czone.eastsussex.gov.uk€¦ · Web viewResponding to the Government’s phased return plans and...

26 May 2020

Serving the children of ES

Recovery Planning for Settings Re-Opening From 1 June, 2020

Responding to the Government’s phased return plans and drawing on current planning in East Sussex childcare settings.

This document supports and exceeds the Government’s Planning guide for Early Years and childcare settings published 24 May 2020.

Text in green is updated from the Government Planning Guide for Early Years and childcare setting.

Text in purple is updated from the most recently updated Government guidance as of 11 June 2020

Setting Name:

Owner/Chair of Committee:

Manager:

Date:

1

https://www.gov.uk/government/publications/preparing-for-the-wider-opening-of-early-years-and-childcare-settings-from-1-june/planning-guide-for-early-years-and-childcare-settings#identify-safeguarding-special-educational-needs-and-disability-send-child-wellbeing-and-welfare-requirements

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Action planning for a phased extension to the opening

Organisation and staffing

Action Comments for consideration Issues due to the context of our

setting

Lead DateDeadline

Guidance

1 Keeping staff and committee members up to date with Government guidance and advice

DfE guidance and resources are being updated daily; consider who will take responsibility for keeping owners and trustees up to date.

The DfE guidance for settings contains links to: overarching guidance planning guide for early years and

childcare settings opening of schools and other

educational settings to more children from 1 June

implementing protective measure in settings

communicating with parents and carers Covid 19 Infection prevention & control Supporting vulnerable children Provide a point of advice and guidance

in the setting e.g. manager/committee/owner for enquiries.

Decide how to share the information with staff.

The DfE latest documents and guidance webpage is updated regularly:https://www.gov.uk/government/latest?departments%5B%5D=department-for-educatio n

DfE guidance for schools and education settings –https://www.gov.uk/government/collections/coronavirus-covid-19-guidance-for-schools-and-other-educational-settings

DfE guidance for wider opening of early years and childcare settingshttps://www.gov.uk/government/publications/preparing-for-the-wider-opening-of-early-years-and-childcare-settings-from-1-june/planning-guide-for-early-years-and-childcare-

2

https://www.gov.uk/government/publications/preparing-for-the-wider-opening-of-early-years-and-childcare-settings-from-1-june/planning-guide-for-early-years-and-childcare-settings


https://www.gov.uk/government/collections/coronavirus-covid-19-guidance-for-schools-and-other-educational-settings



https://www.gov.uk/government/latest?departments%5B%5D=department-for-education



26 May 2020


settingsOpening schools and educational settings to more pupils from 1 June: guidance for parents and carers:https://www.gov.uk/government/publications/closure-of-educational-settings-information-for-parents-and-carers/reopening-schools-and-other-educational-settings-from-1-june

Coronavirus (COVID-19): implementing protective measures in education and childcare settings-https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings

Coronavirus (COVID-19) : getting testedhttps://www.gov.uk/guidance/coronavirus-covid-19-getting-tested

3

https://www.gov.uk/guidance/coronavirus-covid-19-getting-tested



https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings



https://www.gov.uk/government/publications/closure-of-educational-settings-information-for-parents-and-carers/reopening-schools-and-other-educational-settings-from-1-june




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What parents and carers need to know about schools, colleges and other education settings during the coronavirus outbreak

https://www.gov.uk/government/publications/closure-of-educational-settings-information-for-parents-and-carers/closure-of-educational-settings-information-for-parents-and-carers

Actions for education and childcare settings to prepare for wider opening from 1 June 2020

https://www.gov.uk/government/publications/actions-for-educational-and-childcare-settings-to-prepare-for-wider-opening-from-1-june-2020/actions-for-education-and-childcare-settings-to-prepare-for-wider-opening-from-1-june-2020

Actions for early years and childcare providers during the coronavirus outbreak

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https://www.gov.uk/government/publications/coronavirus-covid-19-early-years-and-childcare-closures/coronavirus-covid-19-early-years-and-childcare-closures

2 OrganisationConsider the setting organisation in light of Government advice

If your operating circumstances do change (i.e. you open or close), please let Ofsted know by sending an email to [email protected] with ‘Change in operating hours’ in the subject field. In the body of the email, please confirm the unique reference number for each setting and the details of the change.Check the terms and conditions of the public liability insurance policies and consult with the insurance providers and brokers to determine their coverage for coronavirus (COVID-19).All planned activities should be risk assessed in light of coronavirus, and due consideration given to how usual practice may need to be adapted.Consider adjusting fire alarm procedures, for example assembly points, and how you will ensure that staff are trained in them.

Amend your current policy on sickness management to ensure your setting has a protocol in place for responding to a suspected case of coronavirus.

Bearing in mind the updated advice, consider how the setting day could run:

Planning guide for early years and childcare settings


Early Years Foundation Stage statutory framework (EYFS)https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

Early Years Foundation Stage statutory framework (EYFS)https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2/early-years-foundation-stage-coronavirus-disapplications

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https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2






mailto:[email protected]

26 May 2020


Consider start and end of the day – staggered timings, different entrances, plan parents’ drop-off and pick-up protocols that minimise adult to adult contact. Consider whether physical distancing markings could be used.

Following Public health advice, decide how to remove and where to store all soft toys, and any toys that are hard to clean, such as those with intricate parts. Where practicable, remove soft furnishings, for example pillows, bean bags and rugs.

