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EYFS and EYPP

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Early Years Foundation Stage


Playing and Learning

Poppies Learning Journey

The EYFS sets standards to ensure children learn in a healthy & safe environment. It promotes development to support the transition into school & provides a range of knowledge & skills to ensure good progress throughout life.


We are guided by this, offering children a range of experiences which is continued into lower school and our partnership ensures a smooth transition with little disruption to learning. Areas of learning are sub-divided into early learning goals; 3 prime areas, which ignite children’s curiosity and enthusiasm for learning and build their capacity to learn, form relationships and thrive. These are the main focus for 2-3 year olds. In addition, the 4 Specific areas strengthen and apply the prime areas. Children will be supported to reach learning goals, which are usually accomplished up to the end of the Foundation Stage.


We provide regular Development Updates, a Progress Check before a child is 3 years old will be shared with families; this will identify strength’s, areas for development, schema’s of learning & next steps to extend development. These assessments will be discussed with you to support learning at home & the framework encourages you to share this with your Health Visitor for inclusion in your child’s ‘Healthy Child Programme’.



While your child is with us our main aim is to encourage independence, security and self-confidence/esteem. With these valuable attributes children successfully build relationships with peers and staff and participate in activities that will encourage development. While encouraging such development children will be offered a mixture of child-initiated & adult-led activities, which value 'Learning through play'. We believe that children develop greater understanding of concepts if they experience things first hand, making discoveries themselves while being supported, encouraged and when appropriate, offered further challenge by staff. . Characteristics of effective learning which we support include Playing & Exploring where children investigate & ‘have a go’, Active Learning where they concentrate, persevere & enjoy achievements & Creating & Thinking Critically where they develop their own ideas & develop strategies to achieve goals.


There are 7 areas of learning; 3 Prime Areas; Communication and Language, Personal, Social & Emotional development, & Physical development which are the primary focus for children under 3 years old since they are crucial for providing a base from which to learn and develop, igniting curiosity & enthusiasm for learning & forming effective relationships. These areas are strengthened & applied through 4 Specific Areas; Literacy, Mathematics, Understanding the World & Expressive Art & Design.

The Early Years Foundation Stage 2021

The Early Years Foundation Stage (EYFS), which covers provision from birth to five years, is being reformed and there is a new EYFS framework that all schools and settings will have to follow from September 2021. These national changes have been made to better support all young children’s learning and development. It is also the aim that the new framework will better prepare children for the transition into key stage 1.

There are some elements of the EYFS that have not significantly changed and some that have. Below are some of the key points from the new EYFS reforms that include relevant changes which parents, carers and children may notice or experience.

  • Staff will be spending less time on large amounts of written observations and assessments for evidence collection. This means they can spend more time supporting and engaging with the children and their learning and development needs.
  • Children will no longer be assessed against statements from an age band category. Instead, staff will use their experience and knowledge to monitor if a child’s learning and development is on track for their age.
  • The early learning goals at the end of reception have been changed to become more clear and easier to understand. Staff will use their judgements to assess if the children have met these goals at the end of the EYFS and inform parents and carers.
  • There is an emphasis on improving children’s language and vocabulary through increasing opportunities for conversations, reading of a wide range of books and holding discussions around activities in other areas of learning.
  • Literacy and numeracy skills focused on in the EYFS have been adapted to better match up with the national curriculum that starts in year 1.
  • There is no longer an exceeding judgement at the end of reception. Children will instead be challenged to have a greater depth and understanding of ideas.
  • Safeguarding and welfare of children is still a priority, with the added mention of teaching children about the importance of good oral health and how to keep teeth clean and healthy.

How could you help learning and development at home to support the new EYFS reforms?

  • Read stories daily to your child and use them as an opportunity to talk about the characters and events in the story. You could also discuss some of the details children have spotted in the pictures, such as the character’s facial expressions.
  • Have lots of conversations with your child throughout the day. Try and increase their vocabulary by using a wide range of vocabulary.
  • Practise counting with your child and looking at small groups of items. Explore what happens to numbers when you put these small groups of items together, or split a larger group into two smaller groups.
  • Support your child’s early reading by practising phonic skills, such as recognising letter sounds and blending them together to read words. Also, support your child with their writing by checking they are forming their letters in the correct way and holding a pencil properly.
  • Encourage your child to make healthy food and drink choices, especially related to sugar content and how this can affect teeth. Also, support your child to properly brush their teeth at least twice a day at home.
  • Plan activities that allow your child to be active and develop their strength through large body movements as well as smaller, more precise movements.

