Healthy Early Years Review Tool
Healthy Early Years Review Tool
Setting: Flora Gardens Children’s Centre
Borough: Hammersmith and Fulham
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Healthy Early Years Review Tool
Tri-borough Healthy Early Years Programme
Overview
The Tri-borough Healthy Early Years Programme is funded by the Triborough Public Health Service. Based on the success of Healthy Schools
this pilot programme seeks to build on the achievements made in the Triborough by expanding it to pre-school settings. In the first instance, up to
40 settings will be able to participate and then after a successful pilot the
programme will be made available to all Early Years settings from January
2015.
Resources, Communication and Support
Each setting signing up will be expected to work towards gaining the
award. In return they will receive the following:
 Bi-monthly newsletter (progress and offers from partners)
 Email network (updates, targeted information)
 Directory of services (provision from partners in early years
settings)
 Free training for staff (both central and in-house)
 Free consultancy support
 Promotion and recognition of achievement in achieving the
Healthy Early Years Award
Health Education Partnership have been commissioned to provide free
training and consultancy support around health and wellbeing including
oral health, immunisation, breastfeeding, physical development, healthy
eating, and personal social and emotional development.
Participating settings will be supported to undertake this audit to
demonstrate they have achieved the requirements of Healthy Early Years
Award. There are a number of criteria relating to the emotional and
physical environment that settings need to fulfil in order to achieve the
Healthy Early Years Award (both in policies and practice).
The Healthy Early Years Award will compliment national policy e.g. the
Early Years Foundation Stage and Start4Life and will help early years
settings to meet existing best practice guidelines and identify good
practice and evidence for Ofsted inspections.
The main aim of the programme is to support and encourage early years
settings to develop and deepen their focus on health and wellbeing,
which will support the attainment, achievement and happiness of
children, parents/carers, staff and the wider community.
Contact Details
If your setting requires additional information or support in working with
the Healthy Early Years Programme and gaining recognition, contact:
Anna Brennan-Craddock
Email: anna.brennan-craddock@healtheducationpartnership.com
Freephone: 0800 048 8663
Mobile: 0770 381 4831
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Healthy Early Years Review Tool
Benefits and Relevance to Settings
Healthy Early Years Review Tool
Every child deserves the best possible start in life and the support that
enables them to fulfil their potential. Children develop quickly in the early
years and a child’s experiences between birth and age five have a major
impact on their future life chances. Early years settings can play a key role
in improving children’s health by setting strong foundations to help them
make healthy choices both early in life and in the future (Early
Intervention: the next steps 2011).
The Review Tool is based around the learning and development,
safeguarding and welfare requirements set out in the Statutory
Framework for the Early Years Foundation Stage (2014)1. It is also based
on guidance from Ofsted (2013)2,3 NICE publications (20084, 2012)5 and
Tri-borough Public Health Priorities. Health Education Partnership will
support settings to register for the award and complete the review tool,
which will help settings to:
 Highlight what is working well and any gaps in the settings
policies or practice
 Plan and develop health and wellbeing interventions
 Monitor and record progress
 Evaluate effectiveness
 Identify outcomes.
The Healthy Early Years programme and award will provide infants and
children with specific learning opportunities around health and wellbeing,
will enhance and maintain high standards of care and will support staff to
make healthy choices within their own lives, as well as accessing relevant
training around health issues in order to deliver the programme. Early
years settings that achieve the award will have demonstrated that they:
 Promote the health and wellbeing of all children, staff and
parents/carers
 Understand the importance of investing in health to raise levels
of achievement for children
 Provide a safe, comfortable and secure environment for children,
staff and parents/carers.
 Involve parents/carers in health related activities within the
setting, and link health related messages to life at home.
 Work in partnership with local agencies and the wider community
to promote health and support children and their families.
 Promote health in the workplace by providing choices, support
and opportunities for all staff
 Meet the requirements of national and local statutory guidance
1
The award will recognise good practice demonstrated by settings and will
also allow settings to access free training and consultancy support to
enhance their work in identified areas.
Department for Education (2014). Statutory Framework for Early Years Foundation Stage
Ofsted (2013) Records, Policies and Notification Requirements for the EYS Register
3 Ofsted (2013) Early Years Self Evaluation Form Guidance.
4 NICE (2008) Maternal and Child Nutrition
5 NICE (2012) Social and Emotional Wellbeing in Early Years
2
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Healthy Early Years Review Tool
Healthy Early Years Review Tool
This Review Tool is for use by all early years’ settings including children’s centres and nurseries. It enables you to record your setting's provision for infant
and children’s health and wellbeing in order to achieve the Tri-borough Healthy Early Years Award.
The Review Tool is organised under seven headings:
1. Leadership and managing change
2. Policy and procedures
3. Learning, planning and resources
4. Ethos and Environment
5. Signposting to support services
6. Staff continuing professional development (CPD), health and wellbeing
7. Partnerships with parents/carers, local communities and external agencies
Against each of the seven headings there is a table with 2 columns:

Column 1 – criteria and minimum evidence

Column 2 – prompts against which to record your school’s evidence
You can use this Review Tool to record and update your setting’s progress around healthy eating, physical activity, emotional wellbeing and safety under
the seven headings. As you enter information it will help you develop an action plan. There is space at the end of each table where progress notes and
additional evidence can be recorded.
The appendices provide further examples and a series of self-review questions that you can use to stimulate thinking about additional evidence. It might be
helpful to print off the appendices and refer to them as you complete your review.
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Healthy Early Years Review Tool
Description of the setting
Flora Gardens Children’s Centre is a stand-alone centre that was first designated in 2008. The centre is managed by the governing body of Flora Gardens
Primary School on behalf of the local authority.
The local authority runs its 16 children’s centres on a ‘hub and spoke’ model. Flora Gardens Children’s Centre is one of five hubs in the North locality of the
borough covering the Ravenscourt Park and Hammersmith Broadway wards. The centre offers a wide range of services for families with young children,
including health services as well as providing or facilitating access to services for adults via the other children’s centres in the borough and various key
partners.
In 2013, the local authority undertook a review of all the children’s centres’ areas. As a result, the number of children under five in the area served by this
centre decreased from 2496 to 1444 from December 2013. The area includes 15 separate defined localities, three of which are considered to be in the top
10% least advantaged, compared to the rest of the country. The majority of children are from White British heritage families. Minority ethnic families
account for a third of the local population. The percentage of children under five living in workless households is 34% which is well above national averages,
but similar to that found locally. Almost two thirds of children in the area are living in poverty. Children’s skills and abilities on entry to early education are
below the levels expected for their age.
The centre has identified priority groups needing most support as: families living in the three least advantaged areas located around Ravenscourt Park and
Hammersmith Broadway, families of ethnic backgrounds, and teenage parents.
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Healthy Early Years Review Tool
1. Leadership and Managing Change
Criteria and Minimum Evidence
The setting provides clear leadership to create
and manage an enabling environment, which
enhances emotional and physical health and
wellbeing supporting children to fulfil their
potential.
Setting Evidence
Healthy Eating (names and job titles)
Management Lead: Jennifer Quarcoopome – Deputy Head
Staff member responsible: Kasia – Katarzyna Kwiatecka Early Years Curriculum Practitioner, Melissa
Samuel – Senior Early Years Educator
Staff, parents/carers and children can identify this staff member by:
The setting has:
1. A member of the management team and,
2. A member of staff responsible for:

Healthy Eating including
breastfeeding, oral health and
food safety and hygiene

Physical Development

Emotional Wellbeing

Safety including child protection,
immunisations.
3. System that ensures that staff,
parents/carers and children are able to
identify the named person

Name badge

Picture board with job titles
Physical Development (names and job titles)
Management Lead: Jennifer Quarcoopome – Deputy Head
Staff member responsible: Kasia – Katarzyna Kwiatecka Early Years Curriculum Practitioner, Melissa
Samuel – Senior Early Years Educator
Staff, parents/carers and children can identify this staff member by:

Same as above
Emotional Wellbeing (names and job titles)
Management Lead: Jennifer Quarcoopome – Deputy Head
Staff member responsible: Kasia – Katarzyna Kwiatecka Early Years Curriculum Practitioner, Melissa
Samuel Senior Early Years Educator, Aba Oppon Senior Family Support Worker
Staff, parents/carers and children can identify this staff member by:

Same as above
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Healthy Early Years Review Tool
Safety (names and job titles)
Management Lead: Jennifer Quarcoopome Deputy Manager & Kasia – Katarzyna Kwiatecka Early Years
Curriculum Practitioner
Staff member responsible: Jennifer Quarcoopome Deputy Manager, Katarzyna Kwiatecka Early Years
Curriculum Practitioner, Melissa Samuel Senior Early Years Educator, Aba Oppon Senior Family Support
Worker
Staff, parents/carers and children can identify this staff member by:

Same as above
Notes/Additional Evidence:
2. Policy and Procedures
Criteria and Minimum Evidence
The setting has the following policies that are
reflected in practice and through ethos, culture
and the environment. There must be a named
policy in place, with a clear consultation and
review process. Statutory policies (indicated by
*) may need to be reviewed annually or biannually. Some policies may be combined or
separate.
Setting Evidence
Safeguarding Children (Statutory) including:
-
The procedure to be followed in the event of an allegation being made against a member of staff
-
The use of mobile phones and cameras at the setting
-
Dealing with alcohol and drug related incidents and disclosure of domestic violence
-
Checking the identity of visitors
-
Statement on confidentiality and consent for young parents

Safeguarding children*
Last review date: 15th June 2015

Equal Opportunities *
Equal Opportunities (Statutory) including:

Administering medicines*
- All children have equal opportunities and there is support for children with special education needs or disabilities
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Next review date: 15th June 2016
Healthy Early Years Review Tool

Health and Safety*
Last review date: 5th May 2015

Behaviour management*
Administering Medicines (Statutory) including: (Included in Creche and Creche Induction Policy)

No Smoking*
-
Systems to support individual children with medical needs

Immunisation Statement
-
Procedures for children who are ill or infectious

Healthy Eating

Oral Health

Physical Development
Last review date: Sep 15
Next review date: 4th May 2019
Next review date: Sep 17
Health and Safety (Statutory) including:
-
Procedures for accidents, hazards and faulty equipment including dental trauma
-
Procedures for infection outbreaks and related exclusions
Last review date: June 2015
Next review date: June 2018
Behaviour Management (Statutory) including:
- Positive behaviour management and anti-bullying guidance
Last review date: 10th May 2015
Next review date: 15th January 2018
No Smoking (Statutory) including:
- Guidance that no one smokes within 15m of building, buggy park or garden.
Last review date: Sep 15
Next review date: Sep 17
Immunisation Statement- Statement that encourages immunisation.
Last review date: Sep 15
Next review date: Sep 17
Healthy Eating (Food and Nutrition Policy)
Last review date: Sep 15
Oral Health
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Next review date: Sep 17
Healthy Early Years Review Tool
Last review date: Sep 15
Next review date: Sep 17
Physical Development including: Purposeful Physical Play
Last review date: Sep 15
Next review date: Sep 17
Consulted groups and process:

School Board of Governors Meeting

Advisory Board Children’s Centre Meetings

Parents attend the board of governor meetings

Children Centre Parent Forum held every month – (Parent consultation and feedback)

Staff consultation
Does staff understand their role?

