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L3 Diploma Early Years Educator

This unit emphasises on the health and safety of children at all times. Every childcare setting and educational establishment must ensure that children are not at risk of danger, accidents, harm or injury. Keeping children healthy and safe is at the heart of children's care, learning and development.

The Health and Safety at Work Act (1974) requires employers and employees to take responsibilities to keep themselves and others in the premises safe from any harm or risk of danger. Every educational and child care setting are responsible for creating a safe and healthy indoor and outdoor environment for all children, staff, parents and visitors.

Legislation	Impact on childcare practice
The Health and Safety at Work Act 1974 (Great Britain)	Everyone working in the early years setting is responsible for maintaining health and safety of the workplace. Risk assessments are carried out daily to ensure that the surroundings is safe from accidents and incidents, equipment and toys are safe, clean and not damaged.
Childcare Act 1989 Childcare Act 2006 Childcare Act 2004	Focus on promoting children's health and safeguarding by implementing the Early Years Foundation Stage (EYFS) framework. Aims to improve children's outcomes through the Every Child Matters - 5 outcomes.
Health and Safety (First Aid) Regulations 1981	Every early years setting must have a qualified and trained first aider to treat children and adults who are injured or ill.
Fire Precaution (Workplace) Regulations he Regulatory Reform (Fire Safety) Order 2005	Every childcare premises must have fire extinguishers, fire blanket in the kitchen, fire exit doors and regular mock fire drills.
Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR)	Outbreaks of infectious diseases such as TB and meningitis must be reported to the Health and Safety Executive (HSE) and the Health Protection Agency (HPA). Serious accidents and injuries that require treatment from a doctor must be reported too. What else must be reported?
Control of Substances Hazardous to Health Regulations 2002 (COSHH)	Cleaning detergents, dangerous chemicals and medicines are stored safely in a cupboard that is locked and out of reach from children. All items must be labelled too. What other substances might be hazardous?
he Food Hygiene (England) Regulations 2006 (similar legislation in Scotland, Wales and Northern England)	Food safety and food hygiene must be practised in the setting: Washing hands before preparing foods Cleaning surfaces and utensils Storing food safely at correct temperature Can you add anymore to this list?
Manual Handling Operations Regulations 1992	Risk assessment of the equipments are carried out to reduce back strain and injury. Knowing the correct technique for lifting babies and young children safely. Knowing the correct technique for lifting and moving furniture and play apparatus. Do know how to lift a child?
Personal Protective Equipment at Work Regulations 1992	Where gloves and apron when dealing with body fluids and changing nappies.
Statutory Framework for the Early Years Foundation Stage 2012 (England)	The safeguarding and welfare requirements are followed by the EYPs in promoting children's health, safety and wellbeing (ages 0-5 years).
Data Protection Act 2000	Information about child is confidential and only be shared and accessible to parent and carer. Information is stored safely in locked cupboards or computers and accessible only by using password.

Policies and procedures in Health and Safety

Policy	Example	Procedure
Risk Assessments	Checking doors are locked. Checking toys are not broken or dirty. Checking floors are clean and not wet or slippery.	1. Before nursery opens, use the check list to carry out the risk assessment of premises, equipment and toys. 2. Once each item is checked then sign off. If there is a risk of harm then record on paper and report to the supervisor or manager If doors are open, then lock them If floors are wet, then wipe it If toys are dirty then clean them If toys are broken then discard them, and order new ones What else could you check to make the environment safe?
Accidents Minor Major	A fall with grazed knees. A fall leaving child unconscious	1. Wipe the area clean, put plaster if needed. 2. Comfort child 3. Record in accident book: date, time, accident, action taken, sign by you and the manager. 4. Give the accident slip to parents at the end of the day. 1. Call for the First Aider who will give first aid. 2. Phone for an ambulance 3. Contact Parents and give details of accident, action taken and provide name and address of hospital where child may be taken. 4. Record in accident book: date, time and action taken.
Incidents Security	Burst pipe causing flooding. Missing child.	Burst pipe: 1. Inform the manager 2. Manager contacts Environmental Agency 3. Children taken to a safer room 4. Contact parents to collect their child 5. Incident recorded: date, time and action taken Missing child: 1. Check the garden, front and all connecting rooms 2. Bring other children inside and lock the doors 3. Inform the manager 4. Manager will phone the police 5. Contact parents 6. Incident recorded: date, time, incident and action taken
Emergencies	Fire Can you think of other emergencies?	1. Evacuate the children from the building through the fire exits into the garden. 2. Gather the children at an assembly point. 3. Take the register to check all the children are present. If anyone is missing, then tell the manager. 4. Manager to call the fire brigade. 5. Children taken to a safer environment. 6. Contact parents 7. Record incident: date, time and action taken.
Find out from your setting, What the policy and procedures are for safety during outings ? What are the procedures for registration of children and collection of children in your setting?	?	?

