Unit Childhood

Outline the health and safety policies and procedures of the work setting Health and safety policies are there to protect children, visitors and staff, all early years settings have to follow the Statutory Framework for the Early Years Foundation Stage. My setting complies with ESTYN. All settings are covered by the Health and Safety at Work Act 1974 for Great Britain, my employer has responsibility for the health and safety of the children, staff and visitors.

I have the responsibility for the health and safety of anyone who is at the setting. My workplace must ensure that: * The setting is well maintained and planned and designed with safety of users in mind. * The setting should be clean and safe * Equipment must be used and stored safely * The setting promotes the health and safety of children For staff: * The setting should be safe and not be a risk to our health. * Safe systems of working should be in place * Articles and substances should be stored and used safely * Adequate welfare facilities should be available Appropriate information, training and supervision should be made for the health and safety of employees * Any protective clothing needed should be provided free of charge. * Certain injuries, diseases and occurrences should be reported to the Health and Safety Executive * First aid facilities should be provided * A safety representative should be consulted about issues affecting health and safety in the setting Staff should: * Know about the safety policy in the setting * Take care of your own health and safety and that others affected by their actions * Co-operate with my employer on health and safety.

Here are a few ways that my setting complies with the act: * Having a password policy, if parents cannot pick their child up and wish to have somebody else do it, the nursery will need a picture of the person from the parents and the person will need to know the pick up password for that child. * The front door to the nursery must always be locked and staff must always follow visitors out of the door. * All room doors are kept shut where you have to use a code to enter, the code is changed regularly * Ratios must always be kept All staff have an enhanced CRB check before starting work in the setting * Parents must fill a medication form if they wish for their child to receive medicine from a member of staff. The member of staff who administers the medicine must have a witness. * Substances which are included on the COSHH list, including bleach and general household chemicals, are stored in the laundry room under lock and key * All staff must lift children up in the correct way to avoid serious back injuries and risk of fractures and sprains to limbs. . Identify the lines of responsibility and reporting for health and safety in the work setting Everyone is responsible for health and safety in any setting. In my setting my manager has the ultimate responsibility, secondly is my deputy manager. The senior’s in my setting are responsible for their area, any accident, incident or near miss must be reported to my senior. Rooms, outdoor areas and equipment are checked at the start and end of every day. Everyone needs to be aware of any faults or broken equipment during the day.

If any faults or broken equipment are found, I report it to my senior, it is then written in the log book. 3. Explain what risk assessment is and how this is managed in the work setting. Risk assessments are in place to ensure a safe, healthy and secure environment for children, staff and parents. Assessing potential risks ensures you minimize or prevent the risk from happening. It is my responsibility to ensure the children in my care are safe all the time, which means every day I complete a checklist. This checklist includes; * All plug sockets are covered Cleaning equipment in the laundry room and antibacterial spray in the cupboard with child locks * Radiator covers are not damaged and the room is the correct temperature * Fire escapes free from clutter * Fire door is closed * Toys are age appropriate * Any maintenance issues are reported to manager I also complete a checklist for the garden, this includes; * There are no branches on the floor * The garden is clear from litter * There are no deep puddles * The toys are clean from bird mess * The toys are not broken * There is ample shade for children to play in when its sunny * Checking fence for any damage River overflow * The gate can be closed securely The manager completes checklists for the communal areas and hallways. Our cook completes a checklist for the kitchen. A risk assessment would also be completed for trips we attend and any non-daily activities, e. g. making bread. Children need to be encouraged to take some risks to understand and develop new skills, careful planning will ensure this. Recognise risks and hazards in the work setting and during off site visits 1. Explain why a safe but challenging environment is important for children and young people Children learn by trying out new experiences and aking choices, but children do not always have the skills and judgement to make safe choices. We have the responsibility to judge when it is safe to allow a child to undertake an activity or make a choice. It is important to make sure children are safe but just as important to give them the chance to explore and experiment; by pushing their level of skill they are learning their limits. We must create activities that help children to explore and experiment, for example in my setting we have a climbing frame, and all children must be supervised when on the climbing frame.

By talking them through the activity, it could teach them what they can and cannot do on the climbing frame. By understanding the stage of development a child is at and their individual needs can help us to provide the right amount of risk in an activity. 2. Identify the differences between hazard and risk Hazard is something that has the potential to cause harm to children, staff or parents and risk is the outcome or likely impact of the hazard associated with the activity. There is no risk without the hazard.

For example a child crossing a road could be a major risk; the hazard is the road and the traffic. 3. Identify potential hazards to the health, safety and security of children or young people in the work setting Any setting or activity carries a level of risk, we must identify and reduce hazards and risk in advance, before children enter the setting. The different types of hazards include physical, emotional, food safety, security, personal safety and fire. I am responsible for the children in my care’s safety and I must ensure that regular risk assessments are being carried out.

