No cleaning products or medicines reachable, for example when we finish to clean the tables with anti-bacterial we need to put the product back out of reach from the children.
It is essential for you to learn how to establish and maintain healthy environments for children and young people that are both safe and secure. Accidents, injuries and illness happen to all children occasionally regardless of Cyp 3 4 ac1 2 2 4 supporting teaching precautions you take, although this is concerning it is reassuring for practitioners to know that they have learnt how to respond in an emergency.
Therefore, it should be comfortable, interesting, attractive and appropriate for children who use the setting.
These different needs depend on their age and abilities. A suitable environment for a baby will be different from a suitable environment for a three or four year old although some features will be the same.
Ages and abilities are the major factors while planning room layouts. For example; a baby room that has a lot of toddlers will require different equipment and resources or different areas as compared to the room with babies only.
Therefore the resources used should be age and stage appropriate and should carry the safety marks; When setting up the environment, should be taken into consideration the age and the abilities of each individual child, particularly to those with special educational needs and children with EAL.
Staff-to-pupil ratios should be adequate to the number and the individual needs of the children. For example if there are members of staff, who are pregnant; children or members of staff with sensory impairments or any other physical impairment. In cases of such impairments, the environment should be made suitable to their needs and they should be provided with the necessary assistance when and where needed.
Drawers, cupboards and boxes should be clearly labelled, so it is clear where different equipment is stored and pupils and staff are able to find them easily.
Rubbish bins should be emptied regularly, making sure they are not left overfilled. Water tubs should be labelled if there are with drinking or not drinking water.
Cleaning and other hazardous chemicals should be stored safely and locked. First aid boxes should be refilled regularly and use by dates checked regularly. The health and safety of staff, pupils and visitors whilst on premises or involved in school-organised activities educational visits must be protected as far as is reasonably practicable.
Risk assessments should be undertaken for all activities and measures put in place to minimise or control risks, Comply with the health and safety policy and fully observe the safety procedures. Identification of risk or hazard - where is it and what is it Page 2 of 25 Decide who is at risk and how - for example childcare staff, children, parents, cooks, cleaners.
Evaluate the risks and decide on precautions - can you get rid of the risk altogether, if not how can you control it, Record your findings and implement them - prioritise, make a plan of action if necessary. Monitoring and review - how do you know if what has been decided is working, or is thorough enough?
If it is not working, it will need to be amended, or maybe there is a better solution. Report any safety hazard within their work area or malfunction of any item of equipment to a senior member of staff. Conform to written or verbal instructions given to them to ensure their personal safety and the safety of those in our care and others.
Dress sensibly and safely as appropriate to their particular working environment or occupation.
Conduct themselves in an orderly manner in the Unit, Office or School and refrain from any form of behaviour, which could lead to accidents or injury. Attend, as requested any health and safety training courses. Maintain all implements and equipment in good condition and report any defects, when they occur, to the management or senior member of staff.
Observe all procedures concerning materials and substances. Observe the emergency procedures. Another way of assessing risk is the safety sweep that most practitioners already conduct on a daily basis, when setting up for the day prior to children arriving, or closing in the evening.
These are often done informally and not always recorded unless the safety sweep has identified a risk that then requires formal assessment. For example, a safety sweep at the end of the day would involve checking that doors and windows are always locked.
A risk assessment would be required if one of the window latches was becoming stiff and a practitioner had to stand on a chair in order to reach it The legal context - main legislation and regulations the EYFS does not replace any of the following legislation and regulations pertaining to services for young children.
Finding your way around some of them can be a challenge, especially when there are frequent changes and amendments. However, it is vital that providers have an understanding of the relevant health and safety legislation and the legal requirements that underpin the EYFS.
It is also helpful for practitioners at all levels to be familiar with the key legal requirements that affect their day to day practice and know where to access updates and further information.
Under health and safety law, the primary responsibility for this is down to employers. Workers have a duty to take care of their own health and safety and that of others who may be affected by your actions at work.
Workers must co-operate with employers and co-workers to help everyone meet their legal requirements. It provides advice on specific topics such as accident reporting, risk assessments, manual handling, control of substances hazardous to health COSHHprovision and use of work equipment PUWERschool trips and managing the movement of vehicles both on and directly outside school premises.
With regards to supporting a healthy and safe environment it offers advice on bullying, pupil health and wellbeing, child protection issues, school transport, computer and internet safeguards and teaching standards.
The Child Action Prevention Trust work to reduce the number of children and young people killed disabled or seriously injured in accidents.
They achieve this by offering families and professionals access to safety information with regards to common injury types, common accident locations, e.Cyp Support Children and Young People’s Health and Safety CYP support children and young people’s health and safety Task 1 When planning health and safety indoor and outdoor environmental services we must take into account • The individual needs .
MU - Contribute to children and young people's health and safety Identify the lines of responsibility and reporting for health and safety in the work setting All health and safety issues are to be reported to Lynn Taylor.
Cyp Support Children and Young People’s Health and Safety CYP support children and young people’s health and safety Task 1 When planning health and safety indoor and outdoor environmental services we must take into account • The individual needs .
Assessment task – CYP Core Support children and young people’s health and safety Providing a safe environment for children and young people requires knowledge of. CYP Core 3 4 completed.
Uploaded by. CYP Core Support Children and Young People’s Health and Safety D// 1. Understand how to plan and provide environments and services that support children and young people’s health and safety Describe the factors to take into account when planning healthy and safe indoor and outdoor.
Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities. Evaluate own strengths.