EYFS requirement 3.4 Child Protection states (among other things) -
‘The safeguarding policy and procedures must cover the use of mobile phones and cameras in the setting.’
The EYFS does not say that cameras and mobile phones must not be used in childminding provisions, regardless of advice from some Local Safeguarding Children Boards. In fact, Ofsted state that ‘The intention in the EYFS is not to make communication difficult but ensure that mobile phones are only used when essential and you are not distracted by them when caring for children. ‘
Writing your policy - things you might need to include
Advice from Ofsted states that this requirement is in place because of the misuse of photographs and mobile phones in some childcare settings which led to children being abused. You should keep this in mind when writing your policy.
In your policy should consider talking about…
• How you use your mobile phone to make and take essential phone calls during the working day. Explain to parents that it is essential you have a mobile phone as it is the way they can best contact you in an emergency.
o If your mobile phone is used to record children’s progress - some childminders use software on their IPhones for example - then this must also be discussed.
o If you use your mobile phone to store parents / emergency contact numbers so they are available when you go on outings, inform parents about this and explain how you do everything possible to keep your mobile phone safe and the information stored on it secure so their details are not misused.
• How you use your camera (digital camera or phone camera) to take photos of children which are shared with parents to show evidence of their learning and development and for display to help them feel part of the provision.
• How you protect photos is you send them over the internet - for example by email - to parents or absent parents.
• How you ensure children are safeguarded eg how photos are -
o Used - Learning Journey booklets, daily diary, displays in the house, training courses, on the internet to advertise your business - only say what is relevant to you here!
o Appropriate - children are properly dressed; photos do not show intimate views of children etc.
o Stored - on memory sticks, cloud / online storage, CDs to give parents at Christmas (eg), password protected folder on your computer etc.
o Deleted - when no longer needed.
o Printed - on a dedicated printer or using other digital photo printers in a shop or online.
• Who might see photos of childminded children eg Ofsted, local authority development workers, the child’s parent / carer, Local Safeguarding Children Board if there is a safeguarding concern.
• How you manage children’s use of mobile phones, cameras and photos eg if an older child brings a mobile phone to the provision which also has a camera.
• How you relate concerns about photos to parents eg if a child’s parent takes a photo of a group of children or brings their mobile phone on your premises.
• How you relate concerns about photos to other childminders, visitors to your premises etc and manage any incidents where they might take or use photos of childminded children.
• How you monitor your own children’s use of mobile phones and cameras during working hours - and, for example, the phone and camera use of any friends they invite to your house after school.
• Your procedure for requesting written permission from parents / carers to take and use photos of their children.
• How you aim to keep your mobile phone and camera safe - in the house, garden and on outings to ensure any photos of children and data about families is kept secure.
• Registration with the Information Commissioners Office as a data handler because you take, store and retain digital photos of children.
• How your whistleblowing policy includes the use and misuse of cameras and mobile phones - if you work with assistants or a co-childminder.
• You might also need to discuss other devices which link to the internet and might be used to take photos eg IPods, laptops with cameras attached etc as these might potentially pose a risk.
Some childminders are using this policy as a way of reminding parents that their child’s stories about their day are more important than the mobile phone call which they are taking as they walk up the drive!
References
An article in Essential Childminder Magazine
EYFS (DfE, 2012)
The Childminding Forum - various posts
Knutsford Childminding blog
Tuesday, 25 September 2012
Sunday, 11 March 2012
De-cluttering your provision
Childminders work from their homes – and homes, as we all know, vary greatly in size and available space. As we take on more children, we often find that our playrooms are so cluttered with toys and games, the children can hardly fit in!
If you notice the toddlers tripping over the babies, the pre-schoolers fighting for space with the babies and the after schoolers pulling too much from the shelves because they are overwhelmed with the choices available and the books getting trampled under-foot… then maybe it is time to make a few changes.
I have been reading up on de-cluttering as part of something I am currently writing for the childminder advertising website about the revised EYFS and the Prime Area of learning ‘Communication and Language’ and I have found it to be a very interesting subject.
During my research I have found that some childminders have found themselves marked down by Local Authorities which use FCCERS and ECCERS to grade their service because they are not offering sufficient choice or duplicates of resources etc.
However Ofsted are fine with a de cluttered environment according to letter written by Liz Elsom on the Elizabeth Jarman site about Communication Friendly Spaces (TM) - http://www.elizabethjarmantraining.co.uk.
