EYFS Statutory Framework reflective practice toolkit...The statutory framework for the Early Years...

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EYFS Statutory Framework reflective practice toolkit

The statutory framework for the Early Years Foundation Stage 2017 (EYFS) is mandatory for all early years providers in England; maintained schools, non-maintained schools, independent schools (including free schools and academies), all providers on the Early Years Register and all providers registered with an early years childminder agency (CMA). The statutory framework EYFS sets the standards that all early years providers must meet to ensure that children, from birth to five, learn and develop well and are kept healthy and safe. The learning and development requirements in section 1, the assessment requirements in section 2 and the safeguarding and welfare requirements in section 3 of the framework are indicated by the use of the word “must”. Additionally early years providers must “have regard” to other provisions in these sections indicated by the use of the “should”. “Having regard” means that early years providers must take them into account when providing early years provision and should not depart from them unless there is good reason for doing so. The learning and development requirements are given legal force by an Order made under section 39 (1) (a) of the Childcare Act 2006. The safeguarding and welfare requirements are given legal force by Regulations made under section 39 (1) (b) of the Childcare Act 2006. This document is not to be used as a tick list but as a tool to support reflective practice. Please refer to all three sections of the statutory Framework for the EYFS and use in conjunction with this toolkit. This toolkit is provided for guidance only. It is the provider’s responsibility to ensure that all statutory legal guidance is adhered to. Consideration must be given to any changes in legislation subsequent to this toolkit being produced.

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Section 1 - Learning & Development Requirements

This section defines what providers must do working 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. The learning and development requirements are informed by the best available evidence on how children learn and reflect the broad range of skills, knowledge and attitudes children need as foundations for good future progress. 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.

There are seven areas of learning and development that must shape educational programmes.

Communication & Language

Do children have opportunities to … Yes To develop Comments and actions

…engage in and experience a rich language environment?

…be supported to hear and use a growing, wide range of vocabulary with understanding?

...develop confidence and skills in expressing themselves and show an awareness of others?

…speak and listen in a range of situations and to express themselves effectively and show awareness of listeners needs?

…be supported appropriately to understand the ideas, thoughts and feelings of themselves and others?

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Physical development


…be active and interactive?

…develop co-ordination, control and movement of large and small movements?

…be helped and supported to understand the importance of physical activity?

…be helped and encouraged to make healthy choices in relation to food at meal and snack times?

…develop self-care skills and work towards managing their personal needs and hygiene independently?

Personal, social and emotional development


…develop a positive sense of themselves and others?

…be helped and supported to form positive relationships and develop respect for others?

…be supported and helped to develop social skills through appropriate activities?

…be helped to understand how to manage their feelings and behaviour?

…observe appropriate behaviour modelled and encouraged in groups to support their growing understanding?

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…learn to have growing confidence in their own abilities?

Literacy


…be supported and encouraged to understand the link between sounds and letters?

…to make marks, use symbols and write in order to convey meaning to others in a range of context?

…be supported to access a wide range of reading materials (e.g. books (fiction and non-fiction), poems and other written materials such as magazines, handbooks, posters, signs etc.) to ignite their interest?

Mathematics


…develop and improve their skills in counting by engaging in a variety of practical activities to support the awareness of the relationship between number and quantity, number symbols, vocabulary and meaning, systematic counting, comparison and number composition

…investigate and understand the realistic use of and develop a growing awareness and understanding of the use of numbers in everyday contexts which are meaningful to them?

… use practical resources to calculate and solve realistic, everyday problems including those involving simple addition and subtraction?

…engage in first-hand experiences and use concrete

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apparatus to support using a growing range of descriptive language to talk about and describe shapes, spaces and measure?

Understanding the world


…be guided to make sense of their physical world?

…be guided to make sense of their community and develop a growing understanding of the needs of others?

…explore, observe and find out about

people

places

technology

environment

… recognise, select and use a range of technology for a particular purpose or need?

Expressive arts and design


…explore and play with a wide range of media and materials?

