SEF 2019 – JUNE
- I received Ofsted approval to run under two licenses but to date only childminding has been inspected.
- Childcare on Domestic Premises
This SEF is an overall account of my setting and will encompass both of the above registrations.
I am based in a large detached house which is on a bend in the road, allowing for ample off street and street parking. There is a large wide step leading to the front doorstep. There are no ramps or stair lifts in the property although a ramp could easily be fitted to accommodate a wheelchair onto the porch at the front of the house. I am approximately fifteen minutes from the Mainline train station, Elstree and Borehamwood. There is a bus stop a couple of minutes up the road which takes you to the local station, Edgware and Barnet.
We work from a large playroom where we play every day if we are not outside or out and about, a kitchen which we prepare snacks with the children, eat our meals and do cooking activities and any activities that are redeemed to be “just too messy” to clear up in the play room. We also have a nappy room which doubles up as an office and houses all our paperwork. The play room is largely resourced with equipment from all areas of learning. We also have an outhouse that stores many more pieces of equipment and activities and the children are encouraged to go in there to chose additional items. The children range from three months to three years old approximately. They sleep mainly upstairs in cots/travel cots, either alone or with one/two other child/ren. We have four double buggies and 2 single ones plus we are able to borrow from fellow childminders if any of ours were not working which allows us to get out.
- The kitchen leads onto a large patio into a very well resourced garden, whereby I had erected a see through roof to ensure that all children can go out regardless of the weather, the younger children can crawl around outside without getting damp. My motto is “There is no such thing as bad day just bad clothing. The patio leads onto a large grass area which the children are encouraged to explore. I retain a gardener to manage the flowerbeds, lawn etc
We are widely known amongst the local nursery schools and have a good working relationship with those that we have share care with (at present we do not have any shared care). We are also known at the local children’s centre. We write up transitional sheets for all our leavers and encourage the next school to contact us if needed. This is relayed via the parents. We also offer school runs/after school club to a couple of schools in the area.
I consider all my children and parents as individuals and relate to and communicate with them all on a level which will make them feel respected and valued. If my parents are affiliated to a religion or traditions that I am unaware of, then I welcome the opportunity to learn more about it, both independently and through the family. Most of our business comes from recommendation.
ENROLLING /SETTLING INTO JOLLYTOTS
All prospective parents are requested to come and visit initially. We encourage them to go away and to discuss their decision before making the choice and will never put any parent on the spot to sign. Once a parent requests to enrol in the group, we send a welcome pack. This includes all our policies, which they are requested to read. The parents are also given their learning journals and asked to fill out an initial development check covering the “Early Years Outcome/Development matters and “All about me” and the “Characteristics of effective learning”. they fill out a very extensive form which tell me about child’s likes, dislikes, habits, comforters, medical issues, routine and many other things. They are also asked to highlight in their child’s journal their starting point. All the relevant paperwork is completed at the parents leisure before they start and then they bring it back to me and I go through it with them, to ensure that I have understood everything that has been written down. I also ask them about their cultural background and beliefs and what they hope to get spiritually out of the group.
They are asked to download this brochure and use it alongside the learning journal.
We have created a very thorough settling in process which is highly beneficial to parents, children and ourselves. We request that parents follow this, which assists the parents and children in getting to know us and visa versa. This is parent lead without any pressure from us.
The whole process can take several weeks and involves playdates, food dates, sleep dates and then piecing the puzzle together. This I believe is an invaluable and robust start to their independent journey with us.
TIMETABLE AND DAILY ROUTINE
- I operate from 7.30 am in the morning until 6.00pm, Monday to Friday, although this is flexible according to the needs of the parents. We close one week over Easter and Christmas and two during the summer holidays and two of the main Jewish holidays. The children come and leave at any time of the day. We schedule our time via a daily timetable plus each child’s individual interests and what’s next. We also run our monthly learning themes which helps us plan in advance and support the learners to come up with creative ideas to support their key children’s interests whilst introducing new learning platforms. The staff are made very aware that when planning adult lead activities, that it is the process that is important and not the end product, hence there are many occasions when going off in another direction, lead by the children is far more exciting and acceptable to all of them and us.
