years Inspection Handbook (Page 40)

Personal Development, Behaviour and Welfare Understanding of how to keep themselves safe from relevant risks,

Ofsted (2014) Children’s Centre Inspection Handbook (Page 29)The quality and impact of practice and services

The quality and impact of services in improving outcomes, or sustaining already very good outcomes, in the

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following areas: The readiness of target children for school Improved parenting Parents’ understanding of their responsibilities for their children’s safety and well-being, including their e-safety

DfE (2017) Statutory framework for the early years & DfE (2013) Early Years Outcomes1.5 Areas of learning and development () Understanding the world2.1 Assessment (Page 13)

Early Education (2012) Development Matters in the Early Years Foundation Stage Find out as much as you can from parents about young babies before they join the setting, so that the routines you follow

are familiar and comforting.Use calming processes such as rocking or hugging.

Learn lullabies that children know from home and share them with others in the setting. Have a cosy, quiet place for babies to be calm.

Provide comfortable seating such as a sofa or cushions for baby and key person to be together.Suggest to parents bringing something from home as a transitional (comfort) object.

Establish shared understandings between home and setting about ways of responding to babies’ emotions. Make sure the key person stays close by and provides a secure presence and a refuge at times a child may be feeling

anxious. Support children who are anxious on separating from their parents by acknowledging their feelings and reassuring them.

Demonstrate clear and consistent boundaries and reasonable yet challenging expectations. Have resources including picture books and stories that focus on a range of emotions, such as ‘I am happy’. Keep toys and comforters in areas that are easy for babies to locate. Ensure that children can use their comfort objects from home when in the setting.

Share information with parents to create consistency between home and setting so that babies learn about boundaries. Help young children to label emotions such as sadness or happiness, by talking to them about their own feelings and those

of others. Be aware of and alert to possible dangers, while recognising the importance of encouraging young children’s sense of

exploration and risk-taking. Reduce incidents of frustration and conflict by keeping routines flexible so that young children can pursue their interests. Choose books and stories in which characters help and support each other.

Duplicate some materials and resources to reduce conflict, e.g. two tricycles or two copies of the same book. Support children’s symbolic play, recognising that pretending to do something can help a child to express their feelings. Help children to understand their rights to be kept safe by others, and encourage them to talk about ways to avoid harming

or hurting others. Help children to recognise when their actions hurt others. Be wary of expecting children to say ‘sorry’ before they have a

real understanding of what this means. Have agreed procedures outlining how to respond to changes in children’s behaviour.



Share policies and practice with parents, ensuring an accurate two-way exchange of information through an interpreter or through translated materials, where necessary.

Provide areas to mirror different moods andfeelings- quiet restful areas as well as areas for active exploration.Provide books, stories, puppets that can be used to model responding to others’ feelings and being helpful and supportive to them.

Name and talk about a wide range of feelings and make it clear that all feelings are understandable and acceptable, including feeling angry, but that not all behaviours are.

Model how you label and manage your own feelings, e.g. ‘I’m feeling a bit angry and I need to calm down, so I’m going to...’ Ask children for their ideas on what might make people feel better when they are sad or cross. Show your own concern and respect for others, living things and the environment. Establish routines with predictable sequences and events. Prepare children for changes that may occur in the routine. Share with parents the rationale of boundaries and expectations to maintain a joint approach.

Model and involve children in finding solutions to problems and conflicts.Collaborate with children in creating explicit rules for the care of the environment.

Provide photographs and pictures of emotions for children to look at and talk about. Use Persona Dolls to help children consider feelings, ways to help others feel better about themselves, and dealing with

conflicting opinions. Make available a range of music that captures different moods. Put in place ways in which children can let others know how they are feeling, such as pegging their own photo onto a

feelings tree or feelings faces washing line. Provide familiar, predictable routines, including opportunities to help in appropriate tasks, e.g. dusting, setting table or

putting away toys. To support children with SEN, use a sequence of photographs to show the routines in the setting. Set, explain and maintain clear, reasonable and consistent limits so that children can feel safe and secure in their play and

other activities. Use pictures or consistent gestures to show children with SEN the expected behaviours. Provide materials for a variety of role play themes.

Provide a safe space for children to calm down or when they need to be quiet.Provide activities that help children to develop safe ways of dealing with anger and other strong feelings.

Talk about fair and unfair situations, children’s feelings about fairness, and how we can make things fair. Model being fair, e.g. when choosing children for special jobs. Be alert to injustices and let children see that they are addressed and resolved. Affirm and praise positive behaviour, explaining that it makes children and adults feel happier. Encourage children to think about issues from the viewpoint of others. Ensure that children have opportunities to identify and discuss boundaries, so that they understand why they are there and

what they are intended to achieve. Make time to listen to children respectfully and kindly, and explain to all the children why this is important. Children will

then know that they will be listened to when they raise injustices. Plan small group circle times when children can explore feelings, e.g. help children to recall when they were happy, when

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they were excited, or when they felt lonely. Provide activities that require give and take or sharing for things to be fair. Use Persona Dolls to support children in considering fair ways to share and get on with each other. Involve children in agreeing codes of behaviour and taking responsibility for implementing them. Provide books with stories about characters that follow or break rules, and the effects of their behaviour on others. Carefully prepare children with SEN, such as those with autistic spectrum disorder, for any changes to their routine. Help babies to become aware of their own bodies through touch and movement, e.g. clapping the baby’s hands together,

gently shaking baby’s foot. Play games, such as offering a small toy and taking it again to rattle, or sail through the air.

Encourage young babies in their efforts to gradually share control of the bottle with you. Engage babies in varied physical experiences, such as bouncing, rolling, rocking and splashing, both indoors and outdoors. Encourage babies to use resources they can grasp, squeeze and throw. Encourage babies to notice other babies and children coming and going near to them. Support and encourage babies’ drive to stand and walk. Be aware that babies have little sense of danger when their interests are focused on getting something they want. Use feeding, changing and bathing times to share finger plays, such as ‘Round and Round the Garden’.