…share their thoughts, ideas and feelings through a variety of activities including:

art

music

movement

dance

role-play

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design and technology

Section 2 - Assessment Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand

their needs and to plan activities and support. Assessment should not entail prolonged breaks from interaction with children nor require excessive paperwork. Parents and/or carers should be kept up to date with their child’s progress and development. Practitioners should address any learning and development needs in partnership with parents and/or carers, and any relevant professionals.

Yes To develop Comments and actions

When a child is aged between two and three, their progress is reviewed and parents/carers are provided with a short written summary of their child’s development in the prime areas based on observations of what the child can do consistently and independently.

The progress check identifies the child’s strengths and any areas where progress is less than expected. The summary must:

highlight areas in which a child is progressing well

highlight areas in which some additional support may be needed

focus particularly on any areas where there is a concern that a child may have a developmental delay

must describe the actions and strategies the provider intends to adopt to address any issues or concerns

Where there are significant emerging concerns, or an identified special educational need or disability, a targeted plan to support the child’s future learning and development

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involving parents and/or carers and other professionals is developed.

Parents/carers engage as active partners in this process of identifying learning priorities and agree with the provider the activities and strategies required to address any issues or concerns either in the setting and/or at home

Parents are encouraged to share information from the progress check with other relevant professionals. Parents/carers have given consent to share the information with other relevant professionals.

Parents/carers are engaged as partners and discussions take place about how parents can support their child’s learning in the home.

Observational assessment takes account of the views of other practitioners who know the child well and includes the child’s own view and understanding of their on-going learning and development

Working in Partnership with Parents


Parents/carers are supported to guide and share their child’s home learning and development

Parents are supported to share information about their child

Information is obtained from parents/carers to identify a child’s starting points on entry to the provision

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Information is obtained from parents/carers to identify children’s individual needs

Parents know how the EYFS is being delivered and how they can access more information

Parents are aware of the range and type of activities and experiences provided for children

Parents are informed about daily routines and the child’s key person ensures their care and education is tailored to their individual needs.

Parents understand how children with special educational needs and disabilities are supported

Parents know what food and drinks are provided for children

Parents/carers are made aware of and understand policies & procedures, especially regarding:

Child Collection

Missing Child

Safeguarding and Child Protection

Equality

Complaints

Emergency & Accidents

Illness & infection

Administering first aid

Confidentiality & Data Protection NB: Childminders are not required to have written policies and procedures. However, they must be able to explain their policies and procedures to parents, carers and others (e.g. Ofsted or the CMA) and ensure assistants follow them. Schools are not required to have separate policies to cover EYFS requirements provided the requirements are already met through an existing policy.

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All Parents/carers have access and/or are signposted to the latest Ofsted report

Parents have a telephone number to contact in an Emergency

Section 3 - Safeguarding and Welfare Requirements

The safeguarding and welfare requirements are designed to help providers create high quality settings which are welcoming, safe and stimulating and where children are able to enjoy learning and grow in confidence. The requirements explain what providers must do to safeguard children; ensure the suitability of adults who have contact with children; promote good health; manage behaviour and maintain records, policies and procedures. For detailed reflective safeguarding tools, please refer to the Early Years Safeguarding Audit Tools available on the North Yorkshire Safeguarding Children Partnership (NYSCP) and Children and Young People’s Service (CYPS) websites. Childminders are not required to have written policies and procedures. However, they must be able to explain their policies and procedures to parents, carers, and others (e.g. Ofsted or the CMA) and ensure assistants follow them. If you are registered on the Childcare Register, you must have written statements of procedures for protecting children from harm and dealing with complaints. Schools are not required to have separate policies to cover EYFS requirements provided the requirements are already met through an existing policy.

Vulnerable Learners


Do you consistently use the Vulnerability Checklist as the threshold document for assessing children’s vulnerability?

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When a child’s progress gives cause for concern, this is discussed with parents/carers & actions are put in place to support their child.

Opportunities are provided for children to develop and use their home language in play and learning and to support their language development at home.

When assessing communication, language and literacy skills, children’s skills are assessed in English whilst acknowledging their home language.

