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Talk to an Expert| Category | Assignment | Subject | Healthcare |
|---|---|---|---|
| University | Northern Council for Further Education (NCFE) | Module Title | Unit 6 Health, Wellbeing and Safety (H/651/1395) |
| Qualification | NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) 610/4164/6NCFE CACHE Level 3 Extended Diploma for Working in the Early Years Sector (Early Years Educator) 610/6133/5 |
| Unit Reference Code | H/651/1395 |
| Unit Title | Health, wellbeing and safety |
| Unit Number (WF) | 06 |
| Unit Level | 3 |
| Unit credit value: | 10 |
| GLH | 87 GLH (includes 25 work/placement hours) |
| Unit status: | Mandatory |
This unit explores the relationship between legislation, policy and procedure, with further focus on own role and responsibilities with regard to the health, wellbeing and safety of babies and children.
Students should be mindful of energy-saving approaches to sustainability when considering health, wellbeing and safety, for example, energy-efficient approaches and wellbeing strategies.
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC)
The learner can: |
| 1. Understand legal requirements and statutory guidance, as well as other non-statutory guidance on health and safety | 1.1 Summarise legal requirements and statutory guidance, as well as other non-statutory guidance on health and safety, to include control of substances hazardous to health (COSHH) and reporting of injuries, diseases and dangerous occurrences regulations (RIDDOR) |
| 2. Understand it is important to ensure equipment, furniture and materials are used safely and the dangers of not doing so | 2.1 Give reasons for ensuring equipment, furniture and materials are used safely and the dangers of not doing so |
| 3. Understand the role of policy and procedure in maintaining the health, wellbeing and safety of babies and children | 3.1 Describe policy and procedure in relation to health and safety in an early years setting to include: • risks and risk management • security • confidentiality of information • personal hygiene, including oral health • meals and snacks • accidents and emergencies • illness • routine safety checks • fire drills |
| 4. Understand that it is important to prevent and control infection | 4.1 Describe action to take to prevent and control infection in an early years setting |
| 5. Understand the signs and symptoms of a child who is unwell or injured | 5.1 Identify signs and symptoms of ill health in babies and children 5.2 Describe signs, symptoms and treatments of common childhood illnesses and allergies in children 5.3 Identify signs of urgent dental attention in children 5.4 Identify minor injury in babies and children 5.5 Identify serious injury requiring urgent medical attention in babies and children |
| 6. Understand that it is important for babies and children to have a healthy, balanced and nutritious diet | 6.1 Identify nutritional guidelines for babies and children from birth to five years 6.2 Describe the different stages of weaning in babies 6.3 Describe steps to take to maintain good oral health in babies and children 6.4 Explain how the early years educator keeps knowledge of food allergies and anaphylaxis up to date 6.5 Explain how the early years educator keeps children safe during mealtimes, to include recognising the signs of choking and action to take 6.6 Explain the need to prepare food that is suitable for the age, personal need and development of babies and children, referring to the most up-to-date guidance |
| 7. Understand that it is important for babies and children to be physically active | 7.1 Explain benefits of physical activity for babies’ and children’s holistic health and wellbeing |
| 8. Understand the importance of risk versus benefit | 8.1 Explain principles of risk assessment and management, and how to balance risks and benefits of activities for children |
| 9. Be able to use equipment, furniture and materials safely following the manufacturer’s instructions and setting’s requirements, with regard for sleep safety. Assist others in the safe use of: • equipment • furniture • materials |
9.1 Assist others in the safe use of equipment, furniture and materials, following the manufacturer’s instructions and setting’s requirements (can be achieved through simulation, as appropriate) 9.2 Discuss sleep safety and precautions to take to keep babies and children safe |
| 10. Be able to identify and act upon own responsibilities in relation to: • health • safety • wellbeing |
10.1 Apply legislation, policy and procedure to ensure the safety and wellbeing of everyone in the setting, adhering to: • health and safety • confidentiality of information • promoting the welfare of babies and children |
| 11. Be able to carry out risk assessments and risk management in line with: • employer, local and national requirements • policies and procedures |
11.1 Apply the principles of risk assessment and risk management in line with daily procedure, to include a working knowledge of how to complete documentation within practice 11.2 Apply legislation, policy and procedure to protect the health, safety and wellbeing of children in the setting, to include: • risk assessment • food safety and allergies • COSHH • accidents, injuries and emergencies 11.3 Outline ways risk benefit is managed in an early years setting |
| 12. Be able to maintain accurate and coherent records and reports and share information, when appropriate, to ensure the needs of all children are met | 12.1 Refer to policy and procedures in an early years setting to explain the role of the early years educator in relation to records and reports, to include: • medication requirements • special dietary needs, including approaches to starting and storing solid foods • planning • observation and assessment • health, safety and security • accidents and near misses • daily registers |
| 13. Be able to explain, plan, and carry out respectful care routines appropriate to the development, stage, dignity and needs of babies and children, to include their cultural, race, religion and belief systems | 13.1 Reflect on policy and procedure in an early years setting to describe the role of an early years educator, with regard to: • supervision of children whilst eating (feeding and weaning and complementary feeding) • nappy-changing procedures • potty and toilet training • care of skin, teeth and hair • rest and sleep provision 13.2 Shadow qualified staff as they prepare food that is suitable for the age and development of babies and children, referring to the most up-to-date guidance, and supervise children whilst eating 13.3 Prepare food that respects individual need and preference, including cultural requirements such as race, religion and belief systems 13.4 Plan care routines that are sensitive to the culture, race, religion and belief systems of children with regard to food and personal care |
| 14. Be able to implement effective strategies for preventing and controlling infection | 14.1 Demonstrate effective handwashing techniques 14.2 Reflect on policy and procedure with regard to: • food hygiene • dealing with spillages safely • safe disposal of waste • using correct personal protective equipment (PPE) 14.3 Explain exclusion processes to describe knowledge of common childhood illnesses 14.4 Outline the immunisation schedule |
| 15. Be able to take appropriate action to respond to accidents and emergency situations | 15.1 Discuss policy and procedure to explain the role and responsibilities of the early years educator with regard to: • a baby or young child requiring urgent medical or dental attention • a non-medical incident or emergency • identifying risks and hazards • receiving, storing, recording, administering and the safe disposal of medicines |
| 16. Be able to share information with parents and carers | 16.1 Share information (written or verbal) with parents and carers with regard to: • the importance of healthy balanced diets • looking after teeth and oral health • being physically active |
LO16 Information shared must consider:
current dietary guidance for early years, explaining why it is important for babies and children to have a healthy, balanced diet and be physically active find and apply the most up- to- date advice on weaning provided by the NHS
Where the learner is not able to be assessed in the early years setting, simulation is permitted for LO13: ACs 13.1 to 13.4.
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