January 2019

Early Learning and Childcare Service

Childminder Information Pack 2019

Last Reviewed: January 2019

Once you have had a Home Safety Visit, you may find the following additional information useful

‘About Me’ form – a basic form you can use or adapt to enable you to collect information on children’s preferences.

Ofsted Their website has a raft of information on good practice. Reading other childminders inspection reports will also provide an idea of Ofsted’s expectations for quality childcare.

The Early Years Foundation Stage: a Parent’s Guide Under the EYFS you will have a duty to inform parents about the EYFS. This document enables you to do this in a simple clear way.

Nursery Milk Scheme Registered Childminders can claim 1/3 pint of milk for each day children under the age of 5yrs. To access a claim form go onto www.nurserymilk.co.uk . You may be approached by companies that also do this but you will have to pay. This is the official Nursery Milk Reimbursement Unit [NMRU] website.

What is a Learning Journey? Brief information on a ‘Learning Journey’. Childcare providers use these as a assessable way to show how a child is progressing and their interests. Support will be given from an Early Years Improvement Advisor once you are registered.

Characteristics of Effective Learning

Early Help

Inclusion KIDS inclusion framework ‘All of us – the Framework for Quality Inclusion’. Improving practice for children and young people in childcare and play settings www.kids.org.uk

Anycomms+ Secure file transfer system

Free Early Education Entitlement [FEEE] Funding for 3 and 4 year olds that childcare providers can access once registered.

Tax free Childcare For information and to sign up to receive tax- free childcare payments www.childcarechoices.gov.uk/providers/

Early Years Pupil Premium https://resources.leicestershire.gov.uk/education-and-children/early-learning-and-childcare/childcare-practice/leadership-and-management/early-years-pupil-premium-eypp/eypp-guidance-and-resources

Disability Access Fund (DAF)

Last Reviewed: January 2019

Contents This E-information pack has been put together to assist you through the registration process. It contains web links to various organisations that will support or assist you in your child-minding business, Ofsted information and information that has been put together by the 0-5 Learning Service.

Contact Details Useful contacts to assist you in your business

EYFS and Ofsted Application How to obtain the EYFS and Ofsted on-line Ofsted application

Childminders starting in Business Links to HM Revenue and Custom who provide advice on starting up your business Links to the Early Learning website for business advice

Training How to access ‘Preparing to work in a Home based Childcare Award’.

Ofsted Guidance Information available from Ofsted, to support you in meeting requirements

Policy Guidance Guidance on policy’s needed for a Childminding business Safeguarding Publications – ‘Working together to Safeguard Children’ - ‘What to do if you’re worried a child is being abused’ - ‘Keeping children safe is everyone’s responsibility’ Safeguarding Competency Framework

Safeguarding Policy Guidance/mobile phone, camera and internet policy

Complaints - How to meet the EYFS requirements for working with parents to resolve complaints. Parental Responsibility Risk Assessments. Health Protection in schools and other childcare facilities - Guides and documents can be accessed via the Public Health England website - https://www.gov.uk/government/publications/health-protection-in-schools-and-other-childcare-facilities

Fire Safety in Houses or Flats used for Childminding.

Last Reviewed: January 2019

SEND Local Offer https://resources.leicestershire.gov.uk/education-and-children/special-educational-needs-and-disability (resources for professionals) www.leicestershire.gov.uk/local-offer (information for the public)

The Information Commissioners Office [ICO] Explains about keeping other peoples [children’s] personal information

Food Standards Agency Details on how to obtain a copy of ‘Safer Food, Better Business for Childminders’ – www.food.gov.uk

Eat better, start better Voluntary food and drink guidelines for early years settings

Toy Libraries There are a number of toy libraries in Leicestershire full of toys and resources for childminders to borrow in order to provide a variety of activities for the children they look after, without having to buy new equipment.

Childminding Support Groups Groups across the County that childminders can join.

Last Reviewed: January 2019

Last Reviewed: January 2019

Useful Contact Information LCC Provider Helpline 0116 3057136 0-5 Learning Service contact number for all enquiries/queries regarding setting up and continued support following registration Local Planning Department It is important to check whether planning permission is needed before you start childminding. District councils Blaby 0116 275 0555 Charnwood 01509 263151 Harborough 01858 828282 Hinckley and Bosworth 01455 238141 Melton 01664 502502 North West Leicestershire 01530 454545 Oadby and Wigston 0116 288 8961 It is advisable to check with your Landlord, Housing Association, Mortgage lender, Commanding Officer (Armed forces) that you are able to childmind from your property. https://resources.leicestershire.gov.uk/earlylearning - Early Learning & Childcare website www.lullabytrust.org.uk – Safer Sleep and Sudden Infant Death (cot death) INFORMATION http://think.direct.gov.uk/ - Road safety information www.pacey.org.uk - Professional Association for Childcare and Early Years website www.mortonmichel.com – Childcare Insurance specialist www.pre-school.org.uk - Leading educational charity specialising in the early years www.oosp.co.uk – Out of School Partnership www.gov.uk/ofsted - All the latest news and regulations from Ofsted Ofsted helpline – 0300 1231231 www.capt.org.uk - Child accident prevention trust website http://IIrscb.proceduresonline/index.htm - Local safeguarding Children board procedures https://www.rospa.com/ – A guide to principles and practices for Childminders carrying other people’s children in cars https://www.rospa.com/home-safety/advice/child-safety/accidents-to-children/ - Variety of home safety information. www.thinkuknow.co.uk – Information about child exploitation and internet safety.

Last Reviewed: January 2019

Environmental Health Department Information All childminders registering with Ofsted will have their details passed to the Local Authority, who in turn will pass your contact details onto the Environmental Health, in the district you reside in. This enables Environmental Health to register you as a food business, if you are providing snacks/meals for children. The Foods Standards Agency – www.food.gov.uk/business-industry/caterers/startingup have more information for childminders as well as free resources. PACEY / PLA / MORTON MICHEL support organisations who have public liability insurance/documentation/other resources. www.nspcc.org.uk – Fantastic site with information on keeping children safe, child abuse, managing children’s behaviour positively.

Last Reviewed: January 2019

Last Reviewed: January 2019

EYFS and Ofsted Application Forms The Early Years Foundation stage is the statutory framework that childcare providers need to follow if children will be attending aged from birth to the end of the academic year in which the child has their fifth birthday. The Early Years Foundation Stage (EYFS) The Early Years Foundation Stage consists of the following three documents:-

- The Statutory Framework for the EYFS - Development Matters in the EYFS - A Know How Guide – the EYFS progress check at two

All three can be downloaded FREE from http://www.foundationyears.org.uk/eyfs-statutory-framework/ You can also subscribe free to updates from the foundation years and any new documents will be on this site too.

Your childminding application forms are available to download from Ofsted You must apply for Ofsted registration online via the following website link; https://www.gov.uk/register-childminder-childcare-provider Your Childcare Improvement Sufficiency Officer will offer you guidance and advice about implementing the EYFS, and there is additional support available from the 0-5 Learning service to help practitioners become familiar with the framework.

