Suitable people

Childminders and any assistants must be suitable; they must have the relevant training and have passed any required checks to fulfil their roles. Childminders must obtain a reference for any childminding assistants they employ. Childminders must also ensure any person who may have regular contact with children (for example, someone living or working on the same premises where the childminding is being provided), is suitable.

Childminders who are employing assistants must obtain a reference before employment. Childminders should:

• not accept open references e.g. to whom it may concern
• not rely on applicants to obtain their reference
• ensure any references are from the candidate’s current employer, training provider or education setting and have been completed by a senior person with appropriate authority
• not accept references from a family member
• obtain verification of the individual’s most recent relevant period of employment where the applicant is not currently employed
• secure a reference from the relevant employer from the last time the applicant worked with children (if not currently working with children). If the is from their current employer, training provider or education setting
• ensure electronic references originate from a legitimate source
• contact referees to clarify content where information is vague or insufficient information is provided
• compare the information on the application form with that in the reference and take up any discrepancies with the candidate
• establish the reason for the candidate leaving their current or most recent post, and ensure any concerns are resolved satisfactorily before appointment is confirmed.

Safeguarding policies and procedures

Safeguarding policies must include:

• Procedures to follow to check the suitability of new recruits.

Suitable people

References should be provided for previous employees upon request in a timely manner. When asked to provide references, childminders should ensure the information confirms whether they are satisfied with the applicant’s suitability to work with children and provide the facts (not opinions) of any substantiated safeguarding concerns/allegations that meet the harm threshold*. They should not include information about concerns/allegations which are unsubstantiated, unfounded, false, or malicious. * The harm test is explained in the Disclosure and Barring service Guidance: Making barring referrals to the DBS and Section 35(4) of the Safeguarding Vulnerable Groups Act 2006.

• Our sample safeguarding policy template has been updated to include a procedure for checking the suitability of new recruits.

Customisable legal documentation library, including

• Sample: General purpose reference request letter – to be used to request a reference from the candidate’s referee and includes a consent form
• Sample: Reference request letter – drafted to provide factual details of an employee’s period of employment.

Business hub resources

• Focus on… Recruitment– resources designed to support you in your recruitment journey.
• Webinar: Employing people: an introduction to your responsibilities
• Factsheet: Employing and working with childminding assistants – including a Childminding Assistant job description template
• Leadership and management bite-sized training – including Effective Induction, Supervision and Appraisal

Legal and HR support

• Eligible members have access to a free, independent legal and HR advice line staffed by experts experienced in handling legal, tax-related and business matters.

• PACEY Spotlight on Safer recruitment
• PACEY Shop: Childminding assistant contracts
• Acas gives employees and employers free, impartial advice on workplace rights, rules and best practice.

Concerns about children’s safety and welfare

Childminders must follow up on absences in a timely manner. If a child is absent for a prolonged period of time, or if a child is absent without notification from the parent or carer, attempts must be made to contact the child’s parents and/or carers and alternative emergency contacts. Providers must consider patterns and trends in a child’s absences and their personal circumstances and use their professional judgement when deciding if their absence should be considered as prolonged. Consideration must be given to the child’s vulnerability, parent’s and/or carer’s vulnerability and their home life. Any concerns must be referred to local children’s social care services and/or a police welfare check requested.

Childminders must have an attendance policy that they share with parents and/or carers. This must include expectations for reporting child absences and the actions childminders will take if a child is absent without notification or for a prolonged period of time, for example: implementing the setting’s safeguarding procedures, following up with the parents and/or carers and contacting emergency contacts if parents and/or carers are not contactable.

Information about the child

Where possible, settings should hold more than two emergency contact numbers for each child.

• NEW for 2025, our sample Attendance policy covering child absences.

Business hub resources

• Practice guide: Record keeping – guidance on the legal and recommended retention periods for records kept by childminders.
• Sample data protection policy – explaining how the data you collect, store and process is managed and protected.

