• Ensure that the school has considered the needs of food-allergic children and has developed appropriate procedures.
• Ensure that affected children are not unknowingly exposed to food allergens like nuts and seeds during schools hours.
• The school must extend these procedures to breakfast and after school clubs and any trips organised by the school.
• The school must consider the needs of food-allergic children when teaching the Food Technology.
• Ensure the school has close contact with parents to understand what could trigger the allergic reaction, severity of reaction, daily management and emergencies procedures ensuring that you have accurate records.
• Ensure that all fully trained members of staff are aware of where the child's medication is kept in case of emergencies.
• Ensure all members of staff are aware of the food groups that can cause allergic reactions such as Wheat, Rye, Barley, crabs, Prawn, lobster, Fish, Peanuts, eggs, milk, tree nuts, strawberries and kiwi fruit etc.
• All staff must be confident in having the knowledge and skills to care for food-allergic children.
• The school must have adequate insurance.

The school must also take into account special dietary needs of children from different cultures, religions, backgrounds or illness that required certain food types.

• Working closely with parents and having accurate records.
• The school must consider the needs of children with special dietary requirements when teaching Food Technology.

All members of staff should be aware and fully trained of dietary needs especially of those children with illnesses such as diabetes, celiac, lactose intolerant etc.

K2D43 - The Importance Of Play

Why is the role of play important in development?

• Improves language and communication skills extending vocabulary.
• Produces outcomes such as sharing, taking turns and cooperation.
• Improves hand to eye co-ordination.
• Improves eye to foot co-ordination in physical play.
• Develops self confidence and self esteem.
• Reinforces early reading skills.
• Develops interaction and socialising skills.
• Learning through new experiences.
• Extends creative and imaginative development.
• Children become more independent.

What types of play do you provide for the children in your setting?

• Role play (home corner).
• Dressing up.
• Cooking.
• Painting, drawing, modelling and sticking.
• Outdoor physical play, climbing, stepping stones, crates, barrels, Wendy house, hoops, sand pit, gardening, balls and bikes.
• Water play.
• Puzzles.
• Dancing, singing and rhyming.
• Bricks, mobilo construction cubes and lego.
• Trains and tracks, cars and garages.
• Animals and logs.
• Dolls house.
• Play loft.
• Story books and audio books.
• Simple computer programmes.

How do you ensure that your setting provides the different types of play?

• By ensuring that the correct supervision is in place.
• Creating different activities for children to free play that would involve minimal adult intervention.
• Having structured play by controlling the resources available and participating in the play.

What may you have to take into consideration?

• Ensuring they have age related games.
• Any special needs.
• Safety of the children.
• Abilities of the children.
• Individual child's needs.
• Expectation of the activities.

How do you do this?

• Planning daily activities.
• Planning themed topics.
• Safety and supervision of children.

K2H81 Different food groups and the importance of supporting children's food preferences, nutritional requirements and cultural variations.

K2H82 Different types of food allergies and the importance of following setting procedures to ensure children are protected.

I have read and understood that all children need a varied diet which is rich in fruit, vegetables and starchy foods to ensure that they get all the nutrients that they require to grow and develop.  Children's bodies also need water to live and a varied or balanced diet should contain the following nutrients, carbohydrates, proteins, fats, vitamins and minerals.

Proteins are needed for growth and are good for children's brain, blood and skin, calcium and vitamins will help build healthy strong bones and teeth.  Carbohydrates and fats will give children energy and fibre will maintain children's bowels.

I also understand that some children will have special dietary requirements according to their religion or cultural backgrounds these may include the exclusion of eating certain meat, fish, shell fish and diary products or they may be vegetarian or vegan.

I also understand that some children may have allergic reactions to certain food types such as lactose intolerant, celiac disease or have special dietary requirements due to conditions such as diabetes etc.

Professional Structure of your Workplace.

What role does each person have in the workplace?

Head Teacher

• School's financial management including all essential duties and financial controls are undertaken.  Managing and administering the School's budget.
• Manages and provides leadership and direction including aims and targets established by the Governing body.
• Philosophy and curriculum of the school.
• Leading and managing of the School's development plan.
• Formulates and implements School's policies.
• Management of resources organisation and control of the school.
• Respond and implement promptly recommendations from audit/inspections.
• Responsible for maintenance of premises.
• Manage, monitor and review the range, quality, quantity and usage of all available resources within the school.
• Overall line management of all the staff including appraisals of staff, monitoring quality and standards of education.
• Responsible for links to outside agencies, other schools and the wider community.

