EYFS Management & Safeguarding Audit
Group-based early years providers
Setting name:
Ofsted URN:
Date audit started:
Setting representative(s) for audit:
Name and email address of registered provider:
Early Years Support and Intervention Officer:
Age group cared for:
Opening hours:
Layout of premises (attach floor plan if available, or give
brief description):
Other relevant information:
Guidance for completion:
This audit has been based upon the ‘Statutory Framework for the
Early Years Foundation Stage (2017)’, ‘ESSCP guidance’, Ofsted
‘Inspecting Safeguarding in Early Years, Education and Skills
Settings (2019)’ and the Ofsted ‘Early Years Inspection Handbook,
Part 2 The Evaluation Schedule (2019)’. It is the responsibility of
the childcare provider to ensure that EYFS and other legal
requirements are fully met. Childcare providers are expected to
regularly review the EYFS Statutory Requirements as part of ongoing
monitoring and improvement of practice. The advice offered at the
time of this audit has been based upon the information made
available by the childcare provider.
In order to complete this audit, it is essential to refer to the
EYFS Statutory Framework to ensure that the legal requirements are
thoroughly understood and met. Ofsted’s Early Years Evaluation
Schedule should also be referred to for a description of how Ofsted
makes judgements on quality. Early years providers are expected to
aim for a minimum grading of ‘Good’.
The ‘EYFS Ref’ column gives the relevant paragraph numbers of
the EYFS Statutory Framework (2017). Where there is no specific
reference within the Statutory Framework, there is a related
definition of good practice in Ofsted’s Early Years Evaluation
Schedule. The ‘Ofsted Guidance’ relates to Inspecting Safeguarding
in early years, education and skills setting (2019) and
corresponding paragraph numbers.
The ‘Comments/Action required’ column should be used to
record:
· any practice that is notably strong;
· any action required to meet requirements (these should be
highlighted in bold/colour and transferred to an improvement
plan);
· any advice provided to strengthen practice (this should also
be highlighted in bold/colour and transferred to an improvement
plan).
Sources of support and further information: (for direct access
to web links, press ‘Ctrl’ while you left-click)
Accessed?
Accessed?
East Sussex County Council c-zone pages;
https://czone.eastsussex.gov.uk/
East Sussex Training Directory: Accessed through learning
portal:
https://childrens.eastsussexlearning.org.uk/courses/bookings/default.asp?ds=1&ccid=21
Early Years Improvement Team Facebook Page;
https://www.facebook.com/EastSussexCCEarlyYears/
EYFS requirements, guidance and email updates (sign up):
https://foundationyears.org.uk/ – ‘EYFS Statutory Framework’,
‘Development Matters’, ‘Progress Check at Age Two’, ‘Birth to Three
Matters’, ‘EYFS for Parents’
Ofsted website and email updates (sign up):
https://www.gov.uk/government/organisations/ofsted
Including Ofsted Early Years Inspection Handbook (includes
Evaluation Schedule)
Ofsted inspecting Safeguarding guidance
https://www.gov.uk/government/publications/inspecting-safeguarding-in-early-years-education-and-skills
Health and Safety Executive;
http://www.hse.gov.uk/index.htm
Includes information about RIDDOR, Health & Safety workplace
poster, risk assessments
East Sussex Safeguarding Children Partnership (ESSCP)
guidelines, including Continuum of Need:
https://www.esscp.org.uk/
Pan Sussex Procedures for Child Protection and Safeguarding:
https://sussexchildprotection.procedures.org.uk/
Fundamental British Values in the Early Years:
http://www.foundationyears.org.uk/2015/03/fundamental-british-values-in-the-early-years/
The Prevent Duty: Advice for Schools and Childcare Providers
(protecting children from radicalisation and extremism)
https://www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty
Safer Recruitment for Childcare and Educational Establishments –
for Ofsted-registered providers
Accessed through the learning portal.
course cost £20
Safeguarding children and young people and Prevent e-learning
courses;
https://childrens.eastsussexlearning.org.uk/elearning/Course/Search?CategoryId=4&SubcategoryId=9&runSearch=1
https://www.elearning.prevent.homeoffice.gov.uk/
ACAS - guidance and support with employment and human resources
matters: www.acas.org.uk
Nursery Milk Scheme: www.nurserymilk.co.uk
Disclosure and Barring Service, including information about
suitability checks and making referrals:
https://www.gov.uk/government/organisations/disclosure-and-barring-service/about
Guidance (aimed at schools) for supporting children with medical
conditions:
https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3
Special Educational Needs & Disabilities (SEND) Code of
Practice 2014 -
www.gov.uk/government/publications/send-code-of-practice-0-to-25
SEN and Disabilities information (previously known as Local
Offer)
https://www.eastsussex.gov.uk/childrenandfamilies/specialneeds/localoffer/addaservice/nurseries-and-preschools/
Safer Food, Better Business: Food Standards Agency
https://www.food.gov.uk/business-guidance/safer-food-better-business
Food Standards Agency, including information about food hygiene
and allergies: www.food.gov.uk
Guidance on Health protection in Schools and Other Childcare
Facilities:
https://www.gov.uk/government/publications/health-protection-in-schools-and-other-childcare-facilities
Healthy eating guidance including ‘Eat Better Start Better’:
https://czone.eastsussex.gov.uk/early-years/halo/
HM Revenue & Customs (HMRC) – guidance for employers,
self-employed, employees and parents: www.hmrc.gov.uk
Local Children’s Centre / Health Visiting Team: Leaflets,
advice, latest guidance, e.g. family support, SIDS, breastfeeding,
formula feeding, weaning, toilet training
Advice for practitioners
https://www.gov.uk/government/publications/what-to-do-if-youre-worried-a-child-is-being-abused--2
ROSPA (The Royal Society for the Prevention of Accidents) safety
guidelines
http://www.rospa.com/
Local voluntary support organisations
https://www.3va.org.uk
www.hastingsvoluntaryaction.org
www.rva.uk.com
Safer sleep guidance
http://www.lullabytrust.org.uk/safer-sleep
Whistleblowing advice line for professionals
https://www.nspcc.org.uk/what-you-can-do/report-abuse/dedicated-helplines/whistleblowing-advice-line/
Single point of advice (SPOA)
https://www.esscp.org.uk/professionals/single-point-of-advice/
Children’s Portal; online system that enables professionals to
submit forms securely online directly into ESCC Children’s Services
recording system. The Children’s Portal is to be used alongside how
professionals usually communicate with SPoA. This is the link to
the Children’s Portal.
