EYFS Statutory Framework This sets the standards for the Early Years Foundation

EYFS Statutory Framework- This sets the standards for the Early Years Foundation Stage. It is compulsory and relates to all school leaders, staff childcare providers and childminders- all providers on the early years register. This includes:• Local authority-maintained schools• Non- maintained schools, maintained schools, • Independent schools • Free schools and Academies• Nurseries pre-schools and playgroups• Private nurseries• ChildmindersThe framework was updated in April 2017 and refers to the following legislation: 1. The learning and development requirements under section 39 (1) (a) of the Childcare Act 2006. 2. The safeguarding and welfare requirements under section 39 (1) (b) of the Childcare Act 2006. By complying with these standards providers then guarantee that children learn and develop well, that they are kept safe and healthy gaining the knowledge and skills they need to start their school life.Ofsted (Office for Standards in Education), along with inspectorates of independent schools carry out inspections reporting on the quality and standards.• Health and safety at work act 1974- This legislation covers Health and Safety at Work and regulations made under that Act. It stipulates a wide range of duties that employers must follow to protect the health, safety and welfare within their establishment for all employees and anyone else that should visit there, including temporary staff, clients, and visitors.1.2 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments.All children and young people have right to feel safe, protected and secure when in a learning environment- indoors and outdoors. When planning and preparing activities in the it is crucial to always consider the health and safety, comfort, security and hygiene of those using it, not exposing them to unnecessary danger. An indoor learning environment is classed as an area for teaching such as a general classroom, or a room for specific subjects such as art, science, food- technology, gymnasium/sports hall. Risk assessments will be available, and organisations and staff should take into account:• the age and individual’s needs and abilities of the children and young people. • Specific risks to the individual such as sensory impairment• The function and purpose of the environment• Desired outcomes for the children and young people • Duty of care and lines of responsibilityFactors to be taken into account for indoor environments are:Area/Space- The room should be of adequate size to accommodate the number of children or young people using it so that they can achieve what they are required to without causing too much upheaval. Furniture may need to be moved if they require space for group activities or circle time. A recently mobile child, at nursery for example, will require more space than an older more able child.Accessibility- If a child or young person is physically impaired e.g. in a wheelchair, naturally they are entitled to access facilities and classroom as much as those more able. Everything should be easily accessible for them. This may result in resources and furniture being moved to accommodate them.Light- The light should be sufficient for all to learn but will need to be able to adjust to accommodate those who may be visually impaired. Air- Rooms should be well ventilated but not too warm, or too cold. Sound- Some children may be more sensitive to sound and noise than others, for example, a child on the autistic spectrum. In situations like this teaching and support staff would need to be aware and put into place suitable arrangements. Flooring- should be even and easy to clean. No fitted carpets. Rugs and lino are acceptable as they’re easy to spot clean and can be washed or sterilised frequently.Hygiene- Toilets and hand washing facilities should be near by to promote good hygienic habits and any cleaning equipment/fluids locked away.Factors to be taken into account for outdoor environments:If it is an outdoor playground within the school: Area/Space- Planning activities in advance is necessary as a small play area could not accommodate small children playing with a large parachute therefore arrangements would need to be made to be able to use a larger area within the grounds if available. The surface should be even. Hard ground should be easy to sweep, and in case of grass areas, they should be kept tidy and regularly mown. Painted floor surfaces should be non-slip. Environmental issues- season’s and weather should be taken into account. If in the winter the surface is wet, or icey then it may be dangerous for certain activities to go ahead. Shade available for sunny days, and areas under cover in case of wet weather. Clothing- Children would need to be reminded that certain clothing for certain days outside will be needed. If the weather is hot and sunny then sun cream, sun hats (and fluids) will be required. In cases of wet weather then wellington boots and waterproof clothing will be necessary.Play equipment- should be regularly checked and maintained according to manufacturer’s instructions and the organisations health and safety policies.Security- The correct number of staff should be available to supervise the children. The area should be secure and fenced to stop children wandering off, and to keep unauthorised visitors out. Storage facilities for play equipment should be kept locked.Cleanliness- The area should be clean and free of litter and trip hazards. Toilets and hand washing facilities should be nearby.In the case of the outdoor environment being a park on a school visit then ample research and planning are necessary. All the above factors should be taken into account with addition to checking the cleanliness of the area. Where checks should be made ensuring the area is free of animal excrement, or sharp objects such as needles and syringes.

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