Islington Healthy Early Years Programme



813625514732000For further information on the programme please contact Helen Cameron on 020 7527 5591 or helen.cameron@.ukIslington Healthy Early Years ProgrammeJune2015How our setting supports children and families health and wellbeingWe have these things in place:To be recognised as a Healthy Early Years setting you need to meet the statements givenRAG ratingWe support this by:Examples are given in italics, add what happens in your setting, delete anything not relevantWe could develop:Add any ideas here, you can decide later which ones to prioritiseOur listening culture promotes health and enables children, staff and parents to influence change.Mechanisms for parents to give feedbackQuestionnaires, suggestion books, boards or boxes, parents forum, parents on management committee, coffee mornings, parent meetings, parent conferences, settling in reviews, home visits, consulting with parents about the menuEvidence in record keeping of children’s voices, opinions and preferences influencing changeChange of menu, choices within menu, changes to sleep routine, observations, profile books, child questionnaires, circle timeMechanisms for staff to give feedback Staff meetings, consultation on policy and procedures, feedback sheets, staff supervision, appraisal systemChildren have daily access to the outdoors and the natural environmentSettings that have accessible outside space have free-flow play continuously available in all weathers (except when children are eating and sleeping)Observations of free flow play, daily routines or planned outside experiences, going out in all weathers, all weather clothing, weather planning (eg windy day box, umbrellas)Staff have a positive attitude to supporting children’s outdoor experiencesStaff training / discussions on the importance of outdoor play, planning for varied outdoor experiences, food growing, trips further afield such as seaside and woods, Forest School, mud kitchens, water play, water slides, open sandpit, outdoor reflecting the indoor(eg books, writing opportunities), adaptable climbing equipmentAll staff are confident to contribute high quality observations that are used to assess children’s health and wellbeing on a daily and weekly basis. These assessments, alongside those from parents inform planning and provision for each child and the early identification of additional physical, emotional and mental health needs. The integrated health and education review (integrated review, IR)Staff have had training on the review, IR are moderated by the manager, discussions in team meetings, referrals made as a result of the reviewAppropriate referrals to specialist services, including in partnership with local children’s centres CAMHS, health visiting, speech and language therapy, SEN referral, activities and services at the local CC (eg stay and play, fluoride varnish)Evidence that observations inform planning and provisionNext steps are clear for all children, children have individual plans, own profile books, profile books have a balance of photographs, observations and the child’s voiceSEND support plans / short term plansStaff are trained in new SEND legislation; care plans are in place, outside agencies are involved where appropriate, passports for transitionEducation and health care plansDevelopment plan is updated termly; links with health appear on the settings action planStaff are confident to recognise and raise concerns about individual children’s needs with parents, and can provide information about support for children’s health and wellbeing in the following areas.Healthy eating and Healthy Start vitaminsSuggestions for healthy packed lunches / snacks, advice on portion sizes, raise concerns about use of bottles and drinks provide details of nutrition and dietetics service, information about workshops and activities at the local children’s centre (eg family kitchen, fussy eating workshops), ‘no bottle or dummy’ policy, advertise vitamins in newsletter, posters displayed, staff all aware, as part of induction parents asked if use Healthy Start and given info about where to get vitamins, staff trained to raise concerns about weight, staff know about schemes such as food vouchers/ food banksPhysical activity and active travelIdeas to support parents in walking with their child, staff know that children under 5 should take part in at least 180 minutes physical activity a day, limiting sedentary activities, outdoor play policy, local walks, parent encouraged to not bring buggies, encourage walking and scooters, parents coming on walking trips(eg to the park, the library), workshops or activities for parents, including linking to CC, sports days, promoting local physical activities (eg local swimming, sports clubs, playgrounds), sponsored walks / toddlesOral healthFirst tooth, first visit dental referral, dentists in Islington leaflet, visits by the dentist, link to fluoride varnish at local CCMental health and emotional health and wellbeingStaff training, for example circle time, quiet room to meet with parents, knowing where to signpost parents: eg parent groups, Growing Together, parent and baby psychology service, practitioners able to raise concerns with parentsImmunisationsCheck during admission process, take a copy of the red book, put up posters/ advertise chicken pox and flu jabs, staff understand importance of immunisations and their safety, know which children are not immunised in order that if there