Qualifications
https://www.education.gov.uk/eypqd/
All early years providers working with children from birth to 5
years old must follow the regulations on EYFS staff: child ratios.
This is the number of qualified staff, at different qualification
levels, an early years setting needs to have in order to meet the
needs of all children and ensure their safety. These regulations
are set out in the statutory framework for the early years
foundation stage (EYFS). Providers must make sure staff have the
appropriate qualifications to count in the ratios, including the
need to have at least one staff member trained in paediatric first
aid.
DfE defines the qualifications that staff must hold to count in
EYFS staff: child ratios. Providers can use the early years
qualifications lists
Paediatric First Aid
Newly qualified staff with a level 2 or level 3 early years
qualification, awarded after 30 June 2016, must also have either a
full paediatric first aid (PFA) or an emergency PFA certificate
within 3 months of starting work. If they do not have this you
cannot count them in the EYFS staff: child ratios at level 2 or
level 3.
Providers should display (or make available to parents) staff
PFA certificates or a list of staff who have a current PFA
certificate.
E-Safety Guidance and Resources
Online safety Launchpad module 5 available on czone
https://czone.eastsussex.gov.uk/early-years/improvement-tools/
https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/online-safety/
https://www.nspcc.org.uk/globalassets/documents/advice-and-info/online-safety-under-5s.pdf
http://swgfl.org.uk/products-services/esafety/resources
Information Commissioner’s Office
https://ico.org.uk
(Information Commissioners Office: 0303 123 1113)
Meeting Children’s Emotional Needs
https://czone.eastsussex.gov.uk/media/5765/meeting-childrens-emotional-needs-20191003.docx
Audit
ENTRANCE
EYFS Ref
Ofsted
Guidance
Comments/Action required
Date Discussed
Date Actioned
How does the environment and practitioner/s create a positive
and professional welcome to children, parents, staff and
visitors?
3.1
Where is the registration certificate displayed?
3.76
How is information about practitioners and management (photos,
qualifications, roles and responsibilities) – clear management
structure including committee made clear to parents?
3.28; 3.73
What processes are in place for visitors record / ID
checking?
Are visitors and volunteers are introduced to all practitioners
and are monitored (consider visitor badges)?
How do you ensure that adults who have not been suitability
checked do not have unsupervised access to children?
3.62
21, 22
Where is the Ofsted poster for complaints/ complaints procedure
displayed?
3.74-3.75
How do you share Inspection report with parents?
Are they displayed, if so where?
If not displayed how else do you make them available to
parents?
3.75
Where is the health & Safety poster displayed to staff?
3.54
19
What appropriate insurance (e.g. public liability insurance) to
cover all premises from which they provide childcare or
childminding do you have in place and what is its expiry date?
3.63
LEADERSHIP & MANAGEMENT:
Continuous improvement
EYFS Ref
Ofsted
Guidance
Comments/Action required
Date Discussed
Date Actioned
What processes are in place for self-evaluation and ongoing
improvement which involves the views of children, parents and staff
(e.g. Launchpad, Ofsted Early Years Evaluation Schedule, quality
assurance scheme, Reflective journals)?
Ofsted Guidance
How is strong leadership and communication of the improvement
process in place with active involvement of the registered
provider? Is there a commitment to training and implementing
change? If so, how?
Ofsted
Guidance
Are Staff/ management/ committee meetings, professional
development and training, and associated records in place? Where
are these stored and how are they shared with those who do not
attend some of the applicable meetings?
3.20-3.21
Do all staff have access to training and development
opportunities and how frequently is training attended? How is this
cascaded to staff and management team? How do you ensure it is put
into practice and evaluate the impact on practice, provision and
the children?
3.20-3.21
LEADERSHIP & MANAGEMENT:
Management systems
EYFS Ref
Ofsted
Guidance
Comments/Action required
Date Discussed
Date Actioned
When was the last time a review was carried out of EYFS
Statutory Framework requirements?
3.2
Are Ofsted notified of significant changes/ events, including
changes to the registered provider and individual committee members
via EY3a and EY2 forms?
Where the ‘registered provider’ is an organisation or committee,
records must be easily accessible and seen by the Early Years
Support and Intervention Officer, for each individual who is part
of the registered body:
Is the following available on site?
· Name, address and contact details
· DBS/CRB number and date, (including signing up to update
service)
· Date/confirmation that EY2 form has been submitted
Where is this stored and who has access to the information?