Potential hazards in the setting may include; Area| Danger| Action| Toilet| Children locking themselves in the cubicle| Doors are low enough for us to see children in the cubicle and we are able to reach our hand over the door to unlock the door| | Children slipping on wet floors| Wet floors are wiped immediately| | Burns from hot water| Ensure thermostat controls temperature| | Bacteria flourishing| Ensure children wash their hands after using the toilet and there is signs displayed to encourage them to do so. Kitchen| Sharp knives and hot equipment| Do not allow children into the kitchen and the door is always closed and the door handle is too high up for a child to open the door| Floor| Children slipping on wet floors| floors are non slip| | Children tripping on carpets| All carpets fixed to the floor| Stairs| Children falling| use stair gates and hand rails| Windows| Children climbing outSomeone entering a room through a window| window locks on all windows| Doors| Children escaping| Ensure doors are always kept shut and the handle is out of children’s reach| | Children jamming their fingers| Ensure doors have door jammers on| Electrical Sockets| Children poking objects or fingers into sockets| Socket covers for all sockets not in use| 4. State how you contribute to health and safety risk assessment in areas of the work setting and for off site visits. I contribute to the health and safety risk assessment in my setting by completing a check list first thing in the morning.

The checklist that I carry out is for my room and everyone else that is on the early shift has one for their room too. Either the manager, deputy manager or seniors open the nursery in the morning, they carry out the risk assessment for the rest of the nursery, including staff room and the office. Our cook carries out a risk assessment for the kitchen. My senior risk assesses an activity before it is carried out. For an off-site visit we must; * Ensure you have the correct ratios of qualified members of staff, 1:3 * Contact a coach company, who has coaches road worthy, and correct insurances. Ask to see the original copies of insurance certificates. * Ensure the coach driver has a current CRB check * Ensure the coaches have seat belts If you need extra adults to attend, ensure they have a current CRB check, if not apply for one before attending the trip * Complete a risk assessment on the place you are going to visit * Get parental permission, send out letters explaining about the trip, ensuring they sign the consent form * Complete the outings booking, stating where you’re going, who going, time you are going and a contact number * Ensure children must wear harnesses 2 – 3 years and wrist straps 3 – 5 years * Pack a first aid kit in case of accidents or injuries * Pack beverages for children and staff What to do in the event of a non-medical incident or emergency 1. Identify non-medical incidents and emergencies that may occur in the work setting Non-medical incidents and emergencies that may occur in the nursery include; * Fire * Missing child or young person * Bomb threat * Flood * Unknown person in the setting 2. Outline the actions to take in response to the following situations: a) Fires In the event of a fire do no attempt to put it out yourself. You must; * Sound the alarms Ensure the safety of the children in your care and yourself by collecting the children together and leaving at the nearest fire exit. * Collect the registers * Take children to the assembly point in my nursery it is in the garden but if the fire is near the garden you must take the children to coconuts – the adjoining play centre * Count children * Reassure the children * Ensure emergency services have been contacted Fire drills take place every three months at a time not notified in advance to staff. The fire alarms are tested each Monday at 10am. They will be tested from different fire points each week to ensure that each break point is working.

Fire extinguishers are tested by a properly authorised firm once a year and all fire exits will be kept in good repair. All members of staff are aware of the location of fire exits. b) Security incidents If you notice an unfamiliar adult walking around the Nursery, you must; • Ring all units and explaining about the adult, asking if anyone recognizes the adult • Ensure everyone keeps their doors shut (no one can get through the door without a code) • Ensure your manager is aware • If no one recognizes the adult, your manager will ask them to leave if they will not, she will then ring emergency services and ensure everyone stays in their room.

