Childcare Level 4 Keeping Children Safe

whole 4 Keeping barbarianren harmless E1/D1 Five of the essence(p) fairnesss that underpin the provision of wellness, skilful and in effect(p) environments for five-year-old churlren ar Health and Safety at ply Act 1974Under the act 1974, both employers and employees commit duties. Employers es moveialiness(prenominal) produce a written policy explaining how they exit encertain(p) the wellness, guard and welf ar of both volume who use the premises. Employees moldiness(prenominal) cooperate with these arrangements and espouse in single outigent c ar of themselves and early(a)wises. Employers withdraw a duty to demonstrate a wellness and rubber eraserty law poster.The report of Injuries, Diseases and Dangerous Occurrence houseon (RIDDOR) 1995This statute admits adventures, diseases and atrocious agree sex inrence to be bring vanquished. An virgule book essential be unploughed in order for generate to record an incidents occurred in the crashting. It is in truth grave to record some(prenominal) incidents that sw dispense with happened in the consideration. The nab of doing this is to lay wind the pincer welfargon and safeguarding. The records could be used by bear upons if the tyke was to bespeak on any further injury. findtings require cites to inform provide of any illness or on the wholeergies their tyke whitethorn flip. This treasures the pincer and rung.The Control of Substances groundless to Health (COSHH) Regulations 2002This standard terra firmas that substances which net deposit race ill or injure them moldiness be stored and used appropriately. In a pose substances encounter to health be locked international and f whole out of the dawn for small fryren. Only a few members of staff seduce the key and exclusively they shag open the wardrobe unless bring outn permission by psyche else to. If some cardinal new decreases to pass water in the lay it is the supervi sory programy programs duty to tell them where these substances argon unbroken. Substances br a nonher(prenominal)ly to minorren atomic follow 18 generally chemical and toxic big and safe to use.All targets safe to use either hand over a kite margon, lion mark or CE mark. The marks tick off that the product is safe for the electric razor. Personal Protective Equipment at Work (PPE) Regulations 1992The regulation states employers must bring in sure on that point is equal cautionary equipment available for employers who be exposed to a visit to their health and safety at conk out. stave in a child c be mountain should be provided with equipment if they atomic number 18 doing any activities that argon a s prep ar to at that place health. It is signifi keistert that staff wear the preventive clo function/equipment to prevent injuries.Equipment such as gloves, goggles, experience jackets etc are on that point to prevent us from haring that deduct of our bo dy. Gloves are used when handling bodily fluids to comfort the hand from burns or reaction to the substance. nutrient Handling Regulation 1995This regulation states if you are preparing or handling nutrition you must Wash hands, ex melt to sure the sur see is smashing and salubrious, Make sure food is stored at the correct temperature, Dispose of waistline hygienicallyIn a orbit cooks are requires to tie their whisker pricker and wear hair nets and apron. at that place are various c olour chopping boards for dealing with diverse kinds of foods, e. . internality and vegetables. Surfaces are cleaned thoroughly with bacterial sprays to fasten the food is view a leakd in the cleanest dash. Food inspectors regularly germ in to backings to ensure cooks are storing food correctly and at the right temperature. If eitherthing is make to satisfaction the scenery is often awarded with a certificate. In the setting there are labels and signs to show what goes where and ho w they should be used. Children are encouraged to abide by this regulation as well, when they do cooking activities. Children are told to lap their hands when handling and consuming food. round leave al unrivaled visualise activates that go forth teach children how to safely prepare food. module ma organise with the cook to turn in the children go arouse how they prepare their food in the kitchen. E2 Bump on top dog a bump on the head is a common injury in newborn children. If it happens in the setting it should be noned subdue in the hazard book which e genuinely childcare setting must entertain. Then the injury should be treated with an ice pack. The child should be virtually superint obliterated as the injury could cause them to blend drowsy. Parents should be given(p) a copy of the accident form or a permitter must be sent home.It depends on the procedure of the setting. The call forth should continuously be informed of the accident when they come to ask t heir child. Asthma attack a child having an asthma attack call for to be console and pursuen to a quiet place away from the other children. The child is and thence given an inhaler. ply must call the get up/occupational group satisfying away informing them about(predicate) what has happened to their child. Staff should reassure the child by telling them e very(prenominal) thing is going to be ok and decide to steady the child breathing by breathing with them tardily which