6.1 - Administering Medicines

Introduction

Early years providers must meet all the statutory requirements of the Early Years Foundation Stage and take all necessary steps to keep children safe and well, including by maintaining records, policies and procedures. 

As working documents policies and procedures govern all aspects of the setting’s operations and are vital for consistency and quality assurance across the provision. They are required to be in writing, except for childminders who must be able to explain their policies and procedures to parents, carers, and others and ensure that any assistants follow them; therefore, it may be beneficial to have them in written form.

Policies describe the approach of operating as an organisation and incorporate current legislation and registration requirements. Procedures detail the methods by which the policies are implemented. Some may need adjustment following risk assessment carried out in the setting.

Staff, volunteers and students need to fully understand and know how to implement the policies and procedures, which must also be accessible to parents, so that everyone knows what actions they need to take in practice to achieve them.

Each of the policies and procedures that providers are required to have in place are provided in this publication, as well as some recommended by the Alliance as good practice.

Adopting, implementing and reviewing policies

  • Copies of the policies and procedures to be adopted should be made available to all parents and staff; giving everyone the opportunity to discuss and fully understand each policy and procedure.
  • It should be explained to parents, employees and volunteers that the policies contain the rules required for running the setting in a way which complies with the requirements of the EYFS and Ofsted registration and must be adhered to.
  • All staff and volunteers should be aware of the content of the policies and procedures, and their role and responsibility in implementing them.
  • Each policy and procedure should be continually monitored by collecting evidence about the results of their implementation. The evidence should be used to make any necessary changes to the policies and procedures and/or the way they are implemented.
  • All staff and parents should contribute to the evidence collected and share in decisions about any necessary changes.
  • Named/designated persons in each setting have a delegated responsibility to make sure that relevant procedures are known by all members of staff and are adhered to, bringing any cause for concern to the setting manager’s attention.

If any adaptations are needed to any policy or procedure, it must be ensured that it still meets the requirements of the relevant regulations. Some providers may decide to develop further policies, which are not required by regulations, but which would enable a clear direction for any specific issue pertaining to the setting. For example, some providers may require a policy on sharing premises with another facility. Or in some cases a local authority or a funding body may require a policy or procedure that is not included in this publication. 

Risk assessment is vital to implementation of many procedures. The setting manager ensures that risk assessments as detailed are carried out at least once a year – more if the need arises and will amend or add to the procedures as required. Risk assessment procedures are detailed in procedures 01.1 Risk assessment and 02.1 Fire safety.

Children’s rights and entitlements statement

This statement underpins the policies and procedures – in particular, to 06 Safeguarding Children, Young People and Vulnerable Adults procedures. It is important that all staff uphold and work with the principles and ethos within this statement.

We support the 54 Articles contained within the UN Convention on the Rights of the Child (1989). We recognise that these articles apply to children globally and draw attention to the disparity between and within countries and across regions of the world in the way that children receive and enjoy basic rights. We support organisations and statutory agencies to promote recognition and achievement of children’s rights to ensure a better experience for all children. 

The Early Years Alliance’s ‘three key commitments’ are broad statements against which policies and procedures across the organisation will be drawn to provide a consistent and coherent strategy for safeguarding children young people and vulnerable adults in all services provided.

  • The Alliance is committed to building a ‘culture of safety’ in which children are protected from abuse and harm in all areas of its service delivery. 
  • The Alliance is committed to responding promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in ‘What to do if you are worried a child is being abused’ (HMG 2015)
  • The Alliance is committed to promoting awareness of child abuse issues throughout its training and learning programmes for adults. It is also committed to empowering young children, through its early childhood curriculum, promoting their right to be strong, resilient and listened to.

What it means to promote children’s rights and entitlements:

To be strong means to be

  • secure in their foremost attachment relationships where they are loved and cared for, by at least one person who is able to offer consistent, positive and unconditional regard and who can be relied on
  • safe and valued as individuals in their families and in relationships beyond the family, such as day care or school 
  • self-assured and form a positive sense of themselves – including all aspects of their identity and heritage
  • included equally and belong in early years settings and in community life
  • confident in abilities and proud of their achievements 
  • progressing optimally in all aspects of their development and learning
  • to be part of a peer group in which to learn to negotiate, develop social skills and identity as global citizen, respecting the rights of others in a diverse world
  • to participate and be able to represent themselves in aspects of service delivery that affects them as well as aspects of key decisions that affect their lives.

To be resilient means to 

  • be sure of their self worth and dignity
  • be able to be assertive and state their needs effectively
  • be able to overcome difficulties and problems
  • be positive in their outlook on life
  • be able to cope with challenge and change
  • have a sense of justice towards self and others
  • to develop a sense of responsibility towards self and others
  • to be able to represent themselves and others in key decision making processes

To be listened to means:

  • adults who are close to children recognise their need and right to express and communicate their thoughts, feelings and ideas
  • adults who are close to children are able to tune in to their verbal, sign and body language in order to understand and interpret what is being expressed and communicated
  • adults who are close to children are able to respond appropriately and, when required, act upon their understanding of what children express and communicate
  • adults respect children’s rights and facilitate children’s participation and representation in imaginative and child centres ways in all aspects of core services.

6.2 - Managing Children Who Are Sick, Infectious or...

01.1c  Prioritised place risk assessment form

This risk assessment has been devised to support providers in maintaining the safety and well-being of all children and staff as they offer prioritised places. It acknowledges that some of those places will be for vulnerable children who already have additional needs and who will require their existing risk assessment to be updated. The list of examples given here is not exhaustive and should be added to with any specific considerations. Additions and amendments should be added to this form and a new form completed and attached to this original form as required. A separate form should be used for individual children, whole groups and specific areas. 

Room/area/group of children referred to in this risk assessment: Assessment carried out by:

Assessment date: Setting manager’s signature:

Hazard

What are the risks you have identified?

People

Who might be harmed

Severity

How badly could they be harmed?

(worst case scenario)

Likelihood

of harm with present controls

Risk Level 6) Controls

What controls can be put in place?

7) Further Action

What needs to be changed, by whom and by what date?

Likelihood

of harm with extra controls

Examples

Maintaining adequate ratios; Working with mixed age groups in one area; Staff shortages; Child becomes ill; Educator becomes ill; Maintaining allergy information; Providing meals; Children’s emotional well-being;Dsruption of key person system

Examples

Staff; Children

Students; Volunteers; Children with additional needs; Staff with additional needs

Choose one option 

Death; Major Injury (Hospital/A&E/GP treatment required); Minor Injury or Illness (First-aid  required); Superficial Injury or Discomfort (No first-aid); Emotional well-being

Choose From

Very likely; Likely; Remote

Choose From

High; Medium; Low; Insignificant

Examples

Additional procedures; Personal Protective Equipment; Closing off unused rooms/areas in setting; Children bringing own lunch

Examples

Increased Supervision; Changes to existing procedures; Local Authority guidance; Personal Protective Equipment; Others as identified

Choose 

From

Very Likely; Likely; Remote

Hazard People Severity Likelihood Risk level Controls Further action Likelihood

If, following risk assessment and control measures, the level of risk remains high and the risk of harm remains very likely then the place should not be offered.

6.3 - Recording and Reporting of Accidents and Incidents

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6.4 - Nappy Changing

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6.5 - Food and Drink

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6.6 - Food Hygiene

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6.7 - Basic Kitchen Opening and Closing

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6.8 - Individual Health Plan

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