Show babies different ways to make marks in dough or paint by swirling, poking or patting it. Encourage independence as young children explore particular patterns of movement, sometimes referred to as schemas. Tell stories that encourage children to think about the way they move. Treat mealtimes as an opportunity to help children to use fingers, spoon and cup to feed themselves. Help young children to find comfortable ways of grasping, holding and using things they wish to use, such as a hammer, a

paintbrush or a teapot in the home corner. Be aware that children can be very energetic for short bursts and need periods of rest and relaxation. Value the ways children choose to move. Give as much opportunity as possible for children to move freely between indoors and outdoors. Talk to children about their movements and help them to explore new ways of moving, such as squirming, slithering and

twisting along the ground like a snake, and moving quickly, slowly or on tiptoe. Encourage body tension activities such as stretching, reaching, curling, twisting and turning. Be alert to the safety of children, particularly those who might overstretch themselves.

Encourage children in their efforts to do up buttons, pour a drink, and manipulate objects in their play, e.g. ‘Can you put the dolly’s arm in the coat?’

Encourage children to move with controlled effort, and use associated vocabulary such as ‘strong’, ‘ firm’, ‘gentle’, ‘heavy’, ‘stretch’, ‘reach’, ‘tense’ and ‘ floppy’.

Use music of different styles and cultures to create moods and talk about how people move when they are sad, happy or cross.

Motivate children to be active through games such as follow the leader. Talk about why children should take care when moving freely. Teach children the skills they need to use equipment safely, e.g. cutting with scissors or using tools. Encourage children to use the vocabulary of movement, e.g. ‘gallop’, ‘slither’; of instruction, e.g. ‘follow’, ‘lead’ and ‘copy’.

w Pose challenging questions such as ‘Can you get all the way round the climbing frame without your knees touching it?’

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Talk with children about the need to match their actions to the space they are in. Show children how to collaborate in throwing, rolling, fetching and receiving games, encouraging children to play with one

another once their skills are sufficient. Introduce and encourage children to use the vocabulary of manipulation, e.g. ‘squeeze’ and ‘prod.’ Explain why safety is an important factor in handling tools, equipment and materials, and have sensible rules for everybody

to follow. Encourage children to notice the changes in their bodies after exercise, such as their heart beating faster. Promote health awareness by talking with children about exercise, its effect on their bodies and the positive contribution it

can make to their health. Plan opportunities, particularly after exercise, for children to talk about how their bodies feel. Find ways to involve children so that they are all able to be active in ways that interest them and match their health and

ability.

3.2 These opportunities are planned, monitored and evaluated. Progress and achievement children / families make in these areas are assessed and reported on and recognised appropriately.


Ofsted (2015) Early Years Inspection HandbookEffectiveness of Leadership and Management (Page 31)

Demonstrate an ambitious vision, have high expectations for what all children can achieve and ensure high standards of provision and care for children


Provide learning programmes and a curriculum that has suitable breadth, depth and relevance so that it meets any relevant statutory requirements, as well as the needs and interests of children

Successfully plan and manage the curriculum and learning programmes so that all children get a good start and are well prepared for the next stage in their learning, especially being ready for school

Actively promote equality and diversity, tackle poor behaviour towards others, including bullying and discrimination, and narrow any gaps in outcomes between different groups of children

Quality of Teaching, Learning and Assessment (Page 35) Teachers, practitioners and other staff have consistently high expectations of what each child can achieve, including the

most able and the most disadvantaged Teachers, practitioners and other staff have a secure understanding of the age group they are working with and have

relevant subject knowledge that is detailed and communicated well to children Assessment information is gathered from looking at what children already know, understand and can do, and is informed by

their parents and previous providers as appropriate Assessment information is used to plan appropriate teaching and learning strategies, including to identify children who are

falling behind in their learning or who need additional support, enabling children to make good progress and achieve well Children understand how to develop as a result of regular interaction and encouragement from staff, and parents

understand how their children should progress and how they can contribute to this

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Equality of opportunity and recognition of diversity are promoted through teaching and learning Teaching supports children to acquire the skills and capacity to develop and learn effectively, and to be ready for the next

stages in their learning, especially school where applicable

Ofsted (2014) Children’s Centre Inspection HandbookThe quality and impact of practice and services (Page 29)

Whether the services directly provided are appropriate and relevant for the needs of targeted families in the area, taking account of how they are decided on, planned, the intended outcomes and how these will be measured

The effectiveness of any intervention and prevention work in protecting target children and securing their well-being Any follow-up work and/or tracking of children and their targeted families after they have completed courses or activities to

identify sustained impact

DfE (2017) Statutory framework for the early years1.5 Areas of learning and development Physical Development (Page 11)2.1 Assessment (Page 13)

In planning and guiding children’s activities, practitioners must reflect on the different ways that children learn and reflect these in their practice.

Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about children’s progress and observations that parents and carers share.

NICE (2012) Social and Emotional Wellbeing: Early Years Provide a structured, daily schedule comprising a balance of adult-led and child- initiated activities (Page 14) Early years practitioners should identify factors that may pose a risk to a child's social and emotional wellbeing, as part of an

ongoing assessment of their development. They should use the 'Early years foundation stage' assessment process to help identify and share any needs and concerns (Page 11)

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4. Ethos and Environment

Aim: The setting’s ethos and environment promotes physical and emotional health and wellbeing


Food Provision

4.1 Food provided within the setting meets the Voluntary Food and Drink Guidelines for Early Years Settings in England. (If applicable, a copy of your menus will need to be submitted for review with this HEY Bronze Review Tool on application for the HEY Bronze Award.)

4.2 The setting provides guidance on healthy eating and oral health.

4.3 Children have access to free, clean and palatable drinking water at all times.

4.4 The setting promotes the importance of Vitamin D supplements


Ofsted (2015) Early Years Inspection HandbookPersonal Development, Behaviour and Welfare (page 40)

Knowledge of how to keep themselves healthy, including through exercising and eating healthily

Ofsted (2014) Children’s Centre Inspection HandbookThe quality and impact of practice and services (page 29)

The quality and impact of services in improving outcomes, or sustaining already very good outcomes, in the following areas: the development of healthy lifestyles for target children and their families

DfE (2017) Statutory framework for the early years.3.47 Food and Drink (Page 28)

Where children are provided with meals, snacks and drinks, they must be healthy, balanced and nutritious. Fresh drinking water must be available and accessible at all times. There must be an area, which is adequately equipped to provide healthy meals, snacks and drinks for children as necessary. There must be suitable facilities for the hygienic preparation of food for children, if necessary including suitable sterilisation

equipment for babies’ food.

CFT (2012) Voluntary Food and Drink Guidelines for Early Years Settings (Page 25-42)

NICE (2006) Obesity Prevention (Page 20) All nurseries and childcare facilities should ensure that preventing excess weight gain and improving children's diet and

activity levels are priorities. Staff should ensure that children eat regular, healthy meals in a pleasant, sociable environment free from other distractions

(such as television). Children should be supervised at mealtimes and, if possible, staff should eat with children.