Confirmation that Ofsted has been notified of individuals no
longer part of the registered body
3.14-3.18; 3.77-3.78
21, 22
If you are a committee run provision, have you had contact with
local voluntary support organisation?
https://www.3va.org.uk
www.hastingsvoluntaryaction.org
www.rva.uk.com
If applicable have Ofsted been notified of changes to
individuals who make up the organisation, nominated persons,
managers, (notifying change of manager is also a condition of EYEE
registration to notify the EYEE Team)
Who is responsible for notifying?
3.77-3.78
What systems do you have for managing the business, including
record keeping and ongoing maintenance of all requirements?
3.68, 3.69
Do you have effective communication systems between the
registered provider and management, with clearly delegated roles
and responsibilities for meeting requirements? Where were these
roles last reviewed to ensure they are still relevant and
clear?
3.20
ESCC advisory: Do you have Basic skills in ICT (including
emailing, word processing and internet research) and active use of
an email address that can be used for communication with ESCC or
Health;
Who is responsible for ensuring email passwords and access codes
are shared/ changed as applicable especially when key staff leave
the setting, eg Integrated Progress review secure email and access
codes?
N/A
How do you ensure you are compliant with the latest GDPR
guidance?
Confidentiality,
storage of records,
‘data in transit’,
privacy notice
When were these last reviewed/ updated?
How and with who were the updated policies shared?
3.69-3.71
Data protection notification – certificate of registration or
exemption, named data controller, data audit and compliance with
GDPR
If registered when does the certificate expire?
Who is the named data controller?
3.69
Are your policies and procedures clearly presented, dated and
signed by registered provider?
Are hard copies available in the setting?
If applicable, are all policies available through the website
updated to reflect the same information as those within the
setting?
See appendix for guidance on required policies
3.3
Policies and procedures updated and reviewed (at least once per
year)
When were they last updated?
Do you have a policy review cycle to ensure all policies visited
frequently throughout the year?
19
How do you ensure parental and staff involvement and agreement
to policies and procedures?
Are staff given copy of key policies- Safeguarding, whistle
blowing, allegations, complaints?
3.73
13
How do you ensure Qualifications requirements to meet ratios for
those working directly with the children –
Do you have a summary record of qualifications/compulsory
training available at all times on site?
Extra consideration for those caring for 0-2s (3.31)
3.23; 3.24; 3.30-3.37
How do you ensure Adult: child ratios meet legal requirements
and staff are deployed appropriately?
What contingency arrangements do you have in place?
3.28 – 3.37
Do you have ‘SEN and Disability information’ previously known as
‘Local offer’ describing the provision made for children with
special educational needs? When was it last reviewed and how do you
share the information?
https://www.eastsussex.gov.uk/childrenandfamilies/specialneeds/localoffer/addaservice/nurseries-and-preschools/
3.67; SEN Code of Practice
Do you have a Record of staff names, addresses, contact details
and emergency contact details?
Are they held on site at all times (also details of the
registered provider / committee members where applicable)
3.76
23
Who is the Named deputy who is capable and qualified to take
charge in manager’s absence?
What time do the manager and deputy get together to ensure the
deputy understands the role/ duties of the manager?
3.23
How many staff have relevant first aid training and when does
the training expire?
Do you have At least one qualified first aider at all times (on
the premises and on outings) – deployment allows quick response to
emergencies
Providers should display (or make available to parents) staff
PFA certificates or a list of staff who have a current PFA
certificate
3.25
11
Do managers and practitioners have clear and effective
communication skills in English, verbally and in writing (minimum
level 2 in English)
If not, what support processes are in place?
3.26
Do you have a Complaints procedure and records in place?
When was this last reviewed?
If applicable to do you have an overview of complaints?
3.74-3.75
13
Do you have required permissions and agreements in place and
adhered to in relation to use of the premises (landlord, mortgage
provider, local council planning department)?
When were these agreed?
3.77
Do you understand what Reasonable adjustments to premises,
facilities, equipment and access with regard to the Equality Act
2010 are? Have you needed to make any? If so, what adjustments have
you made?
3.58
Do the Management understand and commitment to actively
promoting equality, diversity and ‘British Values’ (guidance
available), reflected in any relevant policies, e.g. staff
behaviour policy, equality of opportunity, ethos, anti-bullying,
challenging of racist, sexist, homophobic and derogatory terms.
When were these policies and documents updated and how were they
shared and with whom?
15
19
Where is your area for confidential discussions with
staff/parents, and an area for staff to take breaks away from the
children?
3.61
What format do you use to gather Information from parents which
includes– emergency contacts, dietary, health, legal guardians,
child’s and parents’ addresses, who child lives with, child’s full
name and date of birth, religion, any contact restrictions, any
other settings the child attends, any other professionals involved
in supporting the child or family.
How frequently is this information updated?
Is the Information reviewed regularly by the data controller to
ensure GDPR compliant? If so, how frequently?
3.68; 3.72
Do you check Pupil Premium eligibility on child’s registration
and/or when they become eligible for 3 year old EYEE and 4 year old
EYEE?
How do you promote and share this information with parents to
encourage uptake?
What format do you use to gather Parental permissions i.e. for
use of photographs (include retention period), sun cream, routine
outings
How often are these permissions updated/ reviewed? How is the
information shared with staff if parents decline permission?
3.64, 3.69
How do you Identify other settings/carers/other agencies
involved with child?
How do you actively seek partnership opportunities?
3.68
What are your Parental engagement strategies from registration
of interest, registration and induction throughout the child’s
placement?
3.68
How do you Monitor attendance – are you alert to patterns that
may indicate safeguarding concerns.
What processes are in place for a child who is due in but does
not arrive? How is this information recorded?
How do you Promote good attendance, especially for children
eligible for Early Years Pupil Premium?