Ensure staff to child ratios set out in the EYFS framework are adhered to.

Consider any risk assessments that you will need to undertake to ensure the safe care of groups of children can be maintained at all times, taking the need for staff breaks into account

In some cases it may be necessary for settings to introduce a temporary cap on numbers, to ensure that children are kept in small groups, and to avoid mixing of children between groups. If this is necessary, settings should prioritise vulnerable children and children of critical workers, then 3 and 4 year olds, in particular those who will be transitioning to Reception in September, followed by younger age groups.

Children should attend just one setting wherever possible and parents should be encouraged to minimise as far as possible the number of education and childcare settings their child attends.





Continue to follow guidance in Coronavirus (COVID19): implementing social distancing in education and

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Childminding settings should consider how they can work with parents to agree how best to manage any necessary journeys, for example pick-ups and drop-offs at schools, to reduce the need for a provider to travel with groups of children.

Decide on how you will keep group sizes to a maximum of 8 children (preferable) so groups are as small as possible. Ensure that there are no more than 16 children in a group

If you have different cohorts of children at different times of the day consider how you will manage this to limit the number of children staff are in contact with. This should be minimised as much as possible, but if needed, additional children can be added to groups in the afternoon.

As far as possible, the same members of staff should be assigned to each group and these should stay the same during the day and on subsequent days. Keep your staffing arrangements as consistent as possible.

Decide which activities could be delivered, and which could take place outdoors.

Plan the timetable and selection of room or other learning environment to reduce movement around the setting or building.

Continue to provide an environment that invites learning across all 7 areas as far as is practicable

childcare settings:https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-social-distancing-in-education-and-childcare-settings

Follow:COVID-19: cleaning of non-healthcare settings guidance


Continue to follow guidance in Coronavirus (COVID19): guidance for educational settings:https://www.gov.uk/government/publications/guidance-to-educational-

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https://www.gov.uk/government/publications/guidance-to-educational-settings-about-covid-19/guidance-to-educational-settings-about-covid-19





https://www.gov.uk/government/publications/covid-19-decontamination-in-non-healthcare-settings



https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-social-distancing-in-education-and-childcare-settings



26 May 2020


Decide which activities could be delivered minimising the sharing of resources between groups, for example for painting, sticking, cutting. Malleable resources i.e. play dough should not be shared.

Consider how all groups of children can be given equal opportunities for outdoor learning ensuring outdoor equipment and toys are appropriately cleaned between being used by different groups. (Do not use sandpits)

Plan how children can learn in age-appropriate ways about how they can keep themselves safe, including regular handwashing and using tissues

Identify and plan how best to support high needs groups, including children with SEND, vulnerable children and disadvantaged children when the setting reopens. Ascertain which external services you usually work with are available and plan accordingly to meet your setting’s circumstances

Stagger break times (including lunch), so that all children are not moving around the setting at the same time.

Encourage parents and children to walk or cycle to their setting where possible.

Reduce face-to-face contact with and between parents and carers where possible.

Consider how you can use technology to communicate with parents and carers digitally, for example when providing handover information at the end of the

settings-about-covid-19/guidance-to-educational-settings-about-covid-19

Home learninghttps://hungrylittleminds.campaign.gov.uk /

https://eastsussex.50thingstodo.org/app/os

https://www.facebook.com/

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https://hungrylittleminds.campaign.gov.uk/





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day.Ensure that social distancing and good hygiene practices continues: In play rooms Ensure that toilets do not become

crowded by limiting the number of children who use the toilet facilities at one time.

Be clear on how hand washing will be managed.

Use any spare internal space for lunch and exercise at half capacity. If groups take staggered breaks these areas can be shared as long as different groups do not mix (and especially do not play together) and adequate cleaning between groups is in place.

Settings should use best endeavours to support children attending the setting as well as those children remaining at home, making use of the available home learning ideas.

50ThingsEastSussex/

3 OpeningCommunicate as early as possible with parents/carers that the setting will be undertaking a phased approach to extending their opening from the 1 June prioritising critical worker children and vulnerable children

Plan how children of critical workers and vulnerable children will be accommodated alongside other children.

Consider how you will involve parents and carers in planning and agreeing any changes to support, including reviewing EHC plans.

Consider that some children who would attend are shielding or live in households with someone who is extremely critically vulnerable and

Actions for education and childcare settings to prepare for wider opening from 1 June 2020https://www.gov.uk/government/publications/actions-for-educational-and-childcare-settings-to-prepare-for-wider-opening-from-1-june-2020/actions-for-education-and-childcare-settings-to-prepare-for-wider-opening-

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and those children going in to Reception in September 2020

is/has chosen to shield, and that these children will not be expected to return. This should be considered alongside official government guidance on shielding.

Support parents to understand that children should attend just one setting wherever possible. Parents and carers should be encouraged to minimise as far as possible the number of education and childcare settings their child attends.

Childminding settings should consider how they can work with parents and carers to agree how best to manage any necessary journeys, for example pick-ups and drop-offs at schools, to reduce the need for them to travel with groups of children.

Support parents to understand that if demand for places is higher than the setting’s capacity when measures to allow physical distancing between groups are in place, it may be necessary to have a temporary cap on numbers of children attending the setting.

Consider working with the local authority to support children attending a nearby setting on a consistent basis.