We have evaluated our planning and Learning Journeys and will be piloting our new programmes this term. If any family has any questions or would like more information on our new processes please let me know.

Early Years Foundation Stage (September 2021) and Development Matters (03/21)

Poppies Nursery embrace the EYFS (September 21) and Development Matters (March 2021), to provide broad, rich learning opportunities throughout our environment. We value the outdoor environment and have an open-door policy whereby children may choose where they wish to spend much of their time throughout their session or day with us. We use a combination of child initiated and staff initiated activities, the latter to predominantly support each child’s Cultural Capital and also to ensure the opportunities our children experience include all areas of learning.

  • The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children’s language effectively.
  • Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, storytelling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures. We run a reading challenge whereby families regularly share their reading matter with us, receiving the gift of a new book at the end of each term. We also operate a lending library to promote a love of books. Book cases and book boxes are present throughout the indoor and outdoor environments to ensure children have extensive opportunities wherever they are playing!
  • Speaking more than one language has lots of advantages for children. It is the norm in many countries around the world. Children will learn English from a strong foundation in their home language. It is important to encourage families to use their home language for linguistic as well as cultural reasons. Children learning English will typically go through a quiet phase when they do not say very much and may then use words in both languages in the same sentence. Families share the language they speak at home, and we learn a few key words and celebrate multilingualism in our setting.
  • playing and exploring – children investigate and experience things, and ‘have a go’
  • active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
  • creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things

English as an additional language

  • Speaking more than one language has lots of advantages for children. It is the norm in many countries around the world. Children will learn English from a strong foundation in their home language. It is important to encourage families to use their home language for linguistic as well as cultural reasons. Children learning English will typically go through a quiet phase when they do not say very much and may then use words in both languages in the same sentence. Families share the language they speak at home, and we learn a few key words and celebrate multilingualism in our setting.

The characteristics of effective teaching and learning

In planning and guiding what children learn, we also reflect on the different rates at which children are developing and adjust our practice appropriately. Three characteristics of effective teaching and learning are:

The areas of learning and development

There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected.

Three areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships and thriving.

These are the prime areas:

    • communication and language
    • physical development
    • personal, social and emotional development

Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:

    • literacy
    • mathematics
    • understanding the world
    • expressive arts and design

Educational Programmes

Educational programmes must involve activities and experiences for children, as set out under each of the areas of learning.

Communication and Language

The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.

Personal, Social and Emotional Development

Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.

Physical Development

Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives7. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.

Literacy

It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).

Mathematics

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.

Understanding the World

Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.

Expressive Arts and Design

The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.



Development Matters

Seven key features of effective practice.

1. The best for every child

  • All children deserve to have an equal chance of success.
  • High-quality early education is good for all children. It is especially important for children from disadvantaged backgrounds.
  • When they start school, children from disadvantaged backgrounds are, on average, 4 months behind their peers. We need to do more to narrow that gap.
  • Children who have lived through difficult experiences can begin
    to grow stronger when they experience high quality early education and care.
  • High-quality early education and care is inclusive. Children’s special educational needs and disabilities (SEND) are identified quickly. All children promptly receive any extra help they need, so they
    can progress well in their learning.

2. High-quality care

  • The child’s experience must always be central to the thinking of every practitioner.
  • Babies, toddlers and young children thrive when they are loved and well cared for.
  • High-quality care is consistent. Every practitioner needs to enjoy spending time with young children.
  • Effective practitioners are responsive to children and babies. They notice when a baby looks towards them and gurgles and respond with pleasure.
  • Practitioners understand that toddlers are learning to be independent, so they will sometimes get frustrated.
  • Practitioners know that starting school, and all the other transitions in the early years, are big steps for small children.

3. The curriculum: what we want children to learn

  • The curriculum is a top-level plan of everything the early years setting wants the children to learn.
  • Planning to help every child to develop their language is vital.
  • The curriculum needs to be ambitious. Careful sequencing will help children to build their learning over time.
  • Young children’s learning is often driven by their interests. Plans need to be flexible.
  • Babies and young children do not develop in a fixed way. Their development is like a spider’s web with many strands, not a straight line.
  • Depth in early learning is much more important than covering lots of things in a superficial way.

