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Early Years Foundation Stage Childcare Support Tool

Setting Name
Name of Manager / Owner / Signature
EYDA / Signature
Name of Special Educational Needs Coordinator / Name of Safeguarding and Child Protection Lead Practitioner
Date / Start:
RV: / D: / RV: / Completed:
RV:
D: / RV:
D: / RV:
D: / RV:
Date approved by Seniors: / Signature of Senior

Policies and Procedures

Providers must have and implement the following policies and procedures: (All policies should have a signature, date and a review date on. Policies should be reviewed at least once per year)
Safeguarding Children Policy /  / Social Networking Policy /  / Health and Safety Policy /  / Pre-Existing Injury Policyand Procedure / 
Safeguarding Children Procedures /  / Mobile Phone and Camera Policy /  / SEND Policy /  / Administering Medication Policy / 
Whistle Blowing Policy /  / Safer Recruitment Policy /  / Uncollected Child Policy /  / Concerns & Complaints Procedure / 
Allegation against a member of staff Policy /  / Equality Policy /  / Missing Child Policy /  / Concerns & Complaints Log / 
Provider should have and implement the following policies and procedures to ensure the smooth running of the setting: (All policies should have a signature, date and a review date on. Policy’s should be reviewed at least once per year)
The Role of the Safeguarding Lead Practitioner procedure /  / Biting Policy /  / No Smoking Policy /  / Behaviour Policy / 
Risk Assessment Policy /  / Confidentiality Policy /  / Food and Drink Policy – including Allergens information /  / Nappy Changing Policy / 
Settling in Policy /  / Looked After Children Policy /  / Admissions Policy /  / Parents as Partners / 
The role of the Key-person Procedure /  / Transitions Policy /  / Supervision of staff Policy (Permission to share) /  / Working with Other Setting / Schools Procedure / 
Evidence is available that all staff have signed to say they have read, understood and agree to work within the settings policies and procedures 
Comments

Documentation

The setting should have in place and have regard to the following documentation
Early Years Foundation Stage / Ofsted / National Guidance / Settings Documentation
Statutory Framework 2014 /  / Ofsted Parents Poster /  / Working together to safeguard children 2015 /  / Safe Recruitment pack /  / Child Registration Form /  / Child Concerns form / 
Learning and Development Requirements /  / Early Years Inspection Handbook (150068) /  / SEND Code of Practice 2014 /  / Safeguarding Induction Pack /  / Record of all Disclosure and Baring Service (DBS) Enhanced Disclosures /  / Self-Evaluation Form (SEF)
Date……………... / 
Early Years Outcomes /  / Framework for the early years register (120088) /  / Equalities Act 2010 /  / Risk Assessments /  / Staff Employment Files /  / Setting development action plan / 
Two year old check Know How Guide /  / Ofsted Registration Certificate /  / What to do if you’re worried a child is being abused 2015 /  / Visitors log /  / Pre-existing Injury Forms /  / Child observation forms / 
Local Authority Documentation / Local Authority Documentation / Records of staff meetings /  / A Chronology for each child /  / Child assessment forms / 
EYFS Provider Agreement /  / Threshold of Need Document 2015 /  / Setting training plan /  / Medication Forms /  / Planning documents / 
Social Care Referral Form /  / Accident Record / 
Comments

Early Years Foundation Stage – Childcare Support Tool Training Analysis

Qualifications / Certificate Seen / Name & Date on certificate / Action to be taken / Date to be completed / Person to action / Evidence / Completion Date
Degree (Level 5 or 6) / 
Level 4 Qualification / 
Level 3 Qualification
Manager– (full and relevant qualification EYFS SF p20)
Deputy – (must be capable and qualified to take charge in the managers absence EYFS SF p20) / 