If necessary, settings should prioritise vulnerable children and children of critical workers, then 3 and 4 year olds, in particular those who will be transitioning to reception in September, followed by younger age groups..

from-1-june-2020

COVID-19: guidance on shielding and protecting people defined on medical grounds as extremely vulnerable

https://www.gov.uk/government/publications/guidance-on-shielding-and-protecting-extremely-vulnerable-persons-from-covid-19



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Communicate your plans for the wider opening of the setting from 1 June with parents and carers, ensuring they are aware of all new measures put in place to reduce risk of transmission of coronavirus, how this impacts them and their responsibilities in supporting this.

Use and adapt the model letter from ‘Planning guide for early years and childcare setting’ to communicate with your parents as early as possible.

Where appropriate, review your policies and procedures with parents and carers and inform them of any updates you have made.

Ensure that all parents and carers understand that if a child has coronavirus symptoms, or there is someone in their household who does, they should not attend the setting under any circumstances.

Ensure parents and carers are aware that all children attending the setting, and members of their household, will have access to a test if they display symptoms of coronavirus and they are encouraged to get tested in this scenario.

Letter, text and/or email with information about where/when parents can drop off/collect their child/ren and what they need to bring to the setting, as detailed in section 2, Organisation. Limit the use of shared resources.

Update setting website if applicable and share information about opening times

A model letter to parents and carers is included in Annex A of the ‘Planning guide for early years and childcare settings’, however individual settings should modify this based on their particular circumstances - https://www.gov.uk/government/publications/preparing-for-the-wider-opening-of-early-years-and-childcare-settings-from-1-june/planning-guide-for-early-years-and-childcare-settings#AnnexA

Prof Barry Carpenter Think Piece:https://www.evidenceforlearning.n

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https://www.gov.uk/government/publications/preparing-for-the-wider-opening-of-early-years-and-childcare-settings-from-1-june/planning-guide-for-early-years-and-childcare-settings#AnnexA



26 May 2020


and which learning/welcome spaces will be open.

Consider the accessibility of communications e.g. parents with EAL, parents of vulnerable children, or are there parent of children with SEND that need a personal phone call?

Remind parents and carers of the complaints policy setting out the routes to accept and resolve any low level concerns that arise.

Acknowledge anxiety and reassure parents and children about social distancing measures, health and safety arrangements and how the setting will offer support for all children as part of their well-being and for some pupils more targeted emotional support and intervention.

As children return to the setting, we would expect leaders and staff to consider their children’s mental health and wellbeing and identify any child who may need additional support so they are ready to learn, assess where children are in their learning, and agree what adjustments may be needed to the setting curriculum over the coming weeks.

Staff will need to identify and support any vulnerable children and parents that return to settings, for example, by signposting them to appropriate local services such as health visitors, mental health services, and domestic or substance abuse services, and school

et/recoverycurriculum/


Early Years Foundation Stage statutory framework (EYFS)https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

Early Years Foundation Stage statutory framework (EYFS)https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2/early-years-foundation-stage-coronavirus-disapplications

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nurses where applicable. Ensure that emergency contacts are

updated in advance of wider opening and consider where these may need to change, for example if previous emergency contacts are in a shielded group. Plan how you will communicate your protocol to parents and carers and ensure they understand their role and will be available to collect their child if necessary.

Ensure that all parents and carers understand that if a child has coronavirus symptoms, or there is someone in their household who does, they should not attend the setting under any circumstances. Ensure parents and carers are aware that all children attending the setting, and members of their household, will have access to a test if they display symptoms of coronavirus and they are encouraged to get tested in this scenario.


4 StaffingReview staffing plans for both phased and full opening.

Restarting of furloughed staff to come back to the setting.

Contact staff and check availability – ensure decision making is transparent and fair. Remember that you may be working with some staff who are anxious and may value the opportunity for discussion and reassurance. Consider staff wellbeing, including any support that may be needed for those who have suffered bereavement

Where possible, the presence of additional members of staff should be agreed on a weekly basis, rather than a

Check advice from your HR provider (if applicable).

ACAS Coronavirus - https://www.acas.org.uk/coronavirus

Government guidance on how settings can access the job retention scheme:https://www.gov.uk/govern

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https://www.gov.uk/government/publications/coronavirus-covid-19-financial-support-for-education-early-years-and-childrens-social-care/coronavirus-covid-19-financial-support-for-education-early-years-and-childrens-social-care

https://www.acas.org.uk/coronavirus

https://www.acas.org.uk/coronavirus




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daily basis to limit contacts. Check advice from your HR provider if

applicable Consider different staffing scenarios. Consider the impact of staff availability

and their qualification levels on staff to child ratios and on other relevant provisions in the statutory framework for the EYFS, including the requirement to have a designated safeguarding lead and the expectation to identify a SENCO. This should be reviewed in conjunction with government guidance on temporary changes to requirements in the EYFS during the coronavirus outbreak, which sets out changes to qualification requirements to be included in staff to child ratios and to paediatric first aid requirements.

Ensure there is a SENCO or a named individual with oversight of special educational needs provision for children with SEND. Particular care will be needed in planning for children with SEND to return to their settings.

Update staff accordingly ensuring they are aware of and understand all new measures to reduce the transmission of coronavirus and their roles and responsibilities. Ensure staff can review processes and procedures and to ask questions and raise any concerns in advance.

