About this series
Registration requires settings to have certain key policies and procedures.
In addition to these, there are other documents that need to be in place that reflect good practice. This series aims to:
* Explain what needs to be included within these policies and procedures
* Show providers how to link their policies and procedures to the Every Child Matters outcomes and to relevant legislation and guidance
* Show how to include staff in the development of the policies and procedures
* Demonstrate the importance of sharing the policies and procedures with parents and stakeholders.
Key person policy
Links to Every Child Matters
* Helping children to be healthy
* Protecting children from harm or neglect and helping them stay safe
* Helping children to achieve well and enjoy what they do
* Helping children make a positive contribution
* Organisation
Links to National Standards
* National Standard 3 - Care, learning and play Links to legislation and key guidance
* Children Act (CA) 1989 and 2004
* Convention on the Rights of the Child, UNICEF, 1989
* Data Protection Act DPA 1998
* Every Child Matters - Change for Children (ECM) 2004
* Freedom of Information Act (FoIA) 2000
* Race Relations Act (RRA) 1976
* Race Relations Amendment Act (RRAA) 2000
* Sex Discrimination Acts (SDA) 1975 and 1986
* Sex Discrimination (Gender Reassignment) Regulations 1999
* The Human Rights Act (HRA) 2000
* Birth to Three Matters - A framework to support children in their earliest years
* Curriculum Guidance for the Foundation Stage
Further information
* Goldschmied, E, and Jackson, S, (2004) People Under Three: Young Children in Day Care, Routledge
* Manning-Morton, J, and Thorp, M, (2006) Key Times: A Framework for Developing High Quality Provision for Children from Birth to Three, Open University Press
A good policy includes:
* How key staff develop meaningful relationships with their key children
* How key staff understand that a strong key person-to-key child relationship is central to the child's well-being and emotional health
* How key staff allocate regular time to be with their key child
* How key staff provide personal care and attention
* How key staff communicate with parents to meet their child's needs
* How many key children are allocated to staff
* How children are given support when moving to different rooms and settings, if appropriate.
In practice this means:
Staff form quality and secure relationships with their key child. The key person ensures that they spend quality time with their key children, for example, singing songs and sharing meals together. The key person is tuned into their key child and is skilfully able to pick up cues from the child, for instance, what makes the child happy and, equally, sad. The key person is thus able to offer support accordingly. The key person acts as a bridge between the setting and home and parents are made aware of the importance of the key person system. For example, by exchanging information regarding the child's needs, the key person is able to plan for children's personal needs. This includes building on the foundations of learning that have been formed in the child's home.
When children move to a different room or setting, the key person sensitively supports this transition by way of communicating with the new carers and preparing children for this emotional change.
Children's activities and experience policy Links to Every Child Matters
* Helping children to be healthy
* Protecting children from harm or neglect and helping them stay safe
* Helping children to achieve well and enjoy what they do
* Helping children make a positive contribution
* Organisation
Links to National Standards
* National Standard 3 - Care, learning and play
Links to legislation and key guidance
* Children Act (CA) 1989 and 2004
* Convention on the Rights of the Child, UNICEF, 1989
* Race Relations Act (RRA) 1976
* Race Relations Amendment Act (RRAA) 2000
* Sex Discrimination Acts (SDA) 1975 and 1986
* Sex Discrimination (Gender Reassignment) Regulations 1999
* The Human Rights Act (HRA) 2000
* Birth to Three Matters - A framework to support children in their earliest years
* Curriculum Guidance for the Foundation Stage
A good policy includes:
* Strong links to Birth to Three Matters and Curriculum Guidance for the Foundation Stage
* The underpinning principles for early years education
* The importance of how children learn through play
* How children are assessed and observed
* How children are consulted about their learning and development
* How play equipment and resources are used to expand learning opportunities
* How every child will be included when planning activities and experiences
* How staff make links with the ways children learn at home and extend this within the setting
* How the setting quality assures the learning that takes place
* How children's achievements are acknowledged and celebrated
* How staff recognise that children are different and developmental milestones differ from child to child
* How staff make sure that children with additional and special needs access the activities and experiences on offer
* How staff work with children to enhance their learning and development.
In practice this means:
Staff carry out observations regularly to plan and extend children's learning and development. Staff use their observational skills to note different children's interests and to plan proficiently for their next stage in learning. Children are given the opportunity to make decisions about their learning - for example, children are able to discuss and make recommendations regarding activities. When planning activities and experiences for children, staff ensure that there is a balance between adult- and child-led activities.
There is enough 'age and stage' equipment to support children's learning and development. Children have use of a wide selection of natural resources. Staff organise the room skilfully to ensure children are able to access the equipment.
Staff make effective use of their quality assurance scheme to reflect and review the learning on offer.
Outdoor play policy
Links to Every Child Matters
* Helping children to be healthy
* Protecting children from harm or neglect and helping them stay safe
* Helping children to achieve well and enjoy what they do
* Helping children make a positive contribution
* Organisation
Links to National Standards
* National Standard 3 - Care, learning and play Links to legislation and key guidance
* Children Act (CA) 1989 and 2004
* Convention on the Rights of the Child, UNICEF, 1989
* Race Relations Act (RRA) 1976
* Race Relations Amendment Act (RRAA) 2000
* Sex Discrimination Acts (SDA) 1975 and 1986
* Sex Discrimination (Gender Reassignment) Regulations 1999
* The Human Rights Act (HRA) 2000
* Birth to Three Matters - A framework to support children in their earliest years
* Curriculum Guidance for the Foundation Stage
A good policy includes:
* Strong links to Birth to Three Matters and Curriculum Guidance for the Foundation Stage
* How outdoor learning is an integral part of the learning environment
* How activities and experiences are included in the outdoor area
* How significant opportunities are made available for children to be outside
* How local visits are included within this policy, especially when children do not have direct access to an outdoor area.
In practice this means:
Children have many opportunities to be outside in the fresh air. Staff are keen to support children in the outdoor area and use the Birth to Three Matters framework and the Foundation Stage guidance to identify and plan for children's learning. Children are able to either be active or enjoy a quiet moment reading a book in the outdoor area. Staff have a positive view of the outdoor area and ensure that the area is used in all weathers. This helps children to appreciate different seasons and stimulates their sensory awareness. Outings are planned so that children can gain an appreciation of their local and wider community.
Points to remember:
Policies and procedures should:
* reflect the practice on offer
* be reviewed and monitored on a regular basis
* be updated in accordance to legislation and guidance
* be accessible and available at all times