Deputy Head

• Assist Head teacher with the leadership, philosophy and curriculum of the school.
• Deputise for Head teacher.
• Leading learning and teaching.
• Providing support and development of staff.

Within my settings Nursery and Reception classes we use appropriate safety equipment within the children's age range i.e.

• Electric Plug covers. (To prevent children putting their fingers or objects into sockets).
• Cupboard door locks. (To prevent children from opening cupboards which may contain hazardous items).
• Wall mounted boiling hot water dispenser. (Adult reach only prevent children from burns).
• Foam and carbon dioxide fire extinguishers. (Located in different areas within the setting Adult use only).
• Fire blanket. (To prevent child from further burns to be used in emergencies only).

All equipment and toys will be safety checked with the relevant kite mark:

• Product will not catch light easily from cigarettes and matches.
• Product is not fire proof.
• Manufacturer's self declaration that product meets basic EU legal requirements.
• This is not a safety symbol.
• The Kite mark confirms that British Standards Institution has tested the product and that it meets a particular standard.
• Unsuitable for Children under the age of three, may contain small parts.
• The lion mark shows that a toy meets British safety standards.
• British Standard Institute safety mark which ensure product meets a particular standard.

All inappropriate equipment such as medication, first aid equipment, cleaning products, paints, glues and cutlery are stored in adult reach only cupboards or child locked cupboards. (Please reference K2H21 and K2S15).

Within the Nursery setting they have one animal, XXX the guinea pig in which the children have contact.  This contact is closely supervised at all times and is limited to small group of children at a time so not to distress XXX.  All children are supervised washing their hands thoroughly after handling or feeding XXX.  The hutch is stored in the Nursery's outside area and is regularly cleaned by a member of staff.  Children and parents are encouraged to take turns in looking after XXX outside term times and a rota is available if any nursery children would like a turn.  The Early years Co-ordinator has the overall responsibility of the care of the guinea pig including any vaccinations, worming and health problems.  (Please reference K2H21).

The Nursery also has a large outside sand pit which is covered at the end of the day to ensure it remains free of contamination from animal faeces. (Please reference K2H21).

The nursery's outside area has a high fence and is securely gated at all times.  The play area has a designated space for boisterous play which has a soft adsorb impact material and a separate shelter for protection from different weather conditions.  All climbing frame's, play houses and larger equipment is regularly safety checked by the Caretaker.  All bikes etc also undergo similar checks on a regular basis. (Please reference K2H21).

All categories of Health and Safety are set down within the School Health and Safety policy in line with relevant laws and legislations.  This document and procedures are the responsibility of the School's Governing body and Head teacher.  (Please reference K2S15).

How to create a setting that supports children?

Write a brief description of how you achieve the following within your setting.

Divide the setting into areas so that children can experience a variety of activities.

• 1. Messy area which includes painting table, water play, Gluing, sticking, modelling and play dough table.
  2. Reading area.
  3. ICT area.
  4. Home corner.
  5. Puzzle and game table/snack table.
  6. Drawing and cutting table.
  7. Group area for story time, show and tell, singing etc.
  8. Kitchen area.
  9. Loft.

• Provide space between the activities for children and adults to move freely.

• 1. All areas within the setting have adequate space between for access.

• Carefully place activities to promote development.

• 1. Home corner area, promotes communication, negotiation, sharing and socialising skills.
  2. Messy area develops hand to eye co-ordination, fine motor skills, mathematics in water play, creative, communication and personal and social development.
  3. Reading area develops communication, literacy, concentrating and listening skills.
  4. ICT area promotes language and literacy skills, mathematics, fine motor skills in dragging and clicking the mouse, sharing, socialising skills, concentrating and listening to instructions.
  5. Loft area helps develop physical skills.

• Ensure access areas are clear.

• 1. All equipment is safely stored in correct cupboards etc.
  2. All chairs are pushed under tables or stacked away.
  3. All children help to tidy away toys in correct storage boxes or cupboards at 'tidy up time'.
  4. All fire exits are clear.

• Encourage independence.

