Health and Safety in Early Years and Childcare. Bernadina Laverty
Access and confidentiality
Arrangements for safeguarding children
Privacy of children
Retention of records
Organisation and information about activities and routines
Children unable to leave the premises
Complaints
Records to be kept and information about the provider
Health and safety
Management documentation of food safety
6Safe and suitable environment
Premises
Organisation
Security systems
Safe and healthy environment
The Workplace (Health, Safety and Welfare) Regulations 1992
Fire safety law
Electrical safety
Gas safety
The Provision and Use of Work Equipment Regulations 1998 (PUWER)
The Control of Substances Hazardous to Health Regulations 2002 (as amended) (COSHH)
The Personal Protective Equipment Regulations at Work 1992 (as amended) (PPE)
7Risk assessment
Policies, procedures and suitability of premises and equipment
Specialist activities or events
Your own assessment
Groups of workers requiring further consideration
Shared workplaces
Working in a host workplace
8Accidents
Notifications of accidents
Children’s behaviour
Accidents
Recording accidents
Reportable accidents
Dangerous occurrences
Occupational diseases
9First aid
Training
Sickness procedures
Health and Safety (First Aid) Regulations 1981
10Outings
Children’s safety on outings
Assessing risks and hazards
Insurance
General health and safety duty
Risk assessment
11Food safety
A healthy, balanced and nutritious diet
Special dietary requirements
Drinks
Suitable facilities for food preparation and competent staff
Registration of a food business
Providing safe food
Notification of certain conditions and illnesses by food handlers
Outbreaks of an infectious disease and/or gastroenteritis
Food allergies
Glossary of abbreviations
Bibliography
Useful links
Appendix 1: Action Plan
Appendix 2: Regulations summary for Early Years and BS EN standards on external and internal play equipment
Dedication
For Phil, in memoriam, 2 July 2012
About the authors
Bernadina Laverty is an early years/childcare consultant and freelance inspector. She has 18 years of inspection experience, covering the full range of early years provisions. She has a variety of childcare experience having worked in nurseries, schools, a residential unit and with a local authority early years service. She has devised and delivered training, both in-house and as a National Vocational Qualification tutor and assessor. She holds a BA (Hons) degree in Early Childhood Studies. She has particular interests in improving quality and health and safety in the early years.
Catherine Reay is an environmental health professional working as a freelance consultant. She has 25 years’ experience in health and safety and food safety disciplines. She has worked in both the public and private sectors. Catherine has extensive experience in auditing health and safety systems and in accident investigation. She has devised and delivered bespoke health and safety training and health and safety systems across business sectors including the service and manufacturing industries. She is a member of, and a registered tutor with, the Chartered Institute of Environmental Health Officers. She has a Diploma in Environmental Health and Management Studies. She is committed to providing practical health and safety guidance to this sector.
Acknowledgements
In combining both the Early Years Foundation Stage (EYFS) and health and safety legislation, we hope this book helps to clarify and put into perspective what is required to make sure children can play safely and achieve their full potential in your settings. We may both come from different inspection backgrounds, but we share a common belief that children’s safety and welfare is paramount. Working collaboratively from two different safety perspectives has been challenging, inspirational and provides a unique opportunity to explore and discover much common ground.
We recognise and admire that many providers are striving for quality and trying to adhere to all requirements, sometimes without consistency or clarity of information. We hope that this book goes some way in supporting providers to deliver, safe, stimulating and challenging learning experiences for the benefit of all children and their families. Thank you for the inspiration and motivation for us to write together.
In particular we would both like to thank:
•Paula McMahon and Daniel Kelly at NCB for their patience, understanding and for gently guiding two novice authors through the writing and publication process
•our friends and families, who have supported, encouraged and motivated us during testing times
•Pete, Al, Sinead and Catherine for tolerating the lack of domesticity during the writing process and encouraging us along the way
•Fionnuala, whose motivation and wisdom helped us to finish the book
•our critical reader, who never complained about proofreading chapters and whose feedback was invaluable; we are indebted. You know who you are
•Jenny, TK, Linda, Jon, Emma, Craig, Richard, Nathan, Roy, Jackie and Tony – it was a privilege to work with you all
•the providers we have visited over the course of our careers. Thank you for the professional insight, opportunities to observe your practice, debates and discussions. We are privileged.
Introduction