The Monkey House · The Monkey House Policies and Procedures June 2018 Page 2 of 49 Review Date: June 2019 When you have read the policies and procedures, please let me have your

The Monkey House Policies and Procedures

June 2018 Page 1 of 49 Review Date: June 2019


Administering Medicines Policy and Procedure ................................................................................... 3

Behaviour Management Policy and Procedure ..................................................................................... 5

Complaints Policy and Procedure .......................................................................................................... 7

Confidentiality Policy and Procedure .................................................................................................... 9

Critical Incident Procedure ................................................................................................................... 11

Emergency Evacuation Policy and Procedure ..................................................................................... 14

Equal Opportunities and SEN Policy .................................................................................................... 15

E-Safety Policy ...................................................................................................................................... 17

Failing to collect a Child Policy and Procedure .................................................................................... 19

Fees Policy and Procedure ................................................................................................................... 20

Food and Drink Policy and Procedure ................................................................................................. 23

Health and Safety Policy and Procedure ............................................................................................. 25

Illness or Infection Policy and Procedure ............................................................................................ 27

Learning and Development Policy and Procedure .............................................................................. 29

Missing Child Policy and Procedure ..................................................................................................... 34

No Smoking Policy and Procedure ....................................................................................................... 36

None Attendance Policy ....................................................................................................................... 37

Partnership with Parents and/or Carers Policy and Procedure .......................................................... 38

Pet Policy and Procedure ..................................................................................................................... 40

Risk Assessment Policy and Procedure ............................................................................................... 41

Safeguarding Policy .............................................................................................................................. 43

Toilet training ....................................................................................................................................... 48

Visitors Policy and Procedure .............................................................................................................. 49



When you have read the policies and procedures, please let me have your feedback on

anything you feel needs to be changed or added, as your input is valued. Please sign and

date to say you have received, read and understood all the above mentioned policies and

procedures.

Childminder’s name S. Moncaster

Childminder’s signature

Date

Parent(s)’ name

Parent(s)’ signature

Date



Administering Medicines Policy and Procedure “Providers must have and implement a policy, and procedures, for administering medicines. It must include systems for obtaining information about a child’s needs for medicines, and for

keeping this information up-to-date.” Page 25 of the Statutory Framework for the EYFS 2017 (3.45)

To meet the requirements of the Early Years Foundation Stage and the Childcare

Register, I must:

Ensure that the individual needs and good health of the child is promoted; this

includes administering medication when asked to do so by parents and/or

carers and only if there is an accepted health reason to do so.

Have, and put into practice, an effective policy on giving medicines to children in my setting, which includes effective systems to support children with medical needs. (EYFS 2017:3.45)

Obtain prior written permission from parents and/or carers before administering any medicine. (EYFS 2017:3.46)

Keep written records of each time a medicine is administered to a child, and inform the child’s parents and/or carers on the same day, or as soon as reasonably practicable. (EYFS 2017:3.46)

Under the requirements of the Childcare Register, records of any medicines administered to any child who is cared for on the premises will include the date and circumstances and who administered it; including medicine which the child is permitted to self-administer, together with a record of a parent/guardian/carer’s consent. (CR8)

To meet the requirements of the Early Years Foundation Stage and the Childcare Register I will:

Be responsible for administering any medication whilst the child is in my care.

Not administer Prescription medicines unless they have been prescribed for a child by a doctor, dentist, nurse or pharmacist. (EYFS 2017:3.45)

Store medication in accordance with product instructions and ensure that children cannot access any medication prescribed. The original container and instructions will be kept together and the medication will be labelled with the child’s name if not already done so.

Obtain prior written permission from you for each and every medicine to be administered before any medication is given.

Record any medication/treatment given in the ‘Medication Record’ sheet allocated to your child, detailing: o The date; o The name of the medication or a full description of the

treatment/therapy and the reason why it is required. o The dosage required or the duration of the treatment o The time the medication/treatment is to be administered o Your signature given permission prior to the medication/treatment o The time the medication/treatment was administered;



o My signature as the person who has administered the medication/treatment

o Details of the illness the medication/treatment is treating; o Your signature after the medication/treatment has been

administered.

Require that you let me know the date and time that you last administered medication, treatment, and I will record this information and ask you to sign confirming the details. This is to avoid over-dosing.

Administer medication that is recommended by a pharmacist or nurse without a written prescription, as well as any medication prescribed for by a doctor, dentist, or appropriately qualified pharmacist or nurse. However, I must get written permission beforehand from parents and/or carers

Administer over-the-counter medication such as pain and fever relief or teething gel. However, I must get written permission beforehand from parents and/or carers, and only if there is a health reason to do so.

Contact parents and/or carers before administering pain relief to describe the symptoms and check that parents and/or carers agree for named pain relief to be given.

Not administer medicines containing aspirin unless a doctor has prescribed that medicine for your child. (EYFS 2017:3.45)

Access specialist training/information and advice from a qualified health professional (usually from the health professional involved with the child), should this be required.

Meet the recommended dosage for paracetamol suspension: child-calpol-paracetamol-doses – accessed 10th January 2018

http://www.nhs.uk/news/2011/11November/Pages/new-child-calpol-paracetamol-doses.aspx

http://www.nhs.uk/news/2011/11November/Pages/new-child-calpol-paracetamol-doses.aspx



Behaviour Management Policy and Procedure “Providers are responsible for managing children’s behaviour in an appropriate way.”

Page 28 of the Statutory Framework for the EYFS 2017 (3.52)

“Childminders must ensure that children’s behaviour is managed in a suitable manner” Requirements for the Childcare Register (CR6.2)

As a registered Childminder, I am the person responsible for the management of children’s behaviour in my setting. I understand that the indoor, outdoor and

emotional environment will affect the way children behave. If children are bored, over excited or anxious their behaviour will change. I recognise that when children have consistent boundaries for behaviour, it helps them feel confident as they learn what is and is not acceptable. I have high expectations for consistently good behaviour.


Register I must:

1. Ensure that children’s behaviour is managed in a suitable manner

(Childcare Register 2016:CR6.2). I am responsible for managing children’s

behaviour in an appropriate way, (EYFS 2017:3.52) which I do by using positive

strategies and I am consistent in my approach.

2. Ensure that any care provided for older children must not adversely affect the

care of children receiving early years provision (EYFS 2017:3.41).

3. Keep a record of any occasion where physical intervention is used, and I must inform you on the same day or as soon as reasonably practicable (EYFS 2017:3.52). I will also ask you to sign and date to say that you have read and understood what I have recorded. Physical intervention is only used to manage a child’s behaviour for the purpose of avoiding danger or personal injury to any person or your child.

4. Not give corporal punishment to a child, and will take reasonable steps to

ensure that corporal punishment is not given by any person who cares for or

is in regular contact with the child or by any person living or working in the

premises where the care is provided (EYFS 2017:3.52) (Childcare Register 2016:CR1.4 & CR1.5).

5. Not threaten corporal punishment, and must not use or threaten any

punishment which could adversely affect a child's well-being (EYFS 2017:3.53).

6. In accordance with Ofsted’s Early Years Inspection Handbook Early-years-

inspection-handbook (Page 9) I will record incidents of poor behaviour.

In order to promote appropriate behaviour, positive strategies will be used which

include:

Providing positive attention by playing, listening and talking to your child. This supports your child’s self-esteem.

Providing activities that help children to develop safe ways of dealing with frustration and other strong feelings.

Setting and maintaining reasonable and consistent limits so that children can feel safe and secure in their play and other activities.

https://www.gov.uk/government/publications/early-years-inspection-handbook-from-september-2015

https://www.gov.uk/government/publications/early-years-inspection-handbook-from-september-2015



Reducing incidents of frustration and conflict by keeping routines flexible so that your child can pursue their interests. I will provide familiar, predictable routines.

Affirming and praising positive behaviour. Using praise helps to show that I value your child and helps to build their self-esteem and self-confidence.

Ignoring inappropriate behaviour if it is not harming them, others or property.

Distracting your child, so as to encourage positive behaviour.

Information sharing with parents and/or carers and with their consent shared

with other settings caring for the child. This will ensure a consistent approach

which benefits the child.

Providing a happy, secure environment, where children are encouraged to

develop social skills to help them be accepted and welcome in society as they

grow up.

Appropriate strategies; depending on the age, developmental stage and

individual needs of your child.

Taking a consistent approach to challenging behaviour such as biting or scratching; challenging the behaviour, not the child.

Helping children to learn and understand how to manage their feelings. When children know that their feelings are acknowledged they learn to express them, confident that I will help them with how they are feeling.

Helping children understand how to behave outdoors and inside by talking about personal safety, risks and the safety of others.

Intervening in play if it is racist or in any way offensive, unsafe, violent or bullying.

Being a positive role model. Children learn values and behaviour from adults.

I ask that parents and/or carers inform me of any changes in the child’s home circumstances, care arrangements or any other change which may affect the child’s

behaviour, so we can work together to support the child.



Complaints Policy and Procedure “Providers must put in place a written procedure for dealing with concerns and complaints

from parents and/or carers, and must keep a written record of any complaints, and their

outcome.” Page 30 of the Statutory Framework for the EYFS 2017:3.74

“Childminders must have a written statement of procedures to be followed in relation to

complaints which relate to the requirements of the Childcare Register”

Childcare Register 2016:CR7.1

I will meet the EYFS requirements by providing consistent high quality childcare and

education and by working in close partnership with parents and/or carers to meet the

needs of all children. I encourage parents and/or carers to bring to my any aspect of

my service they are not happy with so that every effort can be made to resolve the

matter. Parents can make a complaint to me verbally, or in writing.