4. Pedagogy: helping children to learn

  • Children are powerful learners. Every child can make progress in their learning, with the right help.
  • Effective pedagogy is a mix of different approaches. Children learn through play, by adults modelling, by observing each other, and through guided learning and direct teaching.
  • Practitioners carefully organise enabling environments for high-quality play. Sometimes, they make time and space available for children to invent their own play. Sometimes, they join in to sensitively support and extend children’s learning.
  • Children in the early years also learn through group work, when practitioners guide their learning.
  • Older children need more of this guided learning.
  • A well-planned learning environment, indoors and outside, is an important aspect of pedagogy.

5. Assessment: checking what children have learnt

  • Assessment is about noticing what children can do and what they know. It is not about lots of data and evidence.
  • Effective assessment requires practitioners to understand child development. Practitioners also need to be clear about what they

want children to know and be able to do.

  • Accurate assessment can highlight whether a child has a special educational need and needs extra help.
  • Before assessing children, it’s a good idea to think about whether the assessments will be useful.
  • Assessment should not take practitioners away from the children for long periods of time.

6. Self-regulation and executive function

Executive function includes the child’s ability to:

  • – hold information in mind
  • – focus their attention
  • – think flexibly
  • – inhibit impulsive behaviour.

These abilities contribute to the child’s growing ability to self-regulate:

  • – concentrate their thinking
  • – plan what to do next
  • – monitor what they are doing and adapt
  • – regulate strong feelings
  • – be patient for what they want
  • – bounce back when things get difficult.

Language development is central to self-regulation: children use language to guide their actions and plans.

Pretend play gives many opportunities for children to focus their thinking, persist and plan ahead.

7. Partnership with parents

  • It is important for parents and early years settings to have a strong and respectful partnership. This sets the scene for children to thrive in the early years.
  • This includes listening regularly to parents and giving parents clear information about their children’s progress.
  • The help that parents give their children at home has a very significant impact on their learning.
  • Some children get much less support for their learning at home than others. By knowing and understanding all the children and their families, settings can offer extra help to those who need it most.
  • It is important to encourage all parents to chat, play and read with their children.

We use the Development Matters descriptors for child development to ensure our observations are accurate, and also to support children appropriately on their learning journey.

More information can be found on:

In Summary

Play helps children learn and develop through ‘doing and talking’, which theory has shown to be the means by which they think. We use the EYFS as a guide to ensure we are providing a range of play activities which help children progress in a secure and happy environment. Children decide how they will use activities, with adult help, support and encouragement when required.


We encourage parents to share comments and any information conducive to the well being of their child, as we may then promote the child's security, self-value and confidence, all of which enable a child to access the activities on offer. Staff praise and share children's accomplishments within the group and with parents, and similarly share concerns. Children's developmental records are available at any time for parent's perusal and contribution.


We hope you and your child enjoy your time at ‘Poppies’. Please see staff if you have any comments, questions or suggestions we may incorporate into ‘Poppies Life’.

Healthy Eating and Safer Eating Policies

Poppies & Poppyfields

Lunchbox Advice and Healthy Eating Initiative

We have recently received information from the Children’s Nutrition Debate and would like share this with you. Below is a simple guide to vitamins and minerals recommended for healthy living. Good food and good health are inextricably linked. If a body doesn’t get the right sort of fuel, it can’t perform properly. Good eating patterns help lay foundations for future health, so it is essential that a healthy diet be established in children as early as possible to help maintain their healthy growth, bones, concentration, and healthy habits to last a lifetime!

Vital Vitamins and Must-have Mineral

Listed below is a simple guide to helping you discover where you can find essential vitamins and mineral and how they benefit the body.

Vitamin A

Important for growth. Helps maintain good eyesight. Helps maintain healthy skin. Promotes healthy teeth and gums.

Liver, herring, carrot, red pepper, spinach

Vitamin B

Aids the release of energy from foods. Helps maintain healthy nervous system.

Banana, breakfast cereals, roast beef, ham

Vitamin C

Helps maintain a healthy immune system. Helps absorb iron and promotes healthy skin and bones.

Fruit, green vegetables, potato, tomatoes

Vitamin D

Aids the absorption of calcium for strong and healthy bones and teeth.

Fish, cod liver oil, lamb’s liver

Vitamin E

Antioxidant, helps maintain healthy skin and blood cells. Aid good circulation. Can promote healthy skin.

