Policies

Introduction

Policies and procedures (copies at the bottom of this page) are essential to help you provide good quality provision that is compliant with the Statutory Framework for the Early Years Foundation Stage (EYFS). They do this by explaining to staff and parents about the type of childcare you offer and what actions you take in practice to achieve this. The EYFS requires providers to have written policies and procedures; and to provide staff with training at induction to ensure that they fully understand, and know how to implement, the policies and procedures and to ensure that they are accessible and clearly explained to parents.

The EYFS outlines the learning and development, assessment, and safeguarding and welfare requirements that all early years providers on the Early Years Register must meet to ensure children learn and develop well and are kept healthy and safe. Ofsted defines the different types of early years and childcare providers as:

  • Childcare on domestic premises: a group of four or more people working with children in someone’s home. Childcare on non-domestic premises: a person or organisation providing care on premises that are not someone’s home, such as a purpose-built nursery or a village hall. This covers private and voluntary nurseries, pre-schools, out-of-school clubs and holiday play schemes. Childminder: childminders on the Early Years Register provide care for one or more children aged between birth and five, to whom they are not related, for reward in someone other than the child’s home – usually their own.

There are ten overarching Safeguarding and Welfare Requirements within the EYFS, some of which are broken down into further headings, as follows:

  • Child protection – Providers must be alert to any issues for concern in the child’s life at home or elsewhere. Providers must have and implement a policy, and procedures, to safeguard children.
  • Suitable People (also covering Disqualification and Staff Taking Medication/Other Substances) – Providers must ensure that people looking after children are suitable to fulfil the requirements of their roles.
  • Staff Qualifications, Training, Support and Skills – The daily experience of children in early years settings and the overall quality of the provision depends on all practitioners having appropriate qualifications, training, skills and knowledge and a clear understanding of their roles and responsibilities.
  • Key Person – 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.
  • Staff:Child Ratios – Staffing arrangements must meet the needs of children and ensure their safety.
  • Health (also covering Medicines, Food and Drink and Accident or Injury) – The provider must promote the good health of children attending the setting. They must have a procedure, discussed with parents and/or carers, for responding to children who are ill or infectious, take necessary steps to prevent the spread of infection and take appropriate action if children are ill.
  • Managing Behaviour – Providers are responsible for managing children’s behaviour in an appropriate way.
  • Safety and Suitability of Premises, Environment and Equipment (also covering Safety, Smoking, Premises, Risk Assessment and Outings) – Providers must ensure that their premises, including outdoor spaces, are fit for purpose. Providers must have, and implement a health and safety policy, and procedures, which cover identifying, reporting and dealing with accidents, hazards and faulty equipment.
  • Special educational needs – Providers must have arrangements in place to support children with SEN or disabilities. Providers who are funded by the local authority to deliver early education places must have regard to the Special Educational Needs and Disability Code of Practice.
  • Information and Records (also covering Information About the Child, Information for Parents and Carers, Complaints, Information About the Provider and Changes that Must be Notified to Ofsted) – Providers must maintain records and obtain and share information (with parents and carers, other professionals working with the child, and the police, social services and Ofsted 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 meet all the statutory requirements of the Early Years Foundation Stage and must take all necessary steps to keep children safe and well. Each of the policies and procedures that providers are required to have in place to do this are provided in this publication and organised under each of the Safeguarding and Welfare Requirements of the Early Years Foundation Stage as they appear above. Also included are policies or procedures that the Alliance recommends as good practice.

Providers are required to assess risks to children’s safety and review risk assessments regularly; making written risk assessments in relation to specific issues where they determine it will be helpful. Therefore template risk assessments have been included, as in some cases these stand alongside procedures, especially, for example, health and safety procedures.

The overarching policy statement is set out at the start of each section, followed by the relevant procedure describing how the policy will be fulfilled in a consistent and standardised way. References to relevant legislation or guidance are then included at the end of each policy. All staff and parents should be included in adopting, implementing and reviewing policies so that all adults involved can influence the way the setting is run.

 Adopting policies – Copies of the policies and procedures to be adopted should be made available to all parents and staff. A meeting to discuss and adopt the policies and procedures should be held. This will give everyone the opportunity to discuss and fully understand each policy statement and procedure.

Implementing policies – All new parents, employees and volunteers should be introduced to the setting’s policies and procedures. It should be explained to parents, employees and volunteers that the policies contain the rules required for running the setting in a way which complies with the requirements of the EYFS and Ofsted registration and must be adhered to. All employees and volunteers should be aware of the content of the policies and procedures, and their role and responsibility in implementing them.

Reviewing policies – Each policy and procedure should be continually monitored by collecting evidence about the results of its implementation. The evidence should be used to make any necessary changes to the policy and procedure and/or the way it is implemented. All staff and parents should contribute to the evidence collected and share in decisions about any necessary changes.

The policies below are those required by the Safeguarding and Welfare Requirements and the Learning and Development Requirements of the Early Years Foundation Stage. If you decide to make any adaptations to any policy, you should ensure it still meets the requirements of the relevant regulations.

Some providers may also decide to develop further policies, which are not required by regulations, but which would enable a clear direction for any specific issue pertaining to the setting. For example, some providers may require a policy on sharing premises with another facility. Or in some cases a local authority or a funding body may require a policy or procedure that is not included in this publication. We have enclosed a template to enable providers to compose their own where staff and parents agree something is needed.

1.1 Children’s rights and entitlements 2016

1.2 Safeguarding Children 2016

1.2 other sources of help

1.3 Looked After Children 2016

1.4 Uncollected Child 2016

1.5 Missing Child 2016

1.6 Online Safety inc. camera and mobile phones 2016

2.1 Employment 2016

2.2 Student Placements 2016

2.3 Recruitment Procedures 2016

3.1 Induction of Staff, Volunteers and Managers 2016

3.2 First Aid 2016

3.3 Supervision 2016

3.4 Staff Behaviour 2016

4.1 The Role of the Key Person and Settling In 2016

5.1 Staffing 2016

6.1 Administering Medicines 2016

6.2 Managing Children who are Sick Infectious or with Allergies 2016

6.3 Recording and Reporting of Accidents and Incidents 2016

6.4 Intimate Care 2016

6.5 Food hygiene 2016

6.6 Food and drink 2016

6.8 Individual Health Plan 2016

7.1 Promoting Positive Behaviour 2016

7.2 Working together to support children 2016

7.3 Physical contact 2016

8.1 Health and Safety General Standards 2016

8.2 Maintaining children’s safety and security on premises 2016

8.3 Supervision of Children on Outings 2016

8.4 Risk Assessment 2016

8.5 Fire Safety and Emergency Evacuation 2016

8.6 Animals in the setting 2016

8.7 No Smoking 2016

8.8 Health and Safety Risk Assessment Template 2016

8.9 Security and intruders 2016

8.10 Staff Safety including Home Visits 2016

9.1 Valuing Diversity and Promoting Inclusion and Equality 2016

9.2 Supporting with SEN 2016

9.3 Social Wellbeing Audit 2016

9.5 British Values 2016

9.6 Well-Being 2016

10.2 Admissions 2016

10.4 Parent and Toddler Admissions 2016

10.5 Parental Involvement 2016

10.6 Children’s Records 2016

10.7 Provider’s Records 2016

10.8 Transfer of Records to School 2016

10.9 Confidentiality and Client Access to Records 2016

10.10 Information Sharing 2016

10.11 Working in Partnership with Other Agencies 2016

10.12 Making a Complaint 2016

10.13 Whistleblowing Policy 2016

10.14 Parent and Toddler Admissions 2016

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