Is appropriate action taken for children who stop attending
which includes notifying EYEE team? Who is responsible for
this?
13
16
18
19
LEADERSHIP & MANAGEMENT:
Managing staff
EYFS Ref
Ofsted
Guidance
Comments/Action required
Date Discussed
Date Actioned
Are all job descriptions/specifications current and clear?
When were they last reviewed?
Are staff involved in the review process?
If so how?
If not, how could you include them?
3.20; 3.28
When were the Disciplinary procedures last reviewed and
updated?
Are all staff aware of the procedures and do managers follow
them?
How do you promote Staff behaviour and positive relationships
between staff?
Do you have clear expectations and support, reflected in any
relevant policies, e.g. staff behaviour policy/code of conduct.
When were these reviewed?
13
18
19
What Induction procedures and records do you have in place and
who is responsible for completing them?
– e.g. handbooks, induction plans, signed checklists, monitoring
and supervision (including students and volunteers)
3.20-3.22
19
What Supervision arrangements are in place to support
practitioners’ continuous improvement (CPD plans) and discussion of
sensitive issues including child protection concerns led by manager
and registered provider. Records/minutes kept. (Advise 6 weekly and
use opportunity to review selection of Learning Journeys/Parent
Partnership)
How frequently are they undertaken and who is responsible for
completing them?
3.21-3.23
13
What Systems are in place to ensure key persons have the
necessary skills, experience and support to fulfil their role?
How often do you review the key person system to ensure babies
and young children are forming strong attachments?
3.21, 3.27
13
,
How do you know and what support do you put in place to ensure
all practitioners able to consistently demonstrate good
interpersonal skills, professional standards of behaviour and
positive relationships with children, parents and other
professionals?
CHILD PROTECTION & SAFEGUARDING:
Designated lead person
EYFS Ref
Ofsted
Guidance
Comments/Action required
Date Discussed
Date Actioned
Do you have a designated person to take lead responsibility for
dealing with child protection issues, providing advice and support
to other staff, liaising with the local authority and for working
with other agencies
Best practice for committee run provision would be for a member
of the committee to also undertake this training.
Who is the lead?
3.5
13
19
The designated safeguarding lead or an appropriately trained
deputy should be available during opening hours for staff to
discuss safeguarding concerns
If they are not on site what arrangements are in place to ensure
safeguarding concerns are addressed?
ESSCP Guidance
19
Is the designated lead of sufficient seniority to be able to
commit resources to child protection matters and direct staff?
What role are they and how are they supported by the leadership
and management team?
3.5
The designated lead for safeguarding has a job description that
clearly defines their roles and responsibilities in relation to
safeguarding and promoting the welfare of children
When was this job description reviewed and updated? Is it
contained within their staff file?
Are all staff aware of the roles and responsibilities of the
DSL?
ESSCP Guidance
19
The supervision process includes effective scrutiny and
challenge of the safeguarding lead’s work by their manager
How often do these supervisions take place? Would other staff be
confident to challenge if they didn’t think appropriate action was
taken?
ESSCP
Guidance
CHILD PROTECTION & SAFEGUARDING:
Induction, training and supervision
EYFS Ref
Ofsted
Guidance
Comments/Action required
Date Discussed
Date Actioned
The lead person for safeguarding and the deputy have up-to-date
safeguarding training every two years (i.e. ESCC Designated
Safeguarding Leads Training for Childcare Settings) and their
knowledge and skills should be refreshed at least annually
When do the DSL and deputy DSL training certificates expire?
3.5
19
Do all other staff members who work with children undertake
appropriate basic child protection training, i.e. ESCC Practitioner
Child Protection Training for Childcare Settings, which is kept up
to date by refresher e-learning training annually.
When did they last complete the e-learning course?
3.6; ESSCP Guidance
19
Do all new practitioners working with children, including
volunteers and students, have induction that includes:
· Familiarisation with the child protection policy and
procedures and other related policies
· Basic child protection training that includes:
· how to recognise signs of abuse
· awareness of indicators of radicalisation and extremism
· how to respond to any concerns
· e-safety awareness, use of social media and images
· the line of accountability in the setting for safeguarding and
children’s welfare
At what stage of the induction would the expectation be to read
the child protection policy?
At what stage of induction would the expectation be for the
training to be completed?
How do you ensure they understand the processes?
3.6; ESSCP Guidance
19
How do you ensure Practitioners are able to identify children
who would benefit from earlier help or additional services to
improve outcomes and to prevent them from needing social care
intervention?
Do staff receive training and guidance on Single point of advice
(SPOA) and the East Sussex Continuum of Need and when to refer
children?
ESSCP Guidance
Records are kept of which staff members within the setting have
received induction and basic child protection training, including
refresher training
Does this record include expiry dates to ensure training does
not lapse?
3.20; ESSCP Guidance
19
Who undertakes Additional training (both single- and
multi-agency)?
is available for staff working with children and young people
appropriate to their role, do all staff have the opportunity to
access training available through ESSCP?
19
How do you ensure Practitioners, students and volunteers are
kept up to date with statutory requirements, implementation of the
setting’s policy and procedures, and findings from serious case
reviews and inspections?
e.g. through ‘Safeguarding’ being on the agenda at every staff
meeting, discussions about hypothetical scenarios, regular checks
made on knowledge of procedures.
If through staff meetings, are these minute’d so those that do
not attend have access to the information?