- My main clientele are working parents, who either leave their children with us for a whole day or have shared care with grandparents/carers. All the babies individual routines are respected when they start and gradually they move across to ours. Our timetable encourages the children to have many child initiated sessions throughout the day as well as adult run sessions. If the children are enjoying an activity then we do not rush them onto the next thing unless time is working against us. Breaks are co-ordinated into the timetable for staff member according to their needs and us keeping in ratio.
|7.30 – 9.00||Children Arrive – Breakfast is served till approximately 8.15|
|8.15/9 – 9.40||Free play/Activity/theme/ work on next steps.
Children to help set up snack time. This involves using real knives, peelers graters, scoops etc and is very much a fine motor learning experience as well as learning all about exotic fruits.
|9.40/9.55||Tidy up time and nappies|
|10.20/10.35||Snack time – includes drink and fruit choices|
|10.40||Dress the children/ take them out.- Children are encouraged to find their own clothes and shoes and to where possible try and put them on.|
|11.30||Change wet children/Story Time|
|12.15||Change nappies and put children to bed
Younger children stay up and have free play time.
|2.30 onwards||Snack time/Free Play/Singing/Story|
|5.00/6||Clean and tidy up|
CHILDREN ON ROLL
We are registered to have 9 children under our Childminding licence and up to fifteen with our childcare on domestic licence although to date we have never gone to that many and usually have a maximum of twelve. The group of children that I have at present are all English aged between 10 months and two years three months. Three set of parents speak hebrew to their children. These parents share with us the words and phrases that their children know in hebrew. I am attempting to learn the language also and have made several attempts to have an Israeli speaking member of staff. Hopefully this will be happening in September. We usually have about 22 part time children on our books. I also have a few after school children, which varies from term to term.
- I do not have any children who are registered with learning difficulties or additional needs at present, however we do have one child that is hyper mobile and have a good understanding of his needs and have been involved with his care plan.
- We have several children that have allergies, although none at present require an epipen.
- With my accreditation to provide Early Years education I am able to claim government funding for 3 and 4 year olds plus 2 year olds. At present I do not have anyone on the roll.
I work with 1 level 5 member of staff who is my manager and looks after the setting on a daily basis and manages the staff. I also have one apprentice who has just started her level 3. We are in the process of registering two level 3 members of staff, one level 2 who is about o embark on a level three and one senior ex childminder/nanny who will be part of our bank staff ratio. At present we have one member of staff on maternity leave.
- All team members apply for their DBS certificate and EY2 at commencement of employment. They are put on a three month probation period to prove their suitability before being offered a job. If the EY2 form has not come through by then, then we wait until it does to offer them a job. All unregistered staff are never left alone.
- In the past I have attended many courses and propose to continue my learning at every opportunity I get. Unfortunately however, there have been several cuts in our Borough and the courses on offer are nowhere nearly as plentiful as they used to be and I find myself doing on line courses or following changes via the internet. My staff and myself are always looking to attend courses, complete in-house training and online courses.
- The Manager this year has signed up to a BSL course. We have an in-house apprentice that will mentor throughout her course.
- Some of the courses that have been recently attended are:
- First aid training, Safeguarding, Radicalisation courses, food hygiene, female mutilation, two year checks and the health visitor, Safe guarding, British Values, behaviour and Phonics. We have all just enrolled in a maths course for later this month.
- Once we have attended a course I ensure that the staff have fully understood what was said and how we intent to implement it within the group. Following my last Ofsted inspection we were encouraged to continue to attend courses, this is always an onwards struggle as many are held during the day and are not particularly user friendly for childminders. I often tune in to webinairs now and use my knowledge in supervisory training sessions.
- All staff at the commencement of their employment are asked to read all our policies and are requested to sign them to ensure that they will adhere to them at all times. Safeguarding is discussed, as is radicalisation and British Values at their supervisories and they are put on a course run by the Borough at the earliest opportunity.