NICE (2014) Maternal and Child Nutrition (Page 46) Take every opportunity to encourage children to handle and taste a wide range of foods that make up a healthy diet by

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and salt

DoH (2005) Choosing Better Oral Health Good Practice guidance (Page 33) Adoption of nutrition and healthy eating guidelines, which include action on sugars in organisations where food and/or

drinks are prepared and/or sold.

NICE (2014) Oral health approaches to improve oral Health (Page 22) Making plain drinking water available for free. Providing a choice of sugar-free food, drinks (water or milk) and snacks (including fresh fruit)

NICE (2014) Vitamin D Increasing Supplement Use in at risk groups (Page 12-13) Raise awareness of the importance of vitamin D supplements among local population Share vitamin D messages and information with at-risk groups

Early Education (2012) Development Matters in the Early Years Foundation Stage Help children to enjoy their food and appreciate healthier choices by combining favourites with new tastes and textures. Ensure mealtime seating allows young children to have feet firmly on the floor or foot rest. This aids stability and upper

trunk control supporting hand-to-mouth co- ordination. Value children’s choices and encourage them to try something new and healthy. Create time to discuss options so that young children have choices between healthy options, such as whether they will drink

water or milk. Place water containers where children can find them easily and get a drink when they need one. Involve young children in preparing food. Give children the chance to talk about what they like to eat, while reinforcing messages about healthier choices. Display a colourful daily menu showing healthy meals and snacks and discuss choices with the children, reminding them, e.g.

that they tried something previously and might like to try it again or encouraging them to try something new. Be aware of eating habits at home and of the different ways people eat their food, e.g. that eating with clean fingers is as

skilled and equally valued as using cutlery.

Breastfeeding and Weaning

4.5 The setting provides a welcoming atmosphere for women to breastfeed.

4.6 If applicable, the setting also provides facilities for breastfeeding mothers to express and store milk.




CWT (2011) Eating Well First Year of Life (Page 4-82)

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4.7 Food provided within settings for children under the age of 1 meets the ‘Eating Well: First Year of Life’ practical guidance.

NICE (2014) Maternal and Child Nutrition Managers should work with local partners to ensure mothers can feed their babies in public areas without fear of

interruption or criticism (Page 41) Support breastfeeding mothers by offering them the opportunity to breastfeed when they wish; encouraging them to bring

expressed breast milk in a cool bag; ensuring expressed breast milk is labelled with the date and name of the infant and stored in the main body of the fridge; Implement DH guidance ('Guide to bottle feeding' 2011) on the preparation and use of powdered infant formula to reduce the risk of infection to infants in care settings (Page 45)

DoH (2005) Choosing Better Oral Health Good Practice guidance (Page 33) Promote breastfeeding in line with DH recommendations. Ensure weaning advice conforms to COMA/SACN recommendations.

NICE (2014) Oral health approaches to improve oral Health (Page 11) Encouraging and supporting breastfeeding

Early Education (2012) Development Matters in the Early Years Foundation Stage Encourage babies gradually to share control of food and drink. Talk to parents about the feeding patterns of young babies. Plan to take account of the individual cultural and feeding needs of young babies in your group. There may be considerable variation in the way parents feed their children at home. Remember that some parents may

need interpreter support. Help children to enjoy their food and appreciate healthier choices by combining favourites with new tastes and textures. Ensure mealtime seating allows young children to have feet firmly on the floor or foot rest. This aids stability and upper

trunk control supporting hand-to-mouth co- ordination.

Physical Development and Activity

4.8 The setting provides opportunities for children and their families to be physically active throughout the day and monitors participation.

4.9 The setting encourages children and families to stay active outside the setting.


Ofsted (2015) Early Years Inspection HandbookPersonal Development, Behaviour and Welfare (page 40)


Ofsted (2014) Children’s Centre Inspection HandbookThe quality and impact of practice and services (page 29)


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NICE (2006) Obesity Prevention () Minimise sedentary activities during play time, and provide regular opportunities for enjoyable active play and structured

physical activity sessions

BHF (2015) Physical Activity for the Early Years Evidence Briefing (Page 4) Ensure that all play opportunities are available to girls and boys alike. Modify break times to encourage shorter more focused sessions of outdoor active play.

Early Education (2012) Development Matters in the Early Years Foundation Stage Encourage babies to explore the space near them by putting interesting things beside them, such as crinkly paper, or light,

soft material. Let babies kick and stretch freely on their tummies and backs. Have well-planned areas that allow babies maximum space to move, roll, stretch and explore in safety indoors and

outdoors. Provide resources that move or make a noise when touched to stimulate babies to reach out with their arms and legs.

Provide objects to be sucked, pulled, squeezed and held, to encourage the development of fine motor skills. Provide novelty in the environment that encourages babies to use all their senses and move indoors and outdoors. Offer low-level equipment so that babies can pull up to a standing position, shuffle or walk, ensuring that they are safe at all

times, while not restricting their explorations. Provide tunnels, slopes and low-level steps to stimulate and challenge toddlers. Provide push-along toys and trundle trikes indoors and out. Make toys easily accessible for children to reach and fetch. Plan space to encourage free movement. Provide resources that stimulate babies to handle and manipulate things, e.g. toys with buttons to press or books with flaps

to open.Use gloop (corn our and water) in small trays so that babies can enjoy putting fingers into it and lifting them out.

Anticipate young children’s exuberance and ensure the space is clear and suitable for their rapid and sometimes unpredictable movements.

Use music to stimulate exploration with rhythmic movements. Provide different arrangements of toys and soft play materials to encourage crawling, tumbling, rolling and climbing. Provide a range of wheeled toys indoors and outdoors, such as trundle trikes, buggies for dolls, push carts. Provide items for filling, emptying and carrying, such as small paper carrier bags, baskets and buckets. Provide materials that enable children to help with chores such as sweeping, pouring, digging or feeding pets.

Provide sticks, rollers and moulds for young children to use in dough, clay or sand. Plan opportunities for children to tackle a range of levels and surfaces including at and hilly ground, grass, pebbles, asphalt,

smooth floors and carpets. Provide a range of large play equipment that can be used in different ways, such as boxes, ladders, A-frames and barrels.