Staff meetings

Induction process

Discussed in the staff induction

Staff sign off that they have read and understood the policies

Regular supervision sessions
Do staff, parents/carers know where and how to access the policy?
 There is a policy folder both electronically and printed- kept in the managers office
 Open door policy for parents to access the policy
 Policies can be viewed and on FGCC website when construction completed
Notes / Additional Evidence:
A recently established parents’ forum ensures families’ voices are heard, however; parents feel their views are acted on, such as changing the timing of
sessions. Increasing the number of sessions for babies, planning family trips within the London area rather than outside, having flyers made in four different
languages.
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Healthy Early Years Review Tool
3. Learning, Planning and Resources
Criteria and Minimum Evidence
The setting includes these areas of delivery which
are planned, assessed and evaluated to ensure the
quality of learning:

Healthy Eating including
breastfeeding, oral health and food
safety and hygiene

Physical Development

Emotional Wellbeing

Safety including child protection,
immunisations
Child progress and achievement in these
areas are assessed and reported in line with
current guidance and celebrated
appropriately.
Setting Evidence
Healthy Eating and drinking including oral health and breastfeeding?
Delivery takes places via:

Cook and play together sessions

Encourage children who are fussy eaters to participate in sessions supported by parents

Staff and parents role model what to do with the food

Parent support programmes- parents offered tea, coffee, water and sandwiches including
vegetarian (if available) and fruit.

Children offered health snacks and parents are encouraged to bring in healthy snacks for the
children

Vegetable garden and green area patch- the children learn to plant and grow; herbs, runner
beans, tomatoes etc.

Oral health session every half term, providing timers and literature of tips for parents to support
and encourage their children to brush their teeth. Dinosaur Douglas books and charts also
provided. Feedback forms completed by parents.

Mytime active deliver healthy eating session and they are coming back to do MEND

Breastfeeding chair available at all times for mothers who want to feed their baby. Mothers can
drop in any time during the day and we also have postnatal support sessions inclusive of
breastfeeding support every week facilitated by a midwife assistant.
Is monitored and evaluated by:

Feedback from parents
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Healthy Early Years Review Tool

Staff evaluations

Parent evaluations at the end of term

Daily attendance sheet and registrations

External facilitators/practitioners identifying issues for parents, offer appropriate advice and
support and inform staff.
Assesses, records and report child progress and achievement by:

Photos

Observations

Parents Comments

EYFS development tracking processes
Celebrates child progress and achievement by:

Positive praise

Certificates

Recoded in child’s portfolios

Party to celebrate their achievements at the end of term
Physical Development
Delivery takes places via:

Park visits

Outside space

Water tanks

Mud kitchen
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Healthy Early Years Review Tool

Scooters, mini cars to peddle, slide, trampolines, footballs, matts to do hop scotch,

Music house every Thursday, they run two sessions a week as it is oversubscribed

They ensure all children partake in the activities and try new activities to build confidence with
the children’s peer group. Get the children engaging with other children in the sessions.

Trips to little Hampton

Hobble down farm

Odds Farm
Is monitored and evaluated by:

Staff observe the sessions

Staff evaluations

Parent evaluations
Assesses, records and report child progress and achievement by:

Learning journal/Portfolios for the rising threes and targeted adult education and parenting
support groups where crèche is provided.

Taking electronic photos and then adding comments to these to show change

Observations

Parents comments
Celebrates child progress and achievement by:

‘Wow’ moments are recorded in the children’s portfolios

Positive praise

Photo’s displayed on framed display boards in crèche and around the centre
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Healthy Early Years Review Tool

Certificate at the end of Rising Three’s
Emotional Wellbeing
Delivery takes places via:
Induction sessions take place prior to crèche care or targeted childcare transition groups such as
Rising Three’s. ‘All About Me’ a summative assessment is undertaken at the beginning of child
starting crèche and followed through the duration to the end of their crèche period.

Transitions work called Rising Threes, which creates a learning portfolio with a list of what they
have achieved. Parents and children come in for one session a week and the other session the
children are left with staff on their own.

Each child has their names on a sticker that they take responsibility for to know how to engage in
school

Toilet training sessions- discussions with parents to better prepare their child and themselves for
when it’s going to happen.

Nursery choices are discussed

Staff make arrangements to attend visits to nursery’s to support parents to decide which nursery
is good for them.