I have found from reading Ofsted reports that inspectors like to see toys children can easily access in labelled boxes - they don't have a problem with resources being rotated if the children have free choice (photo albums or choice books) of what they want out.
However there are some parts of provision such as reading, mark making, music, dance, art etc that should always be freely available to ensure you are linking the activities you have available with all the EYFS areas of learning and development.
If you want to make changes to your provision with the aim of de-cluttering the environment, you could do it as part of an ongoing improvement project –
• Audit the resources currently available in your provision against the areas of learning of the EYFS to make sure you are keeping appropriate resources
• Read up on de-cluttering and how it helps you to work more efficiently
• Talk to other childminders on www.childmindingforum.co.uk and ask for their ideas and views - do a forum search as the subject has already been discussed a few times previously
• Show how you have involved parents and all the children in the review process
• Carry out observations of inside and outside play involving different groups and children and at different times of the day to see what is currently being used
• Make decisions about any changes you intend to do based on their comments and the spaces available etc.
You could then ask the children to help you document the changes you make adding comments from children, before and after photos etc and put it in a file for Ofsted / parents etc to show your commitment to continuous professional development.
I hope you enjoy your newly de-cluttered spaces :)
If you notice the toddlers tripping over the babies, the pre-schoolers fighting for space with the babies and the after schoolers pulling too much from the shelves because they are overwhelmed with the choices available and the books getting trampled under-foot… then maybe it is time to make a few changes.
I have been reading up on de-cluttering as part of something I am currently writing for the childminder advertising website about the revised EYFS and the Prime Area of learning ‘Communication and Language’ and I have found it to be a very interesting subject.
During my research I have found that some childminders have found themselves marked down by Local Authorities which use FCCERS and ECCERS to grade their service because they are not offering sufficient choice or duplicates of resources etc.
However Ofsted are fine with a de cluttered environment according to letter written by Liz Elsom on the Elizabeth Jarman site about Communication Friendly Spaces (TM) - http://www.elizabethjarmantraining.co.uk.
I have found from reading Ofsted reports that inspectors like to see toys children can easily access in labelled boxes - they don't have a problem with resources being rotated if the children have free choice (photo albums or choice books) of what they want out.
However there are some parts of provision such as reading, mark making, music, dance, art etc that should always be freely available to ensure you are linking the activities you have available with all the EYFS areas of learning and development.
If you want to make changes to your provision with the aim of de-cluttering the environment, you could do it as part of an ongoing improvement project –
• Audit the resources currently available in your provision against the areas of learning of the EYFS to make sure you are keeping appropriate resources
• Read up on de-cluttering and how it helps you to work more efficiently
• Talk to other childminders on www.childmindingforum.co.uk and ask for their ideas and views - do a forum search as the subject has already been discussed a few times previously
• Show how you have involved parents and all the children in the review process
• Carry out observations of inside and outside play involving different groups and children and at different times of the day to see what is currently being used
• Make decisions about any changes you intend to do based on their comments and the spaces available etc.
You could then ask the children to help you document the changes you make adding comments from children, before and after photos etc and put it in a file for Ofsted / parents etc to show your commitment to continuous professional development.
I hope you enjoy your newly de-cluttered spaces :)
Tuesday, 8 November 2011
Finding your unique selling point
What is your unique selling point?
A lot of childminders ask me how they can sell themselves and their provision in the currently challenging economic climate. One way is to promote your unique selling point – the key feature of your provision that makes you special.
You can use your unique selling point in your promotional literature and on your website to actively encourage parents to visit you so they can find out more.
To find your unique selling point you need to think about the things you do during the day with the children or the ways you conduct your business which make your special. We all have qualities which enable us to be the best but we sometimes struggle to blow our own trumpets – or even to recognise how special our provision really is!
Here are some ideas…
Personal development
Your passion and dedication to attend training and always try to better yourself by further reading, extra qualifications, welcoming visits from your local childminding coordinator to give you tips for improving your service etc… all of these will help you to be the best qualified and professional childminder you can be and to have up-to-date knowledge that will put you in a perfect position to respond to children’s changing needs.
Parent partnership
Parents have a wealth of knowledge about their child and business ideas from the different jobs they perform. By working with them and asking them questions and involving them in all aspects of your provision you can tap into their expertise and use it to improve your level of service. By focussing on the positives and explaining when things change parents can be moulded into valuable resources.
Outdoor opportunities
Think about your outside provision – do you have lots of resources? Does it complement the inside area? Do you have a covered area or all weather surface? Ask yourself – how does it enhance children’s play experiences?