Click on the link below to find out more about health and safety in early years setting.
Health and Safety in early years setting

How Legislations and guidelines impact on early years setting

Early years setting are required by law to implement the above legislations and guidelines. These legislations provide the basis for shaping the policies and procedures in the early years setting which aims to provide a safe and healthy environment for the children to learn, develop and play. At the same time, EYPs

can ensure that the surrounding is secure to give children the freedom to explore; EYFS can also support children to take risks during challenging tasks.

Role of EYP in relation to policies and procedures in the setting

Being responsible for your own safety and that of others.
Having knowledge about the policies and procedures in the setting
Reporting all accidents and incidents to the manager
Reporting illnesses to the manager, first aider, contact parents or carer and seek medical advise Reporting any dangers you see straight away

Monitoring and maintaining health and safety

Feature	Policy	Action
Carrying out daily assessments	Check gates and doors are secure. Checking toys and equipment are clean and not broken or damaged. Floors and not wet or slippery.	If door do not lock properly, report to supervisor and arrange to have it fixed. Clean the toys if dirty, repair is broken or discard and replace. Wipe the floors.
Identify other daily risk assessment you would carry out in your setting.	Identify other policies in your setting.	What action would you take to reduce the risk of accidents.
Following policies and procedures.	Security: Visitor book and Visitor badges Dropping and collecting children from nursery Health: Administering and storage of Medicine First Aid available Food hygiene and personal hygiene Safety: Fire precautions Fire exit doors	If visitors have no identity and not expected by the staff then they must be denied access. If someone else other than the parent collecting child. They must inform the nursery in advance and use a code word and new person must provide evidence of identity. Parents must sign the consent form if child is to be given medicine giving correct information, dosage and time. Anti-biotics must be stored in the fridge. All other medicine must be stored in a locked cupboard. Wash hands before and after handling food. Use separate chopping boards for meat, fruit and vegetables. Wear aprons and gloves for food handling and nappy changing. Check temperature of fridge. Meat should be stored at the bottom shelf of the fridge. Fire extinguishers must be accessbile. Regular fire drills must be carried out so that all staff and children are aware. of what to do in the event of a fire.
Identify other policies and procedures in your setting.	Identify other policies in your setting.	What action would you take to reduce the risk of accidents.

Reasons for monitoring:

To prevent potential harm
To maintain the health and safety of everyone in the setting
To continue implementing the legislations and policies

How are risk assessment monitored and reviewed:

Is checked by supervisor
Risk assessments are recorded in book
Ofsted inspection

Staff and visitors are made aware of risks and hazards through:

Posters
Sign posting
Leaflets
Briefing from manager to visitors
Policies and procedures
Guideline manual

Staff and visitors are made aware of risks and hazards through:

The Health and Safety at Work Act 1974.
The Childcare Act 2006.
The Children Act 1989
The Statutory Framework for EYFS
Every Child Matters - ECM
Local Authority
Ofsted
First Aid / Ambulance
Fire Brigade

Planning a healthy and safe environment

Now imagne you are to build a new nursery or about to renovate an old nursery. What would you do and how would you go about designing and accident free surrounding which is toddler friendly, child-proof and green.
,br> What factors would you need to consider when designing an environment that protects children from hazards, keep them safe and supports their well-being and promotes learning and development?