Plan time for children to experiment with equipment and to practise movements they choose. Provide safe spaces and explain safety to children and parents. Provide real and role-play opportunities for children to create pathways, e.g. road layouts, or going on a picnic. Provide CD and tape players, scarves, streamers and musical instruments so that children can respond spontaneously to

music. Plan activities that involve moving and stopping, such as musical bumps.

Provide ‘tool boxes’ containing things that make marks, so that children can explore their use both indoors and outdoors. Provide time and space to enjoy energetic play daily. Provide large portable equipment that children can move about safely and cooperatively to create their own structures,

such as milk crates, tyres, large cardboard tubes. Practise movement skills through games with beanbags, cones, balls and hoops. Plan activities where children can practise moving in different ways and at different speeds, balancing, target throwing,

rolling, kicking and catching Provide sufficient equipment for children to share, so that waiting to take turns does not spoil enjoyment. Mark out boundaries for some activities, such as games involving wheeled toys or balls, so that children can more easily

regulate their own activities. Provide activities that give children the opportunity and motivation to practise manipulative skills, e.g. cooking, painting,

clay and playing instruments. Provide play resources including small- world toys, construction sets, threading and posting toys, dolls’ clothes and material

for collage. Teach children skills of how to use tools and materials effectively and safely and give them opportunities to practise them. Provide a range of left-handed tools, especially left-handed scissors, as needed. Support children with physical difficulties with nonslip mats, small trays for equipment, and triangular or thicker writing

tools. Provide a range of construction toys of different sizes, made of wood, rubber or plastic, that fix together in a variety of ways, e.g. by twisting, pushing, slotting or magnetism. Plan so that children can be active in a range of ways, including while using a wheelchair. Encourage children to be active and energetic by organising lively games, since physical activity is important in maintaining

good health and in guarding against children becoming overweight or obese in later life.

Active Travel

4.10The setting promotes active travel by running active travel initiatives.

4.11The setting has completed a travel survey within the last year. *A copy of the travel survey will need to be submitted with the


Ofsted (2015) Early Years Inspection HandbookPersonal Development, Behaviour and Welfare (Page 40)



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application. The quality and impact of services in improving outcomes, or sustaining already very good outcomes, in the following areas: the development of healthy lifestyles for target children and their families

DoH (2011) Start Active, Stay Active (Page 7) Physical activity should be encouraged from birth, particularly through floor-based play and water-based activities in safe

environments. Children of pre-school age* who are capable of walking unaided should be physically active daily for at least 180 minutes (3

hours), spread throughout the day. All under 5s should minimise the amount of time spent being sedentary (being restrained or sitting) for extended periods

(except time spent sleeping).

DoH (2011) Physical Activity guidelines for Under Fives (who are not yet walking)

DoH (2011) Physical Activity guidelines for Under Fives (who are capable of walking)

NICE (2010) Unintentional injuries: Prevention strategies for under 15s (Page 24)

Children’s Voice

4.12The setting has mechanisms in place to ensure the views of infants and children are reflected in decision-making, policy and practice.


Ofsted (2015) Early Years Inspection HandbookEffectiveness of Leadership and Management (Page 31)


Provide learning programmes and a curriculum that has suitable breadth, depth and relevance so that it meets any relevant statutory requirements, as well as the needs and interests of children

Early Education (2012) Development Matters in the Early Years Foundation Stage Talk to parents about how their baby communicates needs. Ensure that parents and carers who speak languages other than

English are able to share their views. Provide pictures or objects representing options to support children in making and expressing choices. Choose some stories that highlight the consequences of choices.

Key Person

4.13The setting ensures that each child has a key person that tailors support to meet

Ofsted (2015) Early Years Inspection HandbookQuality of teaching, learning and assessment (Page 35)

The key person system works effectively to engage parents, including those who may be more reluctant to contribute, in

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the individual needs of the child

4.14 The setting ensures that the key person engages and support parents/carers to guide their child’s development at home

their children’s learning. Parents contribute to initial assessments of children’s starting points on entry and they are kept well informed about their children’s progress. Parents are encouraged to support and share information about their children’s learning and development at home.

Personal Development, Behaviour and Welfare (Page 40) The strong skills of all key persons ensure that all children are emotionally well prepared for the next stages in their learning.

Practitioners skilfully support children’s transitions both within the setting and to other settings and prepare them for the move to school

A well established key person system helps children for secure attachments and promotes their wellbeing and independence.

DfE (2017) Statutory framework for the early years.3.27 Key Person (Page 22)

Each child must be assigned a key person. Their role is to help ensure that every child’s care is tailored to meet their individual needs, to help the child become familiar with the setting, offer a settled relationship for the child and build a relationship with their parents.

Early Education (2012) Development Matters in the Early Years Foundation Stage Make sure babies have their own special person in the setting, who knows them really well and understands their wants and

needs Ensure that the key person or buddy is available to greeta young baby at the beginning of the session, and to hand them

over to parents at the end of a session, so the young baby is supported and communication with parents is maintained. Ensure the key person is paired with a ‘buddy’ who knows the baby and family as well, and can step in when necessary. At times of transition (such as shift changes) make sure staff greet and say goodbye to babies and their carers. This helps to

develop secure and trusting three-way relationships. Make time for children to be with their key person, individually and in their key group. Provide stability in staffing, key person relationships and in grouping of the children. Ensure children have opportunities to relate to their key person, individually and in small groups.

Emotional Wellbeing and Personal Development

4.15The setting promotes emotional wellbeing and provides opportunities for children and their families to build confidence, self-esteem, and positive relationships, develop responsibility, independence and resilience and learn how to assess risk and stay safe.


Ofsted (2015) Early Years Inspection HandbookOverall Effectiveness (Page 30)

Children’s personal and emotional development, including whether they feel safe and are secure and happyEffectiveness of Leadership and Management (Page 31)

Actively promote equality and diversity, tackle poor behaviour towards others, including bullying and discrimination, and narrow any gaps in outcomes between different groups of children

Make sure that arrangements to protect children meet all statutory and other government requirements, promote their

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welfare and prevent radicalisation and extremism.Quality of teaching, learning and assessment (Page 35)

Children understand how to develop as a result of regular interaction and encouragement from staff, and parents understand how their children should progress and how they can contribute to this

Personal Development, Behaviour and Welfare (Page 40) Self-confidence, self-awareness and understanding of how to be a successful learner Enjoyment of learning and the development of their independence and ability to explore their surroundings and use their

imagination Emotional security, through emotional attachments with practitioners and carers, and their physical and emotional health Following of any guidelines for behaviour and conduct, including management of their own feelings and behaviour, and

how they relate to others Understanding of how to keep themselves safe from relevant risks, including when using the internet and social media Personal development, so that they are well prepared to respect others and contribute to wider society and life in Britain.