Avocado, muesli, olive oil, peanuts, wholemeal, bread

Calcium

Helps keep bones strong and healthy.

Cheese, milk, yoghurt, spinach, sardines, tofu, fish

Iron

Important for keeping blood healthy. Helps the release of energy from foods.

Green leafy vegetables, wholemeal bread, meats, eggs, cereal

Our refreshments (included in the session fees)

Children are offered water throughout the day and encouraged to increase their intake when its warm. We offer a mid-morning and mid-afternoon snack which comprises of milk/water, fresh fruit or vegetables, breadsticks/ rice cakes .

For children using our Breakfast Club, we provide toast/ bagels/ crumpets, fresh fruit, milk, or water. Our Afterschool Club offer toasted products, such as crumpets with cheese, bagels, toast, bread sticks, muffins, rice cakes, wraps, sandwiches, fresh fruit, and vegetables such as salads, cucumber, tomato, with cheese or spreads.

Lunchbox Advice

  • Please ensure your child’s name is clearly marked on the outside of the lunchbox/ bag and on their water bottle if this is separate. This ensures the correct meal and drink is consumed by its owner!
  • Do not over-load packed lunches as children can find this daunting!
  • Provide a selection e.g., wrap/sandwich or roll, fresh fruit, yoghurt, crisps, water, or very diluted sugar-free squash. You may like to include a bar, raisins, fresh vegetables, warm pasta in a child thermos lunch flask, breadsticks, etc.
  • Please do not bring in the following due to allergies- any nut products, hard boiled eggs.
  • Please do not bring in popcorn as this is a choking hazard.
  • Please cut all grapes and plum/cherry tomatoes, strawberries, olives, mini cocktail sausages in half as they present a choking hazard if eaten whole.
  • No fizzy/carbonated drinks please.
  • Staff will leave uneaten food in lunch boxes so you can see how much your child has eaten. This can also highlight if your child is leaving the same product. We do offer children their savoury foods first, i.e., sandwich/ roll etc, followed by their crisps/ baked savoury snacks then any sweeter treats. They are encouraged to drink their water/juice.
  • Please ensure an ice block/pack is in the box to ensure your child’s lunch remains fresh when weather is warm as our fridges do not have the capacity to hold every lunchbox.
  • Please do not include prawns or shrimp as these are not ‘reliably safe’ if not in the fridge.
  • If you would like your child to clean their teeth after their meal, please include their brush and some toothpaste. We will clean 30 minutes after they have eaten.

Poppies Safer Eating Policy: linking to Food, Drink (Nutrition) Policy

A child dies in the UK every month from choking and hundreds more require hospital treatment. Anaphylaxis is the most severe form of an allergic reaction and is life threatening. It is estimated that around 4% in preschool children, and 2.4% in school-aged children, have food allergies.

This guidance is designed to support us by producing a safer eating policy which safeguards mealtimes and reduces the risk of serious harm resulting from choking whilst eating or allergic reactions. It has been written to incorporate the requirements of the Early Years Foundation Stage (EYFS) framework, as well as good practice and learning from incidents where children have sadly died during mealtimes.

Before a child begins attending.

EYFS requires that before a child is admitted to the setting, we must obtain information about any special dietary requirements, preference, food allergies and intolerances that the child has, and any special health requirements.

Food intolerance.

A food intolerance is when you have difficulty digesting certain foods or ingredients in food. It's not usually serious, but eating the food you're intolerant to can make children feel unwell.

Common symptoms, a few hours after eating, include:

  • diarrhoea
  • bloating
  • flatulence
  • tummy pain

There are lots of other possible symptoms, including headache, feeling tired or exhausted, feeling sick, constipation, joint pain or rashes. Symptoms can last for a few hours or days.

Allergies.

Early years settings are required to obtain information about children's health and dietary requirements – including food allergies – before they attend, and record and act on the information provided. The most serious allergic reaction (anaphylaxis) usually begins within minutes and can be life-threatening.

The UK Food Information Amendment, also known as “Natasha's Law”, intends to protect food allergy sufferers and give them security in the food that they are buying. Natasha's Law aims to increase transparency within the food industry to better protect both the customers and businesses.

Food allergies develop when the body’s immune system reacts against food proteins which it sees as invaders. It then releases chemicals to attack.