Your outside provision should offer learning and development opportunities the children cannot access inside and should be available for use every day. If you feel your outside play provision is higher quality than others you have seen then promote it to potential customers.
Strong community links
Do you go on regular outside visits which are carefully planned and organised so children can experience a wide range of community involvement? Do you have a timetable of outings which you can share with parents to promote the experiences you offer to children? If so, talk about it in your literature and explain why it is so important that children experience close community links. This is one area of provision childminders can easily do so much better than nurseries and group provision… so promote it to parents!
Quality resources and experiences
Do you have a wide range of resources linked to children’s interests? Do you focus on one specific type of resource such as natural, Montessori, Forest School etc? If so, use it as your selling point and make sure parents are aware of the experiences you provide for their children.
Is your food provision the very best in the area? Is all your food home grown and organic? Is it cooked by a qualified chef? Do you offer a range of menu choices for special diets? You could link a sample menu to the parents page of your website or offer to send one by email on request to potential customers to help you sell your special service.
Disability friendly
Have you completed an accessibility audit and concluded that your provision is disability friendly and accessible for all children including those in wheelchairs, walking frames, hearing aid users, severe allergy sufferers etc? Do you have specialised knowledge of disability and inclusion linked to a previous job? If so, you should speak to local health visitors and any special schools or units in your local area, explain what you have to offer and ask for referrals.
Everyone has something special to offer – their time, patience, understanding, experience of working with children, knowledge of child development, play room etc. Think about your unique selling point and advertise it…
A lot of childminders ask me how they can sell themselves and their provision in the currently challenging economic climate. One way is to promote your unique selling point – the key feature of your provision that makes you special.
You can use your unique selling point in your promotional literature and on your website to actively encourage parents to visit you so they can find out more.
To find your unique selling point you need to think about the things you do during the day with the children or the ways you conduct your business which make your special. We all have qualities which enable us to be the best but we sometimes struggle to blow our own trumpets – or even to recognise how special our provision really is!
Here are some ideas…
Personal development
Your passion and dedication to attend training and always try to better yourself by further reading, extra qualifications, welcoming visits from your local childminding coordinator to give you tips for improving your service etc… all of these will help you to be the best qualified and professional childminder you can be and to have up-to-date knowledge that will put you in a perfect position to respond to children’s changing needs.
Parent partnership
Parents have a wealth of knowledge about their child and business ideas from the different jobs they perform. By working with them and asking them questions and involving them in all aspects of your provision you can tap into their expertise and use it to improve your level of service. By focussing on the positives and explaining when things change parents can be moulded into valuable resources.
Outdoor opportunities
Think about your outside provision – do you have lots of resources? Does it complement the inside area? Do you have a covered area or all weather surface? Ask yourself – how does it enhance children’s play experiences?
Your outside provision should offer learning and development opportunities the children cannot access inside and should be available for use every day. If you feel your outside play provision is higher quality than others you have seen then promote it to potential customers.
Strong community links
Do you go on regular outside visits which are carefully planned and organised so children can experience a wide range of community involvement? Do you have a timetable of outings which you can share with parents to promote the experiences you offer to children? If so, talk about it in your literature and explain why it is so important that children experience close community links. This is one area of provision childminders can easily do so much better than nurseries and group provision… so promote it to parents!
Quality resources and experiences
Do you have a wide range of resources linked to children’s interests? Do you focus on one specific type of resource such as natural, Montessori, Forest School etc? If so, use it as your selling point and make sure parents are aware of the experiences you provide for their children.
Is your food provision the very best in the area? Is all your food home grown and organic? Is it cooked by a qualified chef? Do you offer a range of menu choices for special diets? You could link a sample menu to the parents page of your website or offer to send one by email on request to potential customers to help you sell your special service.
Disability friendly
Have you completed an accessibility audit and concluded that your provision is disability friendly and accessible for all children including those in wheelchairs, walking frames, hearing aid users, severe allergy sufferers etc? Do you have specialised knowledge of disability and inclusion linked to a previous job? If so, you should speak to local health visitors and any special schools or units in your local area, explain what you have to offer and ask for referrals.
Everyone has something special to offer – their time, patience, understanding, experience of working with children, knowledge of child development, play room etc. Think about your unique selling point and advertise it…
Thursday, 28 July 2011
Children and Physical Activity
The Government has released new advice (June 2011) for increasing young children’s physical activity levels.