- The regular supervisories, allow the Manager to discuss safeguarding and any issues that have arisen since the previous supervisory and to implement any changes that need to take place. In turn it is the staff’s right to discuss their concerns. I also hold annual appraisals with the staff, although have discussions throughout the year as and when I believe the need arises. The staff also take part in “peer on peer”, which assist them in seeing how they feel others perform. This is an invaluable teaching tool.
- All staff have set jobs daily to undertake, which gives each person a chance to excel in all areas. They are encouraged to have a willing attitude towards tasks that need to be carried out outside their duties and to step in where necessary.
Our aims as a child minding group are to plan and promote activities which will encourage moral, emotional, spiritual and social development with the children in our care; alongside intellectual development. We aim to provide and expose children to experiences aimed at developing their independence and desire for learning. We make every effort to form warm and caring attachments with the children in our care. We do this by bonding with all the children and look for signs to support the above. We also highly value what the parents/ carers tell us in order to better understand their individual needs and interests and have a solid partnership plan in place to ensure that this happens. We use encouragement and praise to build up their skills and increase their feelings of value and self worth.
- Each child has an appointed key worker who plans and manages their learning needs
- Each member of staff plans a day’s activities, taking into account the needs of the children present, during that day. This gives each member of staff an excellent opportunity to work with a range of children and their needs apart from their own key children and encourages them to get support from their colleagues. It also means that more than one person is observing each child, which often causes exciting results.
Actual planning is based on the observations that have been carried out. Each member of staff, set monthly developmental tasks linked to their children’s interests and “What next”. These are observed and written up weekly, checked against the learning journal and then summarised monthly, ensuring that at least one weekly observation is written as a “Characteristics of Effective Learning” observation . If a child has reached their goal mid month, then a new “what next”, will be set. The findings are sent out to the parents via a whats app message together with their next month’s initiative. Every three months a termly observations is written up and sent to the parents in the Learning Journal and the parents are requested to give feedback. If the children are still with us at 27 months, then a two year check is completed and shared with the parents and feedback is requested from them. All children’s developments are mapped out on a cohort sheet monthly and the Manager and myself study the results and look at different groupings to see if there are any issues that arise, eg boys v girls, children that come in the majority of the week v those that come in a minimal amount of time and those that have older siblings. Unfortunately as the age range is so young and each child comes in for a different period of time it is difficult to find anything that is too conclusive. Each member of staff also have their own forms that they update monthly. This allows them to keep on top of the constant changes that their children are making and reinforce which age bracket they are developmentally at, their COEL and to make them more confident with the EYFS.
At present all my children are under three years old and at the moment none of them are receiving shared care, however if they were then we would liaise with the partnership nursery to ensure that everybody is aware of the child’s needs and developmental milestones, equally if there were any issues it could be sorted out. Our curriculum is sensitive to religious and appropriate celebrations, but is predominantly lead by the needs of the children.
To date we have never had to complete the EYFS profile for a child in our care, however I have all the necessary paperwork should the need arise.
The staff have been trained to ensure that they totally understand the purpose behind planning and why we do it. Discussing their evaluation after they have completed it, allows them to learn from their own experiences and weaknesses, and praise themselves on things that have gone well. Learning how to adapt a session to incorporate every child is also challenging, but rewarding when they get it right. This term we are expanding these activities to ensure that the children that miss the opportunity in the morning are offered it during the afternoon and that those that may want to repeat it, are encouraged to do so.
We aim to draw upon the experiences and diversity of the parent/carers and children in our care. We encourage the children to develop a sense of curiosity and sense of belonging. I think this is a very important learning experience for very young children as it helps them to become familiar and aware of their surroundings. As the children are so young it is important when asking a question to pause and wait for some kind of reaction as with this age group it takes them a while to respond.
The room is rearranged weekly, in order for the children to get the maximum out of the resources and to combat boredom and maximise curiosity. This is always based on their current interests. Although a timetable is in place, we would never stop a child in mid flow if they are enjoying themselves with something or we suddenly initiate a deviation that they are enjoying. Our timetable encourages the children to have many child initiated experiences throughout the day as well as adult lead sessions.
