1. EYFS: Safeguarding and Welfare requirements
Managing risk; health and safety

2. 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?

3. 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.

4. Managing risks, health and safety.

5. Statutory framework for the EYFS
EYFS statutory
1. Learning and development
2. Assessment
3. Safeguarding and Welfare requirements

6. 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.

7. 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.

9. *Disclosure and Barring services
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

10. 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

11. Staff qualifications, training, support and skills
Induction
Emergency evacuation procedures
Safeguarding
Child protection
Equality policy
Health and safety

12. 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

13. 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?

14. 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.

15. 1:4 Demographics as with babies.
Staff : child ratios
Under 2 years?
2 years?
1:3 Staff experienced with working with babies (at least 50%). 1x level 3- baby experience. 50% level 2
1:4 Demographics as with babies.

16. Staff : child ratios 3 to 5 years? How to cover lunch/ breaks
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

17. Health Explore legal responsibilities relating to Health and Safety.
Vea Australia- New Zealand video1

18. 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.

19. Health Food and drink How do you ensure this for babies/ toddlers?
Allergies
Special dietary requirements
Special health requirements
Water accessible and available at ALL TIMES…
How do you ensure this for babies/ toddlers?

20. Health ‘Safer food handling’ training.
Food poisoning- 2 or more children: OFSTED notified immediately.

21. First aid and injury First aid box always available
Written record of accidents/ injuries and treatments
Parents notified
When to notify OFSTED/ agency

22. 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
2.3m years

23. 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

24. Premises Safe handover of children Security checks and infrastructure
Public liability insurance
Share strategies for safe handover

25. 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.

26. 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

27. Information Setting must keep daily registers
Display certificate of registration.
Display names of staff and KP

28. ‘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.

29. ‘Risk’ Maintaining safety and security
Vea Australia- New Zealand Videos 2 and 3

30. ‘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)

31. ‘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”

32. Smith (2014) paper
Discourse… the power of words! Threat Exciting new person Harmful learn something new Dangerous To avoid
Stranger

33. 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.

34. 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.

35. 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.

36. 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.

37. Bibliography
Collins (2009) English Dictionary Home Edition. UK, Glasgow.
DfE (2014). Statutory Framework for the Early Years Foundation Stage
Smith, K (2014). discourse of childhood safety : What do children say? European Early Childhood Education Research Journal 1-14