Level 2 Qualification
50% of the staff team must have a full and relevant level 2 qualification (EYFS SF p20) / 
Core Training / Certificate Seen / Name & date on certificate / Action to be taken / Date to be completed / Person to action / Evidence / Completion Date
First Aid Training – At least one person who has a current paediatric first aid must be on the premises and available at all times.
Newly Qualified staff must have a 12 hour paediatric certificate
All staff in ratio must have at least a 6 hour refresher course certificate / 


Role of the Safeguarding Lead Practitioner / 
Safeguarding Supervision / 
Awareness of Child Abuse and Neglect(e-learning) or refresher. All staff should have completed the training or the setting should have an in-house training record showing how it has been completed / 
The Role of the Special Educational Need Coordinator (SENCO) / 
Food Hygiene Certificate – In group provision, all staff involved in preparing and handling food must receive training in food hygiene (EYFS SF p26) / 
Safeguarding and Inclusion Cluster Meetings (3 Per year)
Additional Training completed in the last 12 months / Certificate Seen / Name on certificate / Date on certificate

Working with Parents and other Professionals

Every child deserves the best possible start in life and support the enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and the age of five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up (EYFS SF p5)
The Early Years Foundation Stage seeks to provide partnership working between practitioners and with parents and carers (EYFS SF p5)
Providers must have arrangements in place to support children with SEN or disabilities (EYFS SF p29)
The setting has a comprehensive Prospectus to inform parents of how the setting works. /  / Evidence of engagement with parents with regards to home learning /  / How does the setting share information with parent?(daily diaries, ‘all about me’ information, learning journeys, open-days/evenings) / 
Evidence of parents/carers contribution to their child’s learning journey. /  / Evidence is gathered from parents before the child starts at the setting to support the child’s starting points /  / Encourage parents to share the two year progress check with other relevant professionals e.g. Health Visitor.
Random sample of minimum of three two year old progress checks. / 

From the two year progress check does the setting then generate a targeted plan to support identified significant / SEN needs or disabilities of needed /  / The setting has a notice board for parents with the names, roles, qualifications and photos of practitioners displayed /  / Settings shouldbe aware of and signpost parents to local agencies and Children’s Centres available to support families. / 
Support from Local Authority staff and other professionals/active engagement evident, Responded to actions and recommendations recorded on Record of Visit forms.
The FISH mail out is read and shared with all staff. /  / Links between the setting and other professionals (Children’s Centre’s, Children’s Social Care, Speech and Language Therapy, Portage etc.) are evident for families and information should be available about work that other professionals are undertaking with a child. This can then be added to the child’s Learning Journey if appropriate /  / Transition records are shared between home, Schools, Childminder’s and other settings as applicable. Sample transition records seen, these may include diaries, learning journeys, photographs with parental comments. / 
Vulnerable children are identified and then supported appropriately within the setting. /  / With regards to the Safeguarding of children, are the legal duties of the setting made clear to parents prior to the child’s admission to the setting /  / Does the setting use the Education, Health and Care Plan (EHCP) for children with additional needs / 

Safeguarding Children

Providers must take all necessary steps to keep children safe and well. (EYFS SF p16)
Staff must have regular supervisions /  / The setting must have a robust recruitment and selection process which is consistently operated.
References sought
DBS checks completed / 

 / The setting has completed risk assessments as appropriate as set out within the EYFS (3.64 & 3.65) / 
The ratio of qualified staff on the day of the visit meets the legal requirements for the age and number of children attending.
Date ……………….. /  / Is the setting aware of the role of the Local Authority Designated Officer (LADO)
Is the setting aware of role of Early Help and Safeguarding Hub (EHASH) / 
 / Security systems are in place to stop children leaving and unauthorised persons entering the setting. (SF page 25 3.61). / 
Health and Safety equipment is being used. /  / A written evacuation procedure is displayed and records of practices kept. /  / Smoke detectors are installed and regularly checked and recorded. / 
Is safeguarding a standard item on team meeting agendas /  / The identity of visitors is checked before they are allowed in to the setting /  / Does the setting record the collection of children by other adults / 
Are all the staff team clear about what is a pre-existing injury? /  / Is sufficient detail recorded on the pre-existing Injury form (See evidence) /  / The pre-existing injury form are moderated regularly to see if patterns appear / 