ESSCP Guidance
15
CHILD PROTECTION & SAFEGUARDING:
Recognising risks and managing referrals
EYFS Ref
Ofsted
Guidance
Comments/Action required
Date Discussed
Date Actioned
How do you support children’s ability to make a disclosure/
express information that raises concern: How are Children who are
showing signs of fear or distress are responded to?
How do you support children to recognise and name their
feelings?
ESSCP guidance
13
Does the safeguarding lead make prompt referrals about
safeguarding concerns to relevant agencies?
Which agencies would you contact for what reasons and how soon?
For instance, if there was an allegation?
3.4-3.8
13, 19
How does the safeguarding lead maintain contact with the
professional who referred the child for 2yr funding or who is
leading the child protection plan?
19
How do you ensure Practitioners are clear about the
circumstances in which concerns need to be passed on to the
setting’s safeguarding lead?
What training and guidance is provided to staff that covers how
to recognise signs of abuse, and how to recognise indicators of
possible radicalisation or extremism (see ‘The Prevent Duty:
Departmental Advice for Schools and Childcare Providers’)
Practitioners have a copy and understand the policy for
Safeguarding including allegations
When was this policy reviewed and updated? How and with whom was
it shared?
3.6
13
19
What are your standardised recording system (using agreed
templates) are they in line with East Sussex Safeguarding Children
Partnership (ESSCP) guidance - Keeping Records of Child Protection
and Welfare Concerns Guidance- January 2020. This includes the
front sheet, chronology, incident/welfare concern form and body
map. Templates are easily accessible to practitioners
https://czone.eastsussex.gov.uk/safeguarding/support-for-safeguarding-in-colleges-schools-and-early-years-settings/safeguarding-model-policies-and-guidance/record-keeping-guidance/
3.4; 3.68-3.71
13
How do you store Records relating to child protection?
Are they held in a safeguarding folder, separately to the
children’s other records (a code may be used on the children’s
other records to indicate the existence of child protection
records) and are they accessible only to those with lead
responsibility for safeguarding?
3.69
ESSCP Guidance
13
How do you record and monitor of existing injuries?
3.4;
Does the safeguarding lead person oversee all records to ensure
they are factual, accurate and made on the same day that the
concern is raised?
All records are signed and dated by referrer and safeguarding
lead
How often are these records reviewed? Who is responsible for
transferring to a chronology?
3.68-3.71
ESSCP guidance
13
16
How do you ensure records relating to child protection are
transferred to the child’s receiving setting or school when the
child moves? Who do you share the information with at the school/
setting?
Do you use the appendix E ‘transfer scripts’?
https://czone.eastsussex.gov.uk/safeguarding/support-for-safeguarding-in-colleges-schools-and-early-years-settings/safeguarding-model-policies-and-guidance/record-keeping-guidance/
3.7; 3.68
13
How does the setting support multi-agency working to safeguard
children?
Do you, or have you in the past ensured regular attendance by
the safeguarding lead at child protection conferences and reviews,
core group meetings and other professional meetings, where
appropriate?
If you have never attended have you considered training through
ESSCP to ensure you are aware of what to expect?
ESSCP Guidance
16, 32
CHILD PROTECTION & SAFEGUARDING:
Safer recruitment and allegations management
EYFS Ref
Ofsted
Guidance
Comments/Action required
Date Discussed
Date Actioned
Does the setting have a recruitment and selection policy that
complies with national and local guidance?
Is the policy statement is linked to the child protection policy
and incorporates an explicit statement about the setting’s
commitment to safeguarding and promoting the welfare of
children?
Is this statement included in recruitment and selection
materials, e.g. job adverts, application forms, interview
content?
When was this policy last reviewed?
ESSCP Guidance
Annex 1
How do you ensure staff involved in recruitment are suitably
trained, eg at least one member on the short listing/interview
panel must have completed safer recruitment training?
(Certificate and recruitment records to evidence this)
When was this training last undertaken and by whom?
ESSCP Guidance
Annex 1
How do you ensure there are robust recruitment and vetting
procedures are in place to help prevent unsuitable people from
working with children?
Who is responsible to ensure vetting is carried out for all
people over 16 years, working directly with children (including
volunteers and students) or living or working on the premises?
3.9-3.13
13
19
21
Who is responsible for ensuring that before new members of
staff/volunteers/students commence employment or placement, the
following is completed:
· Since September 2012 an enhanced Disclosure and Barring
Service (DBS) disclosure (update service recommended)
· Before September 2012, an enhanced CRB disclosure
· Where the applicant has lived/worked overseas, further
overseas checks are made:
https://www.gov.uk/government/publications/criminal-records-checks-for-overseas-applicants
Records must be easily accessible and seen by the EYFS
Improvement Officer, for each member of staff, student and
volunteer:
Is the following available on site?
· Full name, address and contact details
· Date DBS applied for and who checked information
· CRB/DBS clearance number and date
3.10; 3.13
13
Do you refresh DBS checks for people who move to jobs within the
setting that involves greater access to children or greater
responsibility or there has been a break between leaving the old
job and taking up a new job in the setting (new clearance or DBS
updating service) This includes volunteers becoming permanent staff
member
How do you make the decision about whose needs to be
refreshed?
ESSCP Guidance
DBS guidance
Who is responsible for ensuring checks are carried out to
confirm legal right to work in the UK:
https://www.gov.uk/legal-right-work-uk
How are these checks recorded?
13
Who is responsible for gathering references at the setting, do
you ensure you gather these directly from the referee rather than
through the applicant?
Do you follow references up by telephone?
Where do you keep all the information once it is gathered?
ESSCP guidance
13
Do all applicants regularly sign a declaration confirming their
continued suitability to work with children. (e.g. at each
supervision)
How often is this declaration revisited?