Maintaining good communication will support this.

If parents and/or carers think I am not meeting the EYFS requirements, please bring

this to my attention and I will make every effort to resolve the matter. This can be

done verbally or in writing.


Register I must:

Keep a record of any complaints received and the outcome (EYFS 2017:3.74).

Investigate all written complaints relating to the EYFS and Childcare register

requirements and notify you or the complainant of the outcome of the

investigation (in writing or by email if requested), within 28 days of having

received the complaint (EYFS 2017:3.74, Childcare Register 2016:CR7.4).

Make the record of complaints available to Ofsted on request, to include a

summary of complaints made in relation to the requirements during the past

12 months and the action taken. (EYFS 2017:3.74, Childcare Register 2016:CR7.5).

Produce for Ofsted, on request, a list of complaints made during the previous

three years. (Childcare Register 2016:CR7.6).

Make available to parents and/or carers details about how to contact Ofsted

(EYFS 2017:3.74).

Supply a copy of the Ofsted report to parents should the complaint trigger an

inspection (EYFS 2017:3.75).

Ensure that each complaint is fully investigated (Childcare register 2016:CR7.2)

Keep written records for a period of three years of any complaints; including

the outcome of the investigation and the action I took (Childcare register

2016:CR7.3)

Inform you of the outcome of the complaint.



You can contact Ofsted about your concerns by telephoning them on

0300 123 1231 or write to them at:

Applications, Regulatory and Contact (ARC) Team

Ofsted

Piccadilly Gate

Store Street

Manchester

M1 2WD

Ofsted details are outlined in the parents’ poster, which is displayed.

You can also obtain Ofsted’s factsheet with regards to how to complain about childcare providers by going to information-for-parents-about-ofsteds-role-regulating-childcare – accessed 10th January 2018. The procedure for dealing with concerns and complaints from parents involves

keeping a written record of any complaints, and their outcome.

If a complaint is made, the following information will be recorded:

The source of the complaint

The nature of complaint

The Early Years Foundation Stage requirement(s) to which the complaint relates.

The details of the complaint.

The date and time of the complaint.

How the complaint was dealt with.

Who investigated the complaint.

Full details of my investigation.

Details of the information and findings that were given to the person making the complaint, including any action taken. I will also confirm whether a written response was given to the complainant within 28 days.

Whether a copy of the complaints record has been shared with all parents.

Sign and date the complaints record.

http://www.ofsted.gov.uk/resources/information-for-parents-about-ofsteds-role-regulating-childcare

http://www.ofsted.gov.uk/resources/information-for-parents-about-ofsteds-role-regulating-childcare



Confidentiality Policy and Procedure I will meet the EYFS requirements by:

Developing a professional relationship with all parents and/or carers; treating

information shared with me as confidential (unless this compromises a child’s

safety or welfare, in which case I will be required to disclose sensitive and

confidential information to appropriate agencies).

Holding confidential information and records about assistants and children in

a secure place; and only be accessible and available to those who have a

right or professional need to see them. (EYFS 2017:3.69)

Complying with my responsibilities under the Data Protection Act (DPA) 1998

and where relevant the Freedom of Information Act 2000. (EYFS 2017:3.69)

Childminders are required to register with The Information Commissioners’ Office (ICO) under the Data Protection Act 1998, if they keep any of the following information:

1. Children’s records on a computer. 2. Digital photographs on a camera or any other digital device such as a mobile

phone or any visual/audio equipment. To be compliant with these requirements I will:

Obtain parents and/or carers permission to share information directly with other relevant professionals,

Share information if there is concern about the child’s welfare and/or a child protection issue.

Renew ICO registration annually, and make the certificate available to parents and/or carers.

Ensure any digital devise, mobile, and/or computer has restricted access and is protected using a password or pin number.

Keep confidential information, such as contracts, child records and medical treatment filed away in a locked cabinet.

Enable a regular two-way flow of information with parents and/or carers, and with other early year’s providers, if a child is attending more than one setting. (EYFS 2017:3.68)

Seek parental written permission to obtain information from other providers.

When completing the progress check at age 2, I will ask that parents and/or carers share the summary with the Health Visitor to inform the Healthy Child Programme health and development review at age two.

Enable Parents and/or carers to inspect all records about their child at any time.



Ensure that my assistants understand the need to protect children’s privacy and the legal requirements relating to children’s information.

Please refer to my Learning & Development and working in partnership with

parent’s policy and procedure.

My responsibilities under The Data Protection Act 1998

The Data Protection Act 1998 covers correct storage and sharing of both manual and electronic information. There are eight principles put in place by the Data Protection Act 1998 to make sure that information is handled properly. They say that data must be: 1. Fairly and lawfully processed. 2. Processed for limited purposes. 3. Adequate, relevant and not excessive. 4. Accurate. 5. Not kept for longer than is necessary. 6. Processed in line with your rights. 7. Secure. 8. Not transferred to countries without adequate protection.

The Data Protection Act (DPA) 1998 gives parents and carers the right to access

information about their child that a provider holds. However, the DPA also sets out

specific exemptions under which certain personal information may, under specific

circumstances, be withheld from release. For example, a relevant professional will

need to give careful consideration as to whether the disclosure of certain information

about a child could cause harm either to the child or any other individual. It is

therefore essential that all providers/staff in early year’s settings understand how

data protection laws operate. Further guidance can be found on the website of the

Information Commissioner’s Office at: ico/education-and-childcare

(Footnote EYFS 2017, page 32)

https://ico.org.uk/media/for-organisations/register/2709/education-and-childcare.pdf



Critical Incident Procedure I understand we need to plan for all eventualities to ensure the health, safety and welfare of all the

children we care for. With this in mind, I have a critical incident policy in place to ensure the

childminder setting is able to operate effectively in the case of a critical incident. These include:

Flood

Fire

Burglary

Abduction or threatened abduction of a child

Bomb threat/terrorism attack

Any other incident that may affect the care of the children in the nursery.

If any of these incidents impact on the ability of the childminder setting to operate, we will contact

parents via either phone, email or text message at the earliest opportunity, e.g. before the start of

the childminder day.

Flood There is always a danger of flooding from adverse weather conditions or through the water/central

heating systems. We cannot anticipate adverse weather; however, we can ensure that we take care

of all our water and heating systems through regular maintenance and checks to reduce the option

of flooding in this way. Our central heating systems are checked and serviced annually by a

registered gas engineer and they conform to all appropriate guidelines and legislation.

If flooding occurs during the childminding day, I will make a decision based on the severity and

location of this flooding, and it may be deemed necessary to follow the fire evacuation procedure. In

this instance children will be kept safe and parents will be notified in the same way as the fire

procedure.

Should the childminder setting be assessed as unsafe through flooding, fire or any other incident I

will follow my operational plan and provide care in another location or parents with alternative

arrangements for childcare facilities in the local area.

Fire Please refer to the Emergency Evacuation policy.

Burglary I will follow a lock up procedure which ensures all doors and windows are closed and locked before

vacating the premises. Alarm systems are used and in operation during all hours the setting is closed.

(This can be changed if no alarm system in place)

I will always check the premises as they arrive in the morning. Should they discover that the setting

has been broken into they will follow the procedure below:

Dial 999 with as many details as possible, i.e. name and location, details of what you have found and emphasise this is a childminders home and children will be arriving soon

Contain the area to ensure no-one enters until the police arrive. I will direct parents and children to a separate area as they arrive. If all areas have been disturbed I will follow police



advice, including following the relocation procedure under flood wherever necessary to ensure the safety of the children

I will help the police with enquiries, e.g. by identifying items missing, areas of entry etc.

A family member will be available at all times during this time to speak to parents, reassure children and direct enquires

I will assess the situation following a theft and ensure parents are kept up to date with developments relating to the operation of the setting.

Abduction or threatened abduction of a child I have secure safety procedures in place to ensure children are safe while in my care, including safety

from abduction. I will be vigilant at all times and report any persons lingering on or near the

property immediately. All doors and gates to the childminding setting are locked and cannot be

accessed unless I allow individuals in. Parents are reminded on a regular basis not to allow anyone

into the house whether they are known to them or not. Visitors and general security are covered in

more detail in the supervision of visitor’s policy.

Children will only be released into the care of a designated adult; see the arrivals and departures

policy for more details. Parents are requested to inform the nursery of any potential custody battles

or family concerns as soon as they arise so the setting is able to support the child. I will not take

sides in relation to any custody battle and will remain neutral for the child. If an absent parent

arrives to collect their child, the setting will not restrict access unless a court order is in place.

Parents are requested to issue the setting with a copy of these documents should they be in place.

We will consult our solicitors with regards to any concerns over custody and relay any information

back to the parties involved.

If I witness an actual or potential abduction from my setting, I have the following procedures which

are followed immediately:

The police must be called immediately

The parent(s) will be contacted

All other children will be kept safe and secure and calmed down where necessary

The police will be given as many details as possible including details of the child, description of the abductor, car registration number if used, time and direction of travel if seen and any family situations that may impact on this abduction.

Bomb threat/terrorism attack If a bomb threat is received at the setting, the person taking the call will record all details given over

the phone as soon as possible and raise the alarm as soon as the phone call has ended. I will follow

the fire evacuation procedure to ensure the safety of all on the premises and will provide as much

detail to the emergency services as possible.