Have plans in place for covering staff who are on a 12-week ‘shielding’ and contingency plans for if this time is

ment/publications/coronavirus-covid-19-financial-support-for-education-early-years-and-childrens-social-care/coronavirus-covid-19-financial-support-for-education-early-years-and-childrens-social-care


Early Years Foundation stage: coronavirus disapplications:https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2/early-years-foundation-stage-coronavirus-disapplications

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https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2/early-years-foundation-stage-coronavirus-disapplications








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increased further by the government. Plan for staff that are self-isolating and

consider that staff may need to self-isolate in the future. Consider emergency cover should staff need to go home.

Ensure that all staff understand that those who have coronavirus symptoms, or who have someone in their household who does, should not attend the setting in any circumstances

Ensure staff understand that if they develop coronavirus symptoms, they are entitled to a test, and are encouraged to organise one in this scenario following government guidance on getting tested.

Consider the instruction and training that staff will need on infection control, for example putting on, taking off and disposing of PPE if a child or staff member starts to show symptoms whilst in the setting.

Agree a policy for updating your staffing audit on a continuous basis and how you will communicate this with staff and parents.

Discuss any additional support that may be needed to ensure staff wellbeing and consider how this can be put in place in your setting. Consider how to arrange regular opportunities to get feedback from staff on the new arrangements.

In instances where you do need to use staff from other settings or agency staff, ensure that this is agreed on a weekly

COVID-19: guidance for households with possible infection.https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance




COVID-19 PPEhttps://www.gov.uk/government/publications/covid-19-personal-protective-equipment-use-

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https://www.gov.uk/government/publications/covid-19-stay-at-home-guidance



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basis, not daily, to limit contacts. for-non-aerosol-generating-procedures

5 External contractorsContact the external companies and inform them that the setting will be opening and ask about staff availability and provision going forward.

Contact the setting meal service provider (if appropriate).

Contact fruit provider (if appropriate). Contact milk provider (if appropriate). Contact transport providers (if

appropriate).




6 Policies and proceduresEnsure policies and

Registered Person/s to review and agree, where needed, relevant polices: (but not limited to):

NHS guidance re symptoms and shieldinghttps://www.nhs.uk/

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https://www.nhs.uk/conditions/coronavirus-covid-19/







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procedures are agreed and updated as required. Communicate policy and procedures to staff, parents/carers.

Covid-19 Policy and procedures and any risk assessments that have been written.

Sickness management that includes an agreed protocol for responding to a suspected case of coronavirus and ensure setting is prepared.

Confidentiality Policy. Safeguarding and Child Protection.

Data Protection Policy.

All staff to be made aware of: Updates from the DFE and

guidance from the Public Health England 2020.

Arrangements for the return of children and parents.

New or up-dated policies

Liaise with parents of children with SEND to discuss how their child’s needs may be met in the setting or how information can be provided to support them/the children at home. Liaise with the ISEND team where appropriate.

Update the setting’s website with new/updated policies and information if applicable.

conditions/coronavirus-covid-19/

Opening schools and educational settings to more pupils from 1 June: guidance for parents and carers:https://www.gov.uk/government/publications/closure-of-educational-settings-information-for-parents-and-carers/reopening-schools-and-other-educational-settings-from-1-june



Coronavirus (COVID-19): implementing protective measures in education and childcare settings-https://www.gov.uk/government/publications/coronavirus-covid-19-

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implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings




https://www.gov.uk/government/publications/actions-for-educational-and-childcare-settings-to-prepare-for-wider-opening-from-1-june-2020/actions-for-education-and-childcare-settings-to-

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prepare-for-wider-opening-from-1-june-2020

Temporary changes to legislation for children with SENDhttps://councilfordisabledchildren.org.uk/news-opinion/news/temporary-changes-law-education-health-and-care-needs-assessments-and-plans

7 FinancesConsider revising budget forecasting

Registered person/s to review and agree revised budget.

Ensuring sourcing of essential supplies and continue to plan for supplies for full reopening.

Check current guidance for PPE requirements.

Business support

https://www.gov.uk/coronavirus/business-support


https://www.gov.uk/guidance/claim-for-wages-through-the-coronavirus-

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https://www.gov.uk/guidance/claim-for-wages-through-the-coronavirus-job-retention-scheme








https://councilfordisabledchildren.org.uk/news-opinion/news/temporary-changes-law-education-health-and-care-needs-assessments-and-plans





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job-retention-scheme

8 Vulnerable familiesOngoing financial support for families

Support for families in financial difficulties: Links with LA, social services and other

agencies and services.

DfE advice for parents:https://www.gov.uk/government/publications/closure-of-educational-settings-information-for-parents-and-carers/closure-of-educational-settings-information-for-parents-and-carers

9 EventsConsider planned setting events and decide what can or cannot go ahead and how government guidance can be adhered toe.g. children transitioning to school

Consider different ways of doing things Manage events in line with social

distancing guidance.

Transition Guidancehttps://czone.eastsussex.gov.uk/media/6370/transition-to-school-guidance-covid-19-2020.docx

Continue to follow guidance in Coronavirus (COVID19): implementing social distancing in education and childcare settings:https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-social-distancing-in-education-and-childcare-settings

Coronavirus (COVID-19): implementing protective measures in education and childcare settings-https://www.gov.uk/

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https://czone.eastsussex.gov.uk/media/6370/transition-to-school-guidance-covid-19-2020.docx







26 May 2020


government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings



Health and Safety


school

Lead DateDeadline

Guidance

10 CleaningEnsure thorough cleaning to include cleaning of setting

Comply with Government Health and Safety Guidance – check website for most up to date guidance.