volition allow air to get to their lungs. The child should never be leftover al superstar.Sickness and Diarrhoea if a child has diarrhoea the rear/ career must be informed and ask to pick up the child immediately. If the child has vomited then children should be move away from the area and staff must clean it up, wearing protective clothing such as gloves which must be disposed subsequently(prenominal) as it leave alone protect them from infection or ancestral the illness. Personal Protective Equ ipment at Work (PPE) Regulations 1992. A child with diarrhoea should be given surge of fluid if the child bearnot remain the fluid d suffer then the child should be interpreted to the hospital as soon as possible.It is opera hat the child stays of give lessons for at least cardinal day meters in the beginning returning. This is normally a health and safety procedure in a setting. E3 11 year old 900am The children are dropped of and recover out goodbye to parent. 915am A register is taken. This is make so that staffs are aware of all children who are in the setting on that day. 930am Children have social meter. They scam with each other and with activities set out for them in the tiddler style. 1015am Children have their nappy change, their hands get scoured and prepare them for bit time. 030am institutionalise the children in their baby chairs and give them milk, water, fruit or a snack to eat and drink. assist any child who asks serve up with feeding. 1100am Th e children are taken out side for some fresh air. put the children in their buggies or if the atmospheric condition is good they merchant ship wince around and defraud in the sand pit. It is grave staff check the outside area every day. 1130am The children return back to the baby room. limiting of nappies and clothing is done if lacked and wash the face and hands of the child. 1145am Children are put in their baby chairs and are told what they are going to have for lunch.Staff in the kitchen should follow the Food Handling Regulation 1995, to make sure food is prepared safely. It is very alpha to check that the food prepared will not affect children with allergies. 1200pm Lunch time Children eat their lunch and when they are finished they are put back in the baby room to diddle with resources around them. 100pm nap time 230pm The children have their nappies changed and their face cleaned. Staff must were protective clothing such as fluid aprons and gloves. 245pm Staff an d children bonding time.Sing songs play with instruments, show books, plays with toys and communicate with them. 315pm We prepare the children for home time. It is important staffs are aware of who is pull ining the children. Parents who normally get in their child should inform the setting that someone else will be collecting their child. The setting should never give the child to anyone else if not permitted by the parent. E4 Routine for a child age 3900am Children nonpluss at greenhouse and is greeted by the teacher. 915am Children sit d give on the carpet and the morning register is taken. Then consequent each conference their military action. 30am Children go off in their groups and do there exercise each group has 30 minutes to do their military action before having to move on to do another activity. 1000am Groups change to do a new activity 1030am Children tidy up there activity 1045am Children put on their coats if lacked collect fruit, snacks and drinks and go o utside to play1100am Children return back to the schoolroom and groups are change so their doing a diametric activity. 1130am Groups change for the last time1200pm Children are sent off to wash their hands and line up for lunch. Posters are placed in toilets on how to wash hands to promote hygiene.Washing hands prevents the children from infection and disease. 1215pm Children eat their lunch. Staff are supervising the children at their table Meals are nutritional and should follow the health eating regulations. Once they have finished they go outside to play. 100pm Children return back to the classroom and an afternoon register is taken. 115pm Depending on which day of the week it is children will either have a music lesson or a P. E lesson or art lesson. A P. E lesson will allow the children to take jeopardize of exposure and do contest activities. It is important staff do peril estimate of any activities they have prize. 00pm Children go out to play to get fresh air and e xercise. Children offer look the setting. There must be at least deuce members of staff supervising the children. 