Other incidents All incidents will be managed by myself and all adults will co-operate with any emergency services

on the scene. Any other incident that requires evacuation will follow the fire plan. Other incidents

e.g. no water supply will be dealt with on an individual basis taking into account the effect on the

safety, health and welfare of the children and adults in the setting.



I will notify Ofsted in the event of a critical incident.

Lock down procedure

I will use the lock down procedure when the safety of the children and adults is at risk and we will be

better placed inside the current building, with doors and windows locked and blinds/curtains drawn.

I will activate this emergency procedure in response to a number of situations, but some of the more

typical might be:

A report incident or disturbance in the local community (with potential to pose a risk to adults and children in the setting)

An intruder on the setting site (with potential to pose a risk to adults and children in setting)

A warning being received regarding a risk locally, of air pollution (smoke plumes, gas cloud etc.)

A major fire or explosion in the vicinity of the setting – as long as it is safer staying in the premises than leaving.

All individuals (including children) will remain in the area they are in, if safe to do so. If the children

are outside, I will promptly and calmly direct children into the building, if this will not endanger

them. I will make efforts to close and lock doors wherever safe to do so.

All individuals will keep away from the windows and doors and children will be occupied in the

centre of the room so they are not placed at risk or are able to see any situation developing outside.

I will ensure all children and visitors are accounted for and safe I will keep up to date with the

current situation via updates.

I will manage the situation dependant on the situation and the information available. If the setting is

in immediate danger of an intruder, the police will be called as a matter of urgency. In other cases

where the situation has been called through by the police or local area authority, the setting will

await further instructions.

Once the all clear has been given externally, I will issue the all clear internally. After this time I will

try to return practice to normal to enable the children not to be disrupted or upset by the events.

Any children showing worries or concerns will have one to one time with me to talk about these.

Parents will be informed about the situation at the earliest safest opportunity and will be kept

updated when the information changes.

After the event a post-incident evaluation will be conducted to ensure that each child was supported

fully and the procedure went as planned.



Emergency Evacuation Policy and Procedure “Providers must take reasonable steps to ensure the safety of children, staff and others on

the premises in the case of fire or any other emergency, and must have an emergency

evacuation procedure.”


I am committed to keeping children safe and ensuring they know what to do in an

emergency situation.

I carry out regular fire practices with the children. All emergency exits are kept clear from

clutter and are safe for all children including disabled children / adults to exit in an

emergency. Keys to outside doors are kept in safe places and are accessible to adults.

To protect the children and comply with the EYFS and a fire blanket is available in the

kitchen. I also have a carbon monoxide detector and smoke detectors on all floors.

Emergency procedures

1. To exit safely with all people on the premises and wait in a safe place. If I am required to

leave the premises due to, for example, a bomb threat or gas leak, I will take refuge with

neighbours and contact parents as quickly as practical.

2. To ring 999 and request the attendance of the Fire Brigade and ambulance service if

required.

3. To follow advice from the Emergency Services in the event of being caught up in a

terrorist or other attack.

4. To make every effort to contact parents or children’s emergency contacts (see

Emergency Contact Information form) and ask them to collect.

5. To write up the incident and ask parents to sign to state they are aware of what

happened and the action that was taken to protect their child.

6. To inform Ofsted – 0300 123 1231 or email [email protected] and my Insurance

Company that a serious incident has occurred and follow their advice.

Note – I ask parents to regularly update emergency contact information for their child/ren.

mailto:[email protected]



Equal Opportunities and SEN Policy

“The EYFS seeks to provide equality of opportunity and anti-discriminatory practice, ensuring that

every child is included and supported.”

Page 5 of the Statutory Framework for the EYFS 2017

“Providers must follow their legal responsibilities under the Equality Act 2010” (3.58) “Providers must have arrangements in place to support children with

SEN or disabilities.” (EYFS 2017:3.67)

Childminders must ensure that the childcare is accessible and inclusive by not refusing to provide

childcare or treat any child less favourably than another child by reason of the child’s: race religion

home language family background gender disability and/or special educational needs.

Childminders must take all reasonable steps to ensure that disabled children have access to the

relevant premises (Childcare Register 2016:CR6.3)

As part of the Early Years Foundation Stage Safeguarding and Welfare Requirements, I

must have arrangements in place to support a child with SEN or disabilities.

I actively promote equality of opportunity for children in my care, including: support for

children with special educational needs or disabilities.

I provide equal opportunities for all in my care, regardless of their gender, race, culture,

social background, religion, language or any disabilities or long term illness.

I actively promote ‘British Values’ as outlined in the Prevent Strategy. These values are:

Democracy

Rule of law

Individual liberty and mutual respect

tolerance of those with different faiths and beliefs.’

I ensure that I meet the individual needs of all children (including children who are disabled

or have special educational needs) through:

Play and toys

Celebrating festivals and special occasions

Adapting activities to ensure that all children can participate equally, regardless of age difference or physical or learning ability

Food and meals

Adapting my environment where it is reasonable to do so.

I provide a range of challenging and enjoyable opportunities for each child to learn and

develop to their full potential, taking into account age and stage of development, gender,

ethnicity, religion, home language, and ability. In planning and guiding children’s activities, I

reflect on the different ways that children learn and reflect these in my practice.



I provide, and make sure that all children have access to, a range of books, toys and other

resources which reflect positive images and examples of the diversity.

For children whose home language is not English, I ensure that I provide opportunities for

children to develop and use their home language in play and learning, supporting their

language development at home.

I will work closely with parents and other agencies where appropriate to ensure individual

children’s needs are met. I will contact the following teams should there be a concern over a

child’s developmental delay:

Speech and Language Team (SALT): 0161 248 1208

I am aware of specialist help available from Rodney House Outreach for Early Years (RHOSEY) 0161 230 6854 [email protected]

If there are significant emerging concerns, or an identified special educational need or

disability, I will develop a targeted plan to support the child’s future learning and

development involving other professionals as appropriate.

I challenge racist and other discriminatory remarks, attitudes and behaviour from all children

and adults with whom I have contact.

I have regard to the Equalities Act 2010.

mailto:[email protected]



E-Safety Policy

I recognise the rapidly changing world of ICT and the role technology plays in our media rich

environment.

In the use of ICT I aim to encourage children to:

Show an interest in ICT.

Seek to acquire basic skills e.g. turning on/operating equipment.

Know how to operate simple equipment.

Use mouse/keyboard/touch screen – interact with age appropriate software/ programmable toys

Develop an understanding of everyday uses of information and communications technology.

Develop technological literacy through a range of products which children will be familiar with and which will be easily understood and accessed.

Work collaboratively, sharing knowledge, skills and enjoyment.

Develop a skills-based approach to computer use which puts the child in control of the equipment rather than the other way round.

To ensure our aims are met the following strategies will be employed:

Ongoing monitoring and recording of children’s achievements and areas needing support and development.

All children will have equal access to technological equipment regardless of gender, race, culture, or ethnicity, disability or class.

Be aware of software availability that it will address language needs of children.

Health and safety procedures regarding computer use and the use of all electrical equipment will be adhered to.

Protection from online access

It is recognised that access to the Internet can enhance a child’s development but that strict

controls are necessary to deal with any undesirable material.

To ensure these controls are in place as follows:

Access to screens is always in a visible area.

The use of the Internet will always be supervised.

Virus protection – up-dates ongoing.

Health & Safety

We are aware of various health and safety issues when using computers with young children

and the need to form good habits for the beginning:

Computers need to be set at the right height so that the child can sit comfortably without putting strain on back, neck or arms.

Children should hold their hands above the keyboard and in line with their wrists.



Children should be encouraged to have short turns at the computer so that they are not staring at the monitor for too long. We can use timers to enable children to self monitor their time and to take turns.

Additional safety issues that we are aware of are:

Ensuring that children have clean hands when using the computer (being especially aware of sand, water and glue).

Taking care that no liquids or paints spill onto the keyboard.

Teaching awareness of electrical safety and keeping cables and sockets out of reach or covered.

Allowing only one child to hold the mouse and operate the keyboard at one time



Failing to collect a Child Policy and Procedure “The provider must make available on request, the procedure to be followed in the event of a

parent and/or carer failing to collect a child at the appointed time”


Children like routine and they will know when to expect you, even if they cannot tell the time. I understand that sometimes delays in collecting your child are unavoidable due to unforeseen circumstances. In the event a child is not collected at the agreed time I will:

Reassure the child that parents/carers are on their way in the event of them being delayed.

Never release your child from my care to someone who is not authorised to collect your child.

If I still cannot get hold of the parents, I will contact the person/s that are authorised to collect the child, to arrange for them to collect the child.

I will continue to try and contact the parents.

If all attempts to contact the persons identified above fails, I will contact the MASH team via the Contact Centre on 0161 234 5001.

Cooperate with the MASH team who will take charge of the situation and decide what happens next; and whether the police need to be involved.

Inform the MASH Team If I am registered to provide overnight care. I will discuss with them whether it is appropriate for me to provide overnight care for the child in this instance. Alternatively, the duty Social Worker may take the decision to place the child in temporary care.

During this time, I will continue to safely look after your child.

Record the situation as an incident, and ask parents/carers to sign and date to confirm they are aware of the content of the incident log.

If appropriate, I will charge for the extra time your child was in my care.



Fees Policy and Procedure

I am self-employed and set my own Terms and Conditions, including fees. It is important that

you read through my Fees Policy very carefully and understand exactly what is expected of

you. If fees are not paid I am within my rights to immediately terminate care (this is stated in

my Terms and Conditions document) and take legal action against you to recover fees.