Last Reviewed: January 2019

Childminders Starting in Business

Business Planning

Business support is available through our Business Development Advisors and includes:

market research

marketing

business planning

financial planning and

details on types of businesses

https://resources.leicestershire.gov.uk/education-and-children/early-learning-and-

childcare/setting-up-and-running-a-childcare-business/business-support

Her Majesty’s Revenue Customs (HMRC)

Do you know

how to register your self-employment

what records to keep

what expenses and allowances you can claim

when to pay your tax and national insurance?

The www.hmrc.gov.uk gives help and support to new and growing business through videos,

webinars and e-learning.

Gov.uk

Offers advice and information for all new business start-ups including:

how to get funding

researching your market

setting up as a sole trader or other types of business

writing a plan

The service also offers a business support helpline on 0300 4563565

Preparing to Work in Home-Based Childcare Award (HBCA).

This course is recommended for prospective childminders who have not already completed training which helps you understand and implement the Early Years Foundation Stage (EYFS). This needs to be completed before applying for Ofsted registration. It is a stand-alone unit worth 4 credits within the Level 3 Diploma for the Children and Young People’s Workforce. Upon completion you will receive a certificate. Details on how to apply for funding (up to £200) to access this course from the training suppliers below will be provided by the Childcare Sufficiency and Safeguarding Officer at the Pathways to Childminder Registration session. A £50 payment is required to access the grant. In order to qualify for this funding, candidates must provide evidence that they hold either a GCSE/O Level English Language at Grade A*-C or English Literacy at Level 2.

Name Professional Association for Childcare and Early Years (PACEY)

Address Royal Court 81 Tweedy Road Bromley Kent. BR1 1TG

Telephone 0845 880 0044

Website HBCA

E Mail Training@PACEY.org.uk

Course details

This course is online learning so you study on your own at your own pace at home

Last Reviewed: January 2019

Last Reviewed: January 2019

.

A selection of guides and handbooks are available online www.gov.uk/ofsted , these are examples;

Common Inspection framework: education, skills and early years from September 2015 Published: August 2015

Inspecting Safeguarding in Early years, Education and Skills Published: October 2018

____________________________________________________________________

Ofsted inspections of Early years and Childcare providers Published: February 2016

____________________________________________________________________

Last Reviewed: January 2019

Policies and procedures

Policies and procedures explain how you operate as a childminder to keep children safe, healthy and secure.

A policy is a written statement about how you will work in one area of your practice

A procedure is the actions you will take to carry out the policy

The Early Years Foundation Stage Welfare Requirements states that although

childminders are not required to have written policies, they must be able to explain their

policies and procedures to parents, carers and others (for example Ofsted inspectors) and

ensure any assistants follow them.

The Child Care Register requires childminders to have their safeguarding children

procedure, complaints procedure and record of complaints to be in writing.

The following list of policies and procedures are those required by the Early Years

foundation Stage:

Accident and emergency

What you will do in the event of accidents and emergencies. The procedures you will take

to ensure the safety of the children in your care when accidents occur, includes procedures

for taking children to hospital and contacting responsible adults.

Alcohol

How you will protect the children in your care from harm caused by alcohol and other

drugs.

Behavior How you manage the behavior of children in your care. Your policy on setting limits for acceptable behavior in your home, and your procedures for creating a safe and happy environment that encourages positive behavior. Includes statements on working in partnership with parents to agree boundaries for their children and the steps you will take to manage challenging behavior.

Last Reviewed: January 2019

Complaints

Required in writing for the childcare register.

How you deal with complaints from parents about your provision. Includes the procedures

you will take to ensure detailed records of all complaints are kept and made available to

Ofsted if required.

Confidentiality

How you protect and manage personal information about the families you work for. How

information will be stored and shared safely, including records of incidents that may lead to

insurance claims.

Emergency Evacuation

Procedure for evacuating the premises in the event of a fire or other emergency.

Food and drink

Your policy for the provision and handling of food in your childcare service, includes

procedures for preparing and serving food, ensuring good hygiene and dealing with

outbreaks of food poisoning.

Illness and infectious diseases

Managing instances of sickness, and the hygiene procedures that help to prevent them.

How you will deal with an outbreak of an infectious disease in your home, including

procedures for contacting parents of all children in your care, includes procedures for

ensuring good hygiene in the home.

Inclusion

Ensuring that diversity is respected, and an inclusive attitude is shown by and to all adults

and children in contact with your childcare service. Challenging discriminatory behavior and

providing toys and books that promotes positive images of diversity.

Medicines

Managing, storing and administering medicines to children in your care, ensuring parental

permission to administer medicines is given, and that all information about the use of

medicines is recorded properly.

Outings

Ensuring trips and outings are safe and properly managed. Includes procedures for

ensuring that risk assessments and trial runs are undertaken, parental permission is

obtained and details of all vehicles involved are recorded.

Last Reviewed: January 2019

Safeguarding children

Required in writing for the childcare register.

Your policy for ensuring that children in your care are kept safe from harm. Your knowledge

of relevant legislation and guidance, including details of your local Safeguarding Children

Board. Procedures for raising concerns about safeguarding issues with parents, and what

you should look out for. How you will act if you suspect that a child in your care is suffering

abuse, also including allegations against yourself or a member of your family and covers

the use of mobile phones, cameras and the internet.

Smoking

Your policy on keeping the childcare environment smoke-free and protecting children from

the harmful effects of smoke.

Use of crèches

Your policy for using crèches for children in your care. The situations when this might be

necessary, and how you will ensure that the crèche is a safe and appropriate environment.

Working with parents

Ensuring positive relationships with the parents whose children you care for. Procedures

for contracts and record-keeping; maintaining good communication with parents and

resolving disagreements; sharing Ofsted reports and incident records.

Uncollected Child

In an event of a parent failing to collect a child at the appointed time.

Missing Child

Procedure to follow in the event of a child going missing.

Working together to safeguard children A guide to inter-agency working to safeguard and promote the welfare of children July 2018

This document is available online at https://www.gov.uk/government/publications/working-together-to-safeguard-children--2

What to do if you’re

worried a child is

being abused

Advice for practitioners

March 2015

This document is available online at

https://assets.publishing.service.gov.uk/government/uploads/system/uplo

ads/attachment_data/file/419604/What_to_do_if_you_re_worried_a_chil

d_is_being_abused.pdf

Leicester, Leicestershire & Rutland’s Safeguarding

Children Learning

What is the Competency Framework?

Introduction & Flowchart

The Safeguarding Children Competency Framework is for use by the Leicester, Leicestershire

and Rutland Children’s Workforce to support individuals and organisations to undertake their safeguarding roles and responsibilities in a committed, confident and competent manner.

There is an expectation that organisations will ensure that all staff providing a service are

able to respond to concerns in line with local and national agendas.1

Some individuals will work in settings which provide both universal and specialist services

for Children and Adults. It is the responsibility of the organisation to determine the

knowledge and learning that is required.