The following groups of children may need extra support as potential vulnerable learners:

Children with additional and/or special educational needs

Children with a disability and/or in receipt of Disability Living Allowance (DLA)

Children who speak English as an additional language

Children from Service families

Children with developmental delay in prime areas

Children from Minority Ethnic groups

Children in receipt of Early Years Pupil Premium

Children who are, or have been previously, Looked After by the Local Authority

Two year old government funded children and previously two year old government funded children

Summer born children especially boys

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Child Protection

Providers must be alert to any issues for concern in the child’s life at home or elsewhere Yes To develop Comments and actions

The safeguarding policy and procedures are in line with the latest guidance and procedures of the Local Safeguarding Children’s Board (LSCB) i.e. the North Yorkshire Safeguarding Children Partnership.

The safeguarding policy includes an explanation of the action to be taken when there are safeguarding concerns about a child and in the event of an allegation being made against a member of staff.

The safeguarding policy covers the use of all mobiles phones, and cameras in the setting, including parents and visitors’ use of these.

A practitioner is designated to take lead responsibility for safeguarding children in every setting (Designated Safeguarding Lead – DSL). The DSL is available (ideally on the premises) to provide support, advice and guidance to staff and volunteers on an ongoing basis and on any specific safeguarding issue as required.

Appropriate training is in place for the DSL and all members of staff to ensure they understand safeguarding policy and procedures and have up to date knowledge of safeguarding issues.

All staff have regard to all statutory guidance relating to safeguarding children and child protection including Working Together to Safeguard Children 2018, What to do if you’re worried a child is being abused, Prevent Duty guidance, Inspecting Safeguarding in early years,

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education and skills settings 2018, Keeping Children Safe in Education 2018

Each child is assigned a Key Person and parents are informed of who this person is.

Registered providers are aware of their statutory duty to inform Ofsted or the CMA of any allegations of serious harm or abuse by any person living, working, or looking after children at the premises (whether the allegations relate to harm or abuse committed on the premises or elsewhere) and notify Ofsted or the CMA of the action taken in respect of the allegations not later than 14 days of the allegations being made.

Suitable People


Effective systems are in place to ensure that visitors and any other person who is likely to have regular contact with children (including those living or working on the premises) are suitable.

Children are never left unsupervised with people whose suitability has not been DBS checked.

Staff are expected to disclose any convictions or cautions that may affect their suitability to work with children.

Ofsted or the CMA must be notified in the event of the disqualification of a provider.

Visitors ID is always checked and, if necessary, further enquiries made until identity is established

Written records of staff qualifications, identity checks and vetting processes are completed and kept securely on the premises.

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Medication and other substances Yes To develop Comments and actions

All staff medication, alcohol and chemicals on the premises must be stored securely and out of the reach of children at all times.

If practitioners take medication, are checks in place to ensure this does not affect their ability to care for children.

Staff are not under the influence of alcohol, or the after effects of drinking alcohol when working with children.

Staff do not take any substances which may affect their ability to care for children.

Qualifications, training, support and skills


All staff and volunteers receive full induction training to help them understand their roles and responsibilities. This training must include:

emergency evacuation procedures including lock down procedures

safeguarding, child protection and Prevent duty

equality and diversity

Statutory framework for the early years foundation stage (EYFS)

health and safety issues e.g. allergies

Appropriate training and professional development opportunities are available, accessible and planned in an ongoing way to ensure knowledge is up to date and that quality learning and development experiences are provided for children.

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Appropriate regular supervision arrangements are in place e.g. on a half termly or monthly basis and frequency is increased according to individual staff need, particularly for new staff

Full and current paediatric first aid (PFA) training is undertaken in line with the requirements of the EYFS Statutory Framework 2017 Annex A: Criteria for effective PFA training.

All workers have a sufficient understanding and use of English to ensure the wellbeing of children e.g. keep records in English and be able to liaise with other agencies in English including summoning emergency help and understanding instructions such as those for the safety of medicines or food hygiene

There is a named deputy who is, in the judgement of the provider, capable and qualified to take charge in the manager’s absence.

Staff:Child Ratios Yes To develop Comments and actions

Staffing arrangements are in place which meet legal Requirements. Staff are appropriately and effectively deployed to meet the needs of all children and ensure their safety at all times including lunch, rest periods and non- contact time.

Only staff aged 17 or over are included in ratios and staff under 17 are supervised at all times. Students on long-term placements and volunteers (aged 17 or over) may be included in the ratios if the provider is satisfied that they are competent and responsible.