The quality and impact of services in improving outcomes, or sustaining already very good outcomes, in the following areas:o The development of healthy lifestyles for target children and their familieso The readiness of target children for schoolo Improved parentingo Parents’ understanding of their responsibilities for their children’s safety and well-being, including their e-safety

DfE (2017) Statutory framework for the early years.3.27 Key Person (page 22)

Each child must be assigned a key person. Their role is to help ensure that every child’s care is tailored to meet their individual needs, to help the child become familiar with the setting, offer a settled relationship for the child and build a relationship with their parents.

NICE (2012) Social and Emotional Wellbeing: Early Years (Page 14) Services should: promote the development of positive, interactive relationships between staff and children; ensure

individual staff get to know, and develop an understanding of, particular children's needs (continuity of care is particularly important for younger children); focus on social and emotional, as well as educational, development.

DfE (2015) The Prevent Duty (Page 5) Build children’s resilience to radicalisation

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Early Education (2012) Development Matters in the Early Years Foundation Stage Tune in sensitively to babies, and provide warm, loving, consistent care, responding quickly to babies’ needs. Hold and handle babies, since sensitive touch helps to build security and attachment. Engage in playful interactions that encourage young babies to respond to, or mimic, adults. Follow the baby’s lead by repeating vocalisations, mirroring movements and showing the baby that you are ‘listening’ fully. Notice when babies turn away, signalling their need for less stimulation. Discover from parents the copying games that their babies enjoy, and use these as the basis for your play. Talk with babies about special people, such as their family members, e.g. grandparents. Ensure staff are aware of the importance of attachment in relationships. Plan to have one-to-one time to interact with young babies when they are in an alert and responsive state and willing to

engage. Display photos of family and other special people. Share knowledge about languages with staff and parents and make a poster or book of greetings in all languages used within

the setting and the community. Repeat greetings at the start and end of each session, so that young babies recognise and become familiar with these daily

rituals. Involve all children in welcoming and caring for one another. Give your full attention when young children look to you for a response.

Enable children to explore by providing a secure base for them.Help young children to understand the feelings of others by labelling emotions such as sadness or happiness.

Ensure that children have opportunities to join in. Help them to recognise and understand the rules for being together with others, such as waiting for a turn. Continue to talk about feelings such as sadness, happiness, or feeling cross.

Model ways of noticing how others are feeling and comforting/helping them. Support children in developing positive relationships by challenging negative comments and actions towards either peers or

adults. Encourage children to choose to play with a variety of friends from all backgrounds, so that everybody in the group

experiences being included. Help children understand the feelings of others by labelling emotions such as sadness, happiness, feeling cross, lonely,

scared or worried. Plan support for children who have not yet made friends.Support children in linking openly and confidently with others, e.g.

to seek help or check information. Model being a considerate and responsive partner in interactions. Ensure that children and adults make opportunities to listen to each other and explain their actions.

Be aware of and respond to particular needs of children who are learning English as an additional language. Play name games to welcome children to the setting and help them get to know each other and the staff. Regularly evaluate the way you respond to different children. Ensure there are opportunities for the child to play alongside others and play cooperative games with a familiar adult. Provide matching items to encourage adult and child to mimic each other in a cooperative game. e.g. two identical musical

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instruments. Create areas in which children can sit and chat with friends, such as a snug den and cosy spaces.

Provide resources that promote cooperation between two children such as a big ball to roll or throw to each other. Plan activities that require collaboration, such as parachute activities and ring games. Provide time, space and materials for children to collaborate with one another in different ways, for example, building

constructions. Provide a role-play area resourced with materials reflecting children’s family lives and communities. Consider including

resources reflecting lives that are unfamiliar, to broaden children’s knowledge and reflect an inclusive ethos. Choose books, puppets and dolls that help children explore their ideas about friends and friendship and to talk about

feelings, e.g. someone saying ‘You can’t play’. Ensure that children have opportunities over time to get to know everyone in the group, not just their special friends.

Provide activities that involve turn-taking and sharing in small groups. Show your pleasure in being with the baby. Be close by and available, to ensure that babies feel safe and loved even when they are not the centre of adult attention. Say or sing made-up rhymes or songs while stroking or pointing to the babies’ hands, feet or cheeks. Respond to and build on babies’ expressions, actions, and gestures. Babies will repeat actions that get a positive response

from you.Find out what babies like and dislike through talking to their parents.

Provide a sofa or comfy chair so that parents, practitioners and young babies can sit together.Give babies toys to hold while you are preparing their food, or gathering materials for a nappy change

Plan to have times when babies and older siblings or friends can be together. Devote uninterrupted time to babies when you can play with them when they are ready to engage. Be attentive and fully

focused. Plan time to share and reflect with parents on babies’ progress and development, ensuring appropriate support is available

where parents do not speak or understand English. Playfully help babies to recognise that they are separate and different from others, e.g. pointing to own and baby’s nose,

eyes, fingers. Give opportunities for babies to have choice, where possible. Follow young babies’ lead as they explore their surroundings, people and resources.

Talk to babies about puzzles they encounter such as how to get their sock back from where it has fallen, asking whether they can do it or if they might need help.

Place mirrors where babies can see their own reflection. Talk with them about what they see. Offer choices, e.g. different vegetables and fruit at snack time or different toys. Allow enough space for babies to move, roll, stretch and explore.

Respond to what babies show you they are interested in and want to do, by providing a variety of activities, stories and games.

Make sure the child can explore from the secure, close-by presence of their key person.Model pretend play.Share children’s pleasure when they do something for themselves.

Making choices is important for all children. Consider ways in which you provide for children with disabilities to make choices, and express preferences about their carers and activities.

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Display photographs of carers, so that when young children arrive, their parents can show them who will be there to take care of them.Share with children photographs of their activities, talking with them about what they did and how they felt.

Recognise that children’s interest may last for short or long periods, and that their interest and preferences vary. Value and support the decisions that children make Talk to children about choices they have made, and help them understand that this may mean that they cannot do

something else. Be aware of cultural differences in attitudes and expectations. Continue to share and explain practice with parents, ensuring

a two-way communication using interpreter support where necessary. Encourage children to see adults as a resource and as partners in their learning.