This Competency Framework is for use by:

The Children’s Workforce defined as “....everyone who works or volunteers with children

and young people and their families, or who is responsible for improving their outcomes.” 2

Adult Workforce Practitioners who may be in a position to contribute to

assessments of parenting capacity.”

Workforces that support a ‘Whole Family’ approach.3 ‘Wider workforce’ and other individuals, who have contact with children and their

families in their role, however do not work directly with children or their families: i.e.

Housing maintenance staff, environmental health officers, receptionists of community

centres etc, where there is a responsibility to safeguard both adults and children. http://lrsb.org.uk/uploads/competency-framework.pdf

Working in partnership

LSCB Competency Framework & Training Strategy

The Safeguarding Children Competency Framework is for use by Leicester,

Leicestershire and Rutland Children's Workforce, to support individuals and

organisations to undertake their safeguarding roles and responsibilities in a confident

and competent manner.

The Framework is for everyone who works or volunteers with children, young people

and their families, or who is responsible for improving their outcomes. However, if

your organisation has a mandatory Safeguarding Framework, the training will meet

the requirements of the LSCB's if it generally aligned with this framework. Therefore,

it is not necessary to complete this framework in addition to your agency standards.

However, if your organisation does not have a Safeguarding Framework in place,

meeting the competencies would support an environment to meet the safeguarding

expectations of the LSCB.

The Training Strategy sets out the vision and mechanisms to ensure the successful

delivery the Multi – Agency Training Programme.

The Competency Framework and Training Strategy replace the previous LSCB

documents.

Leicester, Leicestershire & Rutland Safeguarding Children Competency

Framework

Minimum Requirements for

Safeguarding Children Learning

This document is a revision of the previous Framework (2014). It is based on current guidance, definitions and terminology and is subject to change.

This document will be reviewed on a regular basis to consider and reflect any changes in legislation, guidance, definition, terminology and practice.

July 2018

The Competency Framework

Contents 1. Introduction 2. Process 3. Context 4. Essential Information 5. Core Values 6. The Safeguarding Children Competency Framework Appendix Index Appendix 1 List of Competencies

1. Introduction

This Safeguarding Children Competency Framework is for use by the Leicester, Leicestershire and Rutland Children’s Workforce to support individuals and organisations to undertake their safeguarding roles and responsibilities in a confident and competent manner.

There is an expectation that organisations will ensure that all staff providing a service know how to respond to concerns in line with local and national agendas. Some individuals will work in settings which provide both universal and specialist services for children and adults.

It is the responsibility of the organisation to determine the knowledge and learning that is required.

This Competency Framework is for use by everyone who works or volunteers with children, young people and their families, or who is responsible for improving their outcomes.

“Everyone who works with children has a responsibility for keeping them safe. No single

practitioner can have a full picture of a child’s needs and circumstances and, if children and

families are to receive the right help at the right time, everyone who comes into contact with

them has a role to play in identifying concerns, sharing information and taking prompt

action.” (p11, Working Together to Safeguard Children 2018)

http://lrsb.org.uk/competency-framework-overview

Last Reviewed: January 2019

Childminder Safeguarding Children Policy Guidance Childminders must have and implement safeguarding policies and procedures, however these are not required to be written as a requirement of the EYFS. You must able to explain your safeguarding policy and procedures. It is a requirement of the Childcare Register to have a written Safeguarding Policy and Procedure document. Points to include in your safeguarding policy:

Your priority is to ensure that children in your care are kept safe from harm.

Inform parents how you will keep children safe whilst in your care. Include information about what records you keep: accident, incident and pre existing injuries.

How you will act if you have concerns about a child in your care.

You follow procedure of your Local Safeguarding Children Board which are available on www.lrsb.org.uk and have copies of the national publication: What to do if you are worried a child is being abused and local safeguarding children’s board leaflets. You will keep updated with any changes in legislation.

Your awareness of the signs and symptoms of abuse by undertaking regular safeguarding training (every 3 years) and keeping copies of relevant books and guidance.

Any allegations made about you or a member of your family will be reported to Ofsted and the Local Authority Designated Officer 0116 305 7597.

Use of mobile phones and cameras and internet. Information for parents and children about how to keep children safe when using the internet; what to do if you have concerns about what children are viewing and how.

You follow procedure given in Departmental advice for schools and childcare providers on the Prevent Duty available at

https://www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty

Additional information for Leicester & Leicestershire can be found: www.leicesterprevent.co.uk

The procedure you will follow (how you will act) if you have concerns about a child in your care. For further information see Statutory Framework for the Early Years Foundation Stage – Section 3 – The Safeguarding and Welfare Requirements, Pages 16 and 17.

Inform parents that you have a responsibility to report concerns not to investigate the situation.

Any concerns about a child will be reported for advice and assessment to:

Leicestershire First Response: 0116 3050005

Last Reviewed: January 2019

www.leicestershire.gov.uk/firstresponse Leicester City Social Care Duty Team: 0116 2527004 or Leicestershire Police: 0116 2222222 and Ofsted: 0300 1231231 Advice line for professionals: 0116 305 5500

When you would or wouldn’t discuss your concerns with parents.

What you will do if a child tells you that they, or another child, is being abused.

What you will do if you, or a member of your family, have an allegation of abuse made.

Guidance on producing policies on the use of mobile phones and cameras in your setting Statutory Framework for the Early Years Foundation Stage 3.4 Child Protection. Having a statement about the settings use of mobile phones and camera’s does not prevent child abuse. Staff still need to have knowledge and the responsibility for the Safeguarding policy of the setting, including whistle blowing. What your policy could include:

Staff’s use of their own personal mobile within the setting. o Where are they to be kept when at work? o When can staff make personal calls? o What if they are expecting an emergency call?

If the setting has no land line and uses a mobile phone or a mobile phone us used for outing, how is this used/stored?

Camera’s – How/why/when photos will be taken of children/where stored and for how long. Is setting camera used?

o Photo permission form to be produced for parents? o Special events/open days

Parents use of their mobiles in the setting o Are long/loud conversations an issue? o Parents taking photos on their phone of children, other than their own,

are around

Children bringing their own phones to the setting. Children in OOS should be part of the process in putting together a policy.

Children taking their own photos. Either on the setting camera(s) or using their own phone.

Last Reviewed: January 2019

Information for parents and children about how to keep children safe when using the internet; what to do if you have concerns about what children are viewing and how children can keep themselves safe.

This list is not exhaustive and your policy must reflect what happens in your setting. Consultation with children and parents on policies is good practice, providing an opportunity for feedback on areas you might not have thought of. Policy guidance available: http://resources.leicestershire.gov.uk/oos

Last Reviewed: January 2019

Complaints Policy Guidance For further information see Statutory Framework for the Early Years Foundation Stage, Section 3, pages 33.

Points to include:

Work in partnership with parents to meet the needs of the children and aim to

establish good relationships with parents through open communication.

Parents are encouraged to discuss any concerns they may have with you to hopefully resolve any issues.