Babies and non-walking children
Encourage physical activity from birth, ensuring babies are not restricted by clothing or with straps.
Use resources and activities such as...
• Going swimming;
• Play arches to kick and hit;
• Play mats;
• Tummy time every day;
• Copying actions such as clapping hands;
• Space to roll and learn to crawl;
• Opportunities to pull up on furniture;
• Toys just out of reach to stretch out towards... etc.
When not asleep, eating or for short periods in the buggy or car seat babies should be unrestrained and encouraged to move around.
Young children (EYFS age)
Once children are capable of walking they should be encouraged to walk and move around for a minimum of 3 hours a day, spread out through the day. Time spent sitting (watching television, in a buggy or car seat etc) should be minimised.
Resources and activities should encourage active movement (not just gentle walking) and can be both adult planned and child initiated such as...
• Swimming with family or taking lessons;
• Dancing to music and joining in movement activities with songs and rhymes;
• Learning to skip, jump, gallop, hop etc in a large open space;
• Balls and bean bags for kicking, throwing and catching;
• Using hopscotch mats;
• Independently washing themselves, drying after a bath, getting dressed etc;
• Visiting the park to climb, swing, chase and run around;
• Biking or taking a scooter around the local area to post a letter or visit the shop;
• Active playing in the garden, running, climbing, jumping building dens... etc.
The most important thing for this age group is that they are moving around... as long as their environments are safe, healthy, fun, challenging, stimulating etc then they need to be have the freedom to be active.
Young children should move around more and time spent watching television, sitting in a buggy or car seat and using a computer should be limited.
Children from age 5
All children should have the opportunity to move around from 50 minutes to several hours a day.
Activity should be vigorous and physical to strengthen muscles and support strong bone development. This does not include normal walking around the house or school runs which is classed as light activity – it means something more active.
Resources and activities include all of the above plus...
• Adult led games to promote movement;
• Ball control activities;
• Running around the garden or park;
• Dance or gymnastics;
• Weekend walking activities;
• Tennis, badminton and similar games;
• Using large apparatus at school or clubs... etc.
Time spent sitting should be minimised.
Physically disabled children
I cannot find information in the report relating to activity levels and physical disability. However from experience I know that physically disabled children are more likely to gain weight than their non disabled peers so I would say best advice is to work with the child’s parents to find ways of exercising the child’s gross and fine motor muscles to promote good health.
I have a number of e-books which promote healthy living including...
E-book 6 - Outside Play £4.99
E-book 21 - Healthy Eating £3.99
E-book 31 - Outside all year round £3.99
All my e-books are available on my website - www.knutsfordchildminding.co.uk
More information about the Government report is available from - http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_127931
Babies and non-walking children
Encourage physical activity from birth, ensuring babies are not restricted by clothing or with straps.
Use resources and activities such as...
• Going swimming;
• Play arches to kick and hit;
• Play mats;
• Tummy time every day;
• Copying actions such as clapping hands;
• Space to roll and learn to crawl;
• Opportunities to pull up on furniture;
• Toys just out of reach to stretch out towards... etc.
When not asleep, eating or for short periods in the buggy or car seat babies should be unrestrained and encouraged to move around.
Young children (EYFS age)
Once children are capable of walking they should be encouraged to walk and move around for a minimum of 3 hours a day, spread out through the day. Time spent sitting (watching television, in a buggy or car seat etc) should be minimised.
Resources and activities should encourage active movement (not just gentle walking) and can be both adult planned and child initiated such as...
• Swimming with family or taking lessons;
• Dancing to music and joining in movement activities with songs and rhymes;
• Learning to skip, jump, gallop, hop etc in a large open space;
• Balls and bean bags for kicking, throwing and catching;
• Using hopscotch mats;
• Independently washing themselves, drying after a bath, getting dressed etc;
• Visiting the park to climb, swing, chase and run around;
• Biking or taking a scooter around the local area to post a letter or visit the shop;
• Active playing in the garden, running, climbing, jumping building dens... etc.
The most important thing for this age group is that they are moving around... as long as their environments are safe, healthy, fun, challenging, stimulating etc then they need to be have the freedom to be active.
Young children should move around more and time spent watching television, sitting in a buggy or car seat and using a computer should be limited.
Children from age 5
All children should have the opportunity to move around from 50 minutes to several hours a day.
Activity should be vigorous and physical to strengthen muscles and support strong bone development. This does not include normal walking around the house or school runs which is classed as light activity – it means something more active.