Teach children to use and care for materials, and then trust them to do so independently.Ensure that key practitioners offer extra support to children in new situations.

Discuss with staff and parents how each child responds to activities, adults and their peers. Build on this to plan future activities and experiences for each child. As children differ in their degree of self-assurance, plan to convey to each child that you appreciate them and their efforts. Consult with parents about children’s varying levels of confidence in different situations. Record individual achievements which reflect significant progress for every child. Seek and exchange information with parents about young children’s concerns, so that they can be reassured if they feel

uncertain. Vary activities so that children are introduced to different materials.

Make materials easily accessible at child height, to ensure everybody can make choices. Encourage children to explore and talk about what they are learning, valuing their ideas and ways of doing things. Offer help with activities when asked but not before. Intervene when children need help with difficult situations, e.g. is experiencing prejudice or unkindness. Recognising and enjoying children’s success with them helps them to feel con dent.

Support children to feel good about their own success, rather than relying on a judgement from you such as wanting a sticker.

Give time for children to pursue their learning without interruption, to complete activities to their satisfaction, and to return to activities.

Provide experiences and activities that are challenging but achievable. Provide opportunities for children to reflect on successes, achievements and their own gifts and talents. Provide regular opportunities for children to talk to their small group about something they are interested in or have done. Involve children in drawing or taking photographs of favourite activities or places, to help them describe their individual

preferences and opinions. Talk to young babies as you stroke their cheeks, or pat their backs, reminding them that you are there and they are safe.

Be aware of specific health difficulties among the babies in the group. Trained staff can introduce baby massage sessions that make young babies feel nurtured and promote a sense of well-being.

Involving parents helps them to use this approach at home. Be aware that babies have little sense of danger when their interests are focused on getting something they want. Provide safe surroundings in which young children have freedom to move as they want, while being kept safe by watchful

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Remember that children who have limited opportunity to play outdoors may lack a sense of danger. Ensure children’s safety, while not unduly inhibiting their risk-taking. Talk with children about the importance of hand-washing. Discuss with children why they get hot and encourage them to think about the effects of the environment, such as whether

opening a window helps everybody to be cooler. Encourage efforts such as when a young child offers their arm to put in a coat sleeve. Be aware of and learn about differences in cultural attitudes to children’s developing independence.

Discuss cultural expectations for toileting, since in some cultures young boys may be used to sitting rather than standing at the toilet.

Ensure that there is time for young children to complete a self-chosen task, such as trying to put on their own shoes. Establish routines that enable children to look after themselves, e.g. putting their clothes and aprons on hooks or washing

themselves. Respond to how child communicates need for food, drinks, toileting and when uncomfortable. Support parents’ routines with young children’s toileting by having flexible routines and by encouraging children’s efforts at

independence. Support children’s growing independence as they do things for themselves, such as pulling up their pants after toileting,

recognising differing parental expectations. Allow children to pour their own drinks, serve their own food, choose a story, hold a puppet or water a plant. Offer choices for children in terms of potties, trainer seats or steps.

Create opportunities for moving towards independence, e.g. have hand-washing facilities safely within reach. Talk with children about why you encourage them to rest when they are tired or why they need to wear wellingtons when it

is muddy outdoors. Help children who are struggling with self-care by leaving a last small step for them to complete, e.g. pulling up their

trousers from just below the waist. Acknowledge and encourage children’s efforts to manage their personal needs, and to use and return resources

appropriately.

5. Supporting Families and Signposting to Services

Aim: The setting has systems and arrangements in place for identifying, supporting and signposting children and families that need support related to physical and emotional health and wellbeing.


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5.1 The setting has systems to identify the different needs of children and families

5.2 The setting has arrangements to signpost families to appropriate and relevant support.


Ofsted (2015) Early Years Inspection HandbookOverall Effectiveness (Page 30)

Whether the requirements for children’s safeguarding and welfare have been fully met and there is a shared understanding of and responsibility for protecting children

Effectiveness of Leadership and Management (Page 31) Arrangements for safeguarding children and learners are effective.

Ofsted (2014) Children’s Centre Inspection HandbookAccess to services by young children and families (Page 27)

Works with partners to identify families with young children in its area Has identified the target groups and individual families most in need of intervention and support, the specific nature of their

needs, and the universal and specialist services needed to support them Prioritises families that need support appropriately, for example representation on key strategic local groups such as multi-

agency risk assessment conferences (MARAC) Uses outreach work to identify target groups and encourage those families who would otherwise be unlikely to access

services the centre has to offer Provides or facilitates arrangements for targeted children to take up the free entitlement to early education, especially

disadvantaged families with two-year olds Provides or facilitates access to universal activities and relevant services for targeted families, and monitors how many

families use them and continue to use them until their needs have been effectively met.

NICE (2012) Social and emotional wellbeing: early years (Page 10-11) All health and early years professionals should develop trusting relationships with vulnerable families and adopt a non-

judgmental approach, while focusing on the child's needs. They should do this by:o Identifying the strengths and capabilities of the family, as well as factors that pose a risk to the child's (or children's)

social and emotional wellbeingo Talking about the aspirations and expectations for the childo Seeking to understand and respond to perceived needs and concernso Discussing any risk factors in a sensitive manner to ensure families do not feel criticised judged or stigmatised (see

vulnerable children for factors that may affect a child's social and emotional wellbeing). Health and early years professionals should ensure procedures are in place:

o To make referrals to specialist services, based on an assessment of needo To collect, consistently record and share information as part of the common assessment framework (relevant child

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and adult datasets should be linked)o For integrated team workingo For continuity of careo To avoid multiple assessments.