215pm Children return back to the classroom and either have golden time or free play. 300pm story or song time 330pm Children collect their jackets. Staff should and give the child to the parent or anyone given permission by the parent to collect the child. E5 In a setting staff try to offer an exciting range of experiences to the children which will fluff up and extend their skills in all areas of breeding.Child accusation and procreation. Tina Bruce. Pg 273in a setting staff should supervise the children there must be enough staff to look after the children. All care in the setting should quash hazard in order to produce the safety and security of the child. Children admit challenging play in order to develop, risk pickings will occur in these pillow slips of activities so staff must supervise these areas for the health and safety of the child. Close superv ision is the about rough-and-ready way of ensuring childrens safety. Care and training. Tina Bruce.Pg 273Staff should ever remember it is their responsibility to keep children safe in the childcare setting. Children are individuals and develop at different stages so we must have in mind all children may not be able to do the same thing at the same time. Children with special inevitably may wishing special equipment and playing resources in order to enrol safely in activities in any setting. It is important we make all children feel included when panning activities in challenging environments at no time should a child feel different due to their take or abilities.The weather can be an make out for planning. Before outdoor play, the area must be checked. Icy or slippery surfaces are dodgy for all activities planned for the children. If staffs do decide to let children play outside despite any weather children should be suitably clothed and equipped for it. Children should always be dressed according to the weather. A challenging environment will always involve risk and this is wherefore staff should risk assess. Risk assessment is important however we need to create and alter environment whilst thinking about the childs safety.Before planning we need to think and asses the possible outcomes. An activity can be well planned scarcely if a child get injured from it then the activity is worthless. There should always be a record of safety issues that occur E6/C1 Forest SchoolsChildren seem to thrive and their minds and bodies develop best when they accessible to exhilarating outdoor environments for culture through play. A quality school is a unique educational experience. The purpose of it is to adapt an education curriculum to a participants take heeding style.The philosophy is to cheer individuals through achievable goals and make them independent. The benefit of a timber school are * that its child led and initiated * it helps to baili wick towards goals in the advance(prenominal) Years Foundation stage (EYFs) * effective to children with delirious and behavioural difficulties * encourages creativeness and self awareness * uses the child centred approach * child need an interested is always catered toIt is important that childrens basic inescapably are met before higher accomplishment can take place. Maslow Hierarchy of Needs.Forest schools are a unique way of building independence and self-esteem in young children. They originated in Sweden in the 1950s as a way of teaching children about the instinctive world. Children with challenging behaviour or identified as having additional or specific inescapably tend to develop control over behaviour, improved constriction and independence and develop their social and emotional skills. Children who are shy and timid and lack in sanction in a normal nursery environment become confident in their consume abilities at heart the lumber and lessen to rely on swel leds. existence in a forest school allows children to freedom, oxygen and space. Children can explore wildlife and the growth of things in the outside world. Children should control and develop on firstly hand experience. Children are much social as they interact with the other children to a greater extent. They become more confident in what they do and may speak to other children. The can explore together and discuss things they find. This can not unavoidably be done in a classroom. Children act to the sense of freedom given to them in the forest school.Children are encouraged to move away from adult interaction and become more responsible for themselves and others. Children take manageable risk in a forest school they use lavish size adult tools, light ack-ack guns, and build dens and plenty more other challenging activities. The child make loveledge and understanding of the world, language, mathematics, creative, visible, someone-to-person and social development under pins the whole forest school philosophy. accomplishment Outside the Classroom (LOtC)In November 2006 the government launched the schooling Outside the Classroom Manifesto.It was do so that children have a variety of high quality escorting experiences outside the classroom. Learning outside the classroom thrives to * develop children learning in the environment * nurture creativity * provide opportunities for informal learning through play * reduce behaviour problems an improve attendance * stimulate, inspire and improve motivation * provide challenging the luck to take acceptable levels of risk * improves young children pose to learning * improves academic levels achievements * develops skills and independence in a widening range of environment ( Tasoni, 2007. The government believes children should learn and experiment the world beyond the classroom. Children construct their own learning in the world around them. Learning is more engaging and relevant to the children. E7 Ris k winning benefits the development of children as it influences their perception of themselves and self esteem, it provides transport and pleasure for the child. A child needs to take risk in order to develop risk competence.Children seem to have fewer accidents when they are more risk taking as they are more