The family belongs to a community in which FGM is practised or have limited level of integration within UK community particularly if they are making preparations for the child to take a holiday, e.g. arranging vaccinations or planning an absence from the setting The family indicate that there are strong levels of influence held by elders and/or elders are involved in bringing up female children If a female family elder is present, particularly when she is visiting from a country of origin, and taking a more active / influential role in the family The child talks about a ‘special procedure/ceremony’ that is going to take place An awareness by a midwife or obstetrician that the procedure has already been carried out on a mother, prompting concern for any daughters, girls or young women in the family; Repeated failure to attend or engage with health and welfare services Staff should note that girls at risk of FGM may not yet be aware of the practice or that it may be conducted on them, so sensitivity should always be shown when approaching the subject. Indicators that FGM may already have occurred: Prolonged absence from the setting or other activities with noticeable behaviour change on return, possibly with bladder or menstrual problems; Difficulty walking, sitting or standing, and look uncomfortable; Spend longer than normal in the bathroom or toilet May complain about pain between their legs, or talk of something somebody did to them that they are not allowed to talk about. If we think that FGM is planned or has happened then we will make a referral to the local authority children's social care team in the usual way.
not just the end result, enjoy meeting challenges for their own sake rather than external rewards or praise Creating and Thinking Critically (thinking) Having their own ideas - thinking of ideas, finding ways to solve problems, finding new ways to do things Making links - making links and noticing patterns in their experience, making predictions, testing their ideas, developing ideas of grouping, sequencing, cause and effect Choosing ways to do things - planning, making decisions about how to approach a task, solve a problem and reach a goal, checking how well their activities are going, changing strategy as needed, reviewing how well the approach worked. At Longleaze Pre-School and Nursery each child will be assigned a key person (keyworker). Parents will be informed of their key person and their role when their child starts attending our setting. Every key person will ensure that each child’s learning and care is tailored to meet their individual needs. (See ) Every child will have a learning journal, which their key person will be responsible for maintaining and sharing with parents. Learning Journals portray the child’s learning journey during their time with us. They contain photographic evidence, observations, and formative and summative assessments. Assessment plays an important part in helping parents, carers and practitioners recognise children’s progress, understand their needs, and to plan activities. assessment – formative assessment is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievements, interests and learning styles, and then using this information to inform their planning, and learning experiences. Summative assessments will be written at the end of each school year, providing a transition report for children starting school or changing provider. A transition report will also be provided if a child leaves or moves setting at any time. Progress Checks will be undertaken by each child’s key person between the age of two and three. These are summative assessments, covering each child’s development in the prime areas. This report will identify children’s strengths, and also any areas where the child’s progress is less than expected. If there are significant concerns, or an identified special educational need or disability, practitioners will develop a targeted plan to support the child’s future learning and development involving other professionals. At Longleaze Pre-School we understand that all children are individuals and that their development is unique to them. We maintain our knowledge through training so that we are best placed to understand the different processes involved in babies and children’s learning and development.
Risk Assessment in the EYFS Aspect of the environment Name of risk assessor: EMMA FLACK TRACEY JACOBS Area needing to be checked: Inside Date of risk assessment: October 2018 Significant Hazard Risk People who could get hurt Existing controls S L Risk Level How often should the controls be checked Is further action required? YES if the score is more than 4. If yes, state action and list on risk action plan Heaters Burning Children, staff, visitors Radiator covers 2 2 4 Daily No Temperature Overheating or freezing Children, staff, visitors Heating, windows, thermometer, electric fans 1 2 2 Daily No Doors Fingers trapped Children, staff, visitors Finger guards, locks, Fasteners to hold door open 2 2 4 Daily No Fire escapes Obstruction Children, staff, visitors Visual checks and staff and children’s awareness. Regular fire drills. Induction training. Informing visitors of fire procedures. 4 2 8 Continually Ongoing staff and children’s safety awareness. Exits Child escaping. Trespassers/ Abductors Children Doors are locked at all times when children are in the building. Identity of visitors is established before entry. 4 2 8 Continually Staff vigilance Uneven floor levels Trip, slip hazard Children, staff, visitors Non-slip floor coverings, secure carpet edging. 2 3 6 Continually Staff vigilance
Risk Assessment –Meeting Room 2018 - 19 –Llewellyn Building Activity Person at risk Significant hazards Benefits e.g. to children Risk L S DR Risk control measures Is further action required? YES if the score is more than 4. If yes, state action and list on action plan Meetings: TAC, IEP; CIN; Committee, Staff etc Ballet class All Walking into cabinets Essential in the child’s development; To discuss parental concerns; running of Longleaze Pre school 2 3 6 Drawers to be kept shut Ongoing staff and children’s safety awareness. Meetings: TAC, IEP; CIN; Committee, Staff etc Ballet class All Walking into / falling over tables or chairs Essential in the child’s development; To discuss parental concerns; running of Longleaze Pre school 2 3 6 Chairs to be positioned around wall area / table Ongoing staff and children’s safety awareness. Meetings: TAC, IEP; CIN; Committee, Staff etc Ballet class All Electric Sockets Essential in the child’s development; To discuss parental concerns; running of Longleaze Pre school 2 4 8 Electric socket covers to be placed in all sockets Continual risk assessment to ensure socket protectors are in place. Meetings: TAC, IEP; CIN; Committee, Staff etc Ballet class All Trapping fingers or limbs in doors Essential in the child’s development; To discuss parental concerns; running of Longleaze Pre school 2 2 4 Finger guards in place. No
Entry into Meeting & Class Rooms, and office. All Entrance doors into Meeting room closing on people Essential in the child’s development; To discuss parental concerns; running of Longleaze Pre school 2 2 4 Child to always have an adult present to ensure safety. Transparent panel in all doors to see children on other side of door. No Likelihood (L) = Most likely – 4, Likely – 3, Unlikely – 2, Remote – 1 Severity (S) = Fatal injury – 4, Major injury – 3, Significant injury – 2, Trivial injury - 1 Degree of risk (DR) = Likelihood X Severity Risk assessment carried out by : …………………………………… Job title : ………………………… Date of risk assessment: …………………… Signature: ………………………………………………. Date of revision: ………………………… Manager’s signature: ……………………………… Date:-
Risk Reduction Action Plan List any hazards that score more than 4 and detail the actions you are going to take to reduce the risks as far as is ‘reasonably practicable’ Risky Hazard scoring more than 4 Risk Level Action Priority Action to take Date to Implement Sign/Date when in place (Now do a new/revised risk assessment but keep the previous one to show the process you have gone through.) Toxic substances 8 2 Carry out COSSH assessments Regular monitoring of use and storage Ongoing Sockets and wires 8 3 Child-proof protectors on each socket Ongoing Fire escapes 8 4 Ongoing staff and children’s safety awareness. Ongoing 8 4 Ongoing staff and children’s safety awareness. Ongoing Toys 8 4 Ongoing staff and children’s safety awareness. Ongoing Outdoor play equipment 8 4 Ongoing staff and children’s safety awareness. Ongoing Uneven ground/floor levels 6 4 Ongoing staff and children’s safety awareness. Ongoing