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6. Practitioner workforce training and development, health and wellbeing

Aim: The setting supports practitioners to attend workforce training and development and maintain a healthy lifestyle


Practitioners workforce training and development

6.1 The setting has systems to identify practitioner training needs for health and wellbeing

6.2 The setting provides opportunities for practitioners to attend health related training e.g. Paediatric First Aid, Nutritional guidelines, Oral Health, Healthy Start and Vitamin D, The Voluntary Food and Drink Guidelines for Early Years Settings, Emotional Wellbeing, Promoting Physical Activity


Ofsted (2015) Early Years Inspection HandbookEffectiveness of Leadership and Management ()

Improve staff practice, teaching and learning through effective systems for supervision, rigorous performance management and appropriate professional development

Arrangements for safeguarding children and learners are effective.Quality of teaching, learning and assessment (Page 35)

Teachers, practitioners and other staff have a secure understanding of the age group they are working with and have relevant subject knowledge that is detailed and communicated well to children

Ofsted (2014) Children’s Centre Inspection HandbookThe effectiveness of leadership, governance and management (Page 33)

The quality and effectiveness of the centre’s training plan including the extent to which continuous professional development and performance management are linked to centre priorities, the effectiveness of the policies, procedures and practices in place, including those for staff recruitment and vetting and safeguarding and promoting the welfare of young children, including their e-safety

The extent to which staff delivering the centre’s services are appropriately qualified, drawn from a range of professional backgrounds and the effectiveness of systems for supervision, performance management and the continuous professional development of staff

DfE (2017) Statutory framework for the early years3.4 Child Protection (Page 16)

The lead practitioner must attend a child protection training course that enables them to identify, understand and respond appropriately to signs of possible abuse and neglect

Providers must train all staff to understand their safeguarding policy and procedures, and ensure that all staff have up to date knowledge of safeguarding issues. Training made available by the provider must enable staff to identify signs of possible abuse and neglect at the earliest opportunity, and to respond in a timely and appropriate way

3.20 Staff qualifications, training, support and skills (Page 21) Providers must support staff to undertake appropriate training and professional development opportunities to ensure they



offer quality learning and development experiences for children that continually improves. Providers must put appropriate arrangements in place for the supervision of staff who have contact with children and families.

Effective supervision provides support, coaching and training for the practitioner and promotes the interests of children. Supervision should foster a culture of mutual support, teamwork and continuous improvement, which encourages the confidential discussion of sensitive issues.

In group settings, the manager must hold at least a full and relevant level 3qualification and at least half of all other staff must hold at least a full and relevant level 2 qualification. The manager should have at least two years’ experience of working in an early years setting, or have at least two years’ other suitable experience. The provider must ensure there is a named deputy who, in their judgement, is capable and qualified to take charge in the manager’s absence.

At least one person who has a current paediatric first aid certificate must be on the premises and available at all times when children are present, and must accompany children on outings. Providers should take into account the number of children, staff and layout of premises to ensure that a paediatric first aider is able to respond to emergencies quickly.

3.44 Medicines (Page 27) Training must be provided for staff where the administration of medicine requires medical or technical knowledge.

3.47 Food and Drink (Page 28) Providers must be confident that those responsible for preparing and handling food are competent to do so. In group

provision, all staff involved in preparing and handling food must receive training in food hygiene.

DoH (2005) Choosing Better Oral Health Good Practice guidance (Page 38) Settings are aware and adopt guidelines on first aid for dental injuries.

NICE (2014) Oral health approaches to improve oral Health (Page 18) Early years services include a requirement to promote oral health and train staff in oral health promotion Ensure all frontline staff in early years services, including education and health, receive training at their induction and at

regular intervals, so they can understand and apply the principles and practices that promote oral health.

BHF (2016) Practical Strategies for Promoting Physical Activity in the Early Years (Page 7) Consult with setting managers to ensure appropriate levels of practitioner support are in place. Work with practitioners at each setting to determine their training and support needs. Provide ‘booster’ training and information sessions to refresh practitioners’ skills and knowledge for promoting physical

activity and reducing sedentary behaviour within their setting

DfE (2015) Keeping children safe in education (Page 7) All staff members should also receive appropriate child protection training, which is regularly updated.

DfE (2015) The Prevent Duty (Page 7)

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Individual schools and childcare providers are best placed to assess their training needs in the light of their assessment of the risk. As a minimum, however, schools should ensure that the Designated Safeguarding Lead undertakes Prevent awareness training and is able to provide advice and support to other members of staff on protecting children from the risk of radicalisation

HM Government (2015) Working together to safeguard children (Page 56) Staff complete safeguarding training that enables them to recognise signs of potential abuse and neglect

DfE (2015) Consultation on amendments to the paediatric first aid requirements in the Statutory Framework for the Early Years Foundation Stage.

DfE (2016) Paediatric first aid requirements in the statutory framework for the early years foundation stage – consultation report and government response

Practitioner Health and Wellbeing6.3 The setting supports practitioners in maintaining their health and wellbeing and a healthy lifestyle.

6.4 The setting encourages practitioners to be positive role models.

6.5 All practitioners can, confidentially, access advice, support and services (within and beyond the setting)



How well practitioners work with target children and parents, are good role models and have sufficiently high expectations and aspirations for targeted families

DfE (2017) Statutory framework for the early years3.20 Staff qualifications, training, support and skills (Page 21)

Providers must put appropriate arrangements in place for the supervision of staff who have contact with children and families. Effective supervision provides support, coaching and training for the practitioner and promotes the interests of children. Supervision should foster a culture of mutual support, teamwork and continuous improvement, which encourages the

confidential discussion of sensitive issues.

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7. Partnerships with parent and carers, the local community and external agencies

Aim: The setting engages with parents/carers, the local community and external agencies to promote physical and emotional health and wellbeing to children and their families.


Engaging with parents/carers

7.1 The setting provides opportunities for parents/carers to access information, support and advice on health and wellbeing

7.2 The setting provides health related information to parents/carers on a regular basis


Ofsted (2015) Early Years Inspection HandbookQuality of teaching, learning and assessment (Page 35)

Information for parents helps them to understand how children are doing in relation to their age and what they need to do to progress; engagement with parents supports their child’s learning


Establishes and maintains contact with targeted families in its area Has identified the target groups and individual families most in need of intervention and support, the specific nature of their

needs, and the universal and specialist services needed to support them Prioritises families that need support appropriately, for example representation on key strategic local groups such as multi-

agency risk assessment conferences (MARAC) Uses outreach work to identify target groups and encourage those families who would otherwise be unlikely to access

services the centre has to offer Provides or facilitates access to universal activities and relevant services for targeted families, and monitors how many

families use them and continue to use them until their needs have been effectively met.The effectiveness of leadership, governance and management (Page 33)

The extent to which families contribute to the centre’s performance and delivery, for example through advisory boards How the centre knows that children and families are satisfied with the centre and its services and how well their views are

taken into account to improve access and to shape services The extent to which those targeted parents who have accessed the centre’s services and achieved positive outcomes for

themselves and their families encourage other parents to use the centre’s services

DfE (2017) Statutory framework for the early years3.57 Premises (Page 30)

Providers must also ensure that there is an area where staff may talk to parents and/or carers confidentially, as well as an area in group settings for staff to take breaks away from areas being used by children.