Have a look at the table below:

Action	Ideal environment	Examples
Conduct a survey	Inspect building structure is safe - roof and walls Damp free, infestation free Dry rot free Adequate ventilation Adequate space indoor and outdoor Toxic free material Sanitary in place Kitchen built for purpose Running water, gas and electricity	Indoor: Lighting, heating, fresh air and spacious Outdoor: Garden Ground: turf or concrete Safe and sufficient space for running and riding a bike Suitable area for installing slides and climbing frame
Implement Health and Safety The Health and Safety at Work Act 1974 The Childcare Act 2006 The Children Act 1989 The Statutory Framework for EYFS Carry out daily risk assessments	Security: Site is well secured by fences and walls Install a security system for entry Install CCTV Health: Install laminated windows and doors Fire resistant doors Construct ground / flooring is even and easy to sweep Setting must be clean Room temperature Weather conditions Personal safety: Age and capabilities of the children Number of children allocated to one carer Supervision Accommodating special needs of children	Door latches fitted at height children cannot reach Fire safety precautions � extinguishers Toilets � 10 : 1 ratio Kitchen drawers and cupboards out of reach of children and with locks Fit gate between main area and kitchen Equipment safely used and stored First Aid be available Baby room temperature should be Accident free play area for both younger and older children Equipment for both older and young children that meets the safety regulations (CE mark or the kite mark on toys) and are stimulating. Ramps and disabled toilets for wheel chair users. Create a sensory room
Can you think of any other factors that can influence planning indoor and outdoor	?	Give examples

Balance approach to risk assessment

What is hazards and risks?

Hazards is anything that has the potential to cause harm.
Risk is the likelihood that harm will be caused by the identified hazard

Risk control is about minimising danger and risk assessment is about recognising what is likely to cause damage or danger.

Risk assessment	Younger children	Older children
Toys age appropriate	Not allowed to play with toys that small pieces as there may be danger of choking.	Manage risk by observing and supervising children playing with smaller toys. Giving them an opportunity to learn how to play safely with these toys.
Water	Manage risk by observing and supervising children playing with smaller toys. Giving them an opportunity to learn how to play safely with these toys.	Manage risk by allowing child to play with water , but under supervision.
Riding a bike	Tricyle for the younger children	Bicycle Ensure larger bikes have stabilisers
Playing outdoor	In winter allow children to play outside, but ensure they are wearing coat, hat and gloves. Do not allow if it is raining or child is unwell.	In winter months , ensure children are wearing coats , hats or gloves when playing outside. Do not allow if it is raining heavily or if child is unwell.
Climbing frame Walking up stairs	Physically support children during climbing activity or going up the stairs.
Crossing the road Wearing helmet Wearing seat belts	Showing and teaching children to look both ways when crossing the road.	Show children and teach children to look both ways when crossing the road and explain why. Teach children and teenagers to wear helmets when riding a bike outdoor. Stress the importance of wearing seatbelt to teenager drivers.,br>

Importance of balance approach to risk management:

Children have Rights � when making decisions keep in mind � what is best for the child�

Children�s expressed views and opinion must be taken into account

Allow children to learn to take risks under supervision, so that they can learn to assess what is safe and what is not safe.
Develop skills by taking risks

Promotes confidence building and makes children aware of their own capabilities

Children should have the opportunity to learn to take risks under supervision

Children and young people need to learn to take risks in a controlled environment so that they are able to learn about assessing the risks and how to manage risks.

Children and young people would not come to harm if taking risks in a controlled enviroment and will learn from their mistakes

You are a role model if you assess and show how you manage risks, children and young people will observe and copy how to asses and manage their own risks.

Importance of balance approach to risk management:
Dilemma between rights and choices of children and young people

EYFS	Health and Safety
Principle	Statutory framework �Early Years Foundation Stage� (EYFS) are a set of standards that focus on the learning, development and care of chidlren from birth to five years old. The EYFS is implemented by practitioners in the setting to provide an experience that supports their care, learning and development in a health and safe environment.	Children safety is paramount.
Dilemma	Advantages Balance between keeping children and young people safe, but at the same time encourage them to take risks during activities in order to experience and learn about what is safe and not. Taking risk encourge children and young people to become more confident in themselves. Make them more aware of their capabilities. Children must have the opportunity to learn to assess risks.	Not put children under any thing that will cause then harm. Provide equal opportunities of risk taking to disable children too, although restricted , but in a safe and supervised enviroment. First aider availble in setting. Explore risks in order to have a better learning opportunity and new experience that enable them to have a better development.

Policies and procedures for accidents, incidents, illnesses and emergencies

Policy	Procedure	Example
Risk Assessments	Checking doors are locked. Checking toys are not broken or dirty. Checking floors are clean and not wet or slippery.	1. Before nursery opens, use the check list to carry out the risk assessment of premises, equipment and toys. 2. Once each item is checked then sign off. If there is a risk of harm then record on paper and report to the supervisor or manager. If doors are open, then lock them If floors are wet, then wipe it. If toys are dirty then clean them. If toys are broken then discard them, and order new ones.
Accidents Minor Major	A fall with grazed knees. A fall leaving child unconscious	1. Wipe the area clean, put plaster if needed 2. Comfort child 3. Record in accident book: date, time, accident, action taken, sign by you and the manager. 4. Give the accident slip to parents at the end of the day. 1. Call for the First Aider who will give first aid 2. Phone for an ambulance 3. Contact Parents and give details of accident, action taken and provide name and address of hospital where child may be taken. 4. Record in accident book: date, time and action taken
Incidents Security	Burst pipe causing flooding. Missing child.	1. Inform the manager 2. Manager contacts Environmental Agency 3. Children taken to a safer room 4. Contact parents to collect their child 5. Incident recorded: date, time and action taken 1. Check the garden, front and all connecting rooms 2. Bring other children inside and lock the doors 3. Inform the manager 4. Manager will phone the police 5. Contact parents 6. Incident recorded: date, time, incident and action taken
Emergencies	Fire	1. Evacuate the children from the building through the fire exits into the garden. 2. Gather the children at an assembly point. 3. Take the register to check all the children are present. If anyone is missing, then tell the manager. 4. Manager to call the fire brigade 5. Children taken to a safer environment 6. Contact parents 7. Record incident: date, time and action taken

Childhood Illnesses

Find out the policies and procedures in your setting in response to illness oulined in the table below.
Find out your role, if a child needed urgent medical attention in your setting