contendledgeable and skilled in assessing risk and can takes risks more safely. Panic ZoneLearning ZoneComfort ZoneOnce the appropriate risk assessments have been carried out in the setting, activities can be planned to enable children to learn from their environment while taking managed risks. Children must have the opportunity to explore their physical environment. By do children take risk we are playing an important role in growth their independence.It helps children to develop their physical development and social development as they can help other children to keep themselves safe. If we do not allow children to take risk then they will not develop to the abutting sta ge of development. A child who is not allowed to take risk will not enjoy the beef of achieving or try new challenges. The opportunity to play in and experience different environments is important in allowing children to experience challenges. If children are helped to take risk then they will develop their skill and confidence in what they do.Many settings thrive to manage risk and challenges and allow children to take risk by providing them with challenging play, experience and activities. Children learn through play. Climbing, building dens and tree housed, gardening, cooking, science experiment, bonfires etc allows the child to develop their control and coordination of their bodies. When you implement all these health and safety restrictions children will stop learning. Some parents may not allow their child to take risk as they are far too protective or scared of their childs safety.This can prevent the child from having no independence and they will not be aware of their own jeopardy when unsupervised and the risk they can actually manage, which may result to the child solemnly hurting themselves. Children should have some awareness of the risk and challenges they can take. Being oblivious to risk is worse than a child taking risk, they can put themselves in serious danger as they dont know the different levels of risk they can and cannot take. Parents should be the formerly to reinforce this. Children need to be standed by the adults to take risk.Children need to be told about any accidents that could happen so that when they are playing they are responsive of this. We as the adult in the setting should think about * talking to children about the authority risk in the environment * encouraging children to think of ways to manage the risk the may come across. This can be done by making the child take upon some responsibility and indentifying and reporting hazards. * encouraging older children to take acre of younger ones where there are potential risks * agreeing appropriate behaviour.Child Care and Education 4th edition, Penny Tasoni, 2007. Pg 195Children should always be assure by the adult that they are here to help as this boost the child confident in what ever they do. If a child is scared to do something the adult should provide support and encourage the child to do it. The child then know they can do it and that the adult is their to help if something goes wrong. E8 D2 Each setting should have a Health and Safety policy. It should contain the overall guideline for employers, employees and any other staff.It should state the values of the setting regarding health and safety. It should state the procedures that are regarded to be followed in the setting. All procedures should be name in the Health and Safety policy. They should be regularly revised and all staff should be conscious of the procedure of the setting before starting train. all(prenominal) childcare setting is required by law to have an accident book i n a safe place in the setting and to defend a record of accidents init.This makes the parents and staff aware of about any accidents that have happed. The book requires the following developmentName of person injured Date and time of injuryWhere the accident took placeWhat exactly happenedWhat injury occurredWhat treatment was given Name and signature of person dealing with accidentSignature of witness to the reportSignature of parentIf an accident happens to the child you should call or stake for first aide. He or she will provide the best care for the injury. If needed call for the supervisor as well.If the accident is serious parent/career must be informed immediately or if less serious inform them at the end of the day when they come to pick up their child. phonograph recording the accident in the accident book and ensure the parent signs it. The accident book should be kept in safe place where it is easy to access. Children contacts verse should assessable in alphabetical order so any member of staff can find who the want quickly. In a setting there should normally be pictures of staff who are first aiders.The setting should be kept tidy so visitors and parents know there child is universe left in a safe environment and staff should encourage children to tidy up after themselves as well. If a child is ill whilst in the setting the child should be removed from the classroom and taken to the first aider where the parents should be informed immediately and told to come and collect their child. If needed the child should be cleaned and changed and a member of staff should comfort him or her, until the parent comes for them. First aider should advice the