3.15 ESSCP Guidance
13
21
Do records detail the checks carried out for employees (and the
registered provider/committee members where applicable), including
identity and qualification checks, disclosure checks (DBS or CRB)
and references?
How often are records are reviewed by the safeguarding lead/
responsible person/ body and data controller for accuracy,
completeness and GDPR compliance?
3.12
Annex 1
How do you ensure all staff members are aware of their duty to
raise concerns about the management of child protection and
safeguarding, which may include the attitude or actions of
colleagues?
Do all staff have a copy and understand the written procedures
for whistle blowing and know they should speak with senior
managers/proprietor or externally with the Local Authority
Designated Officer (LADO) via Single Point of Advice (SPOA) or the
online referral form
https://www.eastsussex.gov.uk/childrenandfamilies/professional-resources/lado/referrals/form-lado-referral/
When was this policy updated?
How was it shared and with who?
3.4; 3.6
13
What do you have in place for parents, family members and others
to make a complaint or pass on concerns that action to safeguard
has not been taken in accordance with the setting’s procedures?
How are written records of any complaints and their outcome are
made available to Ofsted?
3.74-3.75
13
Do you have procedures for handling allegations against staff
members and volunteers, including notifying the LADO via SPOA, the
Police, DBS and Ofsted, as appropriate?
https://www.gov.uk/guidance/report-a-serious-childcare-incident
When were these updated?
How do you ensure staff are aware of the processes to follow for
example if it was against the manager?
3.4, 3.7-3.8
13
16
Annex 1
Who is the named senior officer with responsibility for dealing
with allegations against staff and volunteers?
What training have they undertaken to support them with dealing
with an allegation?
ESSCP Guidance
Are Incidents and allegations of abuse are recorded in line with
Keeping Records of Child Protection and Welfare Concerns Guidance –
January 2020
https://czone.eastsussex.gov.uk/safeguarding/support-for-safeguarding-in-colleges-schools-and-early-years-settings/safeguarding-model-policies-and-guidance/record-keeping-guidance/
Who is responsible for completing the records? If the manager,
do they have to report to the committee/ owner of any outcome? If
so, how does this meeting take place and is it minute’d?
3.4; 3.68-3.71
13, 16
CHILD PROTECTION & SAFEGUARDING:
Safeguarding policy and procedures
EYFS Ref
Ofsted
Guidance
Comments/Action required
Date Discussed
Date Actioned
Managers, staff and proprietors take account of statutory
guidance which set out their responsibilities to safeguard and
promote the welfare of children. They are aware of Working Together
to Safeguard Children (2018) and Sussex Child Protection and
Safeguarding Procedures
When were these last shared/ discussed with the wider team?
3.7
Annex 1
Does the setting have a written child protection policy and
procedures in place that are in line with Sussex Child Protection
and Safeguarding Procedures, and the policy is made available to
parents on request. When was the policy and procedures last
reviewed and who was responsible for updating the policy?
How was the updated policy shared and with who?
3.4
13
31
Annex 1
Does the setting’s child protection policy and procedures cover
e-safety (including appropriate filters and monitoring systems to
protect learners from potentially harmful online material), social
media, mobile phones, cameras, photographs, digital images and is
in line with the ESCC e-safety guidance?
How do you ensure all staff adhere to the policy and if required
would they be willing to challenge visits to the setting who do not
comply with the policies?
3.4; ESSCP Guidance
13
19
Does the setting’s child protection policy and procedures refer
to identifying and responding to children at risk from extremism
and radicalisation?
Does it make it clear to staff when and how concerns must be
reported (see ‘The Prevent Duty: Departmental Advice for Schools
and Childcare Providers’)
When was the policy last reviewed?
13
How do you ensure there is a clear line of accountability for
reporting concerns within the setting and in making referrals to
external agencies?
What are the clear arrangements in place for absences of lead
persons?
How do you ensure all staff are aware of the procedures?
3.4-3.5; ESSCP Guidance
13
If commissioning a service from another organisation, eg when
contracting out catering, cleaning, maintenance, etc. Do you ensure
there are checks in place to make sure that these organisations
have appropriate policies and procedures in place for safeguarding
children and child protection?
Are all the requirements and relevant information are included
in contracts?
ESSCP guidance
What systems are in place for regular monitoring and quality
assurance of implementation and compliance with child protection
and safeguarding requirements – including recruitment; induction;
training; record keeping; referrals; information sharing?
ESSCP guidance
How do you ensure any deficiencies or weaknesses in child
protection arrangements are brought to the attention of senior
managers and are remedied without delay?
ESSCP guidance
CHILD PROTECTION & SAFEGUARDING:
Children’s safety
EYFS Ref
Ofsted
Guidance
Comments/Action required
Date Discussed
Date Actioned
Does your setting have a Health and safety policy and procedures
(advisedly in writing), cover identifying, reporting and dealing
with accidents, hazards and faulty equipment (a health and safety
lead person is advisable and should be named in the policy)
When was the policy last reviewed? How was the updated
information shared and with who?
3.54-3.55
19
Do you and all staff have an awareness of ROSPA (The Royal
Society for the Prevention of Accidents) and appropriate safety
guidance?
How do you ensure all staff demonstrate awareness of appropriate
guidance and understand how they ensure children are kept safe?
3.64
What Fire detection and control equipment is in place?
What are your escape routes and emergency evacuation
procedure?
Do you have fire log for evacuations and drills, and who is
responsible for completing and reviewing the effectiveness of any
drills?
How often are drills completed?