Legal action might affect your credit rating in the future.

Retainers - a retainer keeps a place open for a child if you want to send your child but do

not want the space immediately.

I charge half normal fees during the waiting period.

Please note that retainer fees are for me to keep unless the place is not available when you

want it, in which case they must be repaid in full. You do not have to pay a retainer fee when

I am on holiday or unable to work.

Please note that I cannot charge a retainer fee for an unborn baby.

Deposits - you pay an agreed amount of money as a deposit to reserve your child’s place

for an agreed date in the future. I charge 4 weeks of normal fees calculated using the child’s

usual sessions as a deposit. If I am unable to offer the place, the deposit will be returned in

full - if you cancel the requested place you will lose your deposit. The deposit will be credited

against final fees minus any other charges.

Settling in sessions - settling in sessions are an important part of your child’s transition into

my care. I offer 2 x 1 hour settling in sessions free of charge. I reserve the right to ask you to

bring your child for further short settling in sessions if your child does not seem to be settling

well. You can ask for extra short settling in sessions if you are worried about how your child

is settling in. If you would like to book further short settling in sessions, please let me know.

They will be charged at the normal hourly rate, billed in advance.

Any overtime or additional money owed will become immediately payable in cash or will be

deducted from any deposit or money owed if appropriate.

If you end the contract, full payment for the sessions booked will be retained as the sessions

have been provided for the sole use of your child.

Fees payable

Hourly fee - £5 per hour including food

Daily fee - £47 per day. (8am- 6pm)

Weekly fee - £220 per week (Mon – Fri, 8am-6pm)

Fees are rounded up to the ½ hour.



Additional charges

Childminder holiday £ - no charge.

Childminder illness £ - no charge.

Childminder occasional days off £ - no charge.

Overnight care £ - I do not offer this service. Please let me know if it is

something you require.

Early arrival / late collection - £5 per 15 mins.

Before school - £5 per hour including breakfast.

After school - £5 per hour including a light snack - and tea. Fees are payable

from 3pm to time of departure.

Unsociable hours - £6 per hour before 8am and after 6pm.

Child / family illness £ - full fee.

Parent occasional days off £ - full fee.

Bank Holidays £ - no charge as I do not work. If you need me to work in

exceptional circumstances I will charge time & a half.

Booked overtime £ - normal rate.

Non-booked overtime - £6 per half hour after 10 minutes. Please remember that

overtime is not always available as I am legally required work within Ofsted ratios.

I am required to inform Ofsted and my insurance company if non-booked overtime

takes me over my ratios.

Note - Non-booked overtime must be paid for in cash on collection of your child.

Please consider possible late collections when booking contracted hours, so that

non-booked overtime / late fees are not incurred. It is important you let me know

as quickly as possible if you are going to be late, so I can reassure your child.

Childminder training days - no charge.

Outings £ - no charge for routine outings; a contribution towards entrance costs

will be requested for special outings which will be discussed in advance.

Payments

Paying fees - fees are invoiced on the last day of the month for payment during the first

week of the following month.



Fees cover all contracted hours for the following month and are payable in advance monthly.

I accept Bank transfer (BACS)

Payment must be made monthly in advance during the first working week of the month.

Unpaid fees - either fees paid in advance for contracted hours or those billed at the end of

the month for payment with the invoice will be charged at a late payment rate of £5 per

working day, to a maximum of £25.

If fees have not been paid by the end of the first week of the month the contract will be

immediately terminated as detailed in my Terms and Conditions and legal advice will be

sought.

Help with fees

Tax credits might pay a percentage of your childcare costs, depending on joint family

income. Advice can be found here - https://www.gov.uk/help-with-childcare-costs/approved-

childcare. If you need help with claiming Tax Credits or other benefits (letters writing,

confirmations of invoices / amounts charged etc), please let me know.

Please let me know as quickly as possible if you are having problems paying your child’s

fees. I would much rather work with you to resolve the issues than have to cause a child

upset and trauma by terminating their contract.

Contract Termination

All fees must be paid in full before the contract is terminated. Contract termination must

normally be given in writing giving a minimum of 4 weeks notice by either party. Please see

Terms and Conditions for information about immediate termination.

The termination period does not include holiday days / weeks.

The termination period is chargeable at the normal rate. If any fees are outstanding,

including any fees in lieu of notice, you will be acting in breach of contract. In such an

instance I reserve the right to seek legal advice.

The deposit will be used as payment towards the fees for the last month of your child’s care

and any extra fees will be invoiced for payment during the first week of the month.

https://www.gov.uk/help-with-childcare-costs/approved-childcare

https://www.gov.uk/help-with-childcare-costs/approved-childcare



Food and Drink Policy and Procedure “Where children are provided with meals, snacks and drinks, they must be healthy,

balanced and nutritious.” EYFS 2017 (3.47)

Mealtimes should be a happy, social occasion for children; with positive interactions shared

and enjoyed. I am committed to offering children healthy, nutritious and balanced meals and

snacks which meet their individual needs and requirements.

To meet the requirements of the Early Years Foundation Stage and the Childcare Register, I

must:

Obtain information about any special dietary requirements, preferences and food

allergies that your child has, and any special health requirements, before the child

starts at my setting.

Make sure fresh drinking water is available and accessible at all times.

Record and act on information from you about your child's dietary needs.

Make available information about the food and drinks provided for children.

Include suitable sterilisation equipment for babies’ food where necessary.

Notify Ofsted of any food poisoning affecting two or more children looked after on the

premises within 14 days.

The Voluntary Food and Drink Guidelines for Early Years Settings in England has been

developed to help early years settings meet the EYFS Safeguarding and Welfare

Requirement of the provision of healthy, balanced and nutritious food and drink

I will ensure that:

I comply with the Food Allergen regulations Allergy-guide/allergen-resources

Include a list of any of the 14 Food Allergens included in any of the food I prepare and/or provide.

I cater for the dietary requirements of all children, ensuring that any food allergies/intolerances are catered for, as well as children from all cultures and religions being able to enjoy appropriate meals and snacks. I will have recorded this information in the ‘child record’ form.

Children know the importance of a healthy diet for good health.

I have a positive and welcoming eating environment to encourage children to eat well, and develop good eating habits and social skills.

I involve children in the preparation of food.

The children and I wash our hands before the preparation of food and eating.

Children are provided with meals, snacks and drinks that are healthy, balanced and nutritious.

I plan varied menus for meals and snacks to include different tastes, colours and textures of food. Please see my sample menu.

Portion sizes will take account of the age of the children being catered for.

Cultural differences in eating habits and the different ways people eat their food will be respected.

Food is never used as a punishment, or as a reward.

I have completed a Level 2 Food Hygiene Course on 24 March 2018. My setting is

suitable for the hygienic preparation of food and am competent to prepare and

handle food.

https://www.actionforchildren.org.uk/media/9750/eat-well-practical-guide-final-check.pdf

https://www.food.gov.uk/business-industry/allergy-guide/allergen-resources



I have downloaded the “Safer Food Better Business” pack for childminders from the

food standards agency [Safer Food Better Business Childminders] on (insert date)

I am compliant with completing checks and risk assessments relating to the

preparation and storage of food.

I will keep food receipts, including those under £10, so that if there is an outbreak of

food poisoning on my premises, I will be able to trace the outlet where the food was

purchased.

It is important that children are given the opportunity to celebrate special occasions and

cultural events, and food and drink is often used to mark these occasions. I will ensure that

healthy options are provided.

Learning about and through food Learning about food is an important part of children’s development and is integrated into the seven areas of learning. It is a requirement under the Learning and Development requirements that I help children understand the importance of making healthy choices in relation to food. I do this through the seven areas of learning: The examples given below show how learning about and through food can be linked to the Early Years Foundation Stage (EYFS). Personal, social and emotional development Meal times offer children experiences to taste different foods, overcome dislikes and learn how to share. Sitting around a table eating food together is a good way to teach social skills. Cooking activities offer opportunities for learning through working with others and increasing self-esteem. Physical development Fine and gross motor skills can be developed through activities such as using knives and forks, preparing food, and washing up. Mealtimes can be used to help children to make healthy food choices. Communication and language Sitting around a table eating food together is a good way to teach conversation. Language can be developed and senses explored through discussing and describing the taste, texture, size, look and smell of food. Literacy Many stories involve food. They can teach children about ingredients, where food comes from and about food for special occasions and from different cultures. Mathematics Activities such as counting out spoons and pieces of fruit when setting the table or at snack time can be used to support numeracy skills. Sorting and matching foods into different types can help promote organisational skills and reasoning. Understanding the world Food tasting activities teach children about ingredients, the seasons and where food comes from including food from different cultures. Growing fruit and vegetables teaches children about where food comes from, about life cycles, about gardening and how to look after plants. Many vegetables and herbs can be grown on window sills and in pots or bags, which children can be involved in. Expressive arts and design Art activities can engage children with food and alert them to colours and shapes.

(Adapted from the Voluntary Food and Drink Guidelines for Early Years Settings in England 2017: 53)

https://www.food.gov.uk/business-industry/caterers/sfbb/sfbbchildminders



Health and Safety Policy and Procedure Providers must comply with requirements of health and safety legislation (including fire safety and

hygiene requirements” (EYFS 2017:3.54) Page 29 of the Statutory Framework for the EYFS 2017

A secure, safe and happy childhood is important, as children learn best when they are healthy, safe and secure; and when their individual needs are met. I ensure that

children are kept healthy and safe. I take all necessary steps to keep children safe and well. Childminders must ensure the premises and equipment used for the purposes of

the childcare are safe and suitable for that childcare.