If you notice a window/door is opened and you know you have not opened it yourself, you must: • Count all your children making sure none of them are missing • Ring all the other units asking if they have opened the window • Ensure they count their children too • Ensure a member of staff looks around the building If you notice a window/door is opened and you know you have not opened it yourself, you must; * Count all your children making sure none of them are missing * Ring all the other units asking if they have opened the window * Ensure they count their children too * Ensure a member of staff looks around the building c) Emergency incidents If a child has become lost you must: * Alert the manager/deputy manager who will make enquiries of relevant members of staff as to when the child was last seen and where. * Ensure adequate supervision of the other children Ensuring adequate supervision one or two members of staff search the building, garden and immediate vicinity for the child If the child cannot be found within 10minutes the police and parents must be contacted. Continue the search, opening the area and keeping in touch by mobile phones If any of these incidents occur, there will be an investigation of what happened and how it happened, and risk assessments will have to be updated, to ensure it doesn’t happen again. What to do in the event of a child or young person becoming ill or injured 1. Identify the signs and symptoms which may indicate that a child or young person is injured or unwell We will know if a child is injured or unwell by; * Child being pale Vomiting * Child may tell you * Different behaviour * Crying * Quieter than usual * Holding on to a part of their body that’s in pain * Diarrhoea * High temperature * Sweating * Coughing * Runny nose * tired 2. Identify circumstances when children or young people may need urgent medical attention Children or young people may need urgent attention when; * Difficulty in breathing * Asthma attack that does not respond to inhaler * Child is floppy or unresponsive * Significant change in behaviour * Child is unconscious * Child is unable to unswallow * Purple, blue or grey skin or lips * Fits * Wounds that will not stop bleeding * Burns or scalds Any of these symptoms after a head injury; headache, confusion, vomiting, wobbling, problems with seeing * Suspicion that the child may have meningitis; sever stiff neck, fever, headache, purple or red rash that fails the glass test * Severe pain, especially if it gets worse * Dehydration: sunken features, not passing much urine, lethargic * Vomiting blood * Signs of frostbite * Heat exhaustion * Eating or drinking any poison * Raised itchy lumps, accompanied by any swelling of the mouth or nose * Severe vomiting or diarrhoea * A very high temperature * A cut that may need stitches * Difficulty in walking or using their arms after a fall * Severe bruising * Any animal bites that break the skin * Bites or stings where the redness and swelling spreads or the child seems ill * Any other condition that gives you serious cause for concern 3.

Outline own role and responsibilities in the event of a child or young person requiring urgent medical attention. When a child or young person is requiring urgent medical attention, it is my responsibility to do the following; * Reassure the child * Stay with the child * Ensure emergency services are contacted (if needed) * Ensure parents are contacted * Ensure colleagues escort other children to another room * Ensure the accident has been recorded in the accident book * Ensure your manager contacts RIDDOR Follow the work setting procedures for reporting and recording accidents, incidents, emergencies and illnesses 1. Describe the reporting procedures for accidents, incidents, emergencies and illnesses

In every room there is a duplicate accident book and must be completed in any case of an accident. The information needed on this form is: * Name of child * Date of accident * Time of accident * What happened * How it happened * What is the injury * Where is the injury * What action you took * Any further comments e. g. how the child was feeling after cuddles and if they were ok to go and play or parents have been contacted by whom and what time * Name of staff who dealt with the accident * Signature of staff who dealt with the accident * Signatures of witnessing staff We also have incident forms that state if a child has hurt another child, for e. g. biting. The information given is similar to the accident book.

We have to state what triggered the incident, how the situation was handled and if any restraint was needed. When a child goes home from illness, their name is crossed of the register. When the parent collects the child, they are given a verbal explanation of the accident then the accident book to read and sign. The parent is given the white copy. 2. Complete work place documentation for recording accidents, incidents, emergencies and illnesses. Your assessor will require evidence of you recording details of the above to meet awarding organisation requirements. Follow infection control procedures 1. Outline procedures for infection control in own work setting Procedure my setting has for infection control include; Wearing gloves when changing nappies, when helping a child on the potty or toilet, when handling food and when cleaning * Wearing aprons when changing nappies, when helping a child on the potty or toilet, when handling food and when cleaning * Washing hands before entering room, before and after changing nappies, before and after handling food, garden play, activities with crafts and cleaning * If a child or member of staff is vomiting or has diarrhoea, they will be sent home immediately. They won’t be able to return until 48 hours later. * Every room in the setting is cleaned thoroughly after every session and throughout the day. Every room is hovered and mopped before 6. 30pm. Nappies are tied in a nappy bag and are disposed into a nappy bin; they are then put in a yellow bin bag that is disposed of at 6. 30pm. A new bag is then put in place for the next day. * Children and adults are encouraged to wash hands after sneezing and coughing * Spillages are cleaned straight away with blue roll and anti-bacterial spray, the member of staff must also be wearing gloves and an apron. * We have a separate room for the laundry, where we wash bed covers to ensure children are sleeping in a clean bed at lunch time. * Fresh food is covered with cling film and all products that have been opened have the date they were opened written on them and are kept in the fridge or on the shelf.

Parents will be kept up to date with infection control initiatives and programs through nursery policies and procedures, hand outs, newsletters, leaflets and pamphlets. 2. Describe personal protective clothing that is used to prevent spread of infection We use protective clothing and equipment to protect children and staff from the risk of infection and to prevent infection spreading. In my setting we use the following; * Disposable non-powdered vinyl or latex free-CE-marked gloves * Disposable plastic aprons * Goggles for use if there is risk of splashing to the face We use protective clothing for the following; * Changing nappies * Taking children to potty or toilet * Dealing with a child who is bleeding or vomiting * Clearing spillages or bodily fluids * Washing soiled items