• 1. All children are encouraged to hang their own coats up and to try and put their coats on by themselves.
  2. All children are encouraged to go to the toilet and wash their hands by themselves.
  3. Outside area to explore new physical skills such as climbing, riding a bike etc.

• Ensure surfaces are safe and washable.

• 1. All snack tables have wipe down table cloths.
  2. Messy area has mop for any spillages.
  3. Separate mop for cleaning toilet area.

• Celebrate diversity.

• 1. Celebrate different themes such as Easter, Christmas, diwali and hindu festivals, Chinese new year and may day etc.
  2. Planning activities, books and crafts.
  3. Children's show and tell group times.

• Ensure areas for display are visible and accessible to all the children.

1. Displays of children's finished work within nursery and main school's corridors.
2. Toys set up and arranged or planned activity such as painting, all equipment out ready for use.

• Provide opportunities for a link between home and the setting i.e. a home corner.

1. Home corner which includes ovens, kitchen equipment, washing machine, food, tea set and table, ironing board and clothes, baby dolls and cot etc.
2. Kitchen area to make and try different foods (normally to take home after session).
3. Rugs and soft chairs.
4. Dressing up clothes.

• Ensure the outdoor environment is an extension of the indoors, i.e. painting, stories, etc, can be conducted outside.

1. Large sand pit.
2. Water play area.
3. Toys include cars and garages, construction toys such as lego, mobilo etc.
4. Chalks for chalking on the concrete.
5. Dressing up clothes such as helmets, doctors kit etc.
6. Painting area.

• Ensure outdoor surfaces are safe and varied.

1. Risk assessments in place including children to adult ratio.
2. Regular safety checks.
3. Appropriate age related equipment and toys.
4. Soft padded area for boisterous play.
5. Sheltered area for different weather conditions.

• Provide safe paths for bikes, etc, as well as visible areas for children to play quietly.

1. Safe paths for bikes and designated area for cycling.
2. Sand pit area.
3. Carpet area for construction toys etc.
4. Wendy house.
5. Designated area for climbing.
6. Area for water play.
7. Garden area for digging and planting.

Accessible: all children, regardless of any special needs, can use the environment.  This means that a disability or special need does not prevent them from benefiting.

K2C4 Why it is important to give children sufficient time to express themselves in their own words.

What activities could you provide for a group of children to enable them to speak out loud?

• Group time show and tell.
• Group lead activities.
• Group reading story time. Encourage younger children to spots letters they recognise or to perform jolly phonics actions (such as first letter of their name) or to retell the story.
• Individual reading, speaking about what or who they enjoyed in the book, predicting ending of the story.
• Home corner, encourage children to role play, share and socialise with peers.
• Singing and rhyming, recognition of song or rhyme repeated patterns and actions.
• Outside play.
• Use puppets to retell story or in a game.
• Cooking, ask them to name the ingredients, talk about the processes and ask them to predict the outcome.
• Craft, encourage children to talk about their drawing or model, how they made it, what is going on in the picture, what different materials did they use.

Why is it important to give children sufficient time to express themselves in their own words?

• Showing our understanding and respect.
• Giving children confidence and self esteem.
• Encouraging independence.
• Children can express their feelings and views.
• Encourages socialising skills.
• Gives children choice.
• Showing we understand their needs.

Health and Safety Policy:-

I have read and understood the Health and Safety policy, to mean that the overall health and safety of all children attending the school and all members of staff is the responsibility of the Governing Body and the Head Teacher.

The policy must comply with the council health and safety policy statement; the Education Service's organisation and arrangements and Codes of practices and Codes of Safe Working Practice.  The Head teacher and Governing Body must ensure they are implementing the current Health and Safety at work Act and other safety legislations, including any amendments ensuring that all members of staff are fully trained and up to date.

It is the duty of all members of staff to take reasonable care for the health and safety of themselves and of other persons who may be affected by their actions at work.

The children must observe all the health and safety rules of the school, listen and follow instructions of any member of staff in an emergency situation.

The caretaker under the direction of the Head teacher must ensure the maintenance and housekeeping of the premises is in line with the Health and Safety policy.  The Head teacher must also arrange and implement inspections including annual inspections with the local authorities.

Task:- Thinking of your Health and Safety, what precautions and procedures would you follow if you were taking children out of the setting.

1. The purpose of the outing/trip.

Enhance learning and provide stimulus to the curriculum, giving children real experiences and to practice skills and relationships in a different context/environment.

