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EYFS Management & Safeguarding Audit

Group-based early years providers

Setting name:

Ofsted URN:

Date audit started:

Setting representative(s) for audit:

Name and email address of registered provider:

Early Years Support and Intervention Officer:

Age group cared for:

Opening hours:

Layout of premises (attach floor plan if available, or give brief description):

Other relevant information:

Guidance for completion:

This audit has been based upon the ‘Statutory Framework for the Early Years Foundation Stage (2017)’, ‘ESSCP guidance’, Ofsted ‘Inspecting Safeguarding in Early Years, Education and Skills Settings (2019)’ and the Ofsted ‘Early Years Inspection Handbook, Part 2 The Evaluation Schedule (2019)’. It is the responsibility of the childcare provider to ensure that EYFS and other legal requirements are fully met. Childcare providers are expected to regularly review the EYFS Statutory Requirements as part of ongoing monitoring and improvement of practice. The advice offered at the time of this audit has been based upon the information made available by the childcare provider.

In order to complete this audit, it is essential to refer to the EYFS Statutory Framework to ensure that the legal requirements are thoroughly understood and met. Ofsted’s Early Years Evaluation Schedule should also be referred to for a description of how Ofsted makes judgements on quality. Early years providers are expected to aim for a minimum grading of ‘Good’.

The ‘EYFS Ref’ column gives the relevant paragraph numbers of the EYFS Statutory Framework (2017). Where there is no specific reference within the Statutory Framework, there is a related definition of good practice in Ofsted’s Early Years Evaluation Schedule. The ‘Ofsted Guidance’ relates to Inspecting Safeguarding in early years, education and skills setting (2019) and corresponding paragraph numbers.

The ‘Comments/Action required’ column should be used to record:

· any practice that is notably strong;

· any action required to meet requirements (these should be highlighted in bold/colour and transferred to an improvement plan);

· any advice provided to strengthen practice (this should also be highlighted in bold/colour and transferred to an improvement plan).

Sources of support and further information: (for direct access to web links, press ‘Ctrl’ while you left-click)

Accessed?

Accessed?

East Sussex County Council c-zone pages;

https://czone.eastsussex.gov.uk/

East Sussex Training Directory: Accessed through learning portal:

https://childrens.eastsussexlearning.org.uk/courses/bookings/default.asp?ds=1&ccid=21

Early Years Improvement Team Facebook Page; https://www.facebook.com/EastSussexCCEarlyYears/

EYFS requirements, guidance and email updates (sign up): https://foundationyears.org.uk/ – ‘EYFS Statutory Framework’, ‘Development Matters’, ‘Progress Check at Age Two’, ‘Birth to Three Matters’, ‘EYFS for Parents’

Ofsted website and email updates (sign up): https://www.gov.uk/government/organisations/ofsted

Including Ofsted Early Years Inspection Handbook (includes Evaluation Schedule)

Ofsted inspecting Safeguarding guidance

https://www.gov.uk/government/publications/inspecting-safeguarding-in-early-years-education-and-skills

Health and Safety Executive;

http://www.hse.gov.uk/index.htm

Includes information about RIDDOR, Health & Safety workplace poster, risk assessments

East Sussex Safeguarding Children Partnership (ESSCP) guidelines, including Continuum of Need:

https://www.esscp.org.uk/

Pan Sussex Procedures for Child Protection and Safeguarding:

https://sussexchildprotection.procedures.org.uk/

Fundamental British Values in the Early Years:

http://www.foundationyears.org.uk/2015/03/fundamental-british-values-in-the-early-years/

The Prevent Duty: Advice for Schools and Childcare Providers (protecting children from radicalisation and extremism) https://www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty

Safer Recruitment for Childcare and Educational Establishments – for Ofsted-registered providers

Accessed through the learning portal.

course cost £20

Safeguarding children and young people and Prevent e-learning courses;

https://childrens.eastsussexlearning.org.uk/elearning/Course/Search?CategoryId=4&SubcategoryId=9&runSearch=1

https://www.elearning.prevent.homeoffice.gov.uk/

ACAS - guidance and support with employment and human resources matters: www.acas.org.uk

Nursery Milk Scheme: www.nurserymilk.co.uk

Disclosure and Barring Service, including information about suitability checks and making referrals: https://www.gov.uk/government/organisations/disclosure-and-barring-service/about

Guidance (aimed at schools) for supporting children with medical conditions: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3

Special Educational Needs & Disabilities (SEND) Code of Practice 2014 - www.gov.uk/government/publications/send-code-of-practice-0-to-25

SEN and Disabilities information (previously known as Local Offer)

https://www.eastsussex.gov.uk/childrenandfamilies/specialneeds/localoffer/addaservice/nurseries-and-preschools/

Safer Food, Better Business: Food Standards Agency

https://www.food.gov.uk/business-guidance/safer-food-better-business

Food Standards Agency, including information about food hygiene and allergies: www.food.gov.uk

Guidance on Health protection in Schools and Other Childcare Facilities:

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

Healthy eating guidance including ‘Eat Better Start Better’: https://czone.eastsussex.gov.uk/early-years/halo/

HM Revenue & Customs (HMRC) – guidance for employers, self-employed, employees and parents: www.hmrc.gov.uk