3.55
19
How do you ensure hazardous areas made inaccessible to children
(including storage of hazardous items, adults’ personal
possessions, kitchen, stairs)?
3.54
What is in place to ensure Security of premises – from outdoors
and from indoors?
Are entrances and exits to the site are effectively monitored,
who monitors?
Is the fencing adequate and secure?
3.62
Are Regular full risk assessment of premises and equipment in
place?
– should be recorded for best practice and accountability- must
be recorded by law if there are 5 or more employees)
When were these last reviewed and by whom?
How are these shared and with who?
3.64;
Health & Safety Law
19
Do you have Regular risk assessments/checks – recorded where
appropriate (daily/ weekly/ monthly)?
Who is responsible for completing? Who reviews them to ensure
they are being correctly undertaken?
3.64
19
Hazards identified by risk assessments and accidents are
rectified immediately; who is responsible for monitoring records
for patterns and how frequently?
3.64
How do you ensure arrivals and departures are supervised?
What procedure are in place to ensure that children are released
only to the individual(s) authorised by the parents?
3.62
Does the setting have a procedure to follow, well-understood by
all practitioners, if the parent, carer or authorised person fails
to collect their child at the appointed time?
Does the procedure include the contact information for SPOA (or
the Emergency Duty Service, if out of hours)
what is the specified timeframe if parents and emergency
contacts cannot be reached?
When was the procedure last reviewed?
How was this shared and with who?
3.73
13
Does the setting have a procedure to follow in the event of a
child going missing at or away from the setting? Are all staff
aware of the procedure and capable of explaining it to others?
When was it last reviewed?
How was it shared and with who?
3.73
13
For Outings and vehicles – do you have appropriate permissions,
checks, risk assessments, safety restraints/equipment, adult: child
ratios, correct type of insurance for vehicle and driver, first aid
equipment, emergency contact, emergency medical records and
medication (e.g. for asthma and allergies) and qualified first
aider present on outings.
How do you ensure all staff, volunteers and parent helpers (and
children where appropriate) are fully briefed on the risk
assessment and supervision procedures - including toileting to be
supervised by a member of staff - and photography policy?
Do you ensure the mobile phone and photography policies
enforced?
3.65-3.66
Do you have a Policy for drugs, alcohol and staff taking
medication?
When was this last reviewed?
3.19
Do you have a policy and procedure for administration of
medicines, including detail about how long-term medical conditions
are managed, on the premises and on outings?
When was this last reviewed?
3.45
How do you record Emergency medical consent?
3.44
What formats do you use for records of consent and
administration of medicines?
Is it signed by parents before and after administration?
Does it include details of dose required and time last does
given?
3.46
How many First aid boxes and equipment do you have that are
accessible at all times, with appropriate content for use with
children? When were the contents last reviewed to ensure they are
in date?
3.50
Do you have a written record of accidents or injuries and first
aid treatment?
What details are included on the form?
Who is responsible for completing?
Are these checked/ signed by senior staff before they are shared
with parents?
3.50
How do you ensure parents or carers are informed on the same
day, or as soon as reasonably practicable, of any accidents or
injury and first aid given?
What do you do if parents do not collect and the child is
collected by another carer?
Do the records include when the parent was contacted and be
signed by the parent?
3.50
What system is in place for notifying Ofsted and the LADO via
SPOA of any serious incident, illness or injury sustained at the
setting– advisory that when and how to notify is included in policy
and procedures. The MASH team via SPOA will also be notified if
there are child protection concerns related to the incident
https://www.gov.uk/guidance/report-a-serious-childcare-incident
when was the policy or procedure last updated?
How was it shared and with who?
3.51
How do you ensure all staff have an awareness of RIDDOR
(Reporting of Injuries, Diseases and Dangerous Occurrences
Regulations)?
Does it include when and how to notify in the policy and
procedures?
When was the policy or procedure last updated?
3.54
Who completes the Daily register (children and staff)? – Does it
include the exact times of arrival and departure?
3.76
Do you have sole use of the premises during operational hours?
If not, how do you work with the other users to ensure any issues
are adequately risk assessed?
3.62
HEALTH & WELLBEING:
Positive behaviour and emotional development
EYFS Ref
Ofsted
Guidance
Comments/Action required
Date Discussed
Date Actioned
Do you have an agreed approach to positive behaviour management
(written policy and procedures advised)?
Does it include the use of consistent boundaries and appropriate
expectations amongst staff in setting with particular consideration
for 2 yr olds?
How do you monitor behaviour to ensure you understand
triggers?
https://czone.eastsussex.gov.uk/media/5765/meeting-childrens-emotional-needs-20191003.docx
Do staff feed into the review of the policy?
When was the policy and procedure last reviewed?
How was this shared and with who?
3.52-3.53
13
What systems are in place for recording instances of physical
intervention?
When would physical intervention be used?
Do senior staff review prior to being shared with parents?
3.52
13
How do you ensure Parents and carers are informed on the same
day, or as soon as reasonably practicable, of any physical
interventions used?
3.52
How do you gather the children’s views, are their responses to
experiences sought, acknowledged and acted upon?
11
13
How do you implement the Key person system in your setting?
How do you ensure that parents have a clear understanding of the
role and responsibilities of the key person? (implementation of a
‘co-key person’ system where shift patterns require children’s
arrivals, departures and personal care to be managed by two key
persons)
1.10; 3.27; 3.73
What is your settling-in and transition procedures?