The Learning Environment

Providers must ensure that their premises, including overall floor space and outdoor spaces, are fit for purpose and suitable for the ages of children cared for and the activities provided on the premises (EYFS SF p27)
Children are engaged in appropriate activities on the day /  / Areas for resting, eating and sleeping. /  / Are risk assessments in place for Outdoor activities and equipment? / 
The Setting has a range of resources covering all seven areas of learning that are age and stage appropriate and meets the needs and interests of all children. /  / The setting has an ethos of supporting children with English as an additional Language in partnership with their parents /  / How does the setting use theindoor and outdoor spaces and resources / 
Access to fresh drinking water, accessible at all times. (SF p22 3.45).
Crockery and utensils are available for all children / 
 / Daily routines are flexible to ensure children have uninterrupted time to play and explore. /  / How does the setting show that the environment reflects cultural diversity and show positive images of society today. / 
There should be opportunities and time for children to freely explore and investigate within the setting. /  / If no outdoor provision is available at the setting. How does the setting provide outdoor activities /  / Practitioners interacting and intervening appropriately to support children’s learning / 
Areas for role play, den making.
Time to talk with practitioners during snack time
Activities where children feel comfortable and secure. E.g. key person groups
There is access to a messy area where water can be used / 


 / Children can choose a range of table and floor activities
Children have the opportunity to self-select toy and equipment.
Children are given time to talk and think Children can display their work
Access to space for energetic play / 



 / Staff interaction with the children clearly show: empathy, self-awareness, self-motivated,body language, facial expressions, eye contact, talk at child level, help children to feel safe and secure and show a sense of trust. Children show interest and enjoyment and practitioners are fair and consistent. / 
Resources and equipment are inviting and challenging and are relevant to children’s interests. /  / Displays includes children’s work as well as reflecting a range of styles, labels, photographs and captions, are set at child height where appropriate. /  / The outdoor environment should mirror the inside environment / 

Observation Assessment and Planning (OAP)

Practitioners must consider the individual needs, interests and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development (EYFS SF p8)
Observation, assessment and planning highlights and responds to children’s ideas and interests
Starting points for each child (comprehensive information about the child, pre-entry and within their first few weeks of attendance). Starting points should be recorded consistently by all key-persons /  / Observations should be carried out in a variety of ways using different observation formats /  / Each child/family is assigned a key person (SF p18 3.26). / 
Learning Journeys- a random sample to be looked at to ensure consistency of recording, next steps are age and stage related and challenges and extends learning and development,Within the learning Journey there is evidence of ongoing assessment. (SF p10 2.1). (Photographs, Notes/post it notes.
Narrative observations. Example of children’s work.Professional judgement.
Next Steps, Summative records of individual child’s development which is shared with parents) /  / Contribution to learning journeys including:
All practitioners working with the child.
Parents, outside agencies where appropriate,
children with the support of
practitioner/parent. /  / The Owner/Manager/Supervisor must have an overview of the progress of each cohort of children, showing progress of children and any gaps in the provision of the seven areas of learning. / 
Areas of continuous provision are enhanced to ensure children’s interests are followed. /  / Evidence of moderation of children’s learning journeys, by the staff. /  / How are next steps and children’s interests identified in the planning / 
The Leader is confident that all practitioners are aware of the Ofsted guidance on the Learning and Developmental requirements for children. (Ofsted-Conducting Early Years Inspections (120087) page 10). /  / Planning reflects mix of adult directed and child initiated activities. /  / At least one child (from each key person) is identified and tracked through the planning, assessment, record keeping system, clear next steps identified and followed up in planning and achievements. / 
Comments

May 2015