Local Children’s Centre / Health Visiting Team: Leaflets, advice, latest guidance, e.g. family support, SIDS, breastfeeding, formula feeding, weaning, toilet training

Advice for practitioners https://www.gov.uk/government/publications/what-to-do-if-youre-worried-a-child-is-being-abused--2

ROSPA (The Royal Society for the Prevention of Accidents) safety guidelines

http://www.rospa.com/

Local voluntary support organisations

https://www.3va.org.uk

www.hastingsvoluntaryaction.org

www.rva.uk.com

Safer sleep guidance

http://www.lullabytrust.org.uk/safer-sleep

Whistleblowing advice line for professionals

https://www.nspcc.org.uk/what-you-can-do/report-abuse/dedicated-helplines/whistleblowing-advice-line/

Single point of advice (SPOA)

https://www.esscp.org.uk/professionals/single-point-of-advice/

Children’s Portal; online system that enables professionals to submit forms securely online directly into ESCC Children’s Services recording system. The Children’s Portal is to be used alongside how professionals usually communicate with SPoA. This is the link to the Children’s Portal.

Qualifications

https://www.education.gov.uk/eypqd/

All early years providers working with children from birth to 5 years old must follow the regulations on EYFS staff: child ratios. This is the number of qualified staff, at different qualification levels, an early years setting needs to have in order to meet the needs of all children and ensure their safety. These regulations are set out in the statutory framework for the early years foundation stage (EYFS). Providers must make sure staff have the appropriate qualifications to count in the ratios, including the need to have at least one staff member trained in paediatric first aid.

DfE defines the qualifications that staff must hold to count in EYFS staff: child ratios. Providers can use the early years qualifications lists

Paediatric First Aid

Newly qualified staff with a level 2 or level 3 early years qualification, awarded after 30 June 2016, must also have either a full paediatric first aid (PFA) or an emergency PFA certificate within 3 months of starting work. If they do not have this you cannot count them in the EYFS staff: child ratios at level 2 or level 3.

Providers should display (or make available to parents) staff PFA certificates or a list of staff who have a current PFA certificate.

E-Safety Guidance and Resources

Online safety Launchpad module 5 available on czone

https://czone.eastsussex.gov.uk/early-years/improvement-tools/

https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/online-safety/

https://www.nspcc.org.uk/globalassets/documents/advice-and-info/online-safety-under-5s.pdf

http://swgfl.org.uk/products-services/esafety/resources

Information Commissioner’s Office

https://ico.org.uk

(Information Commissioners Office: 0303 123 1113)

Meeting Children’s Emotional Needs

https://czone.eastsussex.gov.uk/media/5765/meeting-childrens-emotional-needs-20191003.docx

Audit

ENTRANCE

EYFS Ref

Ofsted

Guidance

Comments/Action required

Date Discussed

Date Actioned

How does the environment and practitioner/s create a positive and professional welcome to children, parents, staff and visitors?

3.1

Where is the registration certificate displayed?

3.76

How is information about practitioners and management (photos, qualifications, roles and responsibilities) – clear management structure including committee made clear to parents?

3.28; 3.73

What processes are in place for visitors record / ID checking?

Are visitors and volunteers are introduced to all practitioners and are monitored (consider visitor badges)?

How do you ensure that adults who have not been suitability checked do not have unsupervised access to children?

3.62

21, 22

Where is the Ofsted poster for complaints/ complaints procedure displayed?

3.74-3.75

How do you share Inspection report with parents?

Are they displayed, if so where?

If not displayed how else do you make them available to parents?

3.75

Where is the health & Safety poster displayed to staff?

3.54

19

What appropriate insurance (e.g. public liability insurance) to cover all premises from which they provide childcare or childminding do you have in place and what is its expiry date?

3.63

LEADERSHIP & MANAGEMENT:

Continuous improvement

EYFS Ref

Ofsted

Guidance


Date Discussed

Date Actioned

What processes are in place for self-evaluation and ongoing improvement which involves the views of children, parents and staff (e.g. Launchpad, Ofsted Early Years Evaluation Schedule, quality assurance scheme, Reflective journals)?

Ofsted Guidance

How is strong leadership and communication of the improvement process in place with active involvement of the registered provider? Is there a commitment to training and implementing change? If so, how?

Ofsted

Guidance

Are Staff/ management/ committee meetings, professional development and training, and associated records in place? Where are these stored and how are they shared with those who do not attend some of the applicable meetings?

3.20-3.21

Do all staff have access to training and development opportunities and how frequently is training attended? How is this cascaded to staff and management team? How do you ensure it is put into practice and evaluate the impact on practice, provision and the children?

3.20-3.21


Management systems

EYFS Ref

Ofsted

Guidance


Date Discussed

Date Actioned

When was the last time a review was carried out of EYFS Statutory Framework requirements?

3.2

Are Ofsted notified of significant changes/ events, including changes to the registered provider and individual committee members via EY3a and EY2 forms?

Where the ‘registered provider’ is an organisation or committee, records must be easily accessible and seen by the Early Years Support and Intervention Officer, for each individual who is part of the registered body:

Is the following available on site?

· Name, address and contact details

· DBS/CRB number and date, (including signing up to update service)

· Date/confirmation that EY2 form has been submitted

Where is this stored and who has access to the information?

