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Cache level 3 unit four - explain how strategies to establish and maintain healthy, safe and secure environments in early years settings are supported by legislation

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Introduction

Unit Four Task one E1 & D1: explain how strategies to establish and maintain healthy, safe and secure environments in early years settings are supported by legislation * Health and Safety at Work Act 1974 * Reporting of injuries, diseases and dangerous occurrences regulations 1995 All employers have legal responsibilities under the Health and Safety at Work Act 1974. Employers must meet certain rules to make sure everyone in that place of work is safe. It also means employees have to be careful that there are no risks of injury to anyone. In a childcare setting the Health and Safety Act states "buildings should be in good condition and designed with the safety of users in mind, buildings and surroundings should be clean and safe and equipment must be safely used and stored." As practitoners, everyone in the childcare setting must know what their health and safety policies in their settings are. This act helps maintain healthy, safe and secure environments as it safeguards both the children and the adults working with them, this is done as the employers and employees have to ensure the workplace is safe and appropriate information such as training and supervision should be made available. In my setting, to follow this act, we ensure that all children in our building are safe and have a secure environment, to do this we have certain security arrangements in place, we have two mechanical doors which can only be opened from the inside of the building and which has an alarm system which sounds whenever the door opens. We also have a policy about getting information from the parents on who can and will collect the child, this is done before the child officially starts nursery, our nursery staff get pictures and names of people who will collect the child. Recording and reporting accidents and ill health at work is a legal requirement under The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR). ...read more.

Middle

Many people (but not all) also develop a distinctive skin rash. If you see a red skin rash do the tumbler test, that is If a glass tumbler is pressed firmly against a septicaemia rash, the marks will not fade. You will be able to see the rash through the glass. If this happens get medical advice immediately. It is harder to see on dark skin, so check paler areas. Remember someone who is very ill needs medical help even if they have no rash or a rash that fades. To promote awareness of meningitis is the first step, there should be posters around the nursery so staff understand and remember the signs and symptoms and also staff should have first aid training so they know how to deal with this kind of emergency. If you think a child has got meningitis the first thing to do is call an ambulance, call the childs parents and then keep the child in a dark room. The benefits and effects this has on children are that they have the freedom in which to develop a responsible independence, and the confidence to take risks and initiate their own play and learning. They also show many changes in their behaviours, the freedom which they have and the independence that they gain and achieve seems to help build a greater self-belief in their own capabilities, they also seem keen to learn as the curriculum they abide by which is set out differently, interests the children and this then creates the atmosphere that they enjoy and can relax yet also learn. Increasing confidence can also lead to a child's greater independence and a desire to explore further than before. Where this creates the potential for danger or harm, either from the surroundings or by taking part in specific activities using tools and materials, the risk is managed rather than avoided altogether. ...read more.

Conclusion

Other situations might need advice and guidance, from you co-workers, line manager or senior members of staff When you start to feel stressed the symptoms of it are getting agitated or snappy, rapid heartbeat or headaches/aches and pains. There are many things you can do to relieve some of your stress, such as; time management, if you can manage when/what you do you can find it's not as bad as you thought and it can get done easier and with less stress, sharing responsibilities with your co-workers, speaking to your co-workers, counsellors or other professionals about how your feeling as someone might have gone through it and know how to help and also being able to relax and having that balance of work/home life, relaxing when you're not at work can make your work better. Working with children, you may show signs of depression, this is important to not ignore. This is feeling great sadness, negative emotions, trying not to show them to others, paranoia and extreme tiredness. There is lots of support out there, from friends and family, to doctors counselling and your co-workers at work. Lastly, anxiety is a big issue. It can stem from depression and stress and can be very damaging to people. It is excessive worry which is out of proportion, it can be to do with social situations and it can cause a lot of problems for people. There is cognitive behaviour therapy which helps people suffering with anxiety to know when they start to feel anxious to stop and think of something else. There is also counselling and just talking to people about your worries and problems. When you're struggling with work, you can get help and support from you're team, they will understand how your feeling as they most probably feel it too, working with children can be frustrating, stressful and challenging. But getting support and help will help you in order to change perception of this and realise that it can also be enjoyable and motivating. Here are a few websites which can be used for support: http://www.bestpracticenet.co.uk/early-years-including-eyps http://www.surreycc.gov.uk/practitioners/support-and-advice http://teachersupport.info/ http://www.tes.co.uk/forums.aspx?navcode=14 http://education.staffordshire.gov.uk/curriculum/strategies/earlyyears/ ...read more.

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