Processes in place for cleaning all

COVID19 cleaning in non-healthcare settings:https://www.gov.uk/government/publications/

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prior to opening and ongoing cleaning arrangements as settings start to implement a phased opening.

frequently touched surfaces, equipment, door handles, and toilets, used during the day, will need to be cleaned thoroughly several times a day.

Cleaning products supplies and availability.

Discuss with staff the additional cleaning requirements and agree additional hours to allow for this.

Minimise the sharing of resources between groups, for example for painting, sticking, cutting and outdoor construction activities, which should be thoroughly cleaned before and after use by different groups

covid-19-decontamination-in-non-healthcare-settings/covid-19-decontamination-in-non-healthcare-settings


Actions for education and childcare settings to prepare for wider opening from 1 June 2020https://www.gov.uk/government/publications/actions-for-educational-and-childcare-settings-to-prepare-for-wider-opening-from-1-june-2020/actions-for-education-and-childcare-settings-to-prepare-for-wider-opening-from-1-june-2020

11 Health and Safety If your site or buildings have been Buildings

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checksCarry out a Health and Safety check of all areas of the setting, including the outdoor spaces.

closed, or if parts of the building have been out of use for a long period, then you should consider undertaking a health and safety check of the buildings concerned.

Consider legionnaires checks if premises have been closed.

As per Health & Safety Policy Check access to hand washing facilities

and other hygiene measures. Remove unnecessary items from

playrooms and other learning environments where there is space to store it elsewhere.

Remove soft furnishings, soft toys and toys that are hard to clean (such as those with intricate parts).

Consider how resources can be used safely and in which circumstances and which items it might be more practical to remove during this time.

Update COSHH information to reflect new products.

https://www.gov.uk/government/publications/managing-school-premises-during-the-coronavirus-outbreak




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https://www.hse.gov.uk/news/legionella-risks-during-coronavirus-outbreak.htm

26 May 2020


12 SystemsCheck all utilities are fully working and operating as normal, especially buildings which have been unoccupied.

Recommission all systems before re-opening, as would normally be done after a long holiday period. This includes gas, heating, water supply, mechanical and electrical systems, and catering equipment.

Check your fire safety systems including making sure: your fire alarm system and emergency lights are operational, and all fire doors are operational.

Buildingshttps://www.gov.uk/government/publications/managing-school-premises-during-the-coronavirus-outbreak

13 SitePrepare the site for increased child access

Plan and display suitably accessible information and posters for parents/carers/visitors in welcome areas. E.g. Government guidelines for hand washing and social distancing etc.

Ensure that there is access to drinking water, facilities for hand washing, and access to hand sanitiser if appropriate.

Ensure appropriate arrangements for any contractors on site including social distancing..



https://www.gov.uk/government/publications/actions-for-educational-and-childcare-settings-to-

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prepare-for-wider-opening-from-1-june-2020/actions-for-education-and-childcare-settings-to-prepare-for-wider-opening-from-1-june-2020

14 Infection controlCommunicate infection control measures to staff and visitors.

Consider the accessibility of this information

Preventing the spread of infection

Identify training and CPD needs Display information posters Include guidance on handwashing and

hand sanitiser facilities and the use of toilets

Update the setting’s website if applicable

Ensure policy and procedures are in place as necessary. (Limiting movement around the building, use of shared equipment such as toys and books etc. Also plans should someone fall ill with symptoms of Covid-19 whilst onsite)

Update the setting’s risk assessment as further children are phased in.

Ensure children learn in age-appropriate ways about how they can keep themselves safe, including regular handwashing and using tissues

Preventing the spread of coronavirus (COVID-19) involves dealing with direct transmission (for instance, when in close contact with those sneezing and coughing) and indirect transmission (via touching contaminated surfaces).

minimising contact with individuals who are unwell by ensuring that those who have coronavirus (COVID-19)

Coronavirus (COVID-19): implementing protective measures in education and childcare settings-https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settingsSafe working in education, childcare and children’s social care settings, including the use of personal protective equipment (PPE)https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-

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https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe







26 May 2020


symptoms, or who have someone in their household who does, do not attend childcare settings

cleaning hands more often than usual - wash hands thoroughly for 20 seconds with running water and soap and dry them thoroughly or use alcohol hand rub or sanitiser ensuring that all parts of the hands are covered

ensuring good respiratory hygiene by promoting the ‘catch it, bin it, kill it’ approach

cleaning frequently touched surfaces often using standard products, such as detergents and bleach

minimising contact and mixing by altering, as much as possible, the environment (such as room layout) and timetables (such as staggered break times)

if a child, young person or other learner becomes unwell with symptoms of coronavirus (COVID-19) while in their setting and needs direct personal care until they can return home. A fluid-resistant surgical face mask should be worn by the supervising adult if a distance of 2 metres cannot be maintained. If contact with the child or young person is necessary, then disposable gloves, a disposable apron and a fluid-resistant surgical face mask should be worn by the supervising adult. If a risk assessment determines that there is a risk of splashing to the eyes, for example from coughing,

equipment-ppe

Planning guide for early years and childcare settings.https://www.gov.uk/government/publications/preparing-for-the-wider-opening-of-early-years-and-childcare-settings-from-1-june/planning-guide-for-early-years-and-childcare-settings



Annex B: Resources to help children to learn about coronavirus

https://www.gov.uk/

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26 May 2020


spitting, or vomiting, then eye protection should also be worn.