• ***COMING SOON*** PACEY BLOG: Why attendance matters
• PACEY Shop: Child record forms –***COMING SOON*** Updated for 2025 to give you space to record more emergency contacts. The perfect solution for recording the information you are required to hold for every child.
• PACEY Shop: Attendance register – allowing an accurate record of attendance to be kept.

Safeguarding training

Childminders must demonstrate that they have secure knowledge and understanding of safeguarding within the EYFS and how to implement it in their setting.

In childminding settings, the childminder is the Designated Safeguarding Lead (DSL). The DSL must attend a training course consistent with the criteria set out in Annex C. Childminders should read ‘What to do if you’re worried a child is being abused: Advice for practitioners’.

Childminders must provide support, advice, and guidance to any assistants on an ongoing basis, and on any specific safeguarding issue as required. Childminders must make sure any assistants understand the setting’s safeguarding policies and procedures, and have up to date knowledge of safeguarding issues. Childminders must ensure all assistants are trained in line with the criteria set out in Annex C.

Training must be renewed every two years. Childminders may consider whether they and any assistants need to undertake annual refresher training during any two-year period to help maintain basic skills and keep up to date with any changes to safeguarding procedures or as a result of any safeguarding concerns that occur in the setting.

Safeguarding policies and procedures

Safeguarding policies must include:

• Detail of how safeguarding training is delivered and how practitioners are supported to put this into practice.

Annex C: Criteria for effective safeguarding training

1. Training is designed for staff caring for 0 – 5 year olds and is appropriate to the age of the children being cared for.

2. The safeguarding training for all [practitioners/childminders and assistants] must cover the following areas:

• What is meant by the term safeguarding.
• The main categories of abuse, harm and neglect.
• The factors, situation and actions that could lead or contribute to abuse, harm or neglect.
• How to work in ways that safeguard children from abuse, harm and neglect.
• How to identify signs of possible abuse, harm and neglect at the earliest opportunity. These may include:
  • Significant changes in children’s behaviour.
  • A decline in children’s general well-being.
  • Unexplained bruising, marks or signs of possible abuse or neglect.
  • Concerning comments or behaviour from children.
  • Inappropriate behaviour from [practitioners/childminders and assistants or household members], or any other person working with the children. This could include inappropriate sexual comments; excessive one-to-one attention beyond what is required through their role; or inappropriate sharing of images.
  • Any reasons to suspect neglect or abuse outside the setting, for example in the child’s home or that a child may experience emotional abuse or physical abuse because of witnessing domestic abuse or coercive control or that a girl may have been subjected to (or is at risk of) female genital mutilation.
  • How to respond, record and effectively refer concerns or allegations related to safeguarding in a timely and appropriate way.
  • The setting’s safeguarding policy and procedures.
  • Legislation, national policies, codes of conduct and professional practice in relation to safeguarding.
  • Roles and responsibilities of [practitioners/childminders and assistants] and other relevant professionals involved in safeguarding.

3.Training for the DSL should take account of any advice from the local safeguarding partners or local authority on appropriate training courses. In addition to the areas set out in paragraph 2, training for the DSL must cover the elements listed below:

• How to build a safer organisational culture.
• How to ensure safer recruitment.
• How to develop and implement safeguarding policies and procedures.
• If applicable, how to support and work with [other practitioners/assistants] to safeguard children.
• Local child protection procedures and how to liaise with local statutory children’s services agencies and with the local safeguarding partners to safeguard children.
• How to refer and escalate concerns (including as described at paragraph [3.8/3.9] of the EYFS).
• How to manage and monitor allegations of abuse against other staff.
• How to ensure internet safety.

The safeguarding reforms that will come into effect on 1 September 2025 introduce an ‘Annex C – Criteria for effective safeguarding training’. Part 3 of the annex sets out the criteria that training for Designated Safeguarding Leads (DSL) must cover. In childminding settings, the childminder is the DSL.

We are currently working hard to ensure our Safeguarding children course meets all of part 1 and 2 of the annex, and a new unit that covers the part 3 of the annex for DSLs. We expect our new courses to be available in May, ensuring you have enough time to fulfil the safeguarding reform training requirements.

• Our sample Safeguarding policy template has been updated to include detail of how safeguarding training is delivered and how practitioners are supported to put this into practice

Practice hub resources

• Topic: Safeguarding – packed with factsheets, webinar recordings, and more to support your CPD.
• Personal development plans – including downloadable template for you to use
• CPD Planning – including an example skills matrix helping you keep track of yours and any staffs training and CPP activity

• ***COMING SOON*** PACEY Blog: What is safer organisational culture?
• Policies and procedures – a beginner’s guide (childminders)

Paediatric First Aid

Childminders are responsible for identifying and selecting a competent training provider to deliver their PFA training. There is no hierarchy in relation to the range of Training Providers who offer Paediatric First Aid training, however those who work under the following bodies are fully regulated: one that is a member of a Trade Body with an approval and monitoring scheme, the Voluntary Aid Societies and those who work under Ofqual Awarding organisations. It may also be helpful to refer to HSE’s guidance about choosing a first aid training provider, which can be found at: www.hse.gov.uk/pubns/geis3.htm.

PACEY work with Tigerlily to provide Paediatric First Aid training that meets the requirements of the EYFS, offering members discount on their high- quality 12-hour paediatric first aid course delivered by experienced and qualified tutors.

Tigerlily Training is accredited and monitored by CTQ (Certify Training Qualifications), a professional body for first aid training providers. In conjunction with our accreditation, we operate a thorough quality system (ISO9001) that consistently reviews and monitors our Trainers, Venues and Course Material to ensure that we are delivering the highest standard of training.

All our statutory courses such as FAW, EFAW, Paediatric and Fire Safety meet The HSE guidance and Ofsted registration requirements.

Our Paediatric Courses are suitable for EPA (End Point Assessment) for the Early Years Educator and EYFS requirements.

Tigerlily FAQs: Do our courses meet sector guidance

• Factsheet: Choosing a first-aid course – what to look for when choosing a paediatric first-aid course.

Training

PACEY members get 10% off First aid training with Tigerlily

Food and drink facilities

Whilst children are eating there should always be a member of staff in the room with a valid paediatric first aid certificate.

Before a child is admitted to the setting the childminder must obtain information about any special dietary requirements, preferences, food allergies and intolerances that the child has, and any special health requirements. This information must be shared by the childminder with all staff involved in the preparing and handling of food. At each mealtime and snack time childminders must be clear about who is responsible for checking that the food being provided meets all the requirements for each child.

Childminders must have ongoing discussions with parents and/or carers and, where appropriate, health professionals to develop allergy action plans for managing any known allergies and intolerances. This information must be kept up to date by the childminder and shared with all staff. Childminders may find it helpful to refer to the BSACI allergy action plan. Childminders must ensure that all staff are aware of the symptoms and treatments for allergies and anaphylaxis, the differences between allergies and intolerances and that children can develop allergies at any time, especially during the introduction of solid foods which is sometimes called complementary feeding or weaning. Childminders may find it useful to refer to the NHS advice on food allergies: Food allergy – NHS (www.nhs.uk) and treatment of anaphylaxis: Anaphylaxis – NHS (www.nhs.uk).

Childminders must have ongoing discussions with parents and/or carers about the stage their child is at in regard to introducing solid foods, including to understand the textures the child is familiar with. Assumptions must not be made based on age. Childminders must prepare food in a suitable way for each child’s individual developmental needs, working with parents and/or carers to help children move on to the next stage at a pace right for the child. The NHS has some advice [providers/childminders] may find useful to refer to: Weaning – Start for Life – NHS (www.nhs.uk).

Childminders must prepare food in a way to prevent choking. This guidance on food safety for young children: Food safety – Help for early years providers – GOV.UK (education.gov.uk) includes advice on food and drink to avoid, how to reduce the risk of choking and links to other useful resources for early years settings.

Babies and young children should be seated safely in a highchair or appropriately sized low chair while eating. Where possible there should be a designated eating space where distractions are minimised.

Children must always be within sight and hearing of a member of staff whilst eating. Choking can be completely silent therefore it is important for childminders to be alert to when a child may be starting to choke. Where possible, childminders should sit facing children whilst they eat so they can make sure children are eating in a way to prevent choking and so they can prevent food sharing and be aware of any unexpected allergic reactions.

When a child experiences a choking incident that requires intervention, providers should record details of where and how the child choked and parents and/or carers made aware. The records should be reviewed periodically to identify if there are trends or common features of incidents that could be addressed to reduce the risk of choking. Appropriate action should be taken to address any identified concerns.

• Our sample Food and drink policy has been updated to include the new safer eating requirements

Practice hub resources

• Factsheet: Food safety and hygiene – explaining the legislation on food safety that early years and childcare professionals should be aware of
• Factsheet: Food allergens – explaining the regulation around allergens and what to be aware of when providing food and snacks when caring for children
• Food allergens FAQs – a handy list of your questions answered.
• Webinar: Helping children love new foods – with Ruth Platt, TastEd Educational Consultant

• PACEY’s Level 2 Food safety and hygiene for early years settings training course, accredited by RPSH, provides learners with up-to-date food hygiene information, case studies, interactive exercises and videos to ensure learners are aware of their food safety responsibilities. PACEY members can purchase this course at a discounted price!
• PACEY Shop: Food allergen stickers – This handy sticker pack, covering all 14 allergens as detailed in the EU Food Information Regulation, can be used in conjunction with our free menu templates as well as in the journals and on record cards.
• PACEY Shop: Child record forms –The perfect solution for recording the information you are required to hold about children’s dietary requirements.
• Help for early years providers: Food safety
• Free Food Allergy Training – From the Food Standards Agency

Childminders must ensure:

• There is an adequate number of toilets and hand basins available.
• There are suitable hygienic changing facilities for changing any children who are in nappies.
• Children’s privacy is considered and balanced with safeguarding and support needs when changing nappies and toileting.
• There is an adequate supply of clean bedding, towels, spare clothes, and any other necessary items.

• ***COMING SOON*** NEW for 2025 our sample Intimate care policy balances safeguarding and support needs when changing nappies, toileting and other physical care routines.

Practice hub resources

• Practice guide: Physical care routines – helping you think about how you can sensitively support children through a range of care routines.
• Factsheet: Intimate care for disabled children – exploring how to provide intimate care for disabled children
• Webinar: Supporting potty learning in early years settings – with Alina Lynden, from ERIC
• Video: Toilet training, Penny Tassoni – childcare expert and PACEY President, Penny Tassoni, talks about the signs to watch out for and offers hints, tips and tricks to make this development stage a positive and stress-free experience
• Factsheet: Role of the Key Person – helping you understand the importance of the key person role
• Bite-sized course: An introduction to the role of the key person
• ***COMING SOON*** Summer 2025 issue of Childcare Professional magazine article ‘Supporting potty training children with SEND’

• Help for early years providers: Toilet training
• ERIC – The Children’s Bladder and Bowel Charity
• Sample Potty training policy – ERIC
• Training for early years practitioners – ERIC

Concerns about children’s safety and welfare

Childminders must put appropriate whistleblowing procedures in place for staff to raise concerns about poor or unsafe practice in the setting’s safeguarding provision. This must include when and how to report concerns and the process that will be followed after staff report concerns. Childminders must ensure staff are aware of the setting’s whistleblowing procedures and must ensure all staