Health and Safety in Early Years and Childcare. Bernadina Laverty

difficulties, speech or hearing, resulting in frustration

      •an underlying condition, such as autism

      •violence and physical abuse within the home

      •sexual abuse

      •emotional abuse

      •bullying

      •poverty

      •family breakdown, divorce, separation

      •birth of a baby

      •death of a family member.

      Managing a mixed age range

      

EYFS 3.50 and CR 6.3

      Sharing can pose difficulties for younger children and older children may become frustrated with younger children’s behaviour. Consider the impact of how well younger and older children integrate and play together. All children’s needs must be planned for and behaviour dealt with according to their age and stage of development.

      

Remember

      Effective use of the progress check for two-year-olds should detect early any problems in a child’s development or special educational needs. For more information see ‘A Know How Guide. The EYFS progress check at age two’. https://www.education.gov.uk/publications/.../NCB-00087-2012.

      Adults play a crucial role in helping children to be responsible for their own behaviour and laying the foundations of positive social interactions. Adults need to adopt positive behaviour management strategies. Using different communication methods, such as signing and ‘Makaton’ can help younger children communicate their needs and feelings, thus avoiding frustration which can then escalate into disruptive behaviour.

      Other strategies include:

      •being a good role model and adopting a calm, patient disposition

      •having realistic expectations

      •being consistent in delivering strategies, utilising experience and updating training

      •being clear about boundaries and consequences, avoiding provocation and escalation

      •praising positive behaviour and effort

      •helping children reflect on their behaviour, for example, how it feels to share toys and help them to develop empathy.

      Corporal punishment

      

EYFS 3.51, EYFS 3.52, CR 1.4 and CR 1.5

      Corporal punishment is defined as any physical punishment to deliberately inflict pain, such as smacking or caning to enforce discipline. Under the EYFS, no person is allowed to inflict or threaten corporal punishment on a child and must protect children from any person who attempts to discipline children in this way.

      Physical intervention can be used if a child is in immediate danger to themselves, others or property. Policies and procedures must be explicit about when physical intervention could be used in order to promote consistency and clarity across the staff team.

      

Remember

      There is a difference between physical intervention and corporal punishment. Ensure staff are very clear about the distinction and their duty to record all incidents where physical intervention is used.

Equal opportunities

      

EYFS 3.66, CR 6.4 and CR 6.5

      Every setting must have policies and procedures outlining how equality of opportunity is to be promoted. Equality is not about treating everyone the same, it is recognising and valuing differences and tailoring individual care and education accordingly.

      This involves:

      •following children’s interests

      •adapting the environment

      •using a multi-sensory approach

      •helping children make links in their learning.

      

Remember

      The four overarching principles of the EYFS must underpin and shape your practice:

      •unique child.

      •positive relationships.

      •enabling environments.

      •children developing and learning at different rates in different ways.

      SENCO

      

EYFS 3.66 and EYFS 3.72, CR 6.4 and CR 6.5

      Children who are disabled or have special educational needs must be fully included in all aspects of your setting. There must be an appointed Special Educational Needs Coordinator (SENCO) in group provision to coordinate, evaluate and monitor inclusion. This is a skilled role and requires training and specialist knowledge in order to fully support all children, their families and the staff team.

      A SENCO should:

      •coordinate additional support

      •assess the child’s needs and set targets for improvement

      •overcome barriers to a child’s learning

      •request the involvement of other professionals

      •liaise with families, schools and other external services.

      Support services may be provided by:

      •a speech and language therapist (SaLT)

      •an occupational therapist (OT) or

      •specialist advisory services dealing with autism or behavioural needs

      •educational psychologist.

      The prime areas of learning and development are fundamental throughout the EYFS. From November 2013, inspections will be more focused on the impact of teaching on all children’s education and their personal and emotional development. For guidance on child development, see ‘Early years outcomes’ (September 2013). https://www.gov.uk/government/publications/early-years-outcomes.

      

Remember

      Communication and language is a prime area of learning and development. For more advice on children’s language development see http://www.literacytrust.org.uk/early_years.

      Evaluation procedures

      

EYFS 3.66

      It is important to evaluate inclusive practice on an ongoing basis in order to ensure children’s needs are consistently met. This also helps to identify:

      •priorities

      •refine development plans

      •balance intervention strategies and encourage child-initiated learning.

      Different local authorities may offer an audit tool to help focus the evaluation. A 360ˆ degree approach is imperative to ascertain crucial information to influence change. Involving all parties