Resources and activities include all of the above plus...
• Adult led games to promote movement;
• Ball control activities;
• Running around the garden or park;
• Dance or gymnastics;
• Weekend walking activities;
• Tennis, badminton and similar games;
• Using large apparatus at school or clubs... etc.
Time spent sitting should be minimised.
Physically disabled children
I cannot find information in the report relating to activity levels and physical disability. However from experience I know that physically disabled children are more likely to gain weight than their non disabled peers so I would say best advice is to work with the child’s parents to find ways of exercising the child’s gross and fine motor muscles to promote good health.
I have a number of e-books which promote healthy living including...
E-book 6 - Outside Play £4.99
E-book 21 - Healthy Eating £3.99
E-book 31 - Outside all year round £3.99
All my e-books are available on my website - www.knutsfordchildminding.co.uk
More information about the Government report is available from - http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_127931
Thursday, 21 October 2010
Children and thinking
Do you give children time to think?
‘What an odd question’, I hear you say.
’Of course children think... I spend all day chatting to them, asking them questions, showing them new things, playing with them, taking an interest in their toys and games...’
Yes, I know all that, but do they have time to really think?
Go back over today...
Did you give each child choices ... and wait for them to answer... and then follow what they said...?
What about the child who takes forever to make up her mind? Did you ask for her choice or decide on her behalf because it was quicker and you were in a rush?
Did you ask children to tell you about their favourite part of the day? Did they have an opinion or a story to tell you?
Did you ask them the question at a time in the day when you had nothing else to do but sit and listen to their answer?
Did you leave children to play their own games for a length of time, without asking questions or getting involved?
If you can answer yes to the above then you are respecting each child as an individual with a valid opinion and giving them time in the day to think.
----------------------------
Here are some more questions to help you examine your practice...
If a child was playing with the doctor’s kit and making all the animals better what would you be more likely to do..?
1. Leave him to play because he is having fun;
2. Go over and chat to him because you feel you really should explain the differences between doctors and vets;
3. Interrupt his game to show him where the pad and pencil are located in case he wants to write a prescription.
If a child comes to you with a conker what would you be more likely to do...?
1. Ask him to tell you the colour of the conker;
2. Comment on how shiny and smooth the conker is and encourage him to feel it with his fingers;
3. Ask him where he found the conker and listen to his story about a weekend spent in the woods with his daddy.
At story time one child tells you he wants to carry on playing with the Lego. Would you jolly him along with promises of Lego later so that he comes and joins you ... or would you respect his wishes and leave him to play?
----------------------------
Giving children time to think is not just about asking questions.
In truth I think that sometimes we all ask far too many questions and interrupt children’s play too often to follow our own agendas!
Giving children time to think is about our own listening skills... how have you used your listening skills today?
Why not try using them a little more every day? :-)
‘What an odd question’, I hear you say.
’Of course children think... I spend all day chatting to them, asking them questions, showing them new things, playing with them, taking an interest in their toys and games...’
Yes, I know all that, but do they have time to really think?
Go back over today...
Did you give each child choices ... and wait for them to answer... and then follow what they said...?
What about the child who takes forever to make up her mind? Did you ask for her choice or decide on her behalf because it was quicker and you were in a rush?
Did you ask children to tell you about their favourite part of the day? Did they have an opinion or a story to tell you?
Did you ask them the question at a time in the day when you had nothing else to do but sit and listen to their answer?
Did you leave children to play their own games for a length of time, without asking questions or getting involved?
If you can answer yes to the above then you are respecting each child as an individual with a valid opinion and giving them time in the day to think.
----------------------------
Here are some more questions to help you examine your practice...
If a child was playing with the doctor’s kit and making all the animals better what would you be more likely to do..?
1. Leave him to play because he is having fun;
2. Go over and chat to him because you feel you really should explain the differences between doctors and vets;
3. Interrupt his game to show him where the pad and pencil are located in case he wants to write a prescription.
If a child comes to you with a conker what would you be more likely to do...?
1. Ask him to tell you the colour of the conker;
2. Comment on how shiny and smooth the conker is and encourage him to feel it with his fingers;
3. Ask him where he found the conker and listen to his story about a weekend spent in the woods with his daddy.
At story time one child tells you he wants to carry on playing with the Lego. Would you jolly him along with promises of Lego later so that he comes and joins you ... or would you respect his wishes and leave him to play?