If a member of staff has helped someone with symptoms they do not need to go home unless they develop symptoms themselves. They should wash their hands thoroughly for 20 seconds after any contact with someone who is unwell. Cleaning the affected area with normal household disinfectant after someone with symptoms has left will reduce the risk of passing the infection on to other people.

In some cases it may be necessary for settings to introduce a temporary cap on numbers, to ensure that children are kept in small groups, and to avoid mixing of children between groups. If this is necessary, settings should prioritise vulnerable children and children of critical workers, then 3 and 4 year olds, in particular those who will be transitioning to Reception in September, followed by younger age groups.

Limit external visitors to the setting and ensure they only come into the building when strictly necessary, for example if providing an essential service or essential support for a child’s health and wellbeing.

Any homemade non-disposable face coverings that staff or children, young people or other learners are wearing when they arrive at their setting must

government/publications/preparing-for-the-wider-opening-of-early-years-and-childcare-settings-from-1-june/planning-guide-for-early-years-and-childcare-settings#Section2

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26 May 2020


be removed by the wearer and placed into a plastic bag that the wearer has brought with them in order to take it home. The wearer must then clean their hands. Disposable face coverings should be placed in a refuse bag and can be disposed of as normal domestic waste unless the wearer has symptoms of coronavirus, in line with the guidance on cleaning for non-healthcare settings.

Ensure correct disposal of waste from people with symptoms of coronavirus, such as disposable cleaning cloths, tissues and PPE:

- put it in a plastic rubbish bag and tie it when full

- place the plastic bag in a second bin bag and tie it

- put it in a suitable and secure place marked for storage for 72 hours

Waste should be stored safely and securely kept away from children. You should not put your waste in communal waste areas until the waste has been stored for at least 72 hours.

15 KitchensUndertake a thorough clean of the kitchen prior to reopening before food preparation resumes.

Ensure arrangements are in place for cleaning and preparation of all areas and surfaces prior to extending the opening.

Ensure ongoing cleaning and hygiene arrangements as the setting extends the opening.

Check arrangements for cleaning and disinfecting all areas and surfaces prior

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26 May 2020


to reopening.

Safeguarding


school

Lead DateDeadline

Guidance

16 Safeguarding (including online safety) during the pandemic

Settings must continue to take all necessary steps to keep children safe and well during this period and have regard to the government’s statutory guidance on working together to safeguard children. The safeguarding and welfare sections of the EYFS still apply, including requirements relating to child protection arrangements. Settings should work closely with local authorities.Settings should consider whether any refresh or review of their child protection arrangements is needed in light of coronavirus (COVID-19). This could take the form of a coronavirus (COVID-19) annex and include:

how to identify and act on new safeguarding concerns about individual children as they return to childcare

DSL (and deputy) arrangements any updated advice received from

the local safeguarding partners any updated advice received from

local authorities, for example EHC plan risk assessment, attendance and keep-in-touch mechanisms

DfE safeguarding in schools, colleges and other providers guidance:https://www.gov.uk/government/publications/covid-19-safeguarding-in-schools-colleges-and-other-providers



East Sussex SLES Safeguarding team:

https://czone.eastsussex.gov.uk/early-years/safeguarding/

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https://www.gov.uk/government/publications/covid-19-safeguarding-in-schools-colleges-and-other-providers



26 May 2020


working arrangements with children’s social workers and the local authority

what staff and volunteers should do if they have concerns about a staff member or volunteer who may pose a safeguarding risk to children

how the updated policy links to the broader risk assessment to be conducted before opening, described in the guidance on actions for education and childcare settings to prepare for wider opening

All staff and volunteers should be made aware of the new policy and be kept up to date as it is revised.

Update Code of Conduct for staff to include COVID-19 issues

Ensure suitably trained people are onsite and appropriate staff training is arranged

Review online safety considerations in and out of setting - Settings should continue to consider what strategies they are using to keep children safe online during this period, including:

checking apps, websites and search results before using them with children

supervising children when accessing

https://czone.eastsussex.gov.uk/media/6341/covid-19-addendum-to-ey-model-safeguarding-policy-2020-setting.docx

Online safety guidance for under 5s - https://www.childnet.com/ufiles/Keeping-Under-Fives-Safe-Online2.pdf

Online safety home activity packs during covid-19 - https://www.thinkuknow.co.uk/parents/support-tools/home-activity-worksheets/

Contact [email protected] 335270

Ofstedhttps://www.gov.uk/guidance/ofsted-coronavirus-covid-19-rolling-update

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https://www.gov.uk/guidance/ofsted-coronavirus-covid-19-rolling-update




https://www.thinkuknow.co.uk/parents/support-tools/home-activity-worksheets/



https://www.childnet.com/ufiles/Keeping-Under-Fives-Safe-Online2.pdf









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the internet

Further details can be found in Safeguarding children and protecting professionals in early years settings: online safety guidance for practitioners.

This advice is also relevant for parents and carers.

Consider safer recruitment Setting to continue remote safeguarding

arrangements for children that remain at home

Ensure that record keeping is up to date particularly where children have not been in the setting, or where they have attended other settings.

Be alert to harms that may have been hidden or missed while they have not been attending settings.

Consider refreshing staff training on how to deal with disclosures and domestic violence.

Identify and plan how best to support high needs groups, including children with SEND, vulnerable children and disadvantaged children when the setting reopens.