How do they identify, support and respond to children’s needs,
in ongoing partnership with parents (transitions include between
key persons, age groups, settings and onto school as well as from
home to setting)
3.27; 3.73
13
HEALTH & WELLBEING:
Health, hygiene and Intimate care
EYFS Ref
Ofsted
Guidance
Comments/Action required
Date Discussed
Date Actioned
How do you ensure the premises is clean, adequately ventilated,
temperature monitored and controlled, and well lit?
3.54
What are your cleaning and hygiene procedures, cleaning schedule
for toys, equipment, furniture and premises?
3.54
If you have animals on premises how do you ensure safety,
supervision, hygiene, fleeing, worming, feeding regimes are in
place and are clearly outlined to staff and parents?
3.64
Are all staff and parents aware of the Procedure for infection
control, and up to date information about incubation/exclusion
periods (‘Guidance on Health protection in Schools and Other
Childcare Facilities’)
When were these last reviewed?
3.44
How do you ensure you meet space requirements?
When was the setting last measured and calculated to ensure EYFS
requirements are met for the number of children present at any
time?
3.57
How do you ensure that Nappy changing is personalised and
responsive?
How do you offer privacy, pleasant changing area, interaction,
consider wipeable toys/books available for child to hold while
being changed, routines, hygiene, equipment, partnership with
parents?
Do you have a policy in place? If so, when was this last
updated?
3.60
11
How do you ensure the children have access to toilets and hand
washing that provides privacy, independence, support, routines,
cleaning, partnership with parents?
3.60
How do you provide a Sleeping/ quiet area?
– equipment, hygiene procedures, checking sleeping children,
provision for children to lie flat for longer naps (i.e. not in
pushchairs unless fully reclined and in response to the child’s
usual routine). Sleeping babies - latest SIDS guidance is
followed
3.59;
What do you have in place to prevent people from smoking near
the children?
No-smoking signs; prohibition of smoking on the premises;
strategies to protect children from second-hand smoke
3.56
How do you gather children’s individual nutrition and special
dietary needs, and associated records?
How is this information shared with staff?
How frequently is this reviewed?
Extra consideration for 0-2s – awareness of latest
guidelines
3.47
How do you promote Healthy, balanced and nutritious meals,
snacks and drinks?
– including partnership with parents and awareness of latest
guidelines on children’s dietary needs
3.47
Are you aware of Allergen Information for Loose Foods –
Implementation of guidance from Food Standards Agency (legal
requirement since December 2014)
How do you use this information in the setting?
How do you ensure that children have independent access to fresh
drinking water?
3.47
Who is responsible for Food preparation and storage?
How do you ensure you meet Environmental Health registration and
recommendations?
3.48
Who has undertaken Food hygiene training &/or awareness for
all involved in food handling (food hygiene certification, use of
Food Standards Agency’s ‘Safer Food, Better Business’)
When was the training last completed and how is this cascaded to
staff?
3.48
NOTE TO CHILDCARE PROVIDERS: Any actions raised must be
transferred to your EYEE improvement plan and forwarded to the EYEE
Team at [email protected]
Further Discussion / Comments
Arrangements for next visit (if appropriate):
Appendix: Guidance on Required Policies and Procedures
Policies and procedures should be:
· individual to the setting and genuinely reflect practice;
· clearly presented;
· written in line with the current legal requirements and
guidance;
· signed by the registered provider (or most senior
representative of) and dated (including review date);
· reviewed and updated at least annually – it is recommended
that this is on a rolling programme and should involve staff,
parents and children;
· checked regularly for correct contact details, particularly
for Ofsted and Safeguarding contacts;
· agreed to by staff, e.g. through a signed front-sheet;
· shared and agreed with parents and easily accessible.
You must have the following policies and procedures in
writing:
· Safeguarding, including allegations against staff, whistle
blowing, mobile phones, digital imagery and e-safety (3.4-3.18)
· Concerns and complaints, including how to contact Ofsted
(3.74-3.75)
· Missing child (3.73)
· Failure to collect a child (3.73)
· Administering medicines (3.45-3.46)
· Ill or infectious children / Infection control (3.44)
· Emergency evacuation (3.55)
· Privacy Notice
The EYFS requires strong systems and processes for the following
areas, so it is advisable to develop written policies and
procedures for these to strengthen practice:
· Photographs and digital images
· Equality of opportunities
· Supporting children with learning difficulties and
disabilities (ensure SENCO is named) (3.67)
· Recruitment, vetting, induction, supervision and appraisal
(3.9-3.22)
· Behaviour Management (3.52-3.53, also refer to EYFS
Development Matters section on Personal, Social and Emotional
Development)
· Confidentiality and secure data in transit (this could also
include social networking and e-safety) (3.68-3.71)
· Drugs and alcohol, and medication that may impair ability to
look after children (3.19)
· Healthy eating (3.47-3.49)
· Health and safety, including risk assessment (3.50–3.51,
3.54-3.55, 3.64-3.66)
· Smoking (3.56)
· Communicating with parents, including information about
delivery of the EYFS (1.6, 1.7, 1.10, 2.3, 3.73)
· Key person system (1.10, 3.27)
You may also find it useful to develop written policies and
procedures in other areas of particular importance to your setting
and/or to your parents.
Separate guidance on writing employment policies is available on
request from ACAS (Advisory, Conciliation and Arbitration
Service)
Other sample policies and procedures are available from:
Early Years Alliance: 0207 697 2500
https://www.eyalliance.org.uk/
Pacey: 0300 003 0005 https://www.pacey.org.uk/
National Day Nurseries Association: 01484 40 70 70
www.ndna.org.uk/
Samples provided are to give ideas for structure and content
only.
V4 Dec 2020 author VJG
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