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The article presents the concluding part of a series on how to have correct policies for a nursery school to reduce the likelihood of complaints from parents. It reminds that preschool service providers have the duty of informing the British Office for Education Standards (Ofsted) regarding complaints received and how they were dealt with. The article also informs that key policies on no-smoking, the event of a child going missing, and emergency evacuation of premises should be in place.

The article offers insights for early years settings in Great Britain on developing policies and procedures tailored to children, staff and parents. Nursery staff have to know that they could be prosecuted if they were found to have failed to adhere to or implement certain procedures that led to a serious incident and/or fatality involving a child, visitor or colleague. Practitioners could ask children open-ended questions on how they would like to be treated within the setting.

The article presents part one of a series that explores the importance of clarifying the nurseries' policies and procedures and making sure that all staff fully understood them. Knowing how important one's values are should be the starting point for the policies and procedures since they are central to what is done in nurseries and create a culture of quality practice. It suggests sharing information with the staff based on their learning styles which maybe auditory, visual or tactile.

The article discusses how British early years education managers should adopt a holistic approach to ensure that staff perform to the very best of their ability. The importance of strong leadership and management for a successful inspection outcome is highlighted. The tree main elements of the supervision method stated in the Early Years Foundation Stage 2012 are explained. The positive or negative impact of leadership and management is stressed.

The sixth in a series of articles on the inspection framework of the Office for Standards in Education, Children's Services and Skills (OFSTED) of Great Britain is presented. This article describes the preparation and understanding the role of the Ofsted inspector and the procedure to be followed. It suggests recording the actions taken on recommendations made during the last inspection. Tips on assisting the inspector with the inspection are provided.

The article discusses the revised Early Years Foundation Stage (EYFS) 2012 framework in Great Britain. It explains the Office for Standards in Education's (Ofsted) evaluation schedule for inspections of registered early years. A dad's test has been designed by the Fatherhood Institute which can be used by early years settings to evaluate how inclusive their environment is for fathers. INSET: CASE STUDY: JOANNA SMITH, AN OUTSTANDING CHILDMINDER IN CROYDON,.

The article suggests that the senior management of an early education centre must carry out on a peer-to-peer level an audit on how children have a voice within the setting. It offers several pointers to consider, including the emotional connection between the practitioner and the child and whether the practitioner allow the child enough time to think and respond. The article also details that the audit should reflect on the characteristics of effective teaching and learning.

The article contends that early years practitioners in Great Britain should be able to exhibit their understanding of child development in practice during inspections. Planning should reportedly be child-led, with a focus on children's starting points, monitoring their learning and development and how practitioners' influence children's learning. During an inspection, practitioners should be able to be action practitioners while the inspector is observing them.

The article focuses on the chance for nursery managers to show their leadership skills during an Office for Standards in Education, Children's Services and Skills (Ofsted) inspection process. The author says this process allows the manager to present their provision on the needs of the children and the effectiveness of their system in tracking their progress. She recommends managers to ask open question to the staff during the inspection as well as track the activities of the children.

The article explains the regulatory changes on the New Inspection Framework of the Early Years Foundation Stage (EYFS) of the British Office for Standards in Education, Children's Services and Skills (Ofsted). It describes the changes in the inspection of the early years sector which includes the obtaining of Criminal Records Bureau (CRB) check for the staff, assessing the suitability of managers and updating the self-evaluation form (SEF).

The article offers tips on how nursery managers should support staff members in order to improve their performance and the performance of the nursery. It is stated that recognizing the effectiveness and efficiency of staff members has a significance in improving their performance. Managers are advised to learn how to boost the confidence of staff members.

The article discusses the experiences and benefits from a course offered to nursery managers in Great Britain by conducting visits in each other's settings. Several managers have commented on how they have gained valuable insight by observing the similarities and differences of each other's methods and practices concerning organisation, and identifying areas that needed improvement. The benefit of gaining a support group from colleagues was also described.

The article describes the progress of settings taking part in the leadership and training initiative in England, organized by the partnership of Cheshire East Early Years Foundation Stage and Childcare Consultancy. The event, entitled Leadership and Management-Self Evaluation for Wary Years Settings, will offer an accredited course for manages in the private, voluntary and independent sectors. In order for the course to have an impact on children's outcomes, its organizers planned to apply a holistic approach to the training.