Gardening project offers them out-door time to commune with nature

Parents are encouraged to access facilities here especially those accessing family support

Sleep group to offer support and advice to parent/carers
Is monitored and evaluated by:

EYFS developmental stages

Photographs

The parents are encouraged to participate in activities with their child at home and bring it in and
share it with us. The results are logged for monitoring.
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Healthy Early Years Review Tool

Staff observations and evaluations
Assesses, records and report child progress and achievement by:

Portfolio / Learning Journals

Photos

Rising Threes individual profiles

Crèche services where individual profiles are developed on each child

Parents comments
Celebrates child progress and achievement by:

Certificate at the end of the course Rising Threes

Party/ceremony to celebrate the children finishing the course

Positive verbal praise
Safety
Delivery takes places via:

Daily safety check by two members of staff

Six weekly health and safety checks

Children learn how to play safely and take turns when doing activities

Trips to the park helps the children to learn how to walk safely on the road

When out of the centre, children wear name bands with a telephone number on and high vis
jackets

Talking to the child and the parent, encourage the child to behave differently, getting the parent
to support it as well.
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Healthy Early Years Review Tool
Is monitored and evaluated by:

Staff observations

Health and Safety record book

Session observations

Reflective practice

Staff meetings

Updates from training
Assesses, records and report child progress and achievement by:

Observations

Parents comments

EYFS development tracking

Completing daily risk assessments

Assessment of child’s development ‘All About Me’ portfolios
Celebrates child progress and achievement by:

Positive praise and updating parents of child’s progress and achievement.
Notes/additional evidence:
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Healthy Early Years Review Tool
4. Ethos and Environment
Criteria and Minimum Evidence
Indoor and Outdoor Spaces are safe, supportive,
enabling environments, providing rich learning
opportunities through physical play supporting
children to take manageable risks.
Setting Evidence
Indoor and Outdoor Spaces provide:
Energetic activities and heart raisers:

Scooters

Bus cars

Outdoor play area- free flow between indoors and outdoors

Trampolines

Bucket walls to walk on- for balance

Matts with numbers for hop scotch

Football

Music to move to

Balls

Hula hoops

Beans bags

Gardening

Mud kitchen

Rope tide to a tree with a ball- swing ball

Water activities

Sand pit
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Healthy Early Years Review Tool
Quiet activities:

Jigsaw puzzles

Reading area

Ball pond

Arts and crafts

Baby massage

Cook and play
Setting supervision and support via (include staff: child ratio):

Under two 1:3

Over two 4:1
Outdoor supervision and support via:
Food that meets nutrient based and food-based
standards is provided. The setting provides guidance
on healthy eating and oral health. Children have
access to free, clean and palatable drinking water at
all times.

Under two 1:3

Over two 4:1
Eating environment provides: only snacks provided
Welcoming, social environment by:

Table cloth

Background music
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Healthy Early Years Review Tool
Attractive eating environment by:

Fruit cut up and laid out on the table

Jug of water and/or milk with cups

Colourful bowls provided

Colourful utensils
Promotion of healthy eating by:

A variety of colourful fruits available

Everything healthy is available e.g. rice cakes

Staff eat with the children

Baby weaning sessions
A clean and hygienic environment by:

Children wash their hands in their own toilet area before and after eating

Cleaned daily, toilet and bathroom area checked every morning.
Lunches that meet the voluntary food and drink guidance (if applicable): N/A
Food other than lunches meets the voluntary food and drink guidance (if applicable): N/A
Guidance on healthy lunches and snacks disseminated via:

My Time Active practitioners.

Cook n Play menu’s for healthy cooking and low budget shared with parents.
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Healthy Early Years Review Tool
Free, clean palatable drinking water at all times via: Centre provision

Always available
Breastfeeding and Weaning (If applicable)
Setting provides:
The setting provides a welcoming atmosphere for
women to breastfeed and facilities for breastfeeding
mothers to express and store milk.
A welcoming environment for women to breastfeed by:

Posters and signs and leaflets promoting breastfeeding

Centre provides a breastfeeding support programme and postnatal maternity support

Breastfeeding chair and pillows available.
Facilities for breastfeeding mothers to express and store milk via: N/A
Preparation and storage meets national guidelines: N/A
Physical Development
Setting provides:
The setting promotes motivation, confidence and
physical competence, knowledge and understanding
and provides opportunities for children to be
physically active throughout the day. There is a
mechanism for monitoring participation. The setting
encourages children and families to stay active
outside the setting.
Opportunities for physical development including:

Baby Massage

Stay and play

Out door and indoor play areas

Local walks around the school and to the park.