I meet the requirements of the Early Years Foundation Stage and the Childcare

Register, by:

Holding a current paediatric first aid certificate. (EYFS 2017:3.25)

Ensuring there is a first aid box accessible at all times with appropriate content for use with children. (EYFS 2017:3.50)

Keeping a written record of accidents or injuries and first aid treatment. (EYFS 2017:3.50)

Informing parents and/or carers of any accident or injury sustained by your child on the same day, or as soon as reasonably practicable, of any first aid treatment given.

Notifying Ofsted of any serious accident, illness or injury to, or death of, any child while in my care, and of the action taken, within 14 days of the incident occurring. (EYFS 2017:3.51)

Ensuring my premises, including overall floor space and outdoor spaces are fit for

purpose and suitable for the age of children cared for and the activities provided on

the premises. (EYFS:3.54) (Please see my Risk Assessment Policy and Procedure)

Keeping premises and equipment clean.

Ensuring the safety of children and others on the premises in the case of fire or any

other emergency. (Please see my Emergency Evacuation Policy and Procedure).

Having appropriate smoke alarms which are in working order. (EYFS 2017:3.55)

(Please see my Emergency Evacuation Policy and Procedure).

Not allowing smoking in or on the premises when the children are present or about to be present. (EYFS 2017:3.56) (Please see my No Smoking Policy).

Ensuring there are suitable hygienic changing facilities for changing children who are in nappies. (EYFS 2017:3.60)

Ensuring for each individual child there is clean bedding, towels, spare clothes and any other necessary items are always available.

Only releasing children into the care of individuals who have been notified to me by the parent. (EYFS 2017:3.62)

Ensuring that children do not leave the premises unsupervised. (3.62)

Preventing unauthorised persons entering the premises, and ensuring that no one can enter my premises without my knowledge. I have an agreed procedure for checking the identity of visitors (EYFS 2017:3.62). (Please see my Visitors Procedure)

Having in place public liability insurance. (EYFS 2017:3.63)

Ensuring vehicles in which children are being transported, and myself are insured for business use. (EYFS 2017:3.66)

Keeping a daily record of the names of the children being cared for on the premises, and their hours of attendance. (EYFS 2017:3.76)



The Development Matters Guidance outlines some good practice that I need

to be aware of:

Physical Development – Moving and Handling - Enabling Environments: o 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. (8-20months)

o Anticipate young children’s exuberance and ensure the space is clear and suitable for their rapid and sometimes unpredictable movements. (16-26 months)

o Provide safe spaces and explain safety to children and parents. (16-26 months)

Physical Development – Moving and Handling - Positive Relationships: o Be aware that babies have little sense of danger when their interests are

focused on getting something they want. (8-20 months) o Teach children the skills they need to use equipment safely, e.g. cutting with

scissors or using tools. (30-50 months) o Explain why safety is an important factor in handling tools, equipment and

materials, and have sensible rules for everybody to follow. (30-60months)

Early Learning Goals: o They move confidently in a range of ways, safely negotiating space. Physical

Development - Moving and Handling. o Children know the importance for good health of physical exercise, and a

healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. Physical Development - Health and self-care

o They safely use and explore a variety of materials, tools and techniques. Expressive Arts and Design - Exploring and using media and materials.

I have separate policies and procedures for:

Administering medicines Food and drink Illness or infection Emergency

Evacuation No smoking Visitors Risk assessment Uncollected child

Missing child

I am aware of the legislation with regards to car seats, which is outlined at gov.uk/child-car-seats-the-rules To receive news updates and information on child safety capt.org.uk.

https://www.gov.uk/child-car-seats-the-rules

http://capt.org.uk/



Illness or Infection Policy and Procedure “Providers 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.”



Register by:

Notifying Ofsted of any food poisoning affecting two or more children or any serious illness of any child whilst in my care; and details of the action taken. Notification must be made as soon as is reasonably practicable, but in any event within 14 days of the incident occurring. (EYFS 2017:3.49)

Following the guidance on health protection in schools and other childcare

settings – parents and/or carers can obtain a copy of the guidance by visiting

Health-protection-in-schools-and-other-childcare-facilities In particular:

1. I cannot accept your child into my setting should they have experienced

diarrhoea and/or vomiting within the last 48 hours. In accordance with the

agreed contract with parents, I expect to be paid for the child’s place even

if they are excluded from my setting due to illness or infectious disease.

2. I will adhere to the recommended period your child is to be kept away from

my setting to avoid the spread of infection.

3. If I, or a member of my family have a confirmed infectious disease; I will

inform parents as soon as possible. As I will not be able to offer my

childminding service I do not charge parents for the time the service is

unavailable, as agreed in the contract.

Informing the local Health Protection Agency on 0844 225 0562 Public Health

England (PHE) if I suspect an outbreak of an infectious disease.

Following the guidelines ‘Avoiding infection on farm visits’, please see the link

below: Avoiding infection on farm visits

In the event of a child becoming ill I will take the following steps: Contact the parent and/or carer immediately should a child in my care fall ill to

discuss the child’s illness and if necessary, arrange for the child to be collected.

Contact the person/s identified in the emergency contact(s) list to discuss the illness and/or arrange for them to collect the child should the parent/carer not be available.

Request parents and/or carers to advise me if their child is feeling unwell or has been unwell within the last forty-eight hours, before the child is dropped off.

Should a child be suffering from diarrhoea and/or vomiting, they are to be collected immediately and should not attend the setting until the child has been clear for 48 hours as outlined in the ‘Guidance on health protection in schools and other childcare settings’

https://www.gov.uk/government/publications/health-protection-in-schools-and-other-childcare-facilities

http://www.hpa.org.uk/webc/HPAwebFile/HPAweb_C/1270122184581



Ensure parents and/or carers have provided prior written permission to seek emergency medical assistance, treatment or advice should their child fall ill whilst in my care. Please note I cannot give permission for medical treatment to go ahead. I therefore need to ensure that I have parents/carers up-to-date contact details at all times. In a ‘life or death’ situation, medical staff will give any necessary treatment if I am unable to contact parents and/or carers.

Informing parents and/or carers of any children who might have come into contact with an infectious disease whilst in my care, whilst maintaining confidentiality as much as possible.

Ensure the child is made as comfortable as possible while waiting for them to be collected by parent and/or carer.

Seek emergency medical assistance, treatment or advice without first making contact with the child’s parent and/or carer in exceptional circumstances.

Ensure children with head lice will not be excluded, but reassurance will be required from parents/carers that treatment is taking place. Other parents and/or carers will be informed that there are head lice in the setting, ensuring confidentiality is maintained. The NHS leaflet ‘The prevention and treatment of head lice can be found at: Headlice

Implementing good hygiene practice to reduce the risk of cross infection will be

done through the following procedures.

1. Hand washing is one of the most important ways of controlling the spread

of infections, especially those that cause diarrhoea and vomiting, and

respiratory disease. We always wash hands after using the toilet, before

eating or handling food, and after handling animals. Cuts and abrasions

are covered with waterproof dressings.

2. Coughing and sneezing easily spread infections. Children and adults are

encouraged to cover their mouth and nose with a tissue, wash hands after

using or disposing of tissues.

3. Personal protective equipment (PPE). Disposable gloves and disposable plastic aprons will be worn where there is a risk of splashing or contamination with blood/body fluids (for example, nappy changing).

4. Cleaning of the environment, including toys and equipment is done on a regular basis.

5. Laundry - Children’s soiled clothing will be bagged to be taken home. 6. Animals - Animals may carry infections, so I take steps to wash hands

after handling animals. I ensure animals’ living quarters are kept clean and away from food areas. Waste is disposed of regularly, and litter boxes are not accessible to children. The children will not play with animals unsupervised. (Refer to Pet Risk Assessment)

7. Immunisations - immunisation status will be recorded at entry into the setting, and parents and/or carers are asked to keep me informed of further vaccinations the child may have. Parents and/orcarers will be encouraged to have their child immunised and any immunisation missed or further catch-up doses organised through the child’s GP.

8. Meningitis - I will make myself aware of Meningitis signs and symptoms

http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_077268.pdf



Learning and Development Policy and Procedure “Early years providers must guide the development of children’s capabilities with a view to

ensuring that children in their care complete the EYFS ready to benefit fully from the

opportunities ahead of them.”

Page 7 of the Statutory Framework for the Early Years Foundation Stage (EYFS) 2017:1.1

The EYFS is how the Government and early year’s professionals describe the time

in a child’s life between birth and age 5. This is a very important stage as it helps

your child get ready for school as well as preparing them for their future learning and

successes. From when your child is born up until the age of 5, their early years

experience should be happy, active, exciting, fun and secure; and support their

development, care and learning needs.

I will meet the EYFS Learning and Development requirements by:

Discussing the EYFS and the areas of learning with parents and/or carers and

ask them to work in partnership to support their child’s learning and

development.

Sharing a copy of the document “EYFS guidance for parents” with all parents

and/or carers.

Obtaining parental consent to share and exchange information about their

child with other settings that the child has access to and professionals if

appropriate to do so.

Work with parents and/or carers and other settings to identify children’s

starting point within the 7 areas of learning.