Ratio and qualification requirements must comply with the statutory framework for the early years foundation stage including when settings providing overnight care.

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Children must usually be within sight and hearing and always within sight or hearing.

Health - Medicines


Procedures are in place that promote the good health of children attending the setting. Procedures are in place for responding to children who are ill or infectious to take steps to prevent the spread of infection and take appropriate action if children are ill.

Policies and procedures are in place for administering medicines to children.

Training is undertaken where the administration of medicine requires medical or technical knowledge.

Prescription medicines are not administered unless they have been prescribed for that child by a doctor, dentist, nurse or pharmacist. Medicines containing aspirin are not given unless they have been prescribed by a doctor.

Prescription and non-prescription medicine is only administered to a child where written permission for that particular medicine has been obtained from the child’s parent and/or carer.

A written record is kept each time a medicine is administered to a child including date, time, dose and the name of administrator and witness. Parents/carers must be informed on the same day, or as soon as reasonably practicable when medicine is administered. Practitioners should take into account and record any medication administered to the child at home to sure the maximum dose is not exceeded within a 24 hour period.

Food and drink

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Children are provided with meals, snacks and drinks that are healthy, balanced and nutritious and that meet individual dietary needs as required.

Before a child is admitted, information must be obtained and recorded about any special dietary requirements, preferences and food allergies that the child has and any special health requirements. Appropriate risk assessments are carried out in advance to ensure any actions/adjustments required are in place prior to the child joining the setting.

Fresh drinking water is available and accessible at all times

There must be an area which is adequately equipped to provide healthy meals, snacks and drinks for children. There must be suitable facilities for the hygienic preparation of food for children.

Providers must be confident that those responsible for preparing and handling food are competent to do so. In group provision, all staff involved in preparing and handling food must receive training in food hygiene.

Ofsted or the CMA must be notified of any food poisoning affecting two or more children cared for on the premises. Notification must not be later than 14 days of the incident.

Food and drinks (including babies bottles) are appropriately stored to ensure the risk of cross contamination is reduced

Accident or injury Yes To develop Comments and actions

There is a first aid box accessible at all times (including outings) with appropriate content for use with children.

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The contents of the first aid box are checked regularly and replaced as necessary.

A written record is kept of accidents, injuries and first aid treatment.

Parents/carers are informed of any accident or injury sustained by their child on the same day as, or as soon as reasonably practicable after, and of any first aid treatment given.

Ofsted or the CMA must be notified of any serious accident, illness or injury to, or death of, any child while in the provider’s care and of the action taken. Notification must not be later than 14 days after the incident occurred. Providers should also notify local child protection agencies of any serious accident or injury to, or the death of, any child while in their care, and must act on any advice from those agencies.

Managing Behaviour Yes To develop Comments and actions

Behaviour is managed in an appropriate way and this is reflected in children’s positive behaviour and conduct.

A record is kept of any occasion where physical intervention is used, and parents/carers are informed on the same day, or as soon as reasonably practicable.

Providers must not give corporal punishment to a child and must take all reasonable steps to ensure corporal punishment is not given by any person who cares for or is in regular contact with a child, or by any person living or working in the premises where the care is provided. Providers must not threaten corporal punishment and must not use or threaten any punishment which could adversely affect a child’s well-being.

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Safety and suitability of premises, environment and equipment Yes To develop Comments and actions

Safety 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.

The requirements of health and safety legislation (including fire safety and hygiene requirements) are complied with.

Reasonable steps are taken to ensure the safety of children, staff and others on the premises in the case of fire or any other emergency, and an emergency evacuation procedure is in place.

Appropriate fire detection and control equipment (e.g. fire alarms, smoke detectors, fire blankets and/or fire extinguishers) are in working order and checked regularly.

Fire exits are clearly identifiable and fire doors are free of obstruction and easily opened from the inside.

Smoking is not allowed in or on the premises when children are present or about to be present.

Premises Yes To develop Comments and actions

Premises and equipment are organised to meet the needs of children.

Access to an outdoor play area is provided or, if that is not possible, outdoor activities are planned and taken on a daily basis unless circumstances this inappropriate.