is an to outbreak parents can be informed directlySpeech, language and communicationECAT programme, SEN referrals, staff training, knowing where to signpost parents: eg chatterpillars and ACT at local CC, sharing age appropriate expectations with parents; identified through integrated review, staff able to recognised signs of hearing impairment, sharing approaches to develop language skills with parentsSleepStaff are aware of recommended guidelines for sleep (nhs.uk/Livewell/Childrenssleep/Pages/howmuchsleep.aspx), information available for parents on sleep routines, referral to CAMHS if appropriateAttendanceAttendance policy, register/ signing in sheets, attendance monitored by admin team, staff know importance of routines in the early yearsToy libraries and bring and buy sells take place allowing disadvantaged parents to access toys and other resources/ equipment at a cheaper priceStaff are confident to recognise and raise concerns about parents’ physical and mental health, so that parents can be supported to access appropriate services in the following areas. Mental health and emotional health and wellbeingSignposting to support services regarding particular issues, eg domestic violence, mental health (iCOPE, Growing Together), post-natal depression (health visiting, parent and baby psychology service), leaflets on display, strong links with CC, adverts on the community notice board, training for staff on how to deal with challenging situations and how to recognise concernsSupport for teenage parentsSignposting to local groups, support for young fathers, C-card service, offer free places to support college/work placements, links to CC services( eg stay and play, parent classes)Alcohol and substance misuseSignposting to drugs and alcohol services or support , leaflets, reflected in the child protection policy including what to do if parent picks up child under the influence, recording of concerns, knowing individual child and family situation including liaison with children’s social care as appropriateSmoking cessation and smoke free homesUsing promotional material to highlight national smokefree campaigns, signposting to Smoke Free Islington, posters, no smoking policy, highlight new legislation re not smoking in cars with children (from Oct 2015); enforcing not smoking on site or in sight of nursery Maternity servicesStaff aware to encourage pregnant women to register with midwife as soon as possible (by 12 weeks), signpost to maternity services and activities, including in local CC (eg breastfeeding groups, bumps to 12 months)Healthy Start vitamins from the local children’s or health centreAdvertise in newsletter, posters displayed, staff all aware, as part of induction parents asked if use Healthy Start and given info about where to get vitaminsHealthy eating, physical activity and weight-management Promotional materials available, signposting to healthy eating and physical activities, including at local CC (eg Family Kitchen, Latino Bambinos; dads swimming); Change4Life materials; recipes available, encouraging families to join in with walking activities at setting`What we will developWhat difference this will makeHow our setting supports children and families health and wellbeingWe have these things in place:To be recognised as a Healthy Early Years setting you need to meet the statements givenRAG ratingWe support this by:Examples are given in italics, add what happens in your setting, delete anything not relevantWe could develop:Add any ideas here, you can decide later which ones to prioritiseThe individual health and wellbeing needs of children are met through an effective key person system that supports the development of close attachment. This system is part of our holistic approach to health, care and education. Each child has their physical and emotional care needs (meals including bottle feeding, sleep/rest, comfort during distress, toileting) met by their primary key person or co-key personA very clear key person policy in place which is consistently followed, key people understand the importance of attachment for under-5s and how to support this; staff training and development on attachment theory and child development The key person obtains and uses information on the child’s physical and emotional needs as well as their interests and abilities before and during transitions to ensure the child feels safe, secure and motivated to engage in experience and routinesDisplays on children’s preferences for daily routines, child profile books, group observation using the Leuven wellbeing scale, settling in guidelines, transition policy and guidance, admission forms discussed with parents, home visit, children visit nursery before they start, settling in adapted to children’s needsA mechanism to ensure smooth handover during staff changesMessage / white boards, daily information form for baby room, display charts, hand-over books, clear rota / shifts reflecting hours of children attendingStaff ensure they plan and provide opportunities that support all children’s understanding of how to stay safe and healthy (both physical and emotional health). Drinking water is available to children at all times and all staff encourage children to drink regularly with developing independenceChildren encouraged to pour their own drinks, water in small jugs; children have own cup/water bottle with photo and name, children serving each other water at snack and meal time, a water machine for children to help