----------------------------
Giving children time to think is not just about asking questions.
In truth I think that sometimes we all ask far too many questions and interrupt children’s play too often to follow our own agendas!
Giving children time to think is about our own listening skills... how have you used your listening skills today?
Why not try using them a little more every day? :-)
Monday, 11 October 2010
The Equality Act 2010 and childminders
The Equality Act 2010 affects...
• All childminders;
• All early years providers including Nurseries, Playgroups, pre-schools etc;
• Childminders (and early years providers) who employ others, including assistants;
• Childminders who work together with other childminders.
The Equality Act 2010 is law in England, Scotland and Wales and draws together the contents of a number of previous documents including the Disability Discrimination Act.
The Equality Act 2010 says that everyone has a legal duty to be inclusive, which means that, as childminders, we must offer an inclusive service to children, their families and any visitors to our homes.
The Equality Act 2010 also says that everyone must be anticipatory... we must not wait for something to happen or someone to knock on our door looking for care before thinking about how the Equality Act might affect us.
This new e-book is written in the format of an inclusion audit - an audit is a type of reflective practice. The audit in this e-book gives you an easy way of checking your current commitment to equality and considering how you might be more inclusive in the future.
I have spent time examining the Equality Act in detail and I have included lots of background information and support to help all childminders and early years providers get to grips with the Act.
E-book 47 – The Equality Act 2010 - £4.99
Happy reading :-)
• All childminders;
• All early years providers including Nurseries, Playgroups, pre-schools etc;
• Childminders (and early years providers) who employ others, including assistants;
• Childminders who work together with other childminders.
The Equality Act 2010 is law in England, Scotland and Wales and draws together the contents of a number of previous documents including the Disability Discrimination Act.
The Equality Act 2010 says that everyone has a legal duty to be inclusive, which means that, as childminders, we must offer an inclusive service to children, their families and any visitors to our homes.
The Equality Act 2010 also says that everyone must be anticipatory... we must not wait for something to happen or someone to knock on our door looking for care before thinking about how the Equality Act might affect us.
This new e-book is written in the format of an inclusion audit - an audit is a type of reflective practice. The audit in this e-book gives you an easy way of checking your current commitment to equality and considering how you might be more inclusive in the future.
I have spent time examining the Equality Act in detail and I have included lots of background information and support to help all childminders and early years providers get to grips with the Act.
E-book 47 – The Equality Act 2010 - £4.99
Happy reading :-)
Sunday, 29 August 2010
Information Commissioners Office
Childminders have been told that we are now classed as 'data handlers' if we use a computer or digital camera to hold information about childminded children or their families.
Since most childminders take photos of childminded children to help meet the statutory requirements of the Early Years Foundation Stage (Eyfs) it affects us all.
So, I duly paid my £35 annual fee to the Information Commissioners Office and I can now use my camera, computer and any other digital devices to hold information about the children.
Now this is something I do not quite understand... before I paid this fee, I used to take photos, immediately print them and then delete...
Now I can take photos, store them on memory sticks, put them on my computer, upload them (with parents permission), send them online for printing etc.
Similarly, before I paid this fee, I never used my computer to process information about children, it was all done by hand.
Now I am busily typing up reports, summary assessments etc and preparing my invoices and other forms on the computer before printing.
While this has undoubtedly made my life easier and speeded up the monthly paper production process, I am doing far more on my computer and camera than ever before... and I am at a complete loss to see how paying £35 has made things safer for children!
If anyone can answer that one, please let me know!
Talk soon xx
Since most childminders take photos of childminded children to help meet the statutory requirements of the Early Years Foundation Stage (Eyfs) it affects us all.
So, I duly paid my £35 annual fee to the Information Commissioners Office and I can now use my camera, computer and any other digital devices to hold information about the children.
Now this is something I do not quite understand... before I paid this fee, I used to take photos, immediately print them and then delete...
Now I can take photos, store them on memory sticks, put them on my computer, upload them (with parents permission), send them online for printing etc.
Similarly, before I paid this fee, I never used my computer to process information about children, it was all done by hand.
Now I am busily typing up reports, summary assessments etc and preparing my invoices and other forms on the computer before printing.
While this has undoubtedly made my life easier and speeded up the monthly paper production process, I am doing far more on my computer and camera than ever before... and I am at a complete loss to see how paying £35 has made things safer for children!
If anyone can answer that one, please let me know!
Talk soon xx
Subscribe to:
Posts (Atom)