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Providers must follow their legal responsibilities under the Equality Act 2010.

There are appropriate places for children to sleep and sleeping children are frequently checked.

There are suitable hygienic changing facilities for changing children who are in nappies. There is an adequate number of toilets and hand basins available.

An area is available where staff may talk to parents/carers confidentially and for staff to take breaks away from areas used by children.

Children are only released into the care of individuals who have been notified to the provider by the parent.

Children cannot leave the premises unsupervised.

Unauthorised persons cannot enter the premises.

Additional measures are in place for children who stay overnight.

Appropriate and valid insurance (e.g. public liability insurance) is in place.

Risk Assessment Yes To develop Comments and actions

All reasonable steps are taken to ensure staff and children are not exposed to risks.

Evidence is in place about how risks are assessed and managed and this fully supports effective practice on the ground.

Where necessary, written risk assessments are in place in relation to specific issues which can be shared with parents and/or carers or inspectors.

Risk assessments should identify aspects of the environment that need to be checked on a regular basis.

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They should include when, by whom and how any potential risks will be removed or minimised.

Outings Yes To develop Comments and actions

Children are kept safe on outings.

Risks and/or hazards have been assessed which may arise for children.

Steps are taken to remove, minimise and manage any risk or hazard.

The assessment must include consideration of adult to child ratios.

Vehicles in which children are being transported, and the driver of those vehicles, are adequately insured.

Special Educational Needs (SEN)


Arrangements are in place to support children with SEN or disabilities.

Regard to the Special Educational Needs (SEN) Code of Practice is in place.

A person has been identified to be the Special Educational Needs Co-ordinator (SENCo).

A Local Offer is available for parents/carers to access.

Information and Records


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Records are maintained. Information is obtained and shared (with parents and carers, other professionals working with the child, the police, social services and Ofsted or CMA to ensure the safe and efficient management of the setting and to help ensure the needs of all children are being met.

The provision enables a regular two-way flow of information with parents and/or carers and between providers if a child is attending more than one setting.

Records are stored securely, whilst being easily accessible and available on the premises.

Confidential information and records about staff and children are held securely and only accessible and available to those who have a right or professional need to see them.

The provider is aware of and meets their responsibilities under the Data Protection Act (DPA) 2018 and, where relevant the Freedom of Information Act 2000, including the General Data Protection Regulations (GDPR).

All staff understand the need to protect the privacy of the children in their care as well as the legal requirements to ensure that information relating to a child is handled in a way that ensures confidentiality.

Records relating to individual children are retained for a reasonable period of time after they have left the provision.

Information about a child Yes To develop Comments and actions

The following information is recorded for each child:

full name

date of birth

name and address of every parent and/or carer who is known to the provider (and information about any

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other person who has parental responsibility for the child)

which parent(s) and/or carer(s) the child normally lives with

emergency contact details for parents and/or carers

Information for parents and carers Yes To develop Comments and actions

Parents/carers are informed by the provider about how the EYFS is being delivered and how they can access more information.

Parents/carers are informed about the range and type of activities and experiences provided for children, the daily routines and how parents and carers can share learning at home.

Parents/carers are informed about how children with special educational needs and disabilities are supported.

Parents/carers are informed what food and drinks are provided for children.

Parents/carers are informed about the provider’s policies and procedures and provide copies on request. Parents/carers are informed about the procedure followed in the event of a parent and/or carer failing to collect a child at the appointed time, or in the event of a child going missing at, or away from, the setting.

Parents/carers are informed about staff in the setting, the name of their child’s key person and their role.

Parents/carers are informed of the setting’s telephone number and how to make contact in any emergency.

Complaints Yes To develop Comments and actions

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A written procedure is in place for dealing with concerns and complaints from parents and/or carers. NB: Childminders are not required to have a written procedure unless they are registered on the Childcare Register.

A written record of any complaints, and their outcome is kept.

All written complaints relating to the fulfilment of the EYFS requirements are investigated and the complainant is notified of the outcome of the investigation within 28 days of having received the complaint.

The record of complaints is available to Ofsted or CMA on request.

Parents/carers are informed about know how to contact Ofsted or CMA, if they believe the setting is not meeting the EYFS requirements.