Confirmation that Ofsted has been notified of individuals no longer part of the registered body

3.14-3.18; 3.77-3.78

21, 22

If you are a committee run provision, have you had contact with local voluntary support organisation?

https://www.3va.org.uk

www.hastingsvoluntaryaction.org

www.rva.uk.com

If applicable have Ofsted been notified of changes to individuals who make up the organisation, nominated persons, managers, (notifying change of manager is also a condition of EYEE registration to notify the EYEE Team)

Who is responsible for notifying?

3.77-3.78

What systems do you have for managing the business, including record keeping and ongoing maintenance of all requirements?

3.68, 3.69

Do you have effective communication systems between the registered provider and management, with clearly delegated roles and responsibilities for meeting requirements? Where were these roles last reviewed to ensure they are still relevant and clear?

3.20

ESCC advisory: Do you have Basic skills in ICT (including emailing, word processing and internet research) and active use of an email address that can be used for communication with ESCC or Health;

Who is responsible for ensuring email passwords and access codes are shared/ changed as applicable especially when key staff leave the setting, eg Integrated Progress review secure email and access codes?

N/A

How do you ensure you are compliant with the latest GDPR guidance?

Confidentiality,

storage of records,

‘data in transit’,

privacy notice

When were these last reviewed/ updated?

How and with who were the updated policies shared?

3.69-3.71

Data protection notification – certificate of registration or exemption, named data controller, data audit and compliance with GDPR

If registered when does the certificate expire?

Who is the named data controller?

3.69

Are your policies and procedures clearly presented, dated and signed by registered provider?

Are hard copies available in the setting?

If applicable, are all policies available through the website updated to reflect the same information as those within the setting?

See appendix for guidance on required policies

3.3

Policies and procedures updated and reviewed (at least once per year)

When were they last updated?

Do you have a policy review cycle to ensure all policies visited frequently throughout the year?

19

How do you ensure parental and staff involvement and agreement to policies and procedures?

Are staff given copy of key policies- Safeguarding, whistle blowing, allegations, complaints?

3.73

13

How do you ensure Qualifications requirements to meet ratios for those working directly with the children –

Do you have a summary record of qualifications/compulsory training available at all times on site?

Extra consideration for those caring for 0-2s (3.31)

3.23; 3.24; 3.30-3.37

How do you ensure Adult: child ratios meet legal requirements and staff are deployed appropriately?

What contingency arrangements do you have in place?

3.28 – 3.37

Do you have ‘SEN and Disability information’ previously known as ‘Local offer’ describing the provision made for children with special educational needs? When was it last reviewed and how do you share the information?

https://www.eastsussex.gov.uk/childrenandfamilies/specialneeds/localoffer/addaservice/nurseries-and-preschools/

3.67; SEN Code of Practice

Do you have a Record of staff names, addresses, contact details and emergency contact details?

Are they held on site at all times (also details of the registered provider / committee members where applicable)

3.76

23

Who is the Named deputy who is capable and qualified to take charge in manager’s absence?

What time do the manager and deputy get together to ensure the deputy understands the role/ duties of the manager?

3.23

How many staff have relevant first aid training and when does the training expire?

Do you have At least one qualified first aider at all times (on the premises and on outings) – deployment allows quick response to emergencies

Providers should display (or make available to parents) staff PFA certificates or a list of staff who have a current PFA certificate

3.25

11

Do managers and practitioners have clear and effective communication skills in English, verbally and in writing (minimum level 2 in English)

If not, what support processes are in place?

3.26

Do you have a Complaints procedure and records in place?

When was this last reviewed?

If applicable to do you have an overview of complaints?

3.74-3.75

13

Do you have required permissions and agreements in place and adhered to in relation to use of the premises (landlord, mortgage provider, local council planning department)?

When were these agreed?

3.77

Do you understand what Reasonable adjustments to premises, facilities, equipment and access with regard to the Equality Act 2010 are? Have you needed to make any? If so, what adjustments have you made?

3.58

Do the Management understand and commitment to actively promoting equality, diversity and ‘British Values’ (guidance available), reflected in any relevant policies, e.g. staff behaviour policy, equality of opportunity, ethos, anti-bullying, challenging of racist, sexist, homophobic and derogatory terms.

When were these policies and documents updated and how were they shared and with whom?

15

19

Where is your area for confidential discussions with staff/parents, and an area for staff to take breaks away from the children?

3.61

What format do you use to gather Information from parents which includes– emergency contacts, dietary, health, legal guardians, child’s and parents’ addresses, who child lives with, child’s full name and date of birth, religion, any contact restrictions, any other settings the child attends, any other professionals involved in supporting the child or family.

How frequently is this information updated?

Is the Information reviewed regularly by the data controller to ensure GDPR compliant? If so, how frequently?

3.68; 3.72

Do you check Pupil Premium eligibility on child’s registration and/or when they become eligible for 3 year old EYEE and 4 year old EYEE?

How do you promote and share this information with parents to encourage uptake?

What format do you use to gather Parental permissions i.e. for use of photographs (include retention period), sun cream, routine outings

How often are these permissions updated/ reviewed? How is the information shared with staff if parents decline permission?

3.64, 3.69

How do you Identify other settings/carers/other agencies involved with child?

How do you actively seek partnership opportunities?