We do not record all observations but try to focus on those relevant to each child’s individual’s “What next”. We also write up “Wow” moments which are shared with the parents. This enables us to provide stimulating and challenging activities and experiences for that child allowing the play to become meaningful (Stat Framework 1.8 1.10 and 1.12). On many of the days the children take something home to show what they have done or the parent has received a photo on whats app to show what they have got up to.
Both indoor and outdoor play is on offer daily with calculated risks encouraged, this allows the children to explore and enjoy the use of all their senses and learn to risk take. Outside there are numerous toys for the children to enjoy, including cars, sensory play eg water, sand, earth, a trampoline, slide, and three Wendy houses although one is used for storage in the winter. We also bring our indoor resources out to ensure that the outside is as enriched as the inside where possible. We are fortunate that due to the size of the patio we can remain outside for extended periods of time in the winter, without having to go on the grass which sometimes becomes problematic in the winter as it is very slippery. The children take great pride in watering the plants and digging up the earth in the warmer months..
There are boundaries, which are fair and they learn what is acceptable and what is not. The children love one to one time as well as group time and we are constantly interacting with them. We sing songs, play games, mark make, use challenging resources and read books to name a few of the things we get up to in a day. Our recent hit is the “Baby Shark” song that the children ask Alexa to play!
We are always adding to our resources and love to watch the excitement on the children’s faces when we introduce a new book or resource and it becomes a favourite. We have just been given a beautiful Noah’s Ark. The babies have lots of soft toys, noisy toys, building bricks, dressing up and shape puzzles. They sing and dance and have a lot of fun. The children occasionally enjoy outings to the park or to the shops such as the pet shop, supermarket and other childminders , however as we don’t have triple buggies and are children are very young we don’t do this too often. The children love looking at photos of themselves. I take lots of photos of the children playing and make them into displays around the room and books that they can access themselves. The older ones have started to understand the concept of “selfies”. On one of the boards is a family tree and the children will often go up to it and find their own family. This demonstrates all the different dynamics that constitutes a family in today’s modern age.
We follow a theme each week and make singing props for the children to use. The song is sent home on the previous Friday so that the parents can introduce the song to them over the weekend.
Lots of mark making, experimenting with shapes, colours, numbers, letters and textures etc;
Quiet play sessions with sensory toys:
Singing, making music, movement and activity games.
We often engage in imaginary play and encourage the children to copy us in what we are doing and some of the older ones are even able to take the lead.
Puppets that we use in our theatre and during singing time and free play time.
I have a wide range of reading materials in our book corner, which is changed weekly to develop their communication and literacy skills and hope to encourage a love of reading.
The staff have all made a resource to use in the group by being encouraged to source it on the net. I am affiliated to many social media groups which include discussion, government and learning sites.
We encourage the children to come across technology whilst taking suitable precautions to ensure their safety.
Communication is of prime importance in helping children develop skills for the future. In varying degrees, when the children leave us they can follow simple instructions, communicate their own needs, take their turn and share. There are many ways that this needs to be actioned. I encourage the children in my care to develop their communication and literacy skills on a day to day basis in almost everything we do. We talk a lot and sing all the time; we listen to the children and encourage them to listen to others and turn take. I constantly ask them for their preferences and whether they want to end an activity or carry on with it. If I cannot accommodate them I attempt to justify my answers. I encourage all children to take their turn at singing time, by passing around props that we sing about.
By labelling and providing pictures of play resources I help children to associate the written word with objects. I also give out name cards every day in our singing session and sign the first initial. We display the children’s artwork for them to admire.
I help children to develop numerical understanding throughout the programme. We sing counting rhymes and songs every day and have number props to reinforce what they look like. I read and have out, books showing numbers and counting. We often count numbers of things illustrated in story books as we read them. We sort and count objects whilst we are playing with them. We count household objects when we are getting cups out for drinks are spoons and forks out. I use mathematical terms and descriptive language during daily play. We talk about shapes; largest; smallest; more; less; sharing; too small; too big etc.