2. Planning a visit.

Is the trip suitable for the relevant age range, of the children?  How long, what time scales will be involved including the length of journey times.  What method of transport, if any, will be required?  How much will the outing cost and how much extra help will be required?

• No visit will be made unless a member of staff  has been prior.
• All new locations must be checked for safety and security before planned outing.
• The responsibility of organising suitable transport (with seatbelts) will be down to the trip leader.
• Insurance cover must be in place for the activity involved.
• All children's medical/physical needs need to be considered.
• Approval of the visit from the Head Teacher needs to be agreed.
• All parents need to be informed regarding proposed trip at least two weeks in advance including any costs which may be incurred.  Given the parents the opportunity to pay in instalments if necessary.
• A letter containing relevant information must be sent to all parents.
  • Date and timings of the trip.
  • Estimated time of departure and arrival back at school.
  • Costs.
  • Sensible shoes must be worn.
  • Transport details.
  • Lunch arrangements.
  • Clothing requirements in line with the weather conditions.
  • Equipment required, pocket money or cameras.
  • Appeal for helpers.
  • Request for up to date emergency and medication details.
• A permission slip MUST be received for every child.  If any have not been received a few days before the trip the parent must be contacted personally.
• Have in place relevant supervision, i.e. parent helpers in line with adult to children ratio. (One adult to six children in Key stage one and one adult to four children in foundation stage).

The Day Before.

• The trip leader must ensure that they acquaint themselves with the correct methods of dealing with emergency situations.   All children must be allocated to their group leader and a record must be kept and a copy must be given to each group leader.  A record must also be left in the school with the secretary/office clerk.
• The trip leader must ensure that all mobile phone numbers of the helpers have been exchanged and that all group leaders have been issued with the trip leader's mobile number. (All numbers must be kept confidential).
• The trip leader must ensure that there is adequate adult to children ratio so that he/she is available for organisational / emergencies duties.
• There should be clear outlined itinerary with exact timings and important information highlighted for all helpers which include a written list of all children with their group, detailed map of the location.
• The trip leader should also remind children of what is expected from them when they are outside the school.
• Designate a first aider.

Whilst on the outing / trip.

• All children must stay with their group leaders at all times.
• A pre-arranged signal must be in place for all children to stand by their group leaders.
• All group leaders must know the children they are responsible for and must constantly check and count their group.
• Whilst using transport (coach) all children must wear a seatbelt and remain seated at all times.
• The first aider will carry all medical and first aid kit with them, all helpers must be informed of designated first aider.  Also brown paper bags and tissues and a least one change of clothes for both sexes.
• If any medication is required all helpers must have a list of the children within their care.

5. In case of an emergency:-

• Any minor emergencies should be administered with first aid and parents informed in the normal incident record book.
• Transport breakdown the lead leader should contact the school secretary / office clerk so that all waiting parents/carers are informed.
• In any grave emergencies the trip leader will telephone the school and parents will be notified according to first priority.
• The trip leader must contact emergency services and then the head teacher.
• The Head must ascertain the following the nature, time and location of the incident and the names of those involved.  They must also ensure that a full register has been taken and which other adults are with the uninjured. Ensuring that they nominate a person to be in charge so that the trip leader can go with the emergency services. Have the caller's telephone number in case they are cut off. 
• The Head will also be responsible for contacting the parents/carer.

Dealing with negative behaviour:-

• All negative behaviour will be ignored unless unsafe or offensive. Again in this situation all positive behaviour will be praised to refocus the child.
• All negative behaviour will be dealt with in a calm and courteous manner paying particular attention to your facial expressions, body language and tone of voice.
• Only the negative behaviour will be highlighted not the child in any arising situations.
• A protective interruption may be made to stop a potential behaviour problem by changing an activity.
• In some cases the withdrawal of the child from an activity, or the withdrawal of privileges i.e. working outside the classroom, delivering and distributing snacks and monitor duties may be implemented.
• In persistent cases an individual child will have a smiley face chart which will be broken down into timed segments to encourage positive behaviour throughout the school day. This will be completed in conjunction with the parents.
• In extreme cases the child may be excluded from school for specific periods i.e. over lunchtimes for a few days. If all other strategies have failed there will be a consultation between the Governors and the child's parents.