3.68

What are your Parental engagement strategies from registration of interest, registration and induction throughout the child’s placement?

3.68

How do you Monitor attendance – are you alert to patterns that may indicate safeguarding concerns.

What processes are in place for a child who is due in but does not arrive? How is this information recorded?

How do you Promote good attendance, especially for children eligible for Early Years Pupil Premium?

Is appropriate action taken for children who stop attending which includes notifying EYEE team? Who is responsible for this?

13

16

18

19


Managing staff

EYFS Ref

Ofsted

Guidance


Date Discussed

Date Actioned

Are all job descriptions/specifications current and clear?

When were they last reviewed?

Are staff involved in the review process?

If so how?

If not, how could you include them?

3.20; 3.28

When were the Disciplinary procedures last reviewed and updated?

Are all staff aware of the procedures and do managers follow them?

How do you promote Staff behaviour and positive relationships between staff?

Do you have clear expectations and support, reflected in any relevant policies, e.g. staff behaviour policy/code of conduct. When were these reviewed?

13

18

19

What Induction procedures and records do you have in place and who is responsible for completing them?

– e.g. handbooks, induction plans, signed checklists, monitoring and supervision (including students and volunteers)

3.20-3.22

19

What Supervision arrangements are in place to support practitioners’ continuous improvement (CPD plans) and discussion of sensitive issues including child protection concerns led by manager and registered provider. Records/minutes kept. (Advise 6 weekly and use opportunity to review selection of Learning Journeys/Parent Partnership)

How frequently are they undertaken and who is responsible for completing them?

3.21-3.23

13

What Systems are in place to ensure key persons have the necessary skills, experience and support to fulfil their role?

How often do you review the key person system to ensure babies and young children are forming strong attachments?

3.21, 3.27

13

,

How do you know and what support do you put in place to ensure all practitioners able to consistently demonstrate good interpersonal skills, professional standards of behaviour and positive relationships with children, parents and other professionals?

CHILD PROTECTION & SAFEGUARDING:

Designated lead person

EYFS Ref

Ofsted

Guidance


Date Discussed

Date Actioned

Do you have a designated person to take lead responsibility for dealing with child protection issues, providing advice and support to other staff, liaising with the local authority and for working with other agencies

Best practice for committee run provision would be for a member of the committee to also undertake this training.

Who is the lead?

3.5

13

19

The designated safeguarding lead or an appropriately trained deputy should be available during opening hours for staff to discuss safeguarding concerns

If they are not on site what arrangements are in place to ensure safeguarding concerns are addressed?

ESSCP Guidance

19

Is the designated lead of sufficient seniority to be able to commit resources to child protection matters and direct staff?

What role are they and how are they supported by the leadership and management team?

3.5

The designated lead for safeguarding has a job description that clearly defines their roles and responsibilities in relation to safeguarding and promoting the welfare of children

When was this job description reviewed and updated? Is it contained within their staff file?

Are all staff aware of the roles and responsibilities of the DSL?

ESSCP Guidance

19

The supervision process includes effective scrutiny and challenge of the safeguarding lead’s work by their manager

How often do these supervisions take place? Would other staff be confident to challenge if they didn’t think appropriate action was taken?

ESSCP

Guidance


Induction, training and supervision

EYFS Ref

Ofsted

Guidance


Date Discussed

Date Actioned

The lead person for safeguarding and the deputy have up-to-date safeguarding training every two years (i.e. ESCC Designated Safeguarding Leads Training for Childcare Settings) and their knowledge and skills should be refreshed at least annually

When do the DSL and deputy DSL training certificates expire?

3.5

19

Do all other staff members who work with children undertake appropriate basic child protection training, i.e. ESCC Practitioner Child Protection Training for Childcare Settings, which is kept up to date by refresher e-learning training annually.

When did they last complete the e-learning course?

3.6; ESSCP Guidance

19

Do all new practitioners working with children, including volunteers and students, have induction that includes:

· Familiarisation with the child protection policy and procedures and other related policies

· Basic child protection training that includes:

· how to recognise signs of abuse

· awareness of indicators of radicalisation and extremism

· how to respond to any concerns

· e-safety awareness, use of social media and images

· the line of accountability in the setting for safeguarding and children’s welfare

At what stage of the induction would the expectation be to read the child protection policy?

At what stage of induction would the expectation be for the training to be completed?

How do you ensure they understand the processes?

3.6; ESSCP Guidance

19

How do you ensure Practitioners are able to identify children who would benefit from earlier help or additional services to improve outcomes and to prevent them from needing social care intervention?

Do staff receive training and guidance on Single point of advice (SPOA) and the East Sussex Continuum of Need and when to refer children?

ESSCP Guidance

Records are kept of which staff members within the setting have received induction and basic child protection training, including refresher training

Does this record include expiry dates to ensure training does not lapse?

3.20; ESSCP Guidance

19

Who undertakes Additional training (both single- and multi-agency)?

is available for staff working with children and young people appropriate to their role, do all staff have the opportunity to access training available through ESSCP?

19

How do you ensure Practitioners, students and volunteers are kept up to date with statutory requirements, implementation of the setting’s policy and procedures, and findings from serious case reviews and inspections?

e.g. through ‘Safeguarding’ being on the agenda at every staff meeting, discussions about hypothetical scenarios, regular checks made on knowledge of procedures.