The article offers tips for nursery operators and staff for achieving a successful Office of Standards in Education (Ofsted) inspection. It is noted that the staff team need to consider their setting from the viewpoint of both a child and attending it and the inspector. The useful documents that providers must use include "Conducting Early Years Inspections--Guidance for Inspectors of Registered Early Years Settings Required to Deliver the Early Years Foundation Stage."

The article outlines a step-by-step plan for educating children and managing early childhood educations centers in Great Britain. It discusses the need to determine key priorities of early childhood education. It explores the method of completing the improvement plan. It offers a look at the Self-Evaluation Form used by the Children's House in Lincolnshire,

The article discusses the Self-Evaluation Form (SEF) for nursery providers in Great Britain. It mentions that the aim of the SEF is to note how the setting has impacted on children's learning and development. A statement from Nathan Archer, development manager at The Children's House in Lincolnshire, regarding how they tackled the SEF is given. Specific areas for evaluation include rules and restrictions of the setting, safeguarding of the children and priorities for improvement.

The article discusses the use of the Self-Evaluation Form (SEF) by the staff of an early years facility in Great Britain. The views of children should be considered when making changes and developments within a setting. Parents should be informed that the SEF is an important tool in identifying areas that should be improved for the benefit of their children's learning and development.

The article offers information about the self-evaluation form, developed by the British Office for Standards in Education (Ofsted). The form clearly looks at evaluating children's progress and development within each of the Every Child Matters outcomes. The self-evaluation process allows all the staff to not only reflect on th eir own practice, but to see and express how well the whole childcare setting is evolving and revolving.

The article offers tips on preparing for inspections of early years facilities in Great Britain. It provides the method in linking early years practice directly to all the supporting inspection and in utilizing self-evaluation and improvement plans in supporting good practice and in identifying areas for improvement. The article also considers the concept of quality and its usage in the practice.

The article outlines the records and information that early years providers must keep on the children in their care. It states that documentation is the fifth group of welfare requirements included in the Statutory Framework for the Early Years Foundation Stage (EYFS). Providers, according to the article, must be aware of the Data Protection Act 1998 and Freedom of Information Act 2000 in Great Britain and ensure that staff are wary of confidentiality.

The article discusses the rules for provision of space and equipment and how to use them in an early years setting to comply with Early Years Professional Status (EYFS). Among the specific legal requirements childcare providers must consider is ensuring that children's individual needs are met throughout the day. Policies and procedures that need to be in place include teaching and learning policy and key-person policy.

The article discusses rules on providing space and equipment and how to use them in nurseries. Operational issues concerning legal requirements include being aware of minimum space requirements, considering the individual needs of children and having public liability insurance. Policy and procedures that need to be implemented include equipment and physical environment policy and sleeping child policy.

The article discusses the areas of risk assessment and premises needed to be covered and documented by pre-schools and nurseries in Great Britain under the Suitable Premises, Environment and Equipment in the Framework for the Early Years Foundation Stage. The overarching general requirement for staffing arrangement include the need for outdoor and indoor spaces, furniture, equipment and toys to be safe and suitable for their purpose. Operational issues include the need for providers to ensure that risk assessments are carried out at least once a year.

The article focuses on the requirements for staffing cover under the Statutory Framework for the Early Years Foundation Stage. Each requirement is divided into three sections namely the overarching general legal requirements, specific legal requirements and statutory guidance. The policies and procedures that need to be in place as well as the operational issues involved in each section are presented.

The article outlines legal requirements for the employment of childcare staff in Great Britain. Among the suitable people requirement in the "Statutory Framework for the Early Years Foundation Stage" are qualifications, training, skills and knowledge. The welfare requirements include specific legal requirements and statutory guidance.

Several letters to the editor are presented in response to articles regarding the £8 million match funding for the expansion of early years provision in the schools in London, England, the #EYTalking Twitter conversion to be hosted by the Great Britain Department for Education (DfE), and the advantage of school nursery.

The author reflects on the need for health care providers and parents to have additional guidance on medicines policies in Great Britain.

Several letters to the editor are presented including one emphasizing the need to see and value meal times as an integral part of learning and another decrying the discrimination against the private, voluntary and independent (PVI) pre-school sector when it comes to school inspection procedures and requirements.

Several letters to the editor are presented in response to articles in previous issues including "The Minister's View" in the January 8, 2009 issue, one on cases of measles in children and another on the use of television in nurseries.