Symptoms of an allergic reaction may include:

  • a red raised rash (hives)
  • tingly or itchy feeling in the mouth
  • stomach pain or vomiting
  • swelling of lips, face or eyes

These symptoms can happen on their own or they may be present in a serious reaction.

A severe reaction called anaphylaxis or anaphylactic shock can occur. This is a medical emergency and needs urgent treatment. Call 999 as this can be life-threatening. Before calling 999 administer the child’s autoinjector if they have one. Never move a child who is showing signs of anaphylaxis.

Any one or more of the following symptoms may be present:

  • swelling of throat, tongue or upper airways
  • difficulty swallowing
  • wheezing / noisy breathing
  • breathing difficulty
  • dizziness
  • feeling faint
  • sudden sleepiness
  • confusion
  • pale clammy skin
  • loss of consciousness

As children may be trying some foods for the first time in our care, we must know how to recognise the signs and symptoms of an allergic reaction. If we suspect that a child has a food allergy, encourage parents or carers to seek advice and diagnosis from a doctor.

We monitor food allergies when food is being delivered, sorted, prepared and cooked.

We avoid mixing foods that are safe with those that can cause allergic reactions.

Key takeaways we observe:-

  • make sure all staff are aware of each child’s allergies
  • clearly label foods with their content
  • always check packets/wrappers before every activity involving foor
  • have separate cupboards for similar items, for example, gluten free flour and regular flour
  • avoid cross-contamination by:
  • washing hands
  • using colour-coded equipment and utensils, or practices such as labelling a child’s cup with their name if they have a milk allergy
  • having separate preparation areas for foods that are allergens
  • having rules about visitors bringing food into your setting

Weaning and Choking.

Our Registration forms and paperwork capture discussions and information about what stage of weaning a child is at, including detailed information about textures the child is familiar with and what will be required in our setting. The discussion with parents at inductions will include how food will be provided in line with the child’s need and that this is recorded clearly on the Registration form.

Regular review.

Conversations about food progression will be ongoing with parents and carers. For children who start who are not yet able to eat solid foods, progression from the introduction of first foods, to a range of blended or mashed foods, and then to a wider range of chopped or minced foods will be a gradual process, based on each child’s developmental readiness, rather than a staged process based on age alone. We will note of any concerns parents might have, including whether any medical or other issues have arisen which might impact on the child’s ability to handle larger textures.

Food preparation.

We have an area which is adequately equipped to provide healthy meals, snacks and drinks for children
as necessary. There are suitable facilities for the hygienic preparation of food for children. The daily deployment board denotes who is on food preparation and delivery, and they will use the Allergy File which details all dietary requirements, including consistency of food to prevent choking, where necessary.

A member of SMT is responsible for purchasing all food, therefore responsible for quality assurance and checking that food being provided is free from potential allergensmeets all the requirements of the children.

Staff competency.

All staff undertake Food Hygiene Training prior to starting so we are confident that those responsible for preparing and handling food are competent to do so. Staff will be required to refresh their training every two years.

The EYFS requires that at least one person who has a current paediatric first aid certificate is always on the premises and available when children are present. Good practice however may be to ensure that multiple staff holding this qualification are present during mealtimes. All staff hold this and there will always be a qualified paediatric first aider in the immediate vicinity of children during mealtimes,

all staff supervising or providing food are familiar with paediatric first aid advice for children who are choking.

Recording and learning from incidents.

Whenever a child experiences an actual or potential choking incident, this would be recorded in the child’s record and carers made aware, as per normal practice for other incidents/ injuries and proportionately to the severity of the incident. It would also be recorded in our setting incidents log/ record, including details of where and how the child choked, what the outcome was, and what steps or lessons learned should be acted upon to minimise the risk of it happening again in future. These records will be reviewed half termly to identify if there are trends or common features of incidents that could be addressed to reduce the risk of choking.

Safeguarding mealtimes

Ensuring that eating times and spaces in settings are designed with safety in mind can reduce the risk of serious harm through choking whilst eating.

Eating environment

  • Children will be seated safely in an appropriately sized low chair while eating. There will be a designated eating space where distractions are minimised.
  • Children will never be left alone while they are eating.
  • Staffing arrangements will meet the needs of all children and ensure their safety.
  • Children will be adequately supervised, including whilst eating.
  • A deployment board outlines who is responsible for supervising children at mealtimes and ensures staffing is in place to ensure they are supervising an appropriate number of children, and not distracted whilst doing so.
  • Staff will be sat face-to-face with the children they are supervising during meal and snack times

Responding to choking

Preparing for the possibility of a child choking may ensure staff are ready to respond should it occur. Despite preventative measures, it is still possible for children to choke, and staff who are equipped to respond are most likely to be able to intervene safely and effect a positive resolution.