Inform parents that it is a condition of registration that you will investigate all written complaints within 28 days.

Let parents know that if a complaint cannot be resolved or is of a serious nature they should contact Ofsted on 0300 1231231.

You will keep a written record of all complaints and the outcome for at least 3 years if it applies to the Early Years Register or 2 years for the Childcare Register.

Any records of complaints will be made available to parents and Ofsted on request.

Details of how to contact Ofsted directly will be displayed in the childminder’s setting.

Last Reviewed: January 2019

Provider complaints record and how to complete the complaints record How to complete the complaints record

You are not required to use this complaints record, if you wish you may use a different form but it must include all the information held in this version. Ofsted will check your complaints record.

When completing the record bear in mind it must be shared with any parent who asks to see it as well as with Ofsted. It is important to maintain appropriate confidentiality when filling in the record. This means

that you should not name the person making the complaint or any persons (adults and children) that relate to the complaint.

A. Source of complaint Indicate the source of the complaint by √ the appropriate box. Where Ofsted carries out an investigation

into your continued suitability to provide childcare following a complaint, they will tell you the outcome of their investigation. In these circumstances you should enter Ofsted as the source.

B. Nature of complaint Record √ one or more of the welfare requirements to which the complaint refers followed by details associated with the complaint, taking care not to name individuals. For example, use ‘child A’, staff

member B’.

C. How it was dealt with Provide information on how you investigated the complaint, recording: the process taken to ensure the complaint was fully investigated, such as interviews, reviews of

records. who was involved in the investigation without identifying any individuals names in the complaint,

including staff or any child.

any referrals you made to an external agency, for example Local Authority First Response team

D. Actions and outcomes Provide details about the outcome of your investigation recording: any action(s) identified by you.

any actions set or taken by Ofsted. any action taken by another external agency

the outcome of your investigation, identifying areas where you feel you could make improvement to your provision and your plans to put these in place

if you dismissed any members of staff following the investigation and if so, under what

circumstances. If you have dismissed a member of staff for misconduct, because they placed a child at risk of significant harm, you will need to notify the Disclosure and Barring Service

www.gov.uk/government/organisations/disclosure-and-barring-service

You must share an account of the findings of your investigation and the actions, if any, that you took or

you intend to take as a result of your investigations with the parents who made the complaint, and at the request of any parent of a child in your care at the setting. You must do this within 28 days from the

date the complaint was made. You can do this by sharing this record. If they ask, or if you think it is appropriate, you should send a separate letter to the parent who made the complaint, giving more detail

Last Reviewed: January 2019

Provider complaints record

Date of complaint:

A: Source of complaint

Parent (in writing, including email)5

Parent (in person) Parent (phone call)

Staff member Anonymous Ofsted (include complaint number if

known)

Other (please state)

B: Nature of complaint (please tick all boxes that the complaint relates to)

EY Register

Section 1 : The Learning and Development Requirements

Section 2 : Assessment Section 3 : The Safeguarding and Welfare Requirements Compulsory Register Voluntary Register

Please give details of the complaint:

Last Reviewed: January 2019

C: How it was dealt with

Internal investigation Investigation by Ofsted Investigation by other agencies (please state)

Please give details of any internal investigation or attach any outcome letter from Ofsted:

D: Actions and outcomes

Internal actions Actions agreed with Ofsted Changes to conditions of registration Other action taken by Ofsted No action Actions imposed or agreed with other agencies

Please give details:

Has a copy of this record been shared with parents? Yes / No

Name of recorder:

Outcome notified to parent: Yes (within 28 days for EY Register and Voluntary

/Compulsory Registers)6

Date:

Position: Name: Signature:

Date Completed:

Last Reviewed: January 2019

Parent Responsibility

The Statutory framework for the early years foundation stage 2017, asks that providers hold information on persons who have parental responsibility. For further clarification see Section 3 ‘The safeguarding and welfare requirements’ 3.72.

Therefore, could you please complete the form below, prior to your child(ren) being admitted into my care. If there are subsequent changes to these details please let me know immediately. Name of child: ……………………………………………………………………………………… Date of birth: ………………………………………………………………………………………… Parent / Carer 1 Name: ……………………………………………………………………………………………………… Relationship: …………………………………………………………………………………………….. Legal contact Yes No Parental responsibility Yes No Parent / Carer 2 Name: ……………………………………………………………………………………………………… Relationship: …………………………………………………………………………………………….. Legal contact Yes No Parental responsibility Yes No Parent / Carer 3 Name: ……………………………………………………………………………………………………… Relationship: …………………………………………………………………………………………….. Legal contact Yes No Parental responsibility Yes No Form completed by: ………………………………………………………………………………. Information regarding Parental responsibility can be found on the Government website: www.gov.uk/parental-rights-responsibilities

Last reviewed: January 2019

EARLY YEARS FOUNDATION STAGE

THE SAFEGUARDING AND WELFARE REQUIREMENTS

RISK ASSESSMENTS 3.64 AND 3.65

Providers must ensure that they take all reasonable steps to ensure staff and children in their care are not exposed to risks and must be able to demonstrate how they are

managing risks31

. Providers must determine where it is helpful to make some written risk assessments in relation to specific issues, to inform staff practice, and to demonstrate how they are managing risks if asked by parents and/or carers or inspectors. Risk assessments should identify aspects of the environment that need to be checked on a regular basis, when and by whom those aspects will be checked, and how the risk will be removed or minimised.

Children must be kept safe while on outings. Providers must assess the risks or hazards which may arise for the children, and must identify the steps to be taken to remove, minimise and manage those risks and hazards. The assessment must include consideration of adult to child ratios. The risk assessment does not necessarily need to be in writing; this is for providers to judge.

The following risk assessment audit and templates may be useful where you have identified a written risk assessment is required.

Last Reviewed: January 2019

Home Safety Audit

It is a requirement of the EYFS and Childcare Register, that you provide a safe and healthy environment for the children in your care. You need to be able to assess and manage risks. It is your responsibility to do this on a regular basis. You can use this home safety audit form to help you carry out a written risk assessment of your working environment. The risk assessment should cover all areas that you will be working in, including the garden and car. If you identify any hazards you will want to deal with them before you admit children to that area. The checklist covers many common safety hazards found in family homes. It is not exhaustive, and you may identify other risks, which you should include in your risk assessment or add to the form. Once you have completed a risk assessment, keep the list on file and review it to ensure you have carried out any tasks that you identified needed doing during the assessment. Many of the risks relate to working with young children and babies and, when carrying out the assessment, you should consider the ages and stages of development of the children you care for. For example, if you are only caring for older children, you may allow them access to the stairs while, with younger children, you may use a stair gate or prevent access to the stairs by ensuring doors are kept shut. You should also carry out a visual check of your home every day but, once every six to twelve months, you should complete this written assessment of your working environment. The checklists provided are not exhaustive as every home is different and space is provided for you to add additional potential risks which you have identified in your setting but which may be less common, for example, if someone in your family is licensed to keep guns on the premises.