Parents/carers are notified when the provision is due to be inspected by Ofsted or receive a quality assurance visit from the CMA.

After inspection by Ofsted or a quality assurance visit from the CMA, parents/carers are provided with a copy of the report.

Information about the provider


The name, home address and telephone number of the provider and any other person living or employed on the premises is held.

The name, home address and telephone number of anyone else who will regularly be in unsupervised contact with the children is held.

A daily record of the names of the children being cared for on the premises, their hours of attendance and the name of each child’s key person is held.

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The certificate of registration is displayed at the setting and shown to parents/carers on request.

Notifications to Ofsted, CMA or other professional body

Notifications must be made as soon as is reasonably practicable, but in any event within 14 days of the incident. A registered provider, who, without reasonable excuse, fails to comply with this requirement, commits an offence.

Comments

3.8 Providers must inform Ofsted/CMA of any allegations of serious harm or abuse by any person living, working, or looking after children at the premises (whether the allegations relate to harm or abuse committed on the premises or elsewhere). Registered providers must also notify Ofsted or the CMA of the action taken in respect of the allegations.

3.16: Providers must notify Ofsted/CMA of any significant event which is likely to affect the suitability of the early years provider or any person who cares for, or is in regular contact with, children on the premises to look after children.

3.17 Providers must provide Ofsted or the CMA information about themselves or any person who lives in the same household as the registered provider or who is employed in the household:-

details of any order, determination, conviction, or other ground for disqualification from registration under regulations made under section 75 of the Childcare Act 2006

date of the order, determination or conviction, or the date when the other ground for disqualification arose

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the body or court which made the order, determination or conviction and the sentence (if any) imposed.

A certified copy of the relevant order (in relation to an order or conviction)

Providers must also notify Ofsted/CMA of the action taken in respect of the allegations

3.49 Providers must notify Ofsted/CMA of any food poisoning affecting two or more children cared for on the premises.

3.51 Providers must notify Ofsted/CMA with which they are registered of any serious accident, illness or injury to, or death of, any child while in their care, and of the action taken.

Providers must notify local safeguarding agencies of any serious accident or injury to, or the death of, any child while in their care, and must act on any advice from those agencies.

Providers must notify the Duty Local Authority Designated Officer (LADO) in the event of an allegation made against a person who works with children that they have:

behaved in a way that has harmed or may have harmed a child

possibly committed a criminal offence against a child

behaved in a way towards a child or children in a way that indicates s/he is unsuitable to work with children

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Changes that must be notified to Ofsted or CMA

Notifications must be made as soon as is reasonably practicable, but in any event within 14 days of the incident. A registered provider, who, without reasonable excuse, fails to comply with this requirement, commits an offence. EYFS 3.77 and 3.78

Comments

Any change in the address of the premises.

Any change to the premises which may affect the space available to children and the quality of childcare available to them.

Any change in the name or address of the provider.

Any change the provider’s other contact information.

Any change to the person who is managing the early years provision.

Any change in the persons aged 16 years or older living or working on domestic childminding premises;

Any proposal to change the hours during which childcare is provided.

Any change to the persons caring for children on any premises where childminding is provided.

Any proposal to change the hours during which childcare is provided or to provide overnight care.

Any significant event which is likely to affect the suitability of the early years provider or any person who cares for, or is in regular contact with, children on the premises to look after children.

Where the early years provision is provided by a company, any change in the name or registration number of the company.

Where the early years provision is provided by a charity, any change in the name or registration number of the charity.

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Where the childcare is provided by a partnership, body corporate or unincorporated association, any change to the “nominated individual”

Where the childcare is provided by a partnership, body corporate or unincorporated association whose sole or main purpose is the provision of childcare, any change to the individuals who are partners in, or a director, secretary or other officer or members of its governing body.

Where providers are required to notify Ofsted or CMA about a change of person except for managers, as specified above, providers must give Ofsted or CMA the new person’s name, any former names or aliases, date of birth and home address.

If there is a change of manager, providers must notify Ofsted or CMA that a new manager has been appointed.

EYFS Statutory Framework reflective practice toolkit...The statutory framework for the Early Years...

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