SEEKING CHILDREN’S INDEPENDENCE AND SENSE OF IDENTITY AND NURSERY SCHOOL READINESS
We look for all opportunities to allow the children to have free expression, choose their own toys, become responsible for their belongings and take a pride in their work.
We have nappy drawers for each child that assists us in making sure that each child has its own nappy, cream wipes etc. The older ones are encouraged to find their drawers at changing time. We also have coat hooks with their names on them. This we hope supports the child in learning how to take responsibility for their possessions.
The children each have a name card and they are encouraged to find their card during our circle time and participate in singing about themselves. As time progresses, the children are taught to become independent and make some decisions, such as a preferred songs to sing, what fruit they would like to eat etc. They start to build up preferences and form friendships which we encourage. Everyone in the group is part of a ‘team’ and so the children are encouraged to take their turn, and help each other once they are old enough to follow simple instructions. They become able to help us bring their drinking cups to the sink, and they help to tidy up when appropriate, and find their coats and wellingtons when we are going outside. We also encourage the children to clear up the rubbish and put it in the bin. I have high chairs as well as low tables and chairs so that all children can sit down together, safely. As soon as a child shows an interest in sitting at the low chairs, then we encourage them to do this, as we are aware that we are working towards the day that they will move on to nursery school and become more independent.
PARTNERSHIP WITH PARENTS AND COMMUNICATION
We work closely with parents to support each child as they grow and develop and celebrate their learning journey with them. If a child is from an ethnic background whose first language is not English then we ensure ample communication before they start and encourage the parents to guide us as to how they want us to communicate. We log in the daily diary, record in their journals and communicate on pick up and drop off and we communicate electronically with each parent through “Whatsapp”. Every day the parents are sent comments and pictures that encapsulate their child’s day. Parents successfully communicate through this method, showing their pleasures and concerns. We periodically send out questionnaires to all our parents ensuring that we are meeting their needs. We have a weekly broadcast which announces what we intend to get up to the following week, our weekly new song and any other current issues. we also use this method of conversing during the week, if anything needs to be broadcasted. I believe that the parents are confident in communicating with us. Generally the parents are very happy with our services and share with us any concerns that they have, so that we can work together to make things happen, change habits etc. If they want to comment annonymously then we have a comments box outside the house that they are encouraged to use. Time is always made for the parents when the drop the children off and when they pick them up to discuss the day’s events and any problems they may have or anything we need to discuss with them. We are always contactable by phone, text, whatsapp or email and parents regularly use these means of communication with us. Parents are invited to attend a “Parent’s meeting”, every term.
I believe that parents should be able to visit their child whilst they are in my care; therefore, I provide an open door policy and we encourage this as long as none of the children become upset. At present we have one mother who takes great comfort from this.
“JollyJane”, is a doll that knows all the children’s names and assists the children in singing about themselves. Jolly Jane has the oppoortunity to go home with all the children to experience their home lives and pictures are sent back with a short note of what she got up to. Some do this reluctantly and are astonished at how excited their child is to have her at home. I believe it gives so much value to the partnership that we strive to have with the parents.
Recently we have set up book bags to go home with the children, which they are encouraged to share with the children and then provide feedback in the pack. This has proved to be very successful and we are looking to expand this.
We also have asked the parents to share with us their child’s favourite reading book at home, and then we use that as the book of the fortnight. The chosen book is then broadcast to the parents to read at home for two weeks. This has proved to be very successful and shows our devotion to improving literacy at the earliest possible stage of development. Having a love of books to me is a vital part of a child’s ability to appreciated an enriched world of literacy..
As far as the children’s views are concerned, as they are young, we rely heavily on working with our children and getting to know them well enough that we can sense how they are feeling, their likes and dislikes and how to comfort them in times of need. The children are praised for effort, sharing, good behaviour, good manners and I make a point of using positive reinforcement and ensure that the adults are constant good role models.
At present I have no children with special educational plans but would access training and support as to how I should implement them if this became the case. I follow equal opportunity and anti-discriminatory practice for all children in my care. No child will be disadvantaged because of gender, ability, culture, religion, language, ethnicity, family background, learning difficulties and/or disabilities. All resources are multi cultural, diverse, non stereotypical and encourage curiosity, dexterity and imagination.