themselves from, staff role modelling drinking water, children reminded to drink, water taken on trips and included in packed lunch guidance Meal and snack-times are important social occasions for relationship building and developing an understanding and appreciation of healthy eatingFamily groups in keyworker tables, staff sit and eat with children role modelling good behaviour, children serve themselves and others such as bread or salad, children involved in setting up and clearing away, a little of all food is served (balanced meal) so that children become familiar with the foods and may try them, dessert is seen as part of a balanced meal and not used as a reward for finishing all the food on their plate yet at the same time, children are discouraged from filing up on just the starchy foods and dessert, staff talk to the children about the food they are eating (how delicious it is, why it is good for them, where it comes from etc), meals and snacks are varied to include a variety of tastes, colours and textures of foods.Rolling snack where appropriateRolling snack table, at least two chairs at the snack table, children sit down and eat, staff sit down at the snack table, children ‘sign in’ for snack by choosing their photo and putting it in box when they are going to have a snack so staff can monitor which child has had snack and those not accessing snack time.Age-appropriate real opportunities for children to choose and prepare healthy food and eat appropriate portions, including preparing snacksRecords of likes and dislikes are kept and responded to; regular cooking opportunities of predominantly savoury food; cooking in small groups with each child having own utensils; plates are 20cm diameter, staff aware of portion sizes (see document), choice of food available (eg type of fruit or vegetable) small portions are served and children can ask for more, children are encouraged to be involved in growing food and then preparing it and tasting the food, cooking is used to explore foods children may not like or are unfamiliar with, food is used to support other aspects of children’s learning, cook talks to children about lunch and see how they are eating, cook involved in food preparation and cooking sessions with childrenPhysical activity and active travelStaff training on physical development and play (eg developmental movement play), staff plan exciting and challenging activities to support physical development, trips that involve exploration and the natural environment, sensory activities , activities support both fine and gross motor development; activities are adapted for children with disabilities and are inclusive, group games; a variety of additional, including, vigorous, activities (eg dance; baby gym; yoga, Zumba); road safety Support for learning about self-care and oral healthRegular hand-washing, topic books to cover real life experiences (trip to the dentist, hygiene), tooth-brushing, children supported in changing themselves; encouraged to put on aprons; tissues easily available; reflected in home corner; well-planned activities to support learning about self-care (eg baby-dolls and baths; hair-brushing, opticians, dentists, doctor, pet shop vet in home corner)Children beginning to recognise and name feelingsStaff training and discussions on how to support children to develop resilience, emotion charts, self-registration, activities to name and recognise feelings, emotion cards and fans, children have somewhere to go (eg cosy places and dens), staff discuss children’s responses and feelings, topic books, ‘how do you feel’ song, persona dollsAll elements of our practice promote the characteristics of learning where children’s emerging interests and abilities support them to be deeply engaged, motivated and creative in their thinking, choosing and playing. Routines enable children to engage in sustained playITERS, ECERs and SSTEW used to audit practice; Leuven scale of wellbeing and involvement used to observe children, continuous provision planning, medium term planning reflects routines, open ended resources, areas well-stocked and replenished, all seven curriculum areas available, children actively encouraged to initiate own ideas; adults scaffold play, extend play in the moment and plan for possibilities in learning as well focussed activities, practitioners are up to date on current play research, take part in national campaigns (eg Save the Children den making day; national children’s day)Support for children to take appropriate risks in their playRisk taking as part of outdoor play, climbing allowed in safe environment, adults plan challenging opportunities Our environment is organised to enable children to access resources independentlyLow shelves for self-initiated play, resources are accessible, free choice of activities, resources encourages imaginative playWe have enough resources for each childResources are replaced appropriately, at least two of every resourceChildren, parents and staff feel physically and emotionally safe and secure in the setting. Policies (eg behaviour, settling in), code of conduct, risk assessments, staff offer parental support, signing in and out of setting, secure entry, staff meet and greet children and parents at drop off and pick up time, parent partnershipWe celebrate diversity and promote inclusive practice in all aspects of work with children and families. Resources reflect the diversity of our community as well as the children in our settingUse