There will always be a first aid box accessible with appropriate content for use with children. We will ensure that staff know where this is kept and relevant staff are competent in the use of the equipment. Also ensure the contents are checked regularly, ensuring used or out-of-date items are replaced, and we record who is responsible for maintenance of the first aid box(es).

We have clear about emergency procedures, who is responsible for administering first aid and for calling emergency services.

In practice we will:

  • 1.Ensure all points raised in this policy are adhered to.
  • 2.Ensure the Allergy file is completed at induction.
  • 3.Ensure the Allergy file is updated termly.
  • 4.Discuss allergies and intolerances and cultural requirements at induction.
  • 5.Obtain regular updates to allergens from parents or carers.
  • 6.Use the Allergy file to check every allergen for activities, snacks and meals.
  • 7.Provide alternatives suitable to the children’s needs.
  • 8.Seat the children who are affected on a separate table together, with a staff member seated with them continuously throughout the meal or activity. If there is only one child, seat them next to a staff member at a table with other children, ensuring that children on that table do not have the allergens in their lunchbox. This is to ensure no child feels excluded.



This policy works in conjunction with the Food, Drink and Nutrition Policy.

Poppies Staff Training: Benedicts Law.

From September 2026, schools must ensure the protection of children with allergies. When children join our settings, we complete a comprehensive induction to ensure we understand all allergies and intolerances. Schools are the most common locations for severe allergic reactions outside the home which is why gathering this information is so important.

FACT: Up to 30% of severe reactions occur in children with no prior diagnosis.

Therefore, we all need to be vigilant for any sign of a possible allergic reaction in any child and respond promptly to ensure their safety. Historically, we have been in this situation and staff reacted swiftly to ensure those involved received immediate treatment, so we know it can happen.

Benedict’s Law was developed following the death of five-year-old Benedict Blythe, who died from anaphylaxis at school in 2021. His family established the Benedict Blythe Foundation and worked with clinicians, allergy charities and policymakers to lead a campaign for government to address long-standing gaps in how schools manage life-threatening allergies.

In 2026, the Government confirmed that the principles of Benedict’s Law will be implemented through new statutory guidance on supporting children with medical conditions and allergies in schools, (England only), and will also be enshrined in primary legislation, making these protections part of the legal framework governing all schools in England.

What does Benedict’s Law require?

Benedict’s Law introduces a consistent national framework for allergy safety in schools. Core measures include:

  • Whole-school allergy policies setting out how schools manage allergies and respond to emergencies.
  • Staff training so teachers/ staff can recognise and respond to anaphylaxis
  • Access to emergency adrenaline auto-injectors (AAIs) where needed
  • Individual healthcare or allergy action plans for pupils with diagnosed allergies
  • Improved communication and record-keeping around allergies and allergic reactions

Who does it apply to?

The measures currently apply to schools in England, including:

  • State-funded primary and secondary schools
  • Academies and free schools
  • Special schools and alternative provision settings
  • Independent schools

The statutory guidance sets national expectations for how schools support pupils with medical conditions and allergies, while legislation will place key safeguards within the legal framework governing education.

When will it come into force?

The Department for Education has launched a consultation on the new statutory guidance, allowing parents, teachers, clinicians and schools to provide feedback.

Following consultation, the Government will:

  1. Publish final statutory guidance by July 2026
  2. Introduce legislative provisions to place Benedict’s Law into primary legislation
  3. Implement the new framework in schools

The protections are expected to come into force from September, giving schools time to prepare and implement the required measures.

Why this matters…Allergy is common, serious and potentially life-threatening in school settings.

  • Around two children in every classroom have an allergy
  • Schools are one of the most common locations for severe allergic reactions outside the home
  • Up to 30% of severe reactions occur in children with no prior diagnosis

Benedict’s Law aims to guarantee that children with allergies can attend school safely and that staff have the knowledge and tools to respond quickly when emergencies occur.

These measures aim to ensure that every school has systems in place to respond quickly and effectively to allergic emergencies. Although nurseries have not been stipulated within the framework, we feel this is of uppermost importance therefore will be adopting these principles.