If through staff meetings, are these minute’d so those that do not attend have access to the information?

ESSCP Guidance

15


Recognising risks and managing referrals

EYFS Ref

Ofsted

Guidance


Date Discussed

Date Actioned

How do you support children’s ability to make a disclosure/ express information that raises concern: How are Children who are showing signs of fear or distress are responded to?

How do you support children to recognise and name their feelings?

ESSCP guidance

13

Does the safeguarding lead make prompt referrals about safeguarding concerns to relevant agencies?

Which agencies would you contact for what reasons and how soon? For instance, if there was an allegation?

3.4-3.8

13, 19

How does the safeguarding lead maintain contact with the professional who referred the child for 2yr funding or who is leading the child protection plan?

19

How do you ensure Practitioners are clear about the circumstances in which concerns need to be passed on to the setting’s safeguarding lead?

What training and guidance is provided to staff that covers how to recognise signs of abuse, and how to recognise indicators of possible radicalisation or extremism (see ‘The Prevent Duty: Departmental Advice for Schools and Childcare Providers’)

Practitioners have a copy and understand the policy for Safeguarding including allegations

When was this policy reviewed and updated? How and with whom was it shared?

3.6

13

19

What are your standardised recording system (using agreed templates) are they in line with East Sussex Safeguarding Children Partnership (ESSCP) guidance - Keeping Records of Child Protection and Welfare Concerns Guidance- January 2020. This includes the front sheet, chronology, incident/welfare concern form and body map. Templates are easily accessible to practitioners

https://czone.eastsussex.gov.uk/safeguarding/support-for-safeguarding-in-colleges-schools-and-early-years-settings/safeguarding-model-policies-and-guidance/record-keeping-guidance/

3.4; 3.68-3.71

13

How do you store Records relating to child protection?

Are they held in a safeguarding folder, separately to the children’s other records (a code may be used on the children’s other records to indicate the existence of child protection records) and are they accessible only to those with lead responsibility for safeguarding?

3.69

ESSCP Guidance

13

How do you record and monitor of existing injuries?

3.4;

Does the safeguarding lead person oversee all records to ensure they are factual, accurate and made on the same day that the concern is raised?

All records are signed and dated by referrer and safeguarding lead

How often are these records reviewed? Who is responsible for transferring to a chronology?

3.68-3.71

ESSCP guidance

13

16

How do you ensure records relating to child protection are transferred to the child’s receiving setting or school when the child moves? Who do you share the information with at the school/ setting?

Do you use the appendix E ‘transfer scripts’?


3.7; 3.68

13

How does the setting support multi-agency working to safeguard children?

Do you, or have you in the past ensured regular attendance by the safeguarding lead at child protection conferences and reviews, core group meetings and other professional meetings, where appropriate?

If you have never attended have you considered training through ESSCP to ensure you are aware of what to expect?

ESSCP Guidance

16, 32


Safer recruitment and allegations management

EYFS Ref

Ofsted

Guidance


Date Discussed

Date Actioned

Does the setting have a recruitment and selection policy that complies with national and local guidance?

Is the policy statement is linked to the child protection policy and incorporates an explicit statement about the setting’s commitment to safeguarding and promoting the welfare of children?

Is this statement included in recruitment and selection materials, e.g. job adverts, application forms, interview content?

When was this policy last reviewed?

ESSCP Guidance

Annex 1

How do you ensure staff involved in recruitment are suitably trained, eg at least one member on the short listing/interview panel must have completed safer recruitment training?

(Certificate and recruitment records to evidence this)

When was this training last undertaken and by whom?

ESSCP Guidance

Annex 1

How do you ensure there are robust recruitment and vetting procedures are in place to help prevent unsuitable people from working with children?

Who is responsible to ensure vetting is carried out for all people over 16 years, working directly with children (including volunteers and students) or living or working on the premises?

3.9-3.13

13

19

21

Who is responsible for ensuring that before new members of staff/volunteers/students commence employment or placement, the following is completed:

· Since September 2012 an enhanced Disclosure and Barring Service (DBS) disclosure (update service recommended)

· Before September 2012, an enhanced CRB disclosure

· Where the applicant has lived/worked overseas, further overseas checks are made: https://www.gov.uk/government/publications/criminal-records-checks-for-overseas-applicants

Records must be easily accessible and seen by the EYFS Improvement Officer, for each member of staff, student and volunteer:

Is the following available on site?

· Full name, address and contact details

· Date DBS applied for and who checked information

· CRB/DBS clearance number and date

3.10; 3.13

13

Do you refresh DBS checks for people who move to jobs within the setting that involves greater access to children or greater responsibility or there has been a break between leaving the old job and taking up a new job in the setting (new clearance or DBS updating service) This includes volunteers becoming permanent staff member

How do you make the decision about whose needs to be refreshed?

ESSCP Guidance

DBS guidance

Who is responsible for ensuring checks are carried out to confirm legal right to work in the UK: https://www.gov.uk/legal-right-work-uk

How are these checks recorded?

13

Who is responsible for gathering references at the setting, do you ensure you gather these directly from the referee rather than through the applicant?

Do you follow references up by telephone?

Where do you keep all the information once it is gathered?

ESSCP guidance

13

Do all applicants regularly sign a declaration confirming their continued suitability to work with children. (e.g. at each supervision)

How often is this declaration revisited?

3.15 ESSCP Guidance

13

21

Do records detail the checks carried out for employees (and the registered provider/committee members where applicable), including identity and qualification checks, disclosure checks (DBS or CRB) and references?

How often are records are reviewed by the safeguarding lead/ responsible person/ body and data controller for accuracy, completeness and GDPR compliance?

3.12

Annex 1

How do you ensure all staff members are aware of their duty to raise concerns about the management of child protection and safeguarding, which may include the attitude or actions of colleagues?

Do all staff have a copy and understand the written procedures for whistle blowing and know they should speak with senior managers/proprietor or externally with the Local Authority Designated Officer (LADO) via Single Point of Advice (SPOA) or the online referral form https://www.eastsussex.gov.uk/childrenandfamilies/professional-resources/lado/referrals/form-lado-referral/

When was this policy updated?

How was it shared and with who?

3.4; 3.6

13

What do you have in place for parents, family members and others to make a complaint or pass on concerns that action to safeguard has not been taken in accordance with the setting’s procedures?

How are written records of any complaints and their outcome are made available to Ofsted?

3.74-3.75

13

Do you have procedures for handling allegations against staff members and volunteers, including notifying the LADO via SPOA, the Police, DBS and Ofsted, as appropriate?

https://www.gov.uk/guidance/report-a-serious-childcare-incident

When were these updated?

How do you ensure staff are aware of the processes to follow for example if it was against the manager?

3.4, 3.7-3.8

13

16

Annex 1

Who is the named senior officer with responsibility for dealing with allegations against staff and volunteers?

What training have they undertaken to support them with dealing with an allegation?

ESSCP Guidance

Are Incidents and allegations of abuse are recorded in line with Keeping Records of Child Protection and Welfare Concerns Guidance – January 2020


Who is responsible for completing the records? If the manager, do they have to report to the committee/ owner of any outcome? If so, how does this meeting take place and is it minute’d?

3.4; 3.68-3.71

13, 16


Safeguarding policy and procedures

EYFS Ref

Ofsted

Guidance


Date Discussed

Date Actioned

Managers, staff and proprietors take account of statutory guidance which set out their responsibilities to safeguard and promote the welfare of children. They are aware of Working Together to Safeguard Children (2018) and Sussex Child Protection and Safeguarding Procedures

When were these last shared/ discussed with the wider team?

3.7

Annex 1

Does the setting have a written child protection policy and procedures in place that are in line with Sussex Child Protection and Safeguarding Procedures, and the policy is made available to parents on request. When was the policy and procedures last reviewed and who was responsible for updating the policy?

How was the updated policy shared and with who?

3.4

13

31

Annex 1

Does the setting’s child protection policy and procedures cover e-safety (including appropriate filters and monitoring systems to protect learners from potentially harmful online material), social media, mobile phones, cameras, photographs, digital images and is in line with the ESCC e-safety guidance?

How do you ensure all staff adhere to the policy and if required would they be willing to challenge visits to the setting who do not comply with the policies?

3.4; ESSCP Guidance

13

19

Does the setting’s child protection policy and procedures refer to identifying and responding to children at risk from extremism and radicalisation?

Does it make it clear to staff when and how concerns must be reported (see ‘The Prevent Duty: Departmental Advice for Schools and Childcare Providers’)

When was the policy last reviewed?

13

How do you ensure there is a clear line of accountability for reporting concerns within the setting and in making referrals to external agencies?

What are the clear arrangements in place for absences of lead persons?

How do you ensure all staff are aware of the procedures?

3.4-3.5; ESSCP Guidance

13

If commissioning a service from another organisation, eg when contracting out catering, cleaning, maintenance, etc. Do you ensure there are checks in place to make sure that these organisations have appropriate policies and procedures in place for safeguarding children and child protection?

Are all the requirements and relevant information are included in contracts?

ESSCP guidance

What systems are in place for regular monitoring and quality assurance of implementation and compliance with child protection and safeguarding requirements – including recruitment; induction; training; record keeping; referrals; information sharing?

ESSCP guidance

How do you ensure any deficiencies or weaknesses in child protection arrangements are brought to the attention of senior managers and are remedied without delay?

ESSCP guidance


Children’s safety

EYFS Ref

Ofsted

Guidance


Date Discussed

Date Actioned

Does your setting have a Health and safety policy and procedures (advisedly in writing), cover identifying, reporting and dealing with accidents, hazards and faulty equipment (a health and safety lead person is advisable and should be named in the policy)

When was the policy last reviewed? How was the updated information shared and with who?

3.54-3.55

19

Do you and all staff have an awareness of ROSPA (The Royal Society for the Prevention of Accidents) and appropriate safety guidance?

How do you ensure all staff demonstrate awareness of appropriate guidance and understand how they ensure children are kept safe?

3.64

What Fire detection and control equipment is in place?

What are your escape routes and emergency evacuation procedure?

Do you have fire log for evacuations and drills, and who is responsible for completing and reviewing the effectiveness of any drills?

How often are drills completed?

3.55

19

How do you ensure hazardous areas made inaccessible to children (including storage of hazardous items, adults’ personal possessions, kitchen, stairs)?