Considering the individual needs, interests, and stage of development of each

child in my care; and by using this information to plan a challenging and

enjoyable experience for each child in all of the areas of learning and

development. (EYFS 2017:1.6)

Ensuring each area of learning and development is implemented through

planned, purposeful play and through a mix of adult-led and child-initiated

activity. (EYFS 2017:1.8)

Responding to each child’s emerging needs and interests, guiding their

development through warm, positive interaction. (EYFS 2017:1.8)

Planning and guiding children’s activities; reflecting on the different ways that children learn through the three characteristics of effective learning: 1. Playing and exploring - children investigating and experiencing things,

and ‘having a go’. 2. Active learning - children concentrating and keeping on trying if they

encounter difficulties, and enjoy achievements. 3. Creating and thinking critically - children having and developing their

own ideas, making links between ideas, and developing strategies for doing things. (EYFS 2017:1.9)

Seeking to engage and support parents and/or carers in guiding their child’s development at home. (EYFS 2017:1.10)



Reviewing a child’s progress when they are aged between two and three, and providing parents and/or carers with a short written summary of their child’s development in the prime areas. (EYFS 2017:2.3)

Discussing with parents and/or carers how the summary of development can be used to support learning at home. (EYFS 2017:2.4)

Making information available about the range and type of activities and experiences provided for their children, and how parents and/or carers can share learning at home. (EYFS 2017:3.73)

Encouraging parents and/or carers to note and share their child’s achievements at home through the use of observations, diary updates and photographs.

I ensure that:

I undertake appropriate training and professional development opportunities

to ensure I offer quality learning and development experiences for children

that continually improves (EYFS 2017:3.20)

Interactions with children are appropriate to the stage of development of the child, I respond to observations about children’s progress; and observations that parents and/or carers share with me. (EYFS 2017:2.1)

I note what arouses children’s curiosity, looking for signs of deep involvement to identify learning that is intrinsically motivated.

Parents and/or carers are kept up-to-date with their child’s progress and development. (EYFS 2017:2.2)

Parents and/or carers are encouraged to share information from the 2 year old progress check with other relevant professionals, including their health visitor.

The learning environment provides opportunities for children to develop the Characteristics of effective learning.

Stimulating resources, relevant to all children’s cultures and communities are

provided.

‘Early Years Outcomes’ and ‘Development matters’ are used to support children’s learning and development.

Children are encouraged to take risks and explore. (Development Matters – page 2)

Children are observed as they act and interact in their play, everyday activities and planned activities. (Development Matters – page 3)

Interactions with Children I will support and extend children’s learning by:

Playing with children.

Encouraging them to explore, and show your own interest in discovering new things.

Help children as needed, to do what they are trying to do, without taking over or directing.

Join in play sensitively, fitting in with children’s ideas.

Model pretending an object is something else; and help develop roles and stories.

Encourage children to try new activities and to judge risks for themselves.

Support children’s confidence with words and body language.



Pay attention to how children engage in activities - the challenges faced, the effort, thought, learning and enjoyment. Talk more about the process than products.

Talk about how the children get better at things through effort and practice, and what we all can learn when things go wrong.

Support children to choose their activities – what they want to do and how they will do it.

Stimulate children’s interest through shared attention, and calm over-stimulated children.

Help children to become aware of their own goals, make plans, and to review their own progress and successes.

Describe what I see them trying to do, and encourage children to talk about their own processes and successes.

Be specific when I praise, especially noting effort such as how the child concentrates, tries different approaches, persists, solves problems, and has new ideas.

Encourage children to learn together and from each other.

Encourage open-ended thinking by not settling on the first ideas: What else is possible?

Always respect children’s efforts and ideas, so they feel safe to take a risk with a new idea.

Give children time to talk and think.

Value questions, talk, and many possible responses, without rushing toward answers too quickly.

Support children’s interests over time, reminding them of previous approaches and encouraging them to make connections between their experiences.

Encourage children to describe problems they encounter, and to suggest ways to solve the problem.

Show and talk about strategies – how to do things – including problem-solving, thinking and learning.

Give feedback and help children to review their own progress and learning. Talk with children about what they are doing, how they plan to do it, what worked well and what they would change next time.

Help children keep ideas in mind by talking over photographs of their previous activities.

Plan linked experiences that follow the ideas of children that they are really thinking about.

Ensure children can maintain focus on things that interest them over a period of time.

Ensure children have time and freedom to become deeply involved in activities.

Learning Environment I will:

Ensure the environment is safe and secure providing children with the confidence to explore and investigate their surroundings.

Provide stimulating resources and materials that promote children’s interests, sense of curiosity and explore all their senses.



Provide resources that are accessible and open-ended so they can be used, moved and combined in a variety of ways.

Provide resources and materials that reflect the diverse society we live in today and promote equality and diversity.

Arrange flexible indoor and outdoor space and resources where children can explore, build, move and role play.

Help children concentrate by limiting noise, and making spaces visually calm and orderly.

Plan first-hand experiences and challenges appropriate to the development of the children.

Consider how the use of natural materials can be used to promote sensory learning.

Ensure children have uninterrupted time to play and explore. Children will become more deeply involved when provided with something that is new and unusual for them to explore, especially when it is linked to their interests.

Keep significant activities out instead of routinely tidying them away.

Make space and time for all children to contribute.

Build in opportunities for children to play with materials before using them in planned tasks.

Establish enabling conditions for rich play: space, time, flexible resources, choice, control, warm and supportive relationships. Play is a key opportunity for children to think creatively and flexibly, solve problems and link ideas.

Develop a learning community which focuses on how and not just what we are learning.

For Children whose home language is not English: Providers must take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home. Providers must also ensure that children have sufficient opportunities to learn and reach a good standard in English language during the Early Years. (Statutory framework for the EYFS 2017 page 9) I will support children whose home language is not English by:

Finding out as much information as possible about the child’s language skills in their home language as well as English.

Encourage parents to share a list of common words in their language.

Encourage and create opportunities for children to interact with peers or adults who speak their home language.

Support children to make relationships with other children from whom they can learn English.

Build good relationships with parents/carers using the support of interpreters or language advocates if necessary.

I will use gestures and visual clues to support spoken language.

Use simple language and pronounced words clearly.

Repeat words and phrases often.

Give children time to respond.

Emphasise key words and information.

Provide resources and toys which reflect the child’s cultural background.



Include dual-language books demonstrating a variety of letters and scripts.

Display visual clues within the environment along with labelling in the child’s home language and English.

Use daily routines as regular opportunities for learning and development.

Plan games, music and stories which strengthen and value children’s home language and help them to develop English.



Missing Child Policy and Procedure “Procedure to be followed in the event of a child going missing at, or away from, the setting”


If children are taught from an early age that their safety is important, it will help them grow up feeling more confident.

I will meet the requirements of the Early Years Foundation Stage and Childcare Registers by taking the following steps to minimise the risk of your child/children becoming lost whilst in my care. I will:

Ensure my premises are secure and I will take steps to prevent unauthorised persons entering the premises (please see my Visitors Policy and Procedure)

Ensure that I supervise your child closely when we visit places in the community such as the local parks, museums and shops (please see my Risk Assessment Policy and Procedure).

Ensure your child knows to stay close to me when we are away from the setting, assessing your child’s stage of development to ensure the required level of supervision is in place.

Teach your children about how to keep safe, so they also know the procedure to take should in the unlikely event, they become separated from me.

Teach your children to learn about the dangers of wandering off.

Encourage children to walk with me by holding hands or the push chair.

Advise children what to do if they find themselves lost.

With parental consent, carry an up-to-date photograph of each child in my care.

On discovering that a child has gone missing, I will: Immediately make a search of the surrounding area.

Request help from people around me.

If I am in a public building, I will alert the staff of the situation and ask for assistance in searching for the missing child.

If I am in a place where it is possible to seal off exits and access CCTV, then I will request that this is done immediately.

People involved in the search will be given a description of the child and what the child is wearing.

I will reassure the other children in my care, as I am aware that this could become a distressing situation for them.

If the search is unsuccessful, I will: Ring the police, providing a description and keep searching the area.

Advise the relevant parents and/or carers know of the situation as soon as is reasonably practical to do so.

After the event, I will record details in my incident log and ask parents to sign it.



I will consider any missing or lost child incident to be a ‘significant event’ and will therefore inform Ofsted. I will also review my policy and procedure to establish what needs to change and how it can be avoided in future.



No Smoking Policy and Procedure “Providers must not allow smoking in or on the premises when children are present or about

to be present.”


I will meet the requirements of the Early Years Foundation Stage and Childcare

Register by:

Having a strict no smoking policy for my home, any vehicle which I will use and my outside play area.

Ensuring smoking will not take place under any circumstance in my home, vehicle or outside play area whilst children are in my care or about to be in my care

Children will not be taken to any private dwelling where smoking is permitted.

When in a public open space where smoking is allowed, I will always keep the children in my care as far as reasonably practical away from persons smoking.

If children are expected to use a space where smoking has taken place, I will make sure the room has been/is well ventilated before the children are due to arrive.

Promote the importance of having Smoke Free Homes and Cars with all service users.

To protect children from the dangers of secondhand smoke, it’s now illegal to smoke in cars and other vehicles with someone under the age of 18 present. smoking-in-cars-with-children-banned Over 80% of second-hand smoke is invisible and odourless. Children exposed to second-hand smoke may have an increased risk of respiratory infections and asthma which may result in hospitalisation.

https://www.gov.uk/government/news/smoking-in-cars-with-children-banned-from-today

https://www.gov.uk/government/news/smoking-in-cars-with-children-banned-from-today



None Attendance Policy

I realise that regular attendance by children is very important in order that they may become

confident with a regular and consistent schedule. Even for very young children, there are

positive benefits to be gained from regular attendance, whatever the weekly pattern of

childcare or schooling. This includes not only coming to every planned session, but also

arriving on time.

