Outings' and 'Equality of opportunities' are two of the ten requirements grouped under 'Safeguarding and promoting children's welfare' within the Statutory Framework for the EYFS (see box).
OUTINGS
Links to:
- Every Child Matters outcome: All of the outcomes
- Former National Standards: 2 - Organisation, 6- Safety, 12 - Working in partnership with parents and carers, 13 - Child Protection and 14 - Documentation
Overarching general requirement
The provider must take necessary steps to safeguard and promote the welfare of children
Specific legal requirements
Policies and procedures that need to be in place:
- Outings policy and procedure
- Health and safety policy and procedures
Operational issues
- Children must be kept safe and supervised on all outings and visits
- A risk assessment must be carried out prior to all outings and visits, and must also be recorded
Statutory guidance
Policies and procedures that must be in place:
- Transport policy and procedure
Operational issues:
- Prior to outings, parents must give their signed consent for their child to attend the outing
- Adult-to-child ratios should be determined by the risk assessment
- Documentation needs to be in place and must include: outing risk assessment, place and location of the visit, names of all children and staff (outing co-ordinator and which staff are allocated to which children), contact details of parents, any medical and social needs of the children, departure and estimated arrival time back to setting
- Resources that need to be taken must include: first aid box (including any medical equipment for children with medical or additional needs), tissues, mobile phone
- If a vehicle is to be used, especially if it belongs to the setting or has been hired for a member of staff to drive, full details of the staff member driving need to be in place along with information relating to their licence. The vehicle needs to be insured and must be maintained to a high standard.
EQUALITY OF OPPORTUNITIES
Links to:
- Every Child Matters outcome: Helping children to achieve well and enjoy what they do, and Helping children make a positive contribution
- Former National Standards: 2 - Organisation, 9 - Equal opportunities, 10 - Special needs, 12 - Working in partnership with parents and carers and 14 - Documentation
Overarching general requirement
The provider must take necessary steps to safeguard and promote the welfare of children
Specific legal requirements
Policies and procedures that need to be in place:
- Equality of opportunity policy - includes (if required to do so) Race and Gender Equality Schemes
Operational issues
- At all times supporting children with additional needs and disabilities
- Having full regard to equality of opportunities in practice as well as in policy
- Having regard to the Special Educational Needs code of practice, if in receipt of Government funding, and ensuring that your understanding of this code is demonstrated in your practice
Statutory guidance
Policies and procedures that need to be in place:
- Partnership with parents policy
- Partnership with other professionals and agencies policy
Operational issues
- Supporting the individual needs of all children, including those with additional needs and special needs. Making sure that all staff plan for their needs
- Where possible, carrying out risk assessments to ensure that all children are able to participate in activities and experiences that are on offer
- Working in partnership with parents to meet the needs of children who have additional needs and disabilities
- Seeking advice and support from other professionals and agencies to enhance the individual needs and development of children
- Group provision only: There should be a named Special Educational Needs Co-ordinator (SENCO) and a policy demonstrating how the setting promotes the needs of children with additional and special needs. The policy should include how they share information and advice on SEN issues and make sure that documentation is in place; this includes an Individual Education Plan (IEP)
- On a regular basis, steps must be taken to ensure that effective reviewing and monitoring is in place, and to make sure all equality of opportunities issues are being adhered to. This includes challenging discriminatory attitudes and practice. Staff and children are made aware of the impact that discriminatory attitudes and practice can have on others
- An inclusive practice (diversity and differences) and environment is in place at all times and is promoted as being important to the positive development of children
- The activities and experiences on offer need to make sure that children value and have a respectful attitude towards other groups and individuals in society. Practitioners will need to consider how they can ensure this when the setting is in a community where children may not come into contact with a diverse range of individuals and groups.
Next month: premises, medicines, illnesses and injuries
Laura Henry and Jeanette Phillips-Green are managing director and senior consultant/trainer at Childcare Consultancy Ltd. Contact info@childcareconsult.co.uk
CASE STUDY
At St Mark's Square Nursery School, London, headmistress Sheema Parson has devised a curriculum which naturally enhances equality and inclusion issues throughout the setting.
This was especially noted at the Eid celebration, which follows Ramadan. Muslim staff were proud to discuss their religion with the children. One of the parents spent the afternoon sharing stories about Eid and Ramadan. Cakes were shared with the children to signify the end of the fasting period. The Muslim children in the setting felt a sense of empowerment that their religion was being acknowledged in the group.
As Ms Parson embraces equality of opportunities, the Muslim staff were given a day off to celebrate with their families. This was also discussed with the children as being important to the staff, and opened up discussions about families.
Staff reported that children were observed to be discussing Eid and Ramadan throughout the setting.
LAURA HENRY, managing director, Childcare Consultancy Jeanete Phillips-Green, senior consultant
WELFARE REQUIREMENTS
'Safeguarding and Promoting Children's Welfare' is the first of five groups of welfare requirements that are contained in the Statutory Framework for the Early Years Foundation Stage (pages 24-25).
Each requirement is split into three sections:
- The overarching general legal requirements - a general statement of requirements
- Specific legal requirements - which providers must comply with
- Statutory guidance - which providers should have regard to.
Parts of the requirements apply only to group provision, but these are clearly indicated.
FURTHER INFORMATION
- Equality and Human Rights Commission-www.equalityhumanrights.com
- www.teachernet.gov.uk/publications (download EYFS)
- www.everychild matters.gov.uk
- www.ofsted.gov.uk
- www.dcsf.gov.uk
- www.dh.gov.uk
WELFARE REQUIREMENTS
Safeguarding and Promoting Children's Welfare contains nine categories:
- Safeguarding
- Information and complaints
- Premises and security
- Outings
- Equality of opportunities
- Medicines
- Illnesses and injuries
- Food and drink
- Smoking
Photograph at St Marks Square Nursery by Anna Gordon.