Consider how to encourage attendance of vulnerable children and the best way to support them to transition into the setting according to their needs and their individual family circumstances.

Whilst routine Ofsted inspections have

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https://www.gov.uk/government/publications/safeguarding-children-and-protecting-professionals-in-early-years-settings-online-safety-considerations/safeguarding-children-and-protecting-professionals-in-early-years-settings-online-safety-guidance-for-practitioners



26 May 2020


currently been suspended, the safeguarding responsibilities of settings have not changed, and regulatory action including visits to settings which are triggered by safeguarding concerns will continue.

17 Support for

vulnerable familiesPlan a support package for families who are vulnerable in order to help them transition back to setting.

Use risk assessments from during the lockdown period to make judgments about what adjustments need to happen in setting

Telephone calls to families Individual support plans around the

family, working alongside other agencies as appropriate.

Plan and prepare a collection of signposting opportunities to share with families if needed e.g. bereavement advice, financial advice etc.

Decide which member(s) of staff will be the single point of contact for parents and communicate this to parents.

Update the website if applicable. Ensure policies and procedures are in

place where necessary. Brief staff to be alert to signs of poor

welfare, poor mental health or neglect that may have escalated during setting closures and agree referral route to DSL team.

Setting to continue remote safeguarding arrangements for pupils that remain at home.

Consider if staff require appropriate instruction and training on identifying and supporting vulnerable children and parents that return to the setting, for example by sign-posting them to appropriate local services such as mental health, domestic or substance

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abuse services. Consider how vulnerable children, who

are currently attending settings, continue to have their needs met and to be supported as the setting takes on more children

18 AbsenceUnderstand what is happening with regards to the recording of absences e.g. with parents who decide not to send children back to setting yet / families isolating

Ensure strategies are in place to help families to engage positively with the setting and learning.

Continue ‘first day calling’ procedures for children on the vulnerable list who are expected in setting.

Seek advice and support from children’s services regarding individual children/families where attendance is a concern.

Consider parent/carer anxiety as a barrier to reintegration; liaise with key workers for the child (social workers, Family Key Workers, ISEND Practitioners etc.) to support conversations to reduce anxiety.

All vulnerable children continue to be expected and encouraged to attend educational provision where it is appropriate for them to do so.

If necessary, settings have the flexibility to focus first on continuing to provide places for priority groups and then, to support children’s early learning, settings should prioritise groups of children as follows:

o early years settings - 3 and 4 year olds followed by younger age groups.



Home learning

Signpost to the Department for Education’s Hungry Little

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26 May 2020


For those children with a social worker, our expectation is that they should attend their educational setting unless a risk assessment concludes they will be safer at home.

Families should notify their nursery setting as normal if their child is unable to attend so that staff can explore the reason with them and address barriers together.

Settings should work with local authorities, and school nurses and health visitors where relevant, to monitor the welfare of vulnerable children who are not attending provision, and other children they might wish to keep in touch with for safeguarding purposes.

Consider how to continue to support the learning of children who do not attend settings, including how these children can maintain contact with their key person and peers through the early years setting, and how parents and carers can be supported to provide a positive learning environment at home

Minds campaign and other websites for activities that parents and carers can do at home with children to support their early learning.

https://hungrylittleminds.campaign.gov.uk/https://www.bbc.co.uk/tiny-happy-peoplehttps://literacytrust.org.uk/family-zone/

https://www.gov.uk/guidance/help-children-aged-2-to-4-to-learn-at-home-during-coronavirus-covid-19


https://www.facebook.com/50ThingsEastSussex/

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https://literacytrust.org.uk/family-zone/

https://literacytrust.org.uk/family-zone/

https://www.bbc.co.uk/tiny-happy-people

https://www.bbc.co.uk/tiny-happy-people




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Well-being

Action Comments for consideration Issues due to the context of our school

Lead DateDeadline

Guidance

19 Support systemsEnsure that there are support systems in place for staff and children to support their mental health and well-being

Set up systems so that staff can be offered additional supervision if needed and sign-posting to further support services if needed.

Be aware of the level of anxiety and trauma that some staff/children/ parents may feel

Be mindful that some children may have experienced and/or witnessed abuse during lockdown and need to feel comfortable to make disclosures to trusted adults.

Consider wellbeing support for all staff as required.

Settings to be aware of the availability of emotional wellbeing interventions for children who need it and refer as necessary (ISEND)

Mental Health at Work - https://www.mentalhealthat work.org.uk/toolkit/coronavi rus-and-isolation-supporting-yourself-and-your-colleagues/

NHS Every Mind Matters - https://www.nhs.uk/oneyou/every-mind-matters/

PSED Pathway and associated documentshttps://czone.eastsussex.gov.uk/early-years/info-for-preschools/

20 Dealing with concerns

Provide an opportunity for parents and carers to raise issues and concerns

Dedicate a senior member(s) of staff to be the single of contact for parents via email and/or phone.

Update website if necessary. Inform parents. Update Staff/Owner/Committee

accordingly. Plan and prepare a collection of

signposting opportunities e.g. Bereavement advice, Health

Contact [email protected] 335270

Link to the PCF:https://www.espcf.org.uk/

For Coronavirus related support:

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https://www.espcf.org.uk/


https://czone.eastsussex.gov.uk/early-years/info-for-preschools/



https://www.nhs.uk/oneyou/every-mind-matters/

https://www.nhs.uk/oneyou/every-mind-matters/

https://www.mentalhealthatwork.org.uk/toolkit/coronavirus-and-isolation-supporting-yourself-and-your-colleagues/



26 May 2020


Visiting+ telephone lines for parents and carers.