SAFEGUARDING AND WELFARE
My manager, my team and myself have a knowledge and understanding of safeguarding, child protection, British values and have all the relevant documentation displayed to report any suspicions to the relevant agencies if required to hand at all times.
We promote the welfare of the children in the Early Years Foundation Stage in everything we do in the group and try to keep up to date on any impending changes. We have an excellent partnership with the parents which means that we are constantly communicating with each other and if there was a problem with one of the children or the families they are able to come to us for support.
It is my responsibility to ensure that all records are up-to-date and that confidential records are kept for each child, which lists any health aspects we should be aware of, such as any allergies or intolerances and asthma.
We take care to ensure every child in the setting is kept safe from harm. I regularly update my safeguarding policy and I also have subscribed to regular emails from the CSS (Childhood Support services) which gives you constant relevant updates. All staff are sent on relevant courses and safeguarding is discussed at each supervisory.
I record all accidents, incidents, risk assessments etc and I have a full safety plan in place. Parents are asked to sign to agree to a range of permissions before their child starts in my care.
The emergency procedure is on the wall, should we need to evacuate the premises. We do fire drill periodically and make amendments as appropriate.
There is a first-aid box in the cupboard which is checked regularly, a fire blanket on the wall, a fire extinguisher in the cupboard and an, accident book, incident book, child protection book, complaints file, medicine book in an adjoining room. The daily register is kept in the room where we work.
. A daily risk assessment is carried out to ensure the safety of the equipment and it is chosen daily with the children present in mind.
Only people authorised to pick up the children are allowed to do so, unless we are presented with a password that has been given by the parents. I make sure that I write down the timings of all the comings and goings of the staff and the children and all visitors.
All nappies are changed in an allocated room and logged.
SELF CARE/HEALTHY LIVING
I have a very strict policy with regards to keeping children off if they are not well as I do not feel that it is in the best interest of the child (see contagious disease sheet in folder) or to the other children benefit or myself. If a child is sick, or is deemed not to be well, it is our policy to ask that the child does not come in, and if we feel a child is ill after arriving at the group, I will contact the parents and ask them to collect their child as soon as possible. This is an area that we sometimes struggle in convincing the parents that their child is not well enough to be in the group.
Cleanliness is of the utmost importance. The children always wash their hands before and after eating and when they come in from the garden. Children wash hands and prepare fruit for snack time, learning to peel and cut and make choices in which fruits to use! . This demonstrates healthy eating, whilst taking their turn and learning to share. They are encouraged to make choices between milk if non allergic or water at snack time and are assisted in pouring out their own drink. They use a wipe to clean up their face and hands after each meal and are given choices at meal times of what to eat wherever feasible and what utensils to take. They are encouraged to demonstrate good manners and are familiar with the times of the day when they wash their hands.
All highchair trays are washed after each use with disinfectant and steam cleaned when needed. Children who are potty-trained always wash their hands after they have been to the toilet, and watches the adult do likewise. Adult will then clean out potty.
The children who arrive early in the morning bring their own breakfast and then I provide a healthy mid morning snack following by a hot cooked healthy lunch, mid afternoon snack . The children that stay for supper provide their own dinner and this is labelled and kept in the fridge. All babies up to a year bring their own meals. We are a nut free zone. The food we provide for lunch is fresh and varied and covers most cuisines. Pasta, meat, chicken, fish, potatoes rice, lentils and vegetables are examples of what is provided and it is cooked using recipes from all over the world. I consider likes, dislikes, allergies, intolerances, religious and cultural needs and parental preferences when planning menus. All our food is freshly prepared, using fresh kosher ingredients where available. We do not use or offer salt. We read labels very carefully and we ensure that we are totally aware of any allergies or preferences that the children have.