3.54

What is in place to ensure Security of premises – from outdoors and from indoors?

Are entrances and exits to the site are effectively monitored, who monitors?

Is the fencing adequate and secure?

3.62

Are Regular full risk assessment of premises and equipment in place?

– should be recorded for best practice and accountability- must be recorded by law if there are 5 or more employees)

When were these last reviewed and by whom?

How are these shared and with who?

3.64;

Health & Safety Law

19

Do you have Regular risk assessments/checks – recorded where appropriate (daily/ weekly/ monthly)?

Who is responsible for completing? Who reviews them to ensure they are being correctly undertaken?

3.64

19

Hazards identified by risk assessments and accidents are rectified immediately; who is responsible for monitoring records for patterns and how frequently?

3.64

How do you ensure arrivals and departures are supervised?

What procedure are in place to ensure that children are released only to the individual(s) authorised by the parents?

3.62

Does the setting have a procedure to follow, well-understood by all practitioners, if the parent, carer or authorised person fails to collect their child at the appointed time?

Does the procedure include the contact information for SPOA (or the Emergency Duty Service, if out of hours)

what is the specified timeframe if parents and emergency contacts cannot be reached?

When was the procedure last reviewed?

How was this shared and with who?

3.73

13

Does the setting have a procedure to follow in the event of a child going missing at or away from the setting? Are all staff aware of the procedure and capable of explaining it to others?

When was it last reviewed?


3.73

13

For Outings and vehicles – do you have appropriate permissions, checks, risk assessments, safety restraints/equipment, adult: child ratios, correct type of insurance for vehicle and driver, first aid equipment, emergency contact, emergency medical records and medication (e.g. for asthma and allergies) and qualified first aider present on outings.

How do you ensure all staff, volunteers and parent helpers (and children where appropriate) are fully briefed on the risk assessment and supervision procedures - including toileting to be supervised by a member of staff - and photography policy?

Do you ensure the mobile phone and photography policies enforced?

3.65-3.66

Do you have a Policy for drugs, alcohol and staff taking medication?


3.19

Do you have a policy and procedure for administration of medicines, including detail about how long-term medical conditions are managed, on the premises and on outings?


3.45

How do you record Emergency medical consent?

3.44

What formats do you use for records of consent and administration of medicines?

Is it signed by parents before and after administration?

Does it include details of dose required and time last does given?

3.46

How many First aid boxes and equipment do you have that are accessible at all times, with appropriate content for use with children? When were the contents last reviewed to ensure they are in date?

3.50

Do you have a written record of accidents or injuries and first aid treatment?

What details are included on the form?

Who is responsible for completing?

Are these checked/ signed by senior staff before they are shared with parents?

3.50

How do you ensure parents or carers are informed on the same day, or as soon as reasonably practicable, of any accidents or injury and first aid given?

What do you do if parents do not collect and the child is collected by another carer?

Do the records include when the parent was contacted and be signed by the parent?

3.50

What system is in place for notifying Ofsted and the LADO via SPOA of any serious incident, illness or injury sustained at the setting– advisory that when and how to notify is included in policy and procedures. The MASH team via SPOA will also be notified if there are child protection concerns related to the incident

https://www.gov.uk/guidance/report-a-serious-childcare-incident

when was the policy or procedure last updated?


3.51

How do you ensure all staff have an awareness of RIDDOR (Reporting of Injuries, Diseases and Dangerous Occurrences Regulations)?

Does it include when and how to notify in the policy and procedures?

When was the policy or procedure last updated?

3.54

Who completes the Daily register (children and staff)? – Does it include the exact times of arrival and departure?

3.76

Do you have sole use of the premises during operational hours? If not, how do you work with the other users to ensure any issues are adequately risk assessed?

3.62

HEALTH & WELLBEING:

Positive behaviour and emotional development

EYFS Ref

Ofsted

Guidance


Date Discussed

Date Actioned

Do you have an agreed approach to positive behaviour management (written policy and procedures advised)?

Does it include the use of consistent boundaries and appropriate expectations amongst staff in setting with particular consideration for 2 yr olds?

How do you monitor behaviour to ensure you understand triggers?

https://czone.eastsussex.gov.uk/media/5765/meeting-childrens-emotional-needs-20191003.docx

Do staff feed into the review of the policy?

When was the policy and procedure last reviewed?

How was this shared and with who?

3.52-3.53

13

What systems are in place for recording instances of physical intervention?

When would physical intervention be used?

Do senior staff review prior to being shared with parents?

3.52

13

How do you ensure Parents and carers are informed on the same day, or as soon as reasonably practicable, of any physical interventions used?

3.52

How do you gather the children’s views, are their responses to experiences sought, acknowledged and acted upon?

11

13

How do you implement the Key person system in your setting?

How do you ensure that parents have a clear understanding of the role and responsibilities of the key person? (implementation of a ‘co-key person’ system where shift patterns require children’s arrivals, departures and personal care to be managed by two key persons)

1.10; 3.27; 3.73

What is your settling-in and transition procedures?

How do they identify, support and respond to children’s needs, in ongoing partnership with parents (transitions include between key persons, age groups, settings and onto school as well as from home to setting)

3.27; 3.73

13

HEALTH & WELLBEING:

Health, hygiene and Intimate care

EYFS Ref

Ofsted

Guidance


Date Discussed

Date Actioned

How do you ensure the premises is clean, adequately ventilated, temperature monitored and controlled, and well lit?

