Ensure all frontline in early years services, including education and health, receive training at their induction and at regular intervals, so they can understand and apply the principles and practices that promote oral health. BHF (2016) Practical Strategies for Promoting Physical Activity in the Early Years (Page 7) Consult with setting managers to ensure appropriate levels of practitioner support are in Work with practitioners at each setting to determine their training and support needs. Provide training and information sessions to refresh practitioners’ skills and knowledge for promoting physical ‘booster’ activity and reducing sedentary behaviour within their setting DfE (2015) Keeping children safe in education (Page 7) All staff members should also receive appropriate child protection training, which is regularly updated. DfE (2015) The Prevent Duty (Page 7) Individual schools and childcare providers are best placed to assess their training needs in the light of their assessment of the risk. As a minimum, however, schools should ensure that the Designated Safeguarding Lead undertakes Prevent awareness training and is able to provide advice and support to other members of staff on protecting children from the risk of radicalisation HM Government (2015) Working together to safeguard children (Page 56) Staff complete safeguarding training that enables them to recognise signs of potential abuse and neglect DfE (2015) Consultation on amendments to the paediatric first aid requirements in the Statutory Framework for the Early Years Foundation Stage. DfE (2016) Paediatric first aid requirements in the statutory framework for the early years foundation stage consultation report – and government response Practitioner Health and Wellbeing The criteria and minimum evidence required for this section is based on guidance within the following publications: 6.3 The setting supports practitioners in maintaining health and wellbeing and a Ofsted (2014) Children’s Centre Inspection Handbook healthy lifestyle. The quality and impact of practice and services (Page 29) How well practitioners work with target children and parents, are good role models and have sufficiently high expectations 6.4 The setting encourages practitioners to be and aspirations for targeted families positive role models. DfE (2017) Statutory framework for the early years
Ensure all frontline in early years services, including education and health, receive training at their induction and at regular intervals, so they can understand and apply the principles and practices that promote oral health. BHF (2016) Practical Strategies for Promoting Physical Activity in the Early Years (Page 7) Consult with setting managers to ensure appropriate levels of practitioner support are in Work with practitioners at each setting to determine their training and support needs. Provide ‘booster’ training and information sessions to refresh practitioners’ skills and knowledge for promoting physical activity and reducing sedentary behaviour within their setting DfE (2015) Keeping children safe in education (Page 7) All staff members should also receive appropriate child protection training, which is regularly updated. DfE (2015) The Prevent Duty (Page 7) Individual schools and childcare providers are best placed to assess their training needs in the light of their assessment of the risk. As a minimum, however, schools should ensure that the Designated Safeguarding Lead undertakes Prevent awareness training and is able to provide advice and support to other members of staff on protecting children from the risk of radicalisation HM Government (2015) Working together to safeguard children (Page 56) Staff complete safeguarding training that enables them to recognise signs of potential abuse and neglect DfE (2015) Consultation on amendments to the paediatric first aid requirements in the Statutory Framework for the Early Years Foundation Stage. DfE (2016) Paediatric first aid requirements in the statutory framework for the early years foundation stage – consultation report and government response Practitioner Health and Wellbeing 6.3 The setting supports practitioners in maintaining health and wellbeing and a healthy lifestyle. 6.4 The setting encourages practitioners to be positive role models. The criteria and minimum evidence required for this section is based on guidance within the following publications: Ofsted (2014) Children’s Centre Inspection Handbook The quality and impact of practice and services (Page 29) How well practitioners work with target children and parents, are good role models and have sufficiently high expectations and aspirations for targeted families DfE (2017) Statutory framework for the early years
Barnet_HEY_Bronze_Reference.docx