of Persona dolls, books in different languages, celebrating different festivals and community events, books and puzzles reflect diversity, adapt routines to compensate different cultures and faithsWe have a good understanding of what it means to have English as an additional languageBilingual staff, visual aids, resources in different languages, practitioners learn key words in child’s home languageMealtimes value cultural practices and children’s stage of developmentUnhurried, flexible mealtimes; age appropriate cutlery, finger foods, varied menus to include food from a range of culturesHEY Standard (number)What we will developWhat difference this will makeHow our setting supports children and families health and wellbeingWe have these things in place:To be recognised as a Healthy Early Years setting you need to meet the statements givenRAG ratingWe support this by:Examples are given in italics, add what happens in your setting, delete anything not relevantWe could develop:Add any ideas here, you can decide later which ones to prioritiseWe have policies and procedures that support health and wellbeing; these are understood and consistently implemented by all staff. Our food meets the Voluntary Food and Drink Guidelines for Early Years Settings in England (see appendix)(.uk/assets/eat-better-start-better/CFT%20Early%20Years%20Guide_Interactive_Sept%2012.pdf)We use the audit to make sure the food we serve meets the standards and hold a copy of the completed audit on file, staff are food hygiene trained, the cook preparing the food holds a level 2 food safety and hygiene certificate, menus display all food served across the day including snacks and parents have access to the menus (they are on display, available on the website or are sent home), we have a menu cycle of 1 – 4 weeks and we change our menu at least twice a year to reflect seasonality.We are ‘Breastfeeding Friendly’Breastfeeding friendly signs, room available for mothers to feed children, links to CC (breast feeding groups)We know the immunisation status of all the children in our settingWe check children’s red book, gather information during admission processA clear smoke free policy, including reference to e-cigarettes, with guidance for staff who do smokePolicies are annually reviewed, regular staff training (VBA), consulted with parents, referrals made for parents, staff are discouraged from smoking and offered support to quitSafeguarding policyRegular staff discussions, policies annually reviewed and consulted, policies shared with parents on admission, parents group or management committee has reviewed policyBehaviour policyFood statement (including reference to breastfeeding and starting solid food)Health and safety policyMedicines policyKey person policyTraining on the role of the key person, training on the importance of attachment, non-contact time given to staff to support with administrative tasks connected to key children, co-key person system in placeOur leadership and management ensure all staff are confident to identify, raise concerns and follow procedures relating to safeguarding within and beyond the setting. All staff understand the impact of abuse on a child’s wellbeing and learning. Staff are fully up to date with their safeguarding and child protection trainingRegular staff training and supervision, safeguarding is a regular agenda item in staff meetingsWe provide initial and on-going professional development within and beyond the setting to enable all staff to develop the skills, knowledge and understanding to effectively support all aspects of health and wellbeing within their role. Our training and development plan includes aspects of health and wellbeing for young childrenStatutory training including first aid, safeguarding, food hygiene and health and safetyOther training, eg child development, healthy eating, oral health, ECAT, Life at 2, attachmentStaff access training from LBI programme(list those recently attended: .uk/services/children-families/cs-about-childrens-services/early_years/Pages/early_years_courses.aspx)There are professional development opportunities to develop staff’s confidence concerning different health issuesBe Healthy CC training, stop smoking very brief advice, alcohol awareness, training from LBI (list from: .uk/services/children-families/cs-about-childrens-services/early_years/Pages/early_years_courses.aspx) We are aware of how to support staff’s emotional and physical health and that of the staff team. We have supportive supervision for staffTeam building, support networks (eg childminder stay and plays), awareness of own health and how to access support for childminders, appraisal systemStaff performance managementWe have effective communication systems with other professionals so that concerns about children and families’ health and wellbeing can be shared and families are supported to access universal and targeted services. A named health visitor or family health adviserAttendance at multi-agency meetings, attendance at family support surgeries, centre, discussions with area SENCo or childminding base coordinator, new services are shared in the staff meetingOur links with the health visiting team support an effective integrated health and education review process for all children at 27 months.A named link with our local children’s centreHEY Standard (number)What we will developWhat difference this will make ................
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