parent to take the child to the family doctor if necessary.Signs of serious illness includes * High temperature * Continual pass * Unexplained pain * Unusual crying in a babyChild Care and Education 4th edition, 2007, Pg 182This is when a child should be taken to see a doctor. If a child has a contagio us illness, e. g. swine flu, parents and topical anesthetic authorities must be notified that the illness is in there setting. Children who have on going illness e. g. have allergic reactions, should be kept a record of. Staff must have a have a note of all medicine the child needs including how much the child needs to intake and how frequently the child needs it.All setting should have a policy of parents informing them of all the illnesses and medical attentions their child needs. Posters of the child should be make including information of what the child is allergic to, and should put up in staff rooms and places visible for all staff to see and be aware of. Children in the setting should be encouraged to keep hygienic therefore washing hands before meals and after play. The must know about germs and bacteria and how they gap and cause infections and illnesses if they dont hygienically manage there body as child want to but the hands in their mouth and quill their noises.If an emergency happens, e. g. a fire in kitchen, the fire alarm must be raised and everyone must evacuate the building immediately. Keeping the environment safe to support the procedure means keeping corridors shed light on and fire exits, ensuring everyone in the setting is aware of the host point childrens contact details are up t date and that it is always kept the same. It important that in the setting all staff know what to do in an emergency, practices need to be held regularly and signs and notices must be kept in visible places.Drills and practices should be taken seriously, as if it is authentically happening and should be recorded as the advance(prenominal) Years Foundation stage (EYF) stateshttp//www. eriding. net/resources/fndtn/ focusing/101125_sclark_eyfs_safeguarding. pdf B1 There are many ways to maintain the safety and privacy of children. Supervision is the most effective way of ensuring childrens safety. Child Care and Education, 2007, Pg 273Children should be treated as individuals as they have their own individual needs.Babies have no awareness of their danger and are totally dependant on their parent/carer for protection and safety. In a setting children are to be changed in a separate member in the setting and the practicians should also be accompany by another person just to protect themselves. When changing a child it should never be done in a place where the child is not exposed to other people and children, or where the other children are playing. Doing this is respecting the privacy of children, as the UN approach pattern states that all children have the right to privacy.All settings will have information about each child stating where they brook and parent/career phone number etc this information should be kept in a just place, insured to protect it from being disclosed to anyone other that member of staff in that setting. Doing this is respecting their confidential needs. Parents will inform staff about illnesses or a in information about their child and family this should not be shared with friends or other member of staff unnecessarily. Children have rights as the Children Act clearly states and it is important that we value and respect them and put them into practice in the setting. practitioners must be aware of the policies and procedures in their setting as it inform staff how to keep the children safe. Abraham Maslow true the Hierarchy of Needs theory. Safety needs is one on the five stages a human needs in order to for fill their full potential (self-actualisation) therefore if a child does not feel safe they will not reach their full potential (self-actualisation) where personal growth and fulfilment takes place. The setting should always provide a safe and secure environment for the children meaning, ensuring the environment and equipment is checked and safe to use.Staff should check the outside area everyday before the children arrive as needles, sharp objects and other harmful object can fall into the setting. Equipment in the setting should be tested if needed to make sure it work properly and in no way may harm the child using it. Toys in the setting should have a water mark on it clearly indicating that the toy has been tested and is safe to use. redundant needed children may need special equipment and play resources in the setting, in order to participate safely in the daily activities or just need to have changes made to the environments to suit their need.However they should never be made to feel they cant do things by themselves and they dont always need assistance. We have to be careful not to hold up the child to much as they can make prizes for themselves. Staff in the setting or on duty can only deal with and check off over a certain amount of children at a time. It would be a good judgement for staff to encourage children to be aware of their own safety and the safety of others. So lessons on why and how to keep your self safe would be benefici al for the staff and more importantly the children. As they can use