Focus on confidence building and interaction with physical activities

Activities ensure they have heart raisers as part of the sessions
Participation is monitored by:

Attendance sheets for every session

Target some parents to attend especially if family support are involved
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Healthy Early Years Review Tool

Parent feedback

Evaluations
Active Travel
Active travel is promoted by initiatives including:
The setting promotes active travel by running active
travel initiatives.
Completed: 13/10/2015
Travel Plan Coordinator- Jennifer Quarcoopome
– Scooters – pushing with one leg whilst balancing with the other, improving gross motor skills, hand eye
coordination, positioning and adjustment of pace fast, slow and stop.
- Ladybird wheelies - Children sit on ladybirds and using their legs forward pull, then back push to get
around , improves leg muscles and gross motor skills.
- Pedal Cars (Little tikes) – use of feet to pedal the little cars to get from a to b, improvement of gross
motor skills, hand eye coordination, role play learning to navigate in and out between obstacles, learning
about traffic, using imagination, social play and interacting with other child drivers.
Children’s Voice
The setting has mechanisms in place to ensure the
views of infants and children are reflected in
decision-making, policy and practice.
Children’s voice mechanisms include:

Children lead with activity they want to play with during session
Children’s views are reflected in:

How they engage and express what they are doing or what they want to do.

More water play

Mud kitchen loved by the children

Choice of outdoor or indoor activity
Emotional Wellbeing and Personal Development
Setting provides opportunities for children to
The setting promotes emotional wellbeing and
provides opportunities for children to build
confidence, self-esteem, and positive relationships,
develop responsibility, independence and resilience
and learn how to assess risk and stay safe.
Build positive relationships by:

Different play areas are set up to group the children together 2/3 children, they each do different
activities to learn to play together and try new things together.

Central activities- soft clay, foam, leaves, sand, magnifying glass- sharing and working together
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Healthy Early Years Review Tool
with peers, building things
Build confidence and self-esteem by:

Peer activity, breaking down barriers to children feeling isolated/over whelmed, giving them time
to get involved.

Observe the children growing in confidence, ensuring the children are comfortable.

Doing what they want to do, encouraging them to make comments and chat together, leading to
playing together
Develop responsibility, independence and resilience by:

Tidy up time together with parents and staff, with the outcome of not doing it clearly explained

Sitting together and choosing their seats

Taking their name on the register and putting their coats away

Waiting for song time on the carpet
Learn how to assess manageable risk and stay safe by:

Learning when to run and walk

Wear the high vis jacket when off the premises

Repeating instructions as they get older

Staff observations

Allowing children to take risk within a safe and supportive environment
Notes/additional evidence:
Weekly plans by early years staff including quarterly themed activity- the seaside theme this quarter, next quarter is the jungle theme- learning about animals
and the environment.
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Healthy Early Years Review Tool
5. Signposting to other Services
Criteria and Minimum Evidence
The setting has systems to identify and meet
the needs of children and families and has
arrangements to signpost families to
appropriate and relevant support.
Setting Evidence
Setting identifies needs of children and families by:

Family support worker who holds case work

Receipt and follow up of referrals from Localities children services, health visitors,
midwives, school, outreach, self-referrals and other children centres.

Home visits undertaken where children are present, are seen, where parents are
encouraged to access centre facilities and services as a part of an agreed action plan in
meeting needs.