Refer to Early Years ISEND if necessary for further guidance.

Consider how you will involve parents and carers to identify specific support for children and how children’s needs may have changed and to prepare for their return to your setting.

https://www.eastsussex.gov.uk/childrenandfamilies/specialneeds/staying-at-home-tips-and-activities/

For other support and Business as Usual needs:https://www.eastsussex.gov.uk/childrenandfamilies/specialneeds/

DfE advice for parents -https://www.gov.uk/government/publications/closure-of-educational-settings-information-for-parents-and-carers/closure-of-educational-settings-information-for-parents-and-carers

DfE guidance on vulnerable childrenhttps://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people

Charities and sources of support and funding e.g. Cruse Bereavement Care, Gingerbread , Working Families

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https://workingfamilies.org.uk/articles/coronavirus-support/

https://workingfamilies.org.uk/articles/coronavirus-support/

https://www.gingerbread.org.uk/information/managing-money-and-debt/turn2us-grants-search/

https://www.cruse.org.uk/get-help/local-services/south-east/east-sussex




https://www.eastsussex.gov.uk/childrenandfamilies/specialneeds/






26 May 2020




Opening schools and educational settings to more pupils from 1 June: guidance for parents and carers:https://www.gov.uk/government/publications/closure-of-educational-settings-information-for-parents-and-carers/reopening-schools-and-other-educational-settings-from-1-june

21 Mental health and well-beingPlan positive mental health and wellbeing

Senior staff to identify the groups/individuals within the setting who may have been particularly impacted upon by

Wellbeing

Meeting children’s emotional needs guidance -

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learning opportunities to support childrens’ transition back to the setting

Covid and lockdown and create action plans to support these children.

Plan learning opportunities to support children’s transition back to the setting, e.g. support for mental health and well-being, bereavement advice if appropriate, information about routines etc.

Identify key families who may need extra support if possible.

Assembly plans (following social distancing guidance).

Update setting’s website if applicable.

Share this information with staff/parents/carers.

Consider parent/childrens anxiety about becoming ill or bringing the virus home to their family members.

Help children to learn about coronavirus and how to keep themselves and others safe.

Settings should consider the mental health, pastoral or wider wellbeing support children may need, including with bereavement, and how to support them to transition into the setting after a long period of absence.

Settings may want to refer to the: Guidance for parents and carers on supporting children and young people’s mental health and

https://czone.eastsussex.gov.uk/media/5765/meeting-childrens-emotional-needs-20191003.docx

Leuven Scales for the assessment of wellbeing and involvement - https://czone.eastsussex.gov.uk/media/4599/leuven-scale.pdf

Unicef guidance on how to talk to children about coronavirus - https://www.unicef.org/coronavirus/how-talk-your-child-about-coronavirus-covid-19/

Safe Hands Thinking Minds (Covid, anxiety, stress resources and links) - http://www.safehandsthinkingminds.co.uk/covid-anxiety-stress-resources-links/

Guidance for parents and carers on supporting children and young peopl’s mental health and wellbeing during the coronavirus (COVID-19) pandemic

https://www.gov.uk/government/publications/covid-19-guidance-on-

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http://www.safehandsthinkingminds.co.uk/covid-anxiety-stress-resources-links/



https://www.unicef.org/coronavirus/how-talk-your-child-about-coronavirus-covid-19/



https://czone.eastsussex.gov.uk/media/4599/leuven-scale.pdf






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wellbeing during the coronavirus outbreak.

supporting-children-and-young-peoples-mental-health-and-wellbeing/guidance-for-parents-and-carers-on-supporting-children-and-young-peoples-mental-health-and-wellbeing-during-the-coronavirus-covid-19-outbreak

Transition, recovery and learning in the aftermath of a pandemic: A resource for nursery and primary schools - https://czone-backoffice.azurewebsites.net/media/6238/2020-transition-recovery-and-learning-primary-30420.pdf

Stories and videos to support children’s emotional wellbeing:

https://www.youtube.com/watch?v=9IhhCq44ar8

https://nosycrow.com/blog/released-today-free-information-book-explaining-coronavirus-children-illustrated-gruffalo-illustrator-axel-scheffler/

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https://czone-backoffice.azurewebsites.net/media/6238/2020-transition-recovery-and-learning-primary-30420.pdf



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Prof Barry Carpenter Think Piece:https://www.evidenceforlearning.net/recoverycurriculum/

https://www.camhs-resources.co.uk/coronavirus

Guidance for parents and carers on supporting children and young people’s mental health and wellbeing during the coronavirus (COVID-19) pandemic

https://www.gov.uk/government/publications/covid-19-guidance-on-supporting-children-and-young-peoples-mental-health-and-wellbeing/guidance-for-parents-and-carers-on-supporting-children-and-young-peoples-mental-health-and-wellbeing-during-the-coronavirus-covid-19-outbreak

22 Nurture and team building

Nurture opportunities to build a sense of belonging.

Meeting children’s emotional needs guidance -

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https://www.evidenceforlearning.net/recoverycurriculum/



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Plan opportunities for children to share their thoughts and feelings with staff and their peers.

Pastoral care and support in place.

Lunchtime support. Nurture groups. Awareness when planning group

activities that for some children lockdown was not a safe or happy place (see wellbeing sections above)

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