Choices are given whenever possible. At snack time milk and water are offered to all the children that can have it. Water is at hand all day long and the children are allowed to help themselves freely. Juice is only given if the parents insist on it, although we do try and discourage it. The children know before they sit down that they have to have their hands washed. They then sit together for meal times where possible– they are sociable, educational, messy but fun occasions. Children are never rushed and encouraged to eat with the right utensils and where possible not their fingers. They get praised for nice table manners and are encouraged to say please and thank you.
We celebrate birthdays, special days etc with healthy food options as well as a healthy home baked cake or biscuits. When parents bring in food they always list the ingredients. Parents who want their children to brush their teeth are encouraged to do so..
Snacks are designed to be healthy and provide ‘just enough’ in terms of nutrition, without filling up a child before their next meal;
Breast feeding mothers and bottle fed babies are welcome and supported; fresh drinking water is always available;
We have an allergies log in the kitchen and it is logged on the file and every member of staff is notified and they always ask before they give anything out to the child.
If a child has a serious allergy then we ban that food from entering onto the premises.. All food is kosher which supports our jewish clientele.
Feeding and nappy changing takes place in accordance with the child’s individual needs although we also have set times of the day where we check all the children.
Babies are held whilst bottle feeding unless otherwise requested by parents
I carry out fridge temperature checks regularly and make sure food is always indate.
All food and drink is offered in accordance with the wishes of the parents.
All children are encouraged to sleep in a cot with their own mattress, bedding and comforters. The sleep times are initiated by the parents.
All toys are wiped down daily and cleaned thoroughly at least once a week. I insist on the highest level of hygiene at all times including wearing gloves, cleaning the mat between each nappy change and washing hands when finished. I ensure that before the nappy is changed that I have a bag ready and as soon as it has been deposited in it, the gloves, nappies and wipes are put into a bin in the room and then removed to an outside bin as soon as possible. I clean out my toilet daily with bleach and I put a clean towel in the bathroom daily as well as having paper towels and antibacterial soap. The floors and all surfaces are washed at least once a day.
I also have a medical form that has to be signed by a parent before I will administer any medication. All medicine given has to be presented to us in its original box with instructions on it.
If an incident or accident should occur then we follow our procedures.
The staff and myself am familiar with our obligations to Ofsted, LADO and RIDDOR, should the need arise. All staff and myself attend a First Aid course every three years. The group is a non smoking group and therefore smoking is not allowed on the premise.
Young children are by nature physical and they need to be able have ample space in order to develop. Each day the children play outside, during the warmer months the doors are constantly kept open to allow equal access, however in the cooler months it is more controlled as the children need to be dressed up to go outside. We get out in all weathers. When playing outside, the children are always supervised, and suitably attired depending on the weather. We encourage children to take calculated risks in order to allow them to develop, so for a child who has never climbed up a slide before, taking that initial step is vital for their development.
Babies are encouraged to have a ‘kick out’ on a rug inside as well as sit in the baby gym. We sing songs and do a lot of dancing with actions and children are encouraged to move about throughout the day. Each child is treated as an individual and we encourage them to move about right from babies who are provided with tummy time and learn to crawl, pulling themselves up, rolling etc to the older children who learn to hop, skip and jump. Resources are put in the room to encourage each child’s learning and particular this is applicable indoors with the near walkers who love the pushers, tunnels, prams etc.
Each child has emotional needs and attachments. I make sure that all children have a reasonable settling in period, to ensure the minimum amount of insecurities. They are nurtured by us to trust their keyworker and to make friends and share in the group and get praised for doing so. As they develop, friendships start to form and I share this with the parents, and often they will get together outside the group. I have a family tree on the wall and all the children can see a picture of their immediate family. The children are constantly praised and hugged throughout the day as and when they require it.
Policies and procedures
While not all policies and procedures are a statutory requirement, Jolly Tots has decided to have a policy for everything and all parents are sent these with the welcome pack and asked to read them and be aware of them before signing the agreement.
All confidential records are kept in a locked cabinet and can be viewed by Ofsted when visiting
I monitor my policies, procedures and practices ensure that my premises, environment and equipment are safe, suitable for their purpose and accessible to all children irrespective of their age or abilities. My risk assessment procedures are in place and any new scenarios will be risk assessed before being carried out. We carry out a daily risk assessment and act according to our findings.