3.54

What are your cleaning and hygiene procedures, cleaning schedule for toys, equipment, furniture and premises?

3.54

If you have animals on premises how do you ensure safety, supervision, hygiene, fleeing, worming, feeding regimes are in place and are clearly outlined to staff and parents?

3.64

Are all staff and parents aware of the Procedure for infection control, and up to date information about incubation/exclusion periods (‘Guidance on Health protection in Schools and Other Childcare Facilities’)

When were these last reviewed?

3.44

How do you ensure you meet space requirements?

When was the setting last measured and calculated to ensure EYFS requirements are met for the number of children present at any time?

3.57

How do you ensure that Nappy changing is personalised and responsive?

How do you offer privacy, pleasant changing area, interaction, consider wipeable toys/books available for child to hold while being changed, routines, hygiene, equipment, partnership with parents?

Do you have a policy in place? If so, when was this last updated?

3.60

11

How do you ensure the children have access to toilets and hand washing that provides privacy, independence, support, routines, cleaning, partnership with parents?

3.60

How do you provide a Sleeping/ quiet area?

– equipment, hygiene procedures, checking sleeping children, provision for children to lie flat for longer naps (i.e. not in pushchairs unless fully reclined and in response to the child’s usual routine). Sleeping babies - latest SIDS guidance is followed

3.59;

What do you have in place to prevent people from smoking near the children?

No-smoking signs; prohibition of smoking on the premises; strategies to protect children from second-hand smoke

3.56

How do you gather children’s individual nutrition and special dietary needs, and associated records?

How is this information shared with staff?

How frequently is this reviewed?

Extra consideration for 0-2s – awareness of latest guidelines

3.47

How do you promote Healthy, balanced and nutritious meals, snacks and drinks?

– including partnership with parents and awareness of latest guidelines on children’s dietary needs

3.47

Are you aware of Allergen Information for Loose Foods – Implementation of guidance from Food Standards Agency (legal requirement since December 2014)

How do you use this information in the setting?

How do you ensure that children have independent access to fresh drinking water?

3.47

Who is responsible for Food preparation and storage?

How do you ensure you meet Environmental Health registration and recommendations?

3.48

Who has undertaken Food hygiene training &/or awareness for all involved in food handling (food hygiene certification, use of Food Standards Agency’s ‘Safer Food, Better Business’)

When was the training last completed and how is this cascaded to staff?

3.48

NOTE TO CHILDCARE PROVIDERS: Any actions raised must be transferred to your EYEE improvement plan and forwarded to the EYEE Team at [email protected]

Further Discussion / Comments

Arrangements for next visit (if appropriate):

Appendix: Guidance on Required Policies and Procedures

Policies and procedures should be:

· individual to the setting and genuinely reflect practice;

· clearly presented;

· written in line with the current legal requirements and guidance;

· signed by the registered provider (or most senior representative of) and dated (including review date);

· reviewed and updated at least annually – it is recommended that this is on a rolling programme and should involve staff, parents and children;

· checked regularly for correct contact details, particularly for Ofsted and Safeguarding contacts;

· agreed to by staff, e.g. through a signed front-sheet;

· shared and agreed with parents and easily accessible.

You must have the following policies and procedures in writing:

· Safeguarding, including allegations against staff, whistle blowing, mobile phones, digital imagery and e-safety (3.4-3.18)

· Concerns and complaints, including how to contact Ofsted (3.74-3.75)

· Missing child (3.73)

· Failure to collect a child (3.73)

· Administering medicines (3.45-3.46)

· Ill or infectious children / Infection control (3.44)

· Emergency evacuation (3.55)

· Privacy Notice

The EYFS requires strong systems and processes for the following areas, so it is advisable to develop written policies and procedures for these to strengthen practice:

· Photographs and digital images

· Equality of opportunities

· Supporting children with learning difficulties and disabilities (ensure SENCO is named) (3.67)

· Recruitment, vetting, induction, supervision and appraisal (3.9-3.22)

· Behaviour Management (3.52-3.53, also refer to EYFS Development Matters section on Personal, Social and Emotional Development)

· Confidentiality and secure data in transit (this could also include social networking and e-safety) (3.68-3.71)

· Drugs and alcohol, and medication that may impair ability to look after children (3.19)

· Healthy eating (3.47-3.49)

· Health and safety, including risk assessment (3.50–3.51, 3.54-3.55, 3.64-3.66)

· Smoking (3.56)

· Communicating with parents, including information about delivery of the EYFS (1.6, 1.7, 1.10, 2.3, 3.73)

· Key person system (1.10, 3.27)

You may also find it useful to develop written policies and procedures in other areas of particular importance to your setting and/or to your parents.

Separate guidance on writing employment policies is available on request from ACAS (Advisory, Conciliation and Arbitration Service)

Other sample policies and procedures are available from:

Early Years Alliance: 0207 697 2500 https://www.eyalliance.org.uk/

Pacey: 0300 003 0005 https://www.pacey.org.uk/

National Day Nurseries Association: 01484 40 70 70 www.ndna.org.uk/

Samples provided are to give ideas for structure and content only.

V4 Dec 2020 author VJG

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