Staff identify families that come into the centre who are ‘in need’ especially if there are
disclosures during stay and play sessions. Families are also discussed during team
meetings, should a cause of concern or issue be observed by staff.
Settings signpost families to services including:

CAHMS

Back on track

Children’s Locality Team

Housing

CAB

Smoking cessation information

Health visitors

Midwives
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Healthy Early Years Review Tool

My time active weight control/ healthy support

Solicitors

Immigrations

Dentists
Notes/additional evidence:
The excellent links Flora Gardens Children Centre has with Flora Gardens Primary School and the strong partnerships with other schools and centre. Health
professionals and other key agencies have been instrumental in promoting the centre.
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Healthy Early Years Review Tool
6. Staff continuing professional development (CPD), health and wellbeing
Criteria and Minimum Evidence
Staff CPD
Setting Evidence
Setting identifies:
The setting identifies staff CPD needs for health Staff CPD needs for health and wellbeing by:
and wellbeing and provides appropriate training
 1:1 supervision
and development opportunities
 Staff meetings

Induction process
Health and wellbeing training and development opportunities including:

Food and hygiene

Sexual health

Safeguarding

Domestic Violence

First aid

Health and safety

Incredible years parenting programme

EYFS development stages

Epi-pen training (Early Years staff)

Serious Case Reviews
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Healthy Early Years Review Tool

Behaviour Management

Physical Development
Training has influence practice in setting by:
Staff Health and Wellbeing
The setting supports staff in maintaining their
health and wellbeing and a healthy lifestyle and
encourages them to be positive role models. All
staff can, confidentially, access advice, support
and services (within and beyond the setting)

Raising awareness

Raising staff expectations

Positive contribution to good teaching and pastoral practice and good practice all round

First aid training has enabled injuries to be treated by working with the parents to teach
them how to do it, then the correct reporting procedures are followed.

Service Delivery of a high standard
Staff health and wellbeing:
Setting staff are supported in maintaining their health and wellbeing by:

Management is available at all times for both informal and formal consultation

Supervisions- health item on agenda

Team meetings

Early years staff have a separate meetings and issues are reported to management
Staff have been encouraged to be positive role models including:

Go to the park for walks
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Healthy Early Years Review Tool

Eating healthy
Staff can, confidentially, access advice support and services from:

From management
Notes/additional evidence:
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Healthy Early Years Review Tool
7. Partnerships with parent and carers, the local community and external agencies
Criteria and Minimum Evidence
Setting Evidence
Engaging with parents/carers
Engaging with parents/carers:
The setting provides opportunities for
parents/carers to access information, support and
advice on health and wellbeing
Setting provides opportunities for parents/carers to access information, support and advice on health and
wellbeing by:
Engaging with the local community and external
agencies
The setting engages with the local community and a
range of external agencies to support children,

Leaflets

Anti and postnatal care

There are specific programmes focused on this (bump to baby, postnatal and breastfeeding
support) and MEND sessions, sleep group and weaning group

They are signed posted to websites (Job Centre Plus, other children centres and FGCC website)

Newsletter

Signpost to external services

Opportunity to be part of parent forum

Feedback and suggestion box

Approach staff at any time

Family support worker has a case load

Young Parents Support Group – providing lunch, crèche and support group
Engaging with local community and external agencies:
Settings engage with the local community and a range of external agencies to support children,
parents/carers and staff including:
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Healthy Early Years Review Tool
parents/carers and staff on:

Children services

Healthy Eating including oral health

CAHMS

Emotional Wellbeing

Back on track

Physical Development

Children’s locality team

Safety including immunisations

Housing

CAB

Smoking cessation

Health visitors

Midwifes

My time active (MEND) & (Boost)

Weight control/ healthy support

Solicitors

Immigrations

Dentists

Health Start Vitamins (Distributed for expectant mothers and children)

Vaccinations information – (Provided via Health Visitor – every 1st Tuesday of the month)
Partnerships:

Adult education Macbeth centre

Park medical centre

Back on track

My time active
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Healthy Early Years Review Tool

Job Centre Plus

Masbro and Melcombe Children’s Centre

TAC meetings jointly with Masbro CC

Midwives at Queens Charlottes hospital

Healthy Start Vitamins – now My Time Active
Notes/additional evidence:
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