Illnesses	Signs	Symptoms
Meningitis	Purple rash , high temperature	Severe headache, vomiting, stiff neck, dislike of bright lights and drowsiness. Need immediate medical attention
Measles	Runny nose and water eyes, swollen eyelids and sneezing. Red eyes and sensitivity to light. Tiny greyish-white spots in the mouth and throat. Loss of appetite.	Cold and cough with sore throat and a fever. Tiredness and irritability. After few days red-brown spotty rash appears which are slightly raised. Rash begins behind the ears and spread to face and rest of the body.
Diphtheria	Fever (body temperature of 38 or above), chill pale blue skin, swollen glands in the neck.	Sore throat, breathing difficulty, cough, headache and difficulty swallowing. Fatigue
Chicken pox	Red itchy rash which form blisters and then after couple of day it forms scabs. Causes: varicella-zoster virus and is contagious.	Fever, abdominal pain, sore throat and headache. Chicken pox is contagious, so keep child at home for 5 -7 days and until the blister have crusted.
Fever	Looks pale, not want to eat, irritable, cold hands and feet. Body temperature 38 degrees centigrade. Causes: common cold or flu. Ear, bladder and kidney infection.	Feel tired, feel shivery, feeling generally unwell. Medical attention needed.
Diarrhoea	Frequent water and runny bowel movements Causes: allergies or intolerance to certain foods. Food poisoning or polluted water due to infection: virus, bacteria or parasite. Contagious can spread from person to person.	Fever, vomiting and sometimes blood or mucous in baby�s poo and severe stomach cramps.
Bleeding	Nose bleed, cuts and grazes	Profuse bleeding: need medical attention
Vomiting	Fever and swollen abdomen, pale skin Causes: In babies: swallowing lots of air, food allergy or milk intolerance. Infection of the gut caused by bacteria or virus.	Dizziness, fuzziness and sleepiness. Floppy, irritable, loss of appetite. Severe tummy pain or headache and stiff neck. Diarrhoea.
Whooping cough	Breathing difficulty, whooping noise after coughing	Cold and cough which gets worse and causes breathing difficulty.
Asthma	Shortness of breath, wheezing, persistent cough, throat clearing	Coughing, fatigue, restless sleep, runny nose, itchy eyes
Unconsciousness	Not responding, eyes closed, drowsiness, cannot be woken. Causes: fall, seizures, medical condition, pain, shock or fear.	If breathing, put in recovery position until help arrives. Call ambulance. If not breathing call ambulance immediately and give CPR if qualified or experienced. Urgent medical attention.
Seizures	Body may go stiff or arms and legs will jerk for several minutes or become floppy. Eyes may roll up and lips become blue.	Convulsion, visual loss or blurring, panic, fear, breathing difficulty, heart racing, tremors, unable to move. Urgent medical attention.

REFERENCES

Every Child Matters (2003)
https://www.education.gov.uk/consultations/.../EveryChildMatters.pdf

DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS)
http://www.foundationyears.org.uk/eyfs-statutory-framework/

DFE (2014). Statutory framework for the early years foundation stage
http://www.foundationyears.org.uk/eyfs-statutory-framework/

DEF(2014). Early years (under 5s) foundation stage framework (EYFS)
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

DFE (2014) Keeping children safe in Out of hours provisions
http://www.foundationyears.org.uk/eyfs-statutory-framework/

DFE(2014) Early Years Outcomes
http://www.foundationyears.org.uk/eyfs-statutory-framework/

Parents� guide to EYFS (2014)
http://www.foundationyears.org.uk/eyfs-statutory-framework/

What to expect and when (2014)
http://www.foundationyears.org.uk/eyfs-statutory-framework/

The British Association for Early Childhood Education
http://www.early-education.org.uk
(Supported by DFE)

Every Child Matters 2003)
http://www.education.gov.uk/consultations/.../EveryChildMatters.pdf

DFE (2008) Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11)
http://www.gov.uk

Parliament (2003) Every Child Matters
https://www.education.gov.uk/consultations/.../EveryChildMatters.pdf

Caroline Meggit & Tina Bruce (2014) CACHE Level 3 Early Years Educator. Hodder Education:London

Caroline Meggit (2011) CACHE Level 3 Children & Young People's Workforce Certificate. Hodder Education:London

Caroline Meggit et al (2011) CACHE Level 3 Children and Young People's Workforce Diploma: Early Learning and Child Care.Hodder Education:London

Tassoni et al (2014) Level 3 Early Year Educator. Pearson: Harlow Essex

Tassoni et al (2011) Level 3 Certificate for the Children and Young People's Workforce. Pearson: Harlow Essex

Tassoni et al (2010) Level 3 Diploma Children and Young People's Workforce (Early Learning and Childcare). Pearson: Harlow Essex

www.gov.uk/government/publications/2010-to-2015-government-policy-childcare-and-early-education

www.education.gov.uk/publications
www.foundationyears.org.uk.
www.legislation.gov.uk/
www.4children.org.uk
www.nhs.uk/Tools/Pages/Childhoodillness.aspx
www.nhs.uk/conditions/...and-baby/.../infectious-illnesses-children.aspx

UNIT 2.3

L3 Diploma Early Years Educator