There may also be times when parents are unhappy and wish to approach me or Ofsted direct with a complaint. I have a complaints procedure and a poster that is visible for all to see.
On going commitment
- I have undergone several Ofsted inspections, the last two I was awarded overall outstanding, which although is extremely gratifying, does not in anyway make me complacent or make me assume that I will automatically get it a third time.
Recommendations from the last inspection were:
continue with high quality supervisions and focus on ongoing professional development for all adults working with the children.
I have and will:-
continue to have supervisories every six weeks and to include questionnaires at each one.
To ensure that all staff are continuing with their training in-house or outside.
continue to self evaluate the practise on a regualar basis and to implement change where necessary.
maintain an up to date knowledge of relevant child welfare information by attending courses and reading literature that I have assigned myself and my staff to.
- Undergo Continuing Professional Development to maintain my suitability to practice and keep up to date with changes in current practice. I will work within the EYFS framework at all times and ensure my staff do likewise. I am working towards making the staff more proactive with using COEL as a means of observation.
- Undertake any specialist training required in order to accommodate any child’s individual needs.
- Continue to adhere to Ofsted requirements and that of the Children Act and all other regulatory bodies.
- Ensure no child in my care is exposed to person/s that I do not consider suitable this includes radicalisation and extremism.
Keep Rereading my child protection information and ensure all the information and phone numbers are kept up to
date and that I remain familiar with the procedures and signs at all times.
- To not become complacent and to keep learning, attending training courses, keep reading the journals and seek new ideas and ways to improve and present the EYFS.
LATEST QUALITY IMPROVEMENT PLAN SEPTEMBER 2018 – APRIL2019
During this last period we have implemented the following:
- That at least one Observation per month should be written in the style of COEL(Characteristics of effective learning) in order to ensure that each member of staff had an understanding of where their children were at from a COEL point of view.
- That a check list is implemented for children’s bedding and comforters and checked in and out as too many were going missing and there is a risk of contracting illness from one to another.
- That the staff needed to take more ownership of their set routines and follow the timetable of what to do and when as the Manager was always having to ask, who is on this duty etc.
- That all staff needed to refer to their children’s learning journal weekly and not monthly in order to be more familiar with on going milestones that had been reached.
- That snack time would take on a more adventurous meaning, introducing peelers, graters, scoopers into the preparation.
- That tidy up time needed to be reinforced more frequently.
- That all activity sheets needed to be in front of the staff when carrying out an activity and followed.
- That all staff will need to evaluate themselves and their performance on a daily basis.
9.That all staff need to write up post it notes on a daily sheet, about the children who they were with that were not their key children. This supports any adult absences and means that the adults get to know the children better.
- Staff need to show a responsible attitude towards getting paper work done in the most efficient way and time.
- That relevant weekly planning sheets would be written up with regards to setting up the indoor and outdoor area.
- Daily evaluation sheets are filled out by each member of staff and made to reflect on their performance weekly, this is part of their CPD,
- Staff need to file their photos on the camera of the ones they need to use as evidence and the rest to be deleted.
OVERALL WEAKNESSES THAT STILL NEED TO BE ADDRESSED
I feel that more opportunities needs to be made with the time spent with the children, by the less experienced members of staff and we are looking at ways to address this training to improve this area.
We also need to find ways to make the paperwork less time consuming for the younger members of staff. Including evidencing pictures of observations.
To encourage the staff to do more training, we are looking at staff meetings once a month and offer one to one in house training.
To ensure that in their supervisories they feel totally supported both with their wellbeing and to assist them with their workload..
To try and make my services available to a more diverse clientele and to embark on any disability courses that I can go on.
To find a way to get out into the community more.
CURRENT AREAS THAT ARE BEING WORKED ON DUE TO CHANGES IN THE INSPECTION OUTCOMES FROM SEPT 19
At present we are assessing our practise and ensuring that we are incorporating in our curriculum a “Cultural Capital” for each child, and setting up ways to ensure that we are working with an enriched vocabulary at all times.