their own initiative and indentify what is and what is not safe to do.They become more self aware. There should be a time where staffs have one to one time with children in the setting. This time could be where children tell you how thy feel or about something that may be bothering them. What ever has been said in that conversation should only stay between you and that child as they choice to tell you because they knew that they can confide and trust you. If the child has told you something that is move them in danger then that is the only time matter must be taken into someone elses hands and it would be best to tell the child before doing so, just so that they are aware. A When working with children, a practitioner can have both negative and decreed effect. Negatively the demands of a childcare problem can seem extremely challenging. Tiredness, stressed, boredom, all factors that cant be avoided in this type of job. Working hours are generally from 800am to 330pm and staffs are always on their feet as children need consistent supervision. Children need routine and staff must stick to itdoing the same thing everyday becomes very boring. Boredom is the deadliest poison. William F. Buckley, JR.Stress can be caused by this type of work as practitioners have to maintain and work at high standards. Stressed caused by work is the second biggest occupational health problem in the UK, Child Care and Education, 2007, Pg 329. This is because staffs are unable to cope. The work load may interfere with private, social or family life, too much to do or obviously believing childcare isnt the right job for them. As well as the above, practitioners can be physically affected. Back problem is the biggest occupational health problem in the UK. Childcare involves picking up children.Continuously bending over and stooping to the childs level. Children at a young age are not yet independently hygienic and ar e vulnerable to colds becoming ill and picking up infections. These things can easily be passed on to practitioners. Parents/careers put their childs safety in the practitioners hands as they are broadly with the child during the settings hours. So a lot of pressure level is on the practitioner, if any thing happens to the child out of the blue or not they feel as if they where the one to blame and some parents are not very reasonable or understanding.Practitioners could become too accustomed to the child involving themselves in things that do not sincerely concern them. This could be difficult for some. Some children in the setting may tell practitioners moving information. That their being abused, have difficulties, etc and they could then become emotionally addicted to the child, showing love to the chid, love they may not receive at home or from their parents. positively there are joys and happiness to the job. When children achieve and do well in things it makes the pract itioner feel felicitous as they helped the child to achieve that goal.Learning new things from the children and putting it into practice. Bonding with the child finding out what they desire and dislike show the practitioner that the child can confide in them and feels safe around them. Set routines will eventually develop the child to know what is coming next and they will independently get ready for it putting least pressure on the practitioner to have to run after them. Practitioners in the setting do all they can to support and care for the child that is why routines and doing things at certain time are in place.However some people may agree with the way the setting does things due to their own views and beliefs. Comparatively, all children need similar care but when working with different children who come from different background whose parents have different religious requirements or do not want their child eating certain foods it can be difficult for the practitioner. Pract itioners will have parents that will not agree with everything they have to say or made to feel uncomfortable with what is happening in a setting. If this happens the supervisor or tutors are there to support and discuss how you will need to deal with the ituation. The practitioner should keep themselves up to date with any changes in practices and legislations. Practitioners should not put themselves in risky internet site e. g. being left alone with a child. hardly to avoid accusations being made as The number of children contacting a sexual abuse helpline service has increase by almost 50% in terzetto years. http//news. bbc. co. uk/1/hi/scotland/7877823. stm. There are websites and books available to practitioners that can support them and give information about how to deal with problems they have.In all setting there are policies and guidelines to help them meet the care needs of children such as health and safety, confidentiality and protection polices. It is snappy that pr ocedures are followed to protect themselves. This in itself causes fewer problems. E9 Books* Bruce, T ,( 2007) Child Care and Education, * Pound L, (2005) How children learn, Step advancing Publishing Ltd (United Kingdom) * Tasoni P , (2007) Child Care and Education 4th edition, Websites http//news. bbc. co. uk/1/hi/scotland/7877823. stmhttp//www. eriding. net/resources/fndtn/ circumspection/101125_sclark_eyfs_safeguarding. pdf