Children who attend every planned session develop a feel for the rhythm of the week, gain a

sense of security from some regular elements and find it easier to build and sustain a range

of social relationships.

This policy sets out the procedures to be followed in the event that a child is absent.

Procedure:

Parents/carers must inform me if they are planning holidays during term time so that we can record this on our register.

If your child is sick or cannot attend for some reason, please inform me before they are due to attend.

If we have not heard from you I will contact you to establish why your child is absent. All absences will be recorded appropriately.

If I am concerned about the welfare of a child we reserve the right to contact social services.

Fees remain payable during periods of absence, unless alternative arrangements have been agreed.

In the case whereby a child is in receipt of Early Years Free Entitlement I am is obliged to notify Manchester City Council if a child is absent for 3 consecutive weeks.



Partnership with Parents and/or Carers Policy and Procedure “Providers must enable a regular two-way flow of information with parents and/or

carers” Page 32 of the Statutory Framework for the Early Years Foundation Stage (EYFS) 2017:3.68

“Providers must work in partnership with parents and or carers, to promote the

learning and development of all children in their care and to ensure they are ready

for school” EYFS 2017: 1.1

In line with the EYFS principles, I respect that parents and/or carers are children’s first and

most enduring educators. When parents and practitioners work together in early years

settings, the results have a positive impact on children’s development and learning.

All parents receive a copy of my policies and procedures either

electronically or paper copy.

I meet the requirements of the EYFS 2017: 3.73 by providing information about:

how the EYFS is being delivered in my setting, and how parents and carers can access more information

the range and type of activities and experiences provided for children, the daily routines of my setting, and how parents and carers can share learning at home

how my setting supports children with special educational needs and disabilities

what food and drinks are provided for children

my policies and procedures and making these available (I will ask parents to sign that they have read and understood my policies and procedures)

an emergency telephone number for parents and/or carers to contact in an emergency.

I also meet the requirements of the EYFS 2017 and Childcare Register by:

Keeping children safe and helping them to thrive.

Making time to listen to parents and/or carers to learn about your child’s

feelings and identify any concerns; making sure there is a two-way flow of

information, knowledge and expertise between you as parents and myself.

Knowing parents and/or carers preferred time and method of contact.

Informing parents and/or carers about their child’s progress and development,

providing appropriate support for those who English is an additional language.

Involving parents and/or carers in the observation, assessment and planning

of their child’s next steps.

Seeking parental feedback.

Sharing details with parents and/or carers about how to complain to Ofsted

should the need arise (please see my Complaints Policy and Procedure).

Having a contract in place detailing arrangements for the care of the children;

which will be reviewed annually.



Giving notification of impending Ofsted visit and providing parents and/or

carers with a copy of the report.

Contracts and records I draw up and sign a written contract with parents and/or carers before the child

starts. The contract is signed and dated by the parent/s and/or carers and myself. I give copies to the parent/s and/or carers, and any other party involved in the contractual arrangements.

I review the contract with parents and/or carers annually or when circumstances change.

I issue an invoice weekly/monthly to parents and carers for the agreed child-care fees.

I will try and meet parents’ and/or carers requests for the care of their children

according to their values and practices, preferences and attitudes. However, I have

to adhere to statutory requirements at all times. I keep records of these requests with

the child record forms which also contains emergency contact numbers, dietary

requirements/preferences, food allergies, health requirements, and information about

who has legal contact with the child and who has parental responsibility for the child.

These records are revisited and updated during regular communication with parents.

Communication with parents

I work together with parents and/or carers to make sure that the care of their child is consistent.

I will discuss any changes in my or the child’s home circumstances which may impact on the child’s development or my ability to care for a child.

I can be flexible and will always make time for parents and/or carers to discuss their child’s care needs.

I welcome parents and/or carers feedback on my service.

I display my registration certificate and the Ofsted poster for parents and carers which introduce Ofsted childcare responsibilities and give contact details.



Pet Policy and Procedure

Pets can make a wonderful addition to a family, and teach children about responsibility, caring,

respect for life and nature.

I appreciate that certain rules must be applied to ensure the safety of both the children and animals.

These are the rules that I will follow:

Parents will be made aware of the types of pets in the home during induction.

I will never leave children unsupervised while there are animals around.

Children will be taught and expected to treat all animals with respect.

Children will also be taught that not all animals are friendly and that they must treat

unknown animals with care, checking with the owner before approaching the animal.

Children will be taught and expected to wash their hands after handling animals and basic

hygiene will be monitored

Pet food, water, litter trays, and toys will be kept out of reach of children.

My home is thoroughly cleaned on a daily basis.

Pets will be kept out of food preparation areas due to the risk of cross-contamination. This

can happen when harmful bacteria are spread onto food from other food surfaces, hands or

equipment. Procedures are in place to adequately wash and disinfect work surfaces and

cooking utensils before any food handling or preparation takes place.

I will inform parents straight away if their child shows signs of an allergic reaction due to the

pets in the home and follow the first aid procedure for allergies.

I keep a log of worm/flea treatment and immunisations.

All treatment records for dogs are available and any other treatment required is completed

and a record kept.

Children can learn a lot from caring from animals. Please see examples given in the RSPCA resource pack RSPCA/EYFS_Caring_for_our_pets

https://education.rspca.org.uk/education/teachers/lessonplans/eyfs/details/-/articleName/EDU_EYFS_EYFS_Caringforourpets



Risk Assessment Policy and Procedure “Providers must ensure that they take all reasonable steps to ensure staff and children in their care

are not exposed to risks and must be able to demonstrate how they are managing risks.”


“Childminders must take all necessary measures to minimise any risks to the health or safety of the

children in their care.” Page 43 of the Childcare Register requirements (CR5.5)

I will meet the requirements of the Early Years Foundation Stage and Childcare Register by:

Giving the highest priority to health and safety of children.

Carrying out regular risk assessments.

The following 5 steps illustrate the risk assessment process:

hse_Risk Assessment_5 Steps

1. Identify the hazards.

2. Decide who might be harmed.

3. Evaluate the risks.

4. Record significant findings.

5. Regularly review my risk assessment.

I will make changes to my practice where hazards or risks re occur

Risk assessments relating to my environment “Risk assessments should identify aspects of the environment that need to be checked on a

regular basis, when and by whom those aspects will be checked, and how the risk will be

removed or minimised” EYFS 2017 (3.64).

I will:

Conduct a daily check of the indoor and outdoor environment.

Engage children in identifying risks and understanding how to keep

themselves safe.

Record issues identified during my daily check.

Undertake a risk assessment of my premises and equipment at least once a

year, and immediately, where the need for an assessment arises.

Ensure my premises are fit for purpose and suitable for the age of children

cared for and the activities provided.

Ensure compliance with the space requirements as outlined in the Statutory

Framework for the EYFS 2017 (3.57).

Risk assess before implementing any variation to my ratios, in order to demonstrate to parents and/or carers and inspectors that the individual needs of all the children are being met.

Risk assess any visitors to my home that I do not know and refuse access to anyone whose identification I cannot verify (please see my Visitor’s Procedure).

http://www.hse.gov.uk/pubns/indg163.pdf



Risk assessments for outings “Providers must assess the risks or hazards which may arise for the children, and must identify the

steps to be taken to remove, minimise and manage those risks and hazards”

EYFS 2017 (3.65)

“Childminders must take all necessary measures to minimise any risks to the health or safety of the

children in their care.” Page 43 of the Childcare Register requirements (CR5.5)

To meet the requirements, I will:

Obtain written permission from parents and/or carers to take the children on

planned outings.

make sure I always have: o my mobile phone with me, fully charged, with the parents and/or carers’

emergency contact details o a first aid kit with the appropriate contents in o appropriate equipment for the children in my care, which is checked on

a regular basis, such as pushchairs, medication, and change of clothes.

Make sure my vehicle is adequately insured for business use.

Check the car seats are properly fitted. I am aware of the legislation with regards to car seats, which is outlined at child-car-seats-the-rules

Check I have enough petrol for the outing planned. The vehicle will also be checked for tyre pressure, tax, breakdown cover……

Ensure children have an understanding of road safety and appropriate

behaviour in the vehicle, subject to age and stage of development.

Obtain the written risk assessment documentation from the venue I intend to visit to identify if the venue is suitable for the number and ages of the children in my care.

It is not necessary to carry out a risk assessment before every outing, but written risk assessments maybe in place for the following if I have judged it necessary:

o Trips to the park o Visits to the shops o Visits to the local Surestart Children’s Centre. o Trips to museums and art galleries. o The school run. o Trips on public transport – buses and trains. o Visits to the local library.

Please note I may have obtained the risk assessment from the places visited.

I will obtain parental permission and complete a separate risk assessment for a special outing such as to the Zoo or the beach.

I will assess children’s individual health needs to ensure that any medication and dietary requirements are adhered to and recorded during outings.

I have a ‘Missing Child’ procedure in place.

I have a ‘Health and Safety’ Policy and Procedure in place.

https://www.gov.uk/child-car-seats-the-rules



Safeguarding Policy

My responsibility

It is my responsibility as a registered childminder to ensure the safety and welfare of all children in

my care. My professional responsibility, with regard to Child Protection, is laid out in the

Safeguarding and Welfare Requirements of the Early Years Foundation Stage 2017.

I must have regard for the Department for Education source document ‘Working Together to

Safeguard Children' 2015, which explains responsibilities and how agencies should work together

to safeguard children.