Last Reviewed: January 2019

Please complete this home safety audit before the Childcare Improvement and Sufficiency Officer carries out your home safety check. This audit should be reviewed if changes take place and at least annually. Name of Childminder: Date of Home Safety Audit:

Living, Sleeping and Play Areas

Area for Review Date Checked

Issues Identified Date Actioned

Toys or equipment Are they clean? Do they meet current safety standards?

Heat sources Are fireplaces accessible to children? Are radiators too hot to touch and need protection?

Stairs Are the stairs and banisters safe? Is access limited where appropriate?

Dangerous items Are dangerous items such as alcohol, matches, plastic bags or poisonous plants out of children’s reach?

Flooring Are rugs and carpets secure?

Doorways and windows Are locks secure? Are fire exits clear? Are curtain cords out of reach? Has all low-level glass been made safe?

Electrical Items Are electrical sockets accessible to young children? Are leads kept out of reach?

Last Reviewed: January 2019

Kitchen, Eating Areas and Utility Rooms

Area for Review Date Checked

Issues Identified Date Actioned

Pets Are pet food and/or litter trays inaccessible to children. Are pets kept away from food preparation areas?

Dangerous items Are knifes, cleaning products, matches etc. inaccessible to children? How are they protected from touching the oven when in use?

Electrical items Are flexes from kettles, irons inaccessible? Are washing machines etc. made safe?

Rubbish Is waste inaccessible to children?

Furniture Are children’s high chairs in good condition with appropriate safety harness in use?

Fridge Is food correctly stored, in date etc.

Bathroom

Area for Review Date Checked

Issues Identified Date Actioned

Dangerous items Are cleaning fluids, razor blades, toiletries and toilet brushes kept out of reach?

Fixtures & fittings Are baths, shower trays and floors safe? Do children have correct equipment, such as a step for the sink? Is the water temperature safe?

Last Reviewed: January 2019

Hygiene Are nappies disposed of safely? Do children have their own flannels, towels and sponges? Are these changed regularly?

Gardens and other Outdoor areas

Area for Review Date Checked

Issues Identified Date Actioned

Pets and other animals Is the garden free from animal waste?

Play equipment Is the outdoor play equipment in good condition? Is play equipment sited on a soft surface in an appropriate area? Are sandpits covered when not in use?

Garden furniture Are tables, chairs etc. in good condition?

Flooring Are paving stones and drainage covers secure? Are steps made safe for young children?

Security Are fences and gates secure?

Planting Are there any poisonous plants in the garden? Are prickly plants in places where children play?

Sheds, garages and outbuildings Are these safe, if children have access to them?

Water Are any water sources, including buckets, made inaccessible to children when not under your direct supervision?

Last Reviewed: January 2019

Last Reviewed: January 2019

Activity/ Aspect of environment

What are the Hazards to Health & Safety

What Risks do they pose and to whom?

Risk Level H/M/L

What precautions have been taken to reduce the

risk?

Risk Level Achieved

H/M/L

What further action is needed to reduce the risk? Or has been taken following any incident: (record date)

Risk Assessment for childminding setting name:____________________________________ on (date)

_________________________

Name of person completing: ____________________________________ Childminder’s Signature ____________________________

NB: Example typed for clarity – normally handwritten Last Reviewed: January 2019

Activity/ Aspect of

environment

What are the Hazards to Health & Safety

What Risks do they pose and to whom?

Risk Level H/M/L

What precautions have been taken to reduce the

risk?

Risk Level Achieved

H/M/L

What further action is needed to reduce the

risk? Or has been taken following any incident

(record date)

School ‘run’

on foot

Traffic - Road

A Traffic accident

Seven children

minded aged 1,

2, 3, 6, 7, 8,

10 years old

M-H

3 year old walking

holding buggy. 1 & 2 year

olds in buggy with

harness fastened + extra

clip harness in use.

Discuss with school age

children – develop agreed

“walking rules” (see

policy/rules agreed).

L

M

Review as stage of

children’s development

changes – use

activities/stories to

reinforce children’s

awareness.

Use of wrist strap

for 3 year old

following incident

on 2.10.11

Review rules regularly

(termly).

– use role play/stories to

reinforce awareness. –

involve older children in

encouraging young

children in safe practice

e.g. 10 year old holds

younger child’s hand

Risk Assessment for childminder setting______________ on (date) __01/09/17___________

Review date:1-9-18

Name of person completing: _______________________________ Childminder’s Signature ____________________________

Last Reviewed: January 2019

Health Protection in schools and other

childcare facilities

A practical guide for staff on managing cases of infectious

diseases in schools and other childcare settings

https://www.gov.uk/government/publications/health-

protection-in-schools-and-other-childcare-facilities

East Midlands PHE Centre

Nottingham City Hospital

0344 225 4524

Last Reviewed: January 2019

Health Protection for schools, nurseries and other childcare facilities

Exclusion table Infection Exclusion period Comments

Athlete’s foot None Athlete’s foot is not a serious condition. Treatment is recommended.

Chicken pox Five days from onset of rash and all the lesions have crusted over

Cold sores (herpes simplex) None Avoid kissing and contact with the sores. Cold sores are generally mild and heal without treatment

Conjunctivitis None If an outbreak/cluster occurs, consult your local HPT

Diarrhoea and vomiting Whilst symptomatic and 48 hours after the last symptoms.

See section in chapter 9

Diphtheria * Exclusion is essential. Always consult with your local HPT

Preventable by vaccination. Family contacts must be excluded until cleared to return by your local HPT

Flu (influenza) Until recovered Report outbreaks to your local HPT.

Glandular fever None

Hand foot and mouth None Contact your local HPT if a large numbers of children are affected. Exclusion may be considered in some circumstances

Head lice None Treatment recommended only when live lice seen

Hepatitis A* Exclude until seven days after onset of jaundice (or 7 days after symptom onset if no jaundice)

In an outbreak of hepatitis A, your local HPT will advise on control measures

Hepatitis B*, C*, HIV None Hepatitis B and C and HIV are blood borne viruses that are not infectious through casual contact. Contact your local HPT for more advice

Impetigo Until lesions are crusted /healed or 48 hours after starting antibiotic treatment

Antibiotic treatment speeds healing and reduces the infectious period.

Measles* Four days from onset of rash and recovered

Preventable by vaccination (2 doses of MMR). Promote MMR for all pupils and staff. Pregnant staff contacts should seek prompt advice from their GP or midwife

Last Reviewed: January 2019

Meningococcal meningitis*/ septicaemia*

Until recovered Meningitis ACWY and B are preventable by vaccination (see national schedule @ www.nhs.uk). Your local HPT will advise on any action needed

Meningitis* due to other bacteria

Until recovered Hib and pneumococcal meningitis are preventable by vaccination (see national schedule @ www.nhs.uk) Your local HPT will advise on any action needed

Meningitis viral* None Milder illness than bacterial meningitis. Siblings and other close contacts of a case need not be excluded.