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3.68 Information and records (Page 31) Providers must maintain records and obtain and share information (with parents and carers, other professionals working with

the child, the police, social services and Ofsted or the childminder agency with which they are registered, as appropriate) to ensure the safe and efficient management of the setting, and to help ensure the needs of all children are met. Providers must enable a regular two-way flow of information with parents and/or carers, and between providers, if a child is attending more than one setting. If requested, providers should incorporate parents’ and/or carers’ comments into children’s records.

Information for parents and carers (Page 32-33) Providers must make the following information available to parents and/or carers: How the EYFS is being delivered in the setting, and how parents and/or carers can access more information; The range and type of activities and experiences provided for children, the daily routines of the setting, and how parents and

carers can share learning at home; How the setting supports children with special educational needs and disabilities; Food and drinks provided for children; Details of the provider's policies and procedures (all providers except childminders must make copies available on request)

including the procedure to be followed in the event of a parent and/or carer failing to collect a child at the appointed time, or in the event of a child going missing at, or away from, the setting; and

Staffing in the setting; the name of their child’s key person and their role; and a telephone number for parents and/or carers to contact in an emergency.

NICE (2013) Social and Emotional Wellbeing: Early Years (Page 14-15) Childcare and education services should:

o Offer flexible attendance times, so that parents or carers can take up education, training or employment opportunities

o Address any barriers that may hinder participation by vulnerable children such as geographical access, the cost of transport or a sense of discrimination and stigma

o Be run by well-trained qualified staff, including graduates and qualified teacherso Be based on an ethos of openness and inclusion.

Should ensure a process is in place to systematically involve parents and families in reviewing services and suggesting how they can be improved. As part of this process, vulnerable parents and families should be asked about their needs and concerns – and their experiences of the services on offer.

Early years practitioners should be systematic and persistent in their efforts to encourage vulnerable parents to use early years services e.g. targeted publicity campaigns, making contact using key workers and referral partners, encouraging other parents to help get them involved, repeat invitations, using local community venues, home visits

Early years practitioners should use outreach methods to maintain or improve the participation of vulnerable parents and children in programmes and activities. Parents who may lack confidence or are isolated will require particular encouragement. (This includes those with drug or alcohol problems and those who are experiencing domestic violence

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CFT (2012) Voluntary Food and Drink Guidelines for Early Years Settings (Page 45)

NICE (2006) Obesity Prevention (Page 20) All action aimed at preventing excess weight gain, improving diet (and reducing energy intake) and increasing activity levels in

children should involve parents and carers

DoH (2005) Choosing Better Oral Health Good Practice guidance (Page 35) Encourage parents and carers to start toothbrushing with fluoride toothpaste within the first year of child’s life

NICE (2014) Oral health approached to improve oral Health (Page 18) Staff can help parents, carers and other family members understand how good oral health contributes to children's overall

health, wellbeing and development.

BHF (2015) Physical Activity for the Early Years Evidence Briefing (Page 14) Facilitate and support parents’ understanding of the importance of early movement experiences to the physical and

psychological well-being of their child.

BHF (2016) Early Years Practical Strategies for Promoting Physical Activity (Page 5) Work with parents and carers during sessions to help identify what may be hindering their child from being active and provide

them with practical examples of how to overcome these barriers. For example, if lack of equipment is an issue, use everyday household objects to encourage active play.

Provide information to parents and carers on the importance and benefits of physical activity and provide ideas on what they can do with their children to help them be more physically active.

Involve parents and carers indirectly by speaking with them or providing visual prompts which let them know what physical activities their child has been doing during the day.

Provide parents and carers with physical activity ideas for the home environment.

NICE (2009) Reducing differences in the uptake of immunisations (Page 13) Nurseries and schools, should explain to parents why immunisation is important. Information should be provided in an

appropriate format

Engaging with the local community and external agencies

The criteria and minimum evidence required for this section is based on guidance within the following publications:Ofsted (2015) Early Years Inspection Handbook

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7.2 The setting engages with the local community and a range of external agencies to promote physical and emotional health and wellbeing to support children, parents/carers and staff

Effectiveness of Leadership and Management (Page 31) Arrangements for safeguarding children and learners are effective.


Works with partners to identify families with young children in its area Provides or facilitates access to universal activities and relevant services for targeted families, and monitors how many

families use them and continue to use them until their needs have been effectively met.The quality and impact of practice and services (Page 29)

The effectiveness of partnerships with early years providers, schools, health services, adult training services and employment services in providing the activities and services required to achieve the agreed outcomes for targeted families

The effectiveness of the care, guidance and support that the centre and its partners provide How the centre facilitates opportunities to volunteer, to contribute to the running of the centre and to develop formal and

informal networks of support.

NICE (2013) Social and Emotional Wellbeing: Early Years (Page 15) Early years practitioners should be clear about their responsibility for improving the social and emotional wellbeing of

vulnerable children and their families. This involves developing and agreeing pathways and referral routes that define how practitioners will work together, as a multidisciplinary team, across different services within a given locality.

Early years practitioners should work with community and voluntary organisations to help vulnerable parents who may find it difficult to use health and early years services. The difficulties may be due to their social circumstances, language, culture or lifestyle.

NICE (2014) Maternal and Child Nutrition (Page 41) Managers should work with local partners to ensure mothers can feed their babies in public areas without fear of interruption

or criticism.

Early Education (2012) Development Matters in the Early Years Foundation Stage Help children to learn each other’s names, e.g. through songs and rhymes. Be positive about differences between people and support children’s acceptance of difference. Be aware that negative

attitudes towards difference are learned from examples the children witness. Ensure that each child is recognised as a valuable contributor to the group.

Celebrate and value cultural, religious and community events and experiences Encourage children to talk about their own home and community life, and to find out about other children’s experiences. Ensure that children learning English as an additional language have opportunities to express themselves in their home

language some of the time. Encourage children to develop positive relationships with community members, such as fire fighters who visit the setting

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Strengthen the positive impressions children have of their own cultures and faiths, and those of others in their community, by sharing and celebrating a range of practices and special events.

Visit different parts of the local community, including areas where some children may be very knowledgeable, e.g. Chinese supermarket, local church, elders lunch club, Greek cafe.

Invite people from a range of cultural backgrounds to talk about aspects of their lives or the things they do in their work, such as a volunteer who helps people become familiar with the local area.

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