I must also have regard for the ‘Prevent Duty 2015’ under section 26 of the Counter-Terrorism and

Security Act 2015. I will ensure that I am alert to any reason for concern in the child’s life at home or

elsewhere including awareness of the expression of extremist views.

I am aware of the British Values of democracy, the rule of law, individual liberty and mutual respect

and tolerance of different faiths and beliefs and will actively promote them throughout my practice.

Children with special educational needs and disabilities I understand that children with special educational needs and disabilities (SEND) can face additional safeguarding challenges. Additional barriers can exist when recognising abuse and neglect in this group of children. This can include:

• assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration;

• children with SEN and disabilities can be disproportionally impacted by things like bullying- without outwardly showing any signs;

• communication barriers and difficulties in overcoming these barriers

My Training

I attended initial Safeguarding training as part of my course to become a registered childminder. I

keep up to date with my knowledge of Safeguarding and Child Protection issues. I most recently

attended a Designated Person Safeguarding training session on 27 January 2018. I am familiar with

the Manchester Safeguarding Children Board website which gives full information on the signs and

symptoms of abuse and neglect and how to respond.

I am aware that information on signs, symptoms can also be found in the government booklet ‘What

to do if you are worried a child is being abused’ 2015.



Procedures:

1. I am aware of the signs and symptoms of child abuse: physical, emotional, and sexual, and those of neglect. I would discuss any concerns with parents at the earliest opportunity if I should:

notice any significant changes in a child’s behaviour or deterioration in a child’s well- being

notice any unexplained bruises or marks

find that a child’s comments gave me cause for concern

have any reason to suspect abuse or neglect. I am also aware of the kinds of inappropriate adult behaviour towards children which are the indicators of sexual abuse in a perpetrator, and to which I must respond appropriately and promptly.

2. I would record any concerns, worrying marks or comments by a child in the ‘chronology log’, and also make a note of the resulting discussion with the parent.

3. If after this discussion with the parents I remain concerned, I am required to make a referral to the Manchester Contact Centre for Children’s Services.

4. I would normally seek agreement from parents to make a referral/request for help to the Contact Centre, but if I believe there may be a potential risk of significant harm to the child, then parental permission can be by-passed. If I am unsure of whether or not I need to make a child protection referral I can ask for advice from the Contact Centre or from the Early Years Safeguarding Lead. While I am seeking advice I would not mention the child’s name.

5. I would always inform parents that I have made, or am going to make request for help, unless I had concerns about the child’s safety or the safety of my own family.

Allegations

Should there be any allegations of serious harm or abuse about me or about any person living,

working or looking after children alongside me, I must inform the Local Authority Designated Officer

within a day by completing a LADO referral form. I must also inform Ofsted as soon as possible.

Assistants

Before recruiting an assistant I explain my responsibility with regard to ‘disqualification’ and ask the

assistant to sign a self- declaration about disqualification and disqualification by association. When

working with any assistant, I must ensure that they have an up to date knowledge of safeguarding

issues and understand the procedure to be followed in the event of any concern being raised. I will

support and encourage assistants to discuss with me any issues concerning a child’s development

or well-being. I understand that I have the lead responsibility for safeguarding within my

childminding setting. When assistants start work in my setting I have an induction process,

explaining the policies and procedures of my setting which describe good working practice/conduct

in relation to taking photographs, the use of mobile phones and electronic safety (e safety) such as

the appropriate use of social networking sites.

Disqualification

I am aware that I must inform Ofsted within 14 days if ever I became disqualified from providing

childcare as a result of a serious conviction, or disqualified by association because a member of my



household had been convicted of a serious offence, such as those that are listed in the statutory

guidance document ‘Disqualification under the Childcare Act 2006’

Visitors

While I am childminding I may have visitors, such as another childminder, with the benefit to the

children in mind. Although it is not mandatory, I keep a record of visitors to my home during

childminding hours, noting the length and purpose of the visit. If any tradesperson or casual caller

has to come into the house when my minded children are present, I will check their identity. I will

never leave minded children unsupervised with a visitor.

Use of mobile phones and cameras

I understand that if I store personal details of children and their families on my computer or

digital camera, I will notify the Information Commissioner’s Office for Data Protection. I will

also password protect my computer and have a separate account for childminding

information and paper work.

Mobile Phones

As a registered Childminder I recognise that it is important for me to be able to communicate

with parents instantly. I use my mobile when I am at home or out. Mobile phone technology

has developed significantly and mobiles are now an extremely effective method of

communication, which can be an advantage regarding Safeguarding children.

However, I understand that there is a need to balance the advantages with the potential for

misuse, and intend to protect the children in my care with the following procedures:

Ensuring that ALL visitors to my home during Childminding hours are asked to leave their mobile phone in a safe storage area

Ensuring that any Assistant working with me will leave their personal phone in a safe storage area

Ensuring that Parent/cares collecting children do not use their mobile phones on the premises

Ensuring my phone is kept out of the reach of children

Taking of Photographs with a Mobile Phone or Camera

The use of Photographs to support observation, assessment and planning and to provide a

pictorial record for parents has become part of my practice. To ensure that everyone in my

setting is protected I have the following procedures in place:

Photographs are taken only by me with the written permission of parents.

Parents indicate if they are willing for photographs of their children to be used for: sharing with them; supporting Observation, Assessment & Planning; children’s records; advertising (in which case how and where)



I will avoid putting myself into any compromising situation which could be misinterpreted and lead to possible allegations.

Photographs are transferred to my computer which is password protected.

Photographs are deleted from my computer when a child leaves my setting.

I will ensure that children are appropriately dressed when I take their photos.





Toilet training

I aim to support parents through the toilet training process and beyond. I do this initially by

offering parents information about the best time to introduce their child to the toilet at home.

This includes recognising ‘toilet ready’ signs from your child – toileting is not age dependent

but rather linked to children’s physical and psychological readiness. Toilet ready signs

include:

Does your child tell you when their nappy is wet or dirty and they want to be changed?

Does your child try to pull off their nappy or ask to wear pants?

Is your child interested in sitting on a potty or toilet?

Can your child wait longer between nappy changes, showing they can hold their urine?

Parents need to be prepared to take at least a week at home with your child to ensure they

are confident asking for and using the toilet before sending them to the provision in pants. I

will then follow home routines to ensure the child is not confused and promote consistency

by letting parents know how things are going in the setting and asking parents for regular

updates about home toilet use.

I am happy to provide a training child with regular reminders to visit the toilet and to work

with parents reward systems if these are found to be helpful at home. I am sensitive to

children’s individual needs and have a range of resources to support them including books,

role play resources and storytelling props. When children are using the toilet I have a step

and a special seat to promote their independence; I also teach children how to wash and dry

their hands independently.

If a child has a toileting accident I will clean them up, taking a ‘no fuss’ approach to the

issue. Parents need to provide at least 3 sets of spare clothes including socks. If age

appropriate I suggest the child changes themselves but I do help when requested or if the

child is distressed.

Children with SEND will be supported through the toilet training process at whatever age

they are ready to start. I will learn a child’s signs (if relevant) and provide them with visual

reminders if these are considered helpful by parents and used at home.



Visitors Policy and Procedure “Providers must take all reasonable steps to prevent unauthorised persons entering the

premises, and have an agreed procedure for checking the identity of visitors.”


“Childminders must ensure that no one can enter the relevant premises without the

knowledge of a person who is caring for children on the relevant premises” Requirements for

the Childcare Register 2016 (CR5.4)


Register by:

Checking the identity of visitors by asking to see their ID badge and/or making a phone call to verify the identity of that person. If I am not satisfied with the verification, then I will refuse them entry into my property.

Asking visitors to sign the Visitor’s Record, stating: o The date and time of arrival. o Full name and address of the visitor. o The purpose of the visit. o The time of departure. o The visitor’s signature.

Preventing unauthorised persons entering the premises, and ensuring that no one can enter my premises without my knowledge.

Other procedures I have in place:

Visitors will not be left alone with the children I am looking after.

The Visitors record is kept accessible at all times and will be available for inspection if required.

Where possible any visits from workmen will be arranged when I am not looking after children.

Any building work which may take several weeks will be reported to Ofsted and Disclosure and Barring Checks will be carried out if deemed necessary. In any event, I will never leave the children unsupervised and I will have conducted a full risk assessment of the situation.

Parents and any person visiting/working on the premises will be made aware of the no smoking, mobile phone and camera policy.

I will check with Ofsted whether a DBS check is required for a regular visitor, taking account of how frequently, and for how long the person is visiting the house, as outlined in Ofsted’s factsheet ‘Disclosure and Barring Service (DBS) checks for childcare providers who register with Ofsted’ – please see the link below to read the full document DBS checks-for-childcare-providers-who-register-with-Ofsted (Page 10)

If I receive approval from Ofsted to operate out of non-domestic premises which are routinely accessed by members of the public, I must take all reasonable steps to prevent unauthorised persons entering the part of those premises in which the children are being cared for. (Footnote 52: EYFS 2017, page 30)

https://www.gov.uk/government/publications/disclosure-and-barring-service-dbs-checks-for-childcare-providers-who-register-with-ofsted

https://www.gov.uk/government/publications/disclosure-and-barring-service-dbs-checks-for-childcare-providers-who-register-with-ofsted

Documents

The Monkey House · The Monkey House Policies and Procedures June 2018 Page 2 of 49 Review Date: June 2019 When you have read the policies and procedures, please let me have your