MRSA None Good hygiene, in particular handwashing and environmental cleaning, are important to minimise spread. Contact your local HPT for more information

Mumps* Five days after onset of swelling

Preventable by vaccination with 2 doses of MMR (see national schedule @ www.nhs.uk). Promote MMR for all pupils and staff.

Ringworm Not usually required. Treatment is needed.

Rubella (German measles) Four days from onset of rash

Preventable by vaccination with 2 doses of MMR (see national schedule @ www.nhs.uk). Promote MMR for all pupils and staff. Pregnant staff contacts should seek prompt advice from their GP or midwife

Scarlet fever Exclude until 24hrs of appropriate antibiotic treatment completed

A person is infectious for 2-3 weeks if antibiotics are not administered. In the event of two or more suspected cases, please contact local health protection team.

Scabies Can return after first treatment

Household and close contacts require treatment at the same time.

Slapped cheek /Fifth disease/Parvo virus B19

None (once rash has developed)

Pregnant contacts of case should consult with their GP or midwife.

Threadworms None Treatment recommended for child & household contacts

Last Reviewed: January 2019

Tonsillitis None There are many causes, but most cases are due to viruses and do not need an antibiotic treatment

Tuberculosis (TB) Always consult your local HPT BEFORE disseminating information to staff/parents/carers

Only pulmonary (lung) TB is infectious to others. Needs close, prolonged contact to spread

Warts and verrucae None Verrucae should be covered in swimming pools, gyms and changing rooms

Whooping cough (pertussis)*

Two days from starting antibiotic treatment, or 21 days from onset of symptoms if no antibiotics

Preventable by vaccination. After treatment, non-infectious coughing may continue for many weeks. Your local HPT will organise any contact tracing necessary

Last Reviewed: January 2019

Fire Safety guidance for

Childminders and Daycare

Providers

https://www.firesafe.org.uk/child-minders-

and-day-care-providers/

Last reviewed January 2019

About Me

My name …………………………………

What I like to be called

………………………………………………….

My age ……………………………………

My Birthday is on ……………….

People that are important to me

…………………………………………………………….

…………………………………………………………….

My favourite thing about being at home is

……………………………………………………….…………………………………………………………

What do you do when you get home? What do you like doing

best at home?

…………………………….………………………………………………………………………………...

At home I speak (language): ………………………………………………………….

I also use other things to help me communicate (please list

Makaton, visual timetable etc)

……………………………………………………………………………………………………………....

………………………………………………………………………………………………………………..

Do you have any pets? …..……………………………………………………………….

Do you have any hobbies? ….……………………………………………………………

Photo or drawing of yourself

Last reviewed January 2019

What do you like to eat and drink? ……………………………………..

………………………………………………………………………………………………………………….

What don’t you like to eat or drink? ………………………………………..

………………………………………………………………………………………………………………….

Do you know if you have any allergies or take any

medicines?

………………………………………………………………………………………………………………….

The name and address of my Doctor is

The name and address of my Health Visitor is

I sometimes go to the hospital and usually see these people

These are the names of some other people I see sometimes

(e.g. speech and language therapists, specialist teachers

etc)

I sometimes need help with my

Hospital name and address:

My doctors are:

Last reviewed January 2019

I have

I regularly take these medicines:

Some other important medical information about me includes

the following (please outline):

Have you been to a Playscheme/Out of School Club before?

Speech

Toileting

Vision

Hearing

Behaviour

Other

Allergies (please outline)

Asthma

Dietary requirements (please outline)

Other needs (please outline)

Walking

Last reviewed January 2019

My favourite thing about

school is…

My least favourite thing my

least favourite thing about

school is…

What activities do you like

to do?

Is there anything you find

difficult to do?

What programmes do you

like to watch on TV?

What places do you like to

visit?

What music/songs/books do

you like?

Is there anything else you

would like to tell us?

Have you been to a play scheme/out of school club before?

…………………………………………………………………………………………………………………

Do you know anybody else who comes here? …………………………..

………………………………………………………………………………………………………………….

Who will be bringing you and picking you up? ………………………….

…………………………………………………………………………………………………………………

Last reviewed January 2019

Thank you for filling out our form for us, it helps us to get

to know you quicker and understand the things you like and

dislike. We hope you have a lovely time here and enjoy

coming!

Parents signature……………………………………….. Date………………………

Childs signature………………………………………….. Date……………………..

Last Reviewed: January 2019

The Revised Early Years Foundation Stage (EYFS); a Parent’s Guide

The Parent’s Guide to the Early Years Foundation Stage Framework illustrates

how parents/carers can effectively support their child during the foundation years.

The following key questions are answered succinctly and effectively within the eight

page document;

What is the Early Years Foundation Stage?

What is the EYFS Framework – why do we have one?

What does it mean for me as a parent?

As a mum or dad, how can I help with my child’s learning?

How can I find out how my child is getting on?

Where can I go for further information?

To ensure messages are consistent and accessible, it is the intention that all

providers share this guidance with parents. Parents overwhelmingly expressed a

need to be able to access this document electronically. The guide has therefore

been designed to be available as a downloadable file and also a printed copy.

Providers can personalise the document and can add further information in ‘free text

boxes’ – e.g. by inserting their own logos, aims and messages. This is to give

parents more relevant details about the implementation of the EYFS in their child’s

setting.

The Parents’ Guide to the Early Years Foundation Stage Framework can now be

downloaded from the Foundation Years website;

http://www.foundationyears.org.uk/files/2015/01/EYFS_Parents_Guide-

amended1.pdf

Providers are advised to download a copy, personalise it and save it, making it

available to parents, electronically as well as in the form of a printed copy. Settings

may already have a website where they can make the document available for

parents to download or alternatively parents could be emailed a copy of the

document as an attachment.

Also available; what to expect, when? - a parent’s guide.

This will help parents to find out more about how their child is learning and

developing during their first 5 years in relation to the EYFS.

This will enable you to fulfil part of your statutory duties as outlined in the EYFS.

https://www.foundationyears.org.uk/what-to-expect-when/

Last Reviewed: January 2019

Free Early Education Entitlement (FEEE) Funding is available from the Department of Education (DfE) to enable every eligible 3 & 4 year old, and every 2 year old whose parent’s meet a certain criteria, to receive a free part time place of up to 15 hours per week. This can be accessed over a minimum of 38 weeks per year until they reach statutory school age (i.e. the term after a child’s 5th birthday), which equates to a maximum of 570 hours per year. From September 2017, the government is making funds available for an extended entitlement of 30 hours aimed at working parents, this will be available based on eligibility and will equate to a maximum of 1140 hours per year. Recent changes implemented by the DfE, allow all Early Years Providers registered with Ofsted to access the FEEE funding. At the first inspection, providers are expected to gain at least a ‘Requires Improvement’ judgement in order to keep the FEEE funding; those who do not achieve this risk having the funding withdrawn. Registered Early Years Providers may also support eligible 2 year olds, however, they must ensure they receive at least a ‘Good’ Ofsted judgement in order to continue this support for families. Base rate (for all providers): £4.03 Deprivation supplement: Maximum of £0.08 based on the child’s address Eligible 2 year olds are funded separately at a rate of £4.93. Please be aware that during the first term of claiming the FEEE you will only receive one payment known as the final payment. This is made at the end of the term once we have collected data about the eligible children attending your setting. It is therefore important that you have sufficient funds to support the on-going costs of providing childcare during this first term (i.e. staffing / resources / rent / utilities etc). Once you have completed your first term and data collection exercise we are then able to generate an initial payment to support the on-going sustainability of providers. For further information, please visit, https://resources.leicestershire.gov.uk/education-and-children/early-learning-and-childcare/feee-information-for-providers/30-hours-extended-feee where you will find guidance documents, good practice tools, an application form as well as further information regarding the 2 year old funding and the extended entitlement to 30 hours for those eligible parents/carers. For any FEEE queries, please contact the FEEE helpline on 0116 305 5788 or email us at: FEEE@leics.gov.uk

January 2019

What is a Learning Journey?

A learning journey is a record which celebrates a child’s learning, development, progress and experiences. It should tell a story about the individual child - what makes them unique; how they best learn; what they are currently learning; their interests, likes/dislikes; who their friends are and the learning experiences they enjoy. The learning journey should be accessible to both the child and their parents/carers on a daily basis. Thought needs to be given as to the best way of doing this. The learning journey belongs to the child and their parents and should be presented to them upon them leaving the setting/provider. The child’s key person/childminder and family should work together to share pleasure and excitement in the child’s learning and documenting aspects of it. The family should be encouraged to regularly add comments, notes and photographs to the learning journey and to take pleasure in sharing it together. The learning journey is a resource which should be used to further support the child’s learning and development - It provides the opportunity for the child, family and provider to revisit special occasions and memories; it reminds them of important moments and people; and thereby creates a sense of belonging and achievement for the child.

A Learning Journey could include:

Parents’/Child’s and Key Person/Childminder Voices: In addition to adding your own observations and comments to the learning journey, it is important to capture the child’s “voice” – this means listening to the child with all your senses; i.e. what are they telling you verbally, with their body language, eye gaze, facial expressions, etc.? Parents/carers should also be encouraged to voice/share their knowledge of their child’s learning and development, current interests, needs or likes/dislikes within the home environment.

Photographs: - Annotated/dated These should capture children’s significant moments and events, interests and explorations. These could be of the child in the setting, at home, taking part in a celebration or special event, etc. You should also add relevant information and comments – these may be your own or taken from the voices of children and/or parents/carers. Observations: - Dated These should contain significant information on what you notice whilst observing the child whilst they are engaged in play – e.g. what they did, who with, what they said, their body language, comments and ideas the child has expressed, etc. The documents Early Years Outcomes or Development Matters should be used to support your judgements on what learning is taking place – include relevant statements to identify which age/stage the child is working at.

January 2019

You should aim to link your observations to the areas of learning in addition to including detail on the Characteristics of Effective Learning.

Children’s “work”: Annotated/dated This relates to the child’s creations – e.g. their illustrations, marks they make, photographs of models they make, photographs of the child during play. Next Steps: – Possible learning opportunities You should use the information you gather on the child through all the above aspects to identify learning priorities and to help you plan relevant and motivating learning experiences for each individual. Responding to children’s learning could be spontaneous - e.g. changing or adding to the environment in some way - or it could mean planning a future activity or intervention. The documents Early Years Outcomes or Development Matters should be used to support your judgements on what learning is taking place now and to support you in deciding what next steps would be relevant. These should be shared with parents/carers, along with suggestions and advice of how they could further support their child’s learning and development at home. A useful document to refer parents/carers to is What to expect, when? Which can be found here: http://www.foundationyears.org.uk/files/2015/03/4Children_ParentsGuide_2015_WEB.pdf

Last Reviewed: January 2019

Early Help

The term Early Help is used to describe the process of taking action early and as soon as possible to tackle problems emerging for children, young people and their families or with a population most at risk of developing problems. Effective help may occur at any point in a child or young person's life. This definition includes both help early in life (with young children including pre-natal interventions) and help early in the development of a problem (with children or young people of any age). It includes universal help that is offered to an entire population to prevent problems developing, and targeted help that is offered to particular children, young people and families with existing risk factors, vulnerabilities or acknowledged additional needs in order to protect them from developing problems or to reduce the severity of problems that have started to emerge. Please use the Request for Services e-form available by following the link on the webpage http://resources.leicestershire.gov.uk/earlyhelp This means that the form can be completed on the County Council website and it is passed securely to the First Response team. For support and advice on Early Help approaches please contact First Response – Children’s Duty on 0116 3050005 and ask for the P3 Desk. Early Help takes place within Priority 3 of the Children’s social care priority levels. First Response will help to ensure that there is 'no wrong front door' - that any request for help where needs are adequately identified will be responded to appropriately. The Pathway to Services document sets out the thresholds and criteria for services in Leicestershire: https://resources.leicestershire.gov.uk/sites/resource/files/field/pdf/2017/1/9/pathway_to_services_document.pdf

Last Reviewed: January 2019

AnyComms+

Secure File Transfer System

AnyComms+ is a secure file transfer system which enables Childcare Providers to

send information to the Local Authority safely and securely. This may include

evidence to support a funding claim, a letter of enquiry or feedback for the Service. It

will also allow Providers to send files to each other, to schools, and to other

AnyComms+ users (e.g. Health, SENA, etc.).

Accessing AnyComms+

Log into https://filetransfer.leics.gov.uk/Login.aspx and follow the User Guide which

gives full details on how to use the system.

All Providers will be sent their username/password/memorable word in separate

emails once registered.

In order to receive a password and memorable word reset please email

AMAdminSystemsSupport@leics.gov.uk or phone 0116 305 7423.

Disability Access Fund (DAF)

The disability access fund (DAF) is designed to support children with disabilities or special educational needs (SEN).

The DAF aids access to early years places by, for example, supporting childcare providers in making reasonable adjustments to their settings to enhance access and inclusion for all children.

Childcare providers who have free entitlement children who are eligible for the DAF will be entitled to receive a single, one off payment of £615 per year.

Children do not have to take up the full 570 hours of free entitlement they are entitled to in order to receive the DAF.

Who is eligible for disability access fund?

3 and 4 year olds will be eligible for the DAF if they meet the below criteria:

The child is in receipt of child Disability Living Allowance (DLA) and;

The child attends an early years childcare provider for the universal free entitlement.

Any 4 year old children in reception are NOT eligible for DAF funding.

How to identify eligible children

Childcare providers are responsible for identifying children who are eligible for the DAF. Parents/carers of children qualifying for Disability Living Allowance (DLA) are required to provide documented evidence of this allowance.

How to claim the DAF funding

Providers need to claim no later than 1 week after headcount date to ensure payment is made in that term.

How you will receive DAF funding for your setting

LCC will fund all OFSTED registered childcare providers providing a place for each child eligible for the DAF in their area at the fixed annual rate of £615 per eligible child.

The DAF will not be offset against any other funding, i.e. High Needs Funding.

The DAF is payable as a lump sum once a year per eligible child. If a child eligible for the DAF is splitting their Free Entitlement across two childcare providers, the parent/carer will need to nominate the main childcare provider who will receive the DAF funding.

If a child receiving the DAF moves from one childcare provider to another, the new childcare provider is not eligible to receive the DAF funding for this child within a 12 month period. DAF funding received by the original setting will not be recouped.

Where a child lives in one authority area but attends a childcare provider in a different local authority, the childcare provider’s local authority is responsible for funding the DAF for the child and eligibility checking.

All childcare providers who are eligible to receive funding for the Free Entitlement for 3 and 4 year olds are eligible to receive the DAF for any eligible children

An email will be sent confirming the DAF payment to providers who have made a claim

Payment will appear on the headcount final payment or adjustment breakdown sent to you via your provider portal.

Last Reviewed: January 2019

The Early Years Pupil Premium (EYPP) in Leicestershire

What is the Early Years Pupil Premium?

The EYPP is additional funding to support disadvantaged 3 and 4 year olds receiving

the Free Early Education Entitlement (FEEE). The EYPP will be paid to local

authorities through the Dedicated Schools Grant (DSG). Local Authorities will be

required to pass it onto early years providers for each eligible child at the hourly rate

of 53p per hour (around £300 for a full time place of 15 hours).

All registered early years providers that take children for the FEEE – including

private, voluntary and independent providers; and childminders – will be able to

claim the EYPP for eligible 3 and 4 year olds.

Children will be eligible if they are 3 or 4 years old and receiving Government funded

FEEE in any OFSTED registered provider and their parents are in receipt of one or

more of the benefits.

For more information

https://resources.leicestershire.gov.uk/education-and-children/early-learning-

and-childcare/childcare-practice/leadership-and-management/early-years-

pupil-premium-eypp/eypp-guidance-and-resources

SEND LOCAL OFFER

Last Reviewed: January 2019

The Information Commissioners Office [ICO]

Who are they? They are an independent public body set up to uphold information rights in the public interest promoting openness by public bodies and data protection for individuals. The ICO will help organisations comply with the General Data Protection Regulation (GDPR) What do I need to do? Go on to the ICO website – www.ico.org.uk. This will tell you whether you need to register or not. How much will it cost? £40 per year

https://www.actionforchildren.org.uk/resources-and-publications/information-guides/eat-better-start-better/

Actionforchildren.org.uk

Eat Better, Start Better

Guide to the Voluntary Food and Drink Guidelines for Early Years Settings

in England.

https://www.actionforchildren.org.uk/resources-and-publications/information-guides/eat-better-start-better/

Actionforchildren.org.uk

Safer Food, Better Business for Childminders

This is a pack for registered childminders or childcarers on

domestic premises, where meals and dinners are provided for

children. It has been developed by the Food Standards Agency

working with PACEY, Local Authorities and childminders.

Ofsted is aware of this pack.

To obtain a free copy of ‘Safer food, better business for

childminders’ and guide to food regulations’ go to:

https://www.food.gov.uk/business-guidance/safer-food-better-

business-for-childminders

Last Reviewed: January 2019

Toy Libraries There are a number of toy libraries in Leicestershire full of toys and resources for childminders to borrow in order to provide a variety of activities for the children they look after without having to buy new equipment. They are located across the whole of the county in each of the seven districts so no matter where you child mind there is always a toy library close by for you to use. All the toy libraries are listed below and grouped by district so you can find the best one to suit you: Charnwood Shepshed Toy Library Contact person: Subject to change – Please contact the toy library directly Address: Iveshead Campus, Forest Street, Shepshed LE12 9DB Telephone no: 01509 601146 Opening hours: Monday, Wednesday & Friday from 9.30am – 12.00 noon (Term Time only)

Last Monday of every month - by appointment only. Harborough South Leicestershire Toy Library - Mobile toy library Contact person: Lizzie Keenan Telephone no: 01455 209447 Web address: www.sleicsmobiletoylibrary.org.uk Hinckley and Bosworth Hinckley & District Toy Library Address: Westfield Children’s Centre, Rosemary way, Hinckley, LE10 0LN Telephone no: 01455 637516 Opening hours: Thursday 9.30am – 12.00pm (Term time only)

Last Reviewed: January 2019

Childminder Support Groups 2019

Harborough Cheeky Chimps

Gilmorton Village Hall, Every Tuesday 9.15- 11.30am

Contact Jen Millen 07879 227551

Broughton Astley Childminder Professional Development Support Group

Fortnightly on Fridays 10-11.30am, Broughton Astley Children's Centre, term time only.

Contact: Jill Allen 07940 083596.

Chimes Childminding Group

Tuesday 9.30-11.30am term time only, Evangelical Church, Bath Street, Market Harborough.

Melton Childminding Support Group

Stay & Play every Tuesday 10-11.30am at The Edge, Children’s Centre.

Contact: Debs Meakin 07870 563160.

Bottesford and the Vale Childminder Support Group

Flexible times and venues - contact Eileen Wilson 07979748891

Blaby Blaby Childminder Support Group

Last Tuesday of the month 9.30-11.30am term time only, Blaby Baptist Church. £5 to cover costs, but could be reduced depending on numbers.

Contact Nichola Elliott on Tel: 0116 2864944 or email nicholaelliott@yahoo.co.uk.

Charnwood Syston Childminding Support Group

First and thirdThursdays term time only.

Contact: Sue Measures 01162606448/ 07835 045496 St. Peter’s/St. Paul’s Church Hall, Lower Church Street.

Syston childcare providers group

First Tuesday of the month 9.30-11.30am, Syston Methodist Church, High Street.

Contact: Adell Mason delrush08@talktalk.net

Thorpe Acre CM Support Group

Weekly Thursday 9.30-11.30am

Last Reviewed: January 2019

Contact: Julie Watret 01509 843512, Thorpe Acre Church Hall

Shepshed C/M Network

Weekly Tuesday 9.15-11.15am term time, Oaktree Children’s Centre, Shepshed.

Contact: Shepshed C.C. 0116 3055241.

Thurmaston C/M Group

Weekly Tuesday morning 9.30-10.45am at Thurmaston Children's Centre.

Contact: Eileen Thurman, 07877 799669 email: eileenthurman@hotmail.co.uk.

NW Leics Moira Children’s Centre CM Support Group

Thursday mornings. Contact: Marie Lee 01530 414789.

Coalville Children’s Centre CM Support Group

Every Thursday 10am-12pm. Contact: Elaine Gardner 07951 718458

H&B

Barwell Children’s Centre.Monday 9.30-11.00am term time. Contact: Lowri Bartlett

07837 912345

Bagworth Children’s Centre. Thursday morning. Contact :Rachel Smith 01530 231422