when a child’s speech, language and communication is not following a typical pattern of development (EYFS 1.6-1.7, 1.10, 2.3, 3.68) OR A brief description of the assessment system used; when and how practitioners are assessing children’s progress 2b Practitioners plan and use a range of strategies to support children’s speech, language and communication development (EYFS 1.5-1.10, 2.3) Three examples of different strategies used to support children’s speech, language and communication development 1. 2. 3. 2c There are activities and information available for parents and carers to support children’s communication and language development, including An example of available information for parents and/or carers on: Dummies Free flow cups Screen time Bookstart/reading at home Two different examples of available activities and programmes for families supporting children’s communication and language development
5 Breastfeeding and starting solid food 5a* The setting provides a supportive breastfeeding environment. Written food statement / policy that there is: Secluded space for breastfeeding mothers Refrigerated storage for expressed breast milk which is clearly labelled with name and date Last Review Date: Date submitted to HEYL: 5b Promotional materials from infant-formula companies are not used (EYFS 3.2, 3.20, 3.73) One example of information displayed on breastfeeding and breast milk S5a There is information available for parents and carers to promote and support breastfeeding and starting solid food (EYFS 1.6, 1.10, 2.2, 3.68, 3.73) Two different examples of available support and information for parents and/or carers on breastfeeding or starting solid food 1. 2. 6 Physical Activity
6a Physical activity statement that includes an approach to supporting physical activity. Physical activity statement / policy includes: The for the amount and type of physical activity for The way settings support physical activity, physical development (fine and motor skills) and reducing sedentary behaviour Ways that settings support active travel Last Review Date: Date submitted to HEYL: 6b All staff have a positive attitude and actively support children’s outdoor experiences (EYFS 1.5-1.6, 1.8-1.9, 3.2, 3.20, 3.48, 3.58, 3.65) Three different examples of how staff actively and positively support children’s outdoor experiences 1. 2. 3. 6c The environment, resources and planned activities enable children to be physically active, both inside and outside (EYFS 1.3-1.6, 1.9, 3.53, 3.57-3.58, 3.64) Two different examples of how the environment, resources and planned activities enable children to be physically active inside 1. 2. Two different examples of how the environment and resources enable children to be physically active outside 1. 3.1-
2. 6d Settings that have accessible outside space have a play continuously available in all weathers (except when children are eating and sleeping). Where settings do not have accessible outside space children are taken outside every day, regardless of the weather (EYFS 3.58, 3.65-3.66) description / examples of how providers enable children to access outdoor play on a daily basis in all weathers (Settings without childcare should describe how they encourage parents / carers to take their children outside) 6e The setting works to minimise the amount of time children spend being sedentary for extended periods (except time spent sleeping and eating). Routines support children to Two examples of how practitioners support children to sit less and move more, to minimise the amount of time children spend being sedentary for extended periods 1. 2.
7a Children learn about self-care and hygiene and are taught to manage health practices independently (e.g. washing hands techniques, putting on coat) (EYFS 1.6, 1.8-1.11, 21, 3.1-3.2, 3.60) Two examples of how daily routines and environment support children’s independence 1. 2. Two examples of planned activities helping children to learn about self- care and hygiene 1. 2. 7b* Children are toilet trained, when they are developmentally (EYFS 1.1-1.2, 1.6, 2.2-2.3, 3.20, 3.27, 3.73) One example of when a member of staff supported toilet training 1. 7c At meal and times children are involved in food preparation, setting and clearing the table and serving food and drinks when Three examples of how children in your setting are involved at meal and snack times 1. 2. 3.
developmentally ready (EYFS 1.8, 3.2, 3.48, 3.60) 7d* Practitioners support children’s intimate care routines including nappy changing procedures and toilet training (EYFS 1.10- 1.11, 3.20, 3.9-3.10, 3.20, 3.27, 3.44, 3.60) Two different examples of how practitioners support children’s intimate care routines 1. 2. 7e There are activities and information available for parents and carers to support children’s independence in self-care and hygiene including toilet training and infection control (EYFS 1.6, 1.10, 2.2, 3.68, 3.73) One example of available information or activities for parents and/or carers supporting children’s independence in self-care and hygiene including toilet training and infection control 1. S7a Practitioners are able to support parents and carers An example of when a member of staff encouraged and advised a parent or carer on a child’s independence in self-care e.g. toilet training or hygiene or A description of how practitioners have been trained/supported to offer appropriate advice
(EYFS 1.6, 1.10-1.11, 2.2, 2.3-2.4, 3.68, 3.73) For children’s centres An example of when a member of staff supported a parent or carer to find volunteering opportunities S10j Healthy eating, physical activity and weight management (EYFS 1.6, 1.10, 2.2, 3.68, 3.73) One service that can support healthy eating and physical activity Two different examples of information shared with parents about healthy eating, physical activity or weight management 1. 2. B – Quality of teaching, learning and assessment Criteria Minimum Evidence & Setting Examples RAG Actions needed to meet criteria 10 Children’s individual needs, interests and stages of development are considered when planning experiences that will support each child’s health, wellbeing and education 10a There is a clear planning system in place for the three Description of the settings’ planning system, which takes into account children’s individual needs, interests and stages of development
engage in sustained play (EYFS 1.5-1.6, 1.8-1.10, 2.1, 3.54, 3.58, 3.60, 3.62, 3.64) 1. 2. 13b Children are supported to take appropriate risks in their play (EYFS 1.5-1.6, 1.8, 2.1, 3.1-3.2, 3.25, 3.64) Two examples of how practitioners encourage children to take risks 1. 2. One example of how providers ensure that children in their care are not exposed to unnecessary risk 1. 13c Children are encouraged to speculate and test ideas through and error (EYFS 1.5-1.6, 1.8-1.9) Two different examples of how children are encouraged and supported to develop their own ideas, creativity or explore and think about problems 1. 2. 14 All practitioners celebrate diversity and promote equality and inclusive practise in all aspects of work with children and families, reflecting the ‘Fundamental British Values’ of democracy, rule of law, individual liberty, mutual respect and tolerance for with different faiths and beliefs 14a Resources reflect the diversity of London as well as Two examples of how providers create a welcoming and inclusive environment 1.
to practices and environment (EYFS 1.5-1.10, 2.10, 3.1) 2. 3. 17c There are mechanisms for staff to give feedback and this is responded to, and acted upon as necessary. (EYFS 3.20-3.24) Two examples of how staff can give feedback and share their experiences and opinions 1. 2. 17d There are effective health and safety procedures including fire safety and hygiene requirements (EYFS 3.54 -3.66) A brief description of the procedures in place for health and safety 17e The setting is a smoke free site (EYFS 3.56) No Smoking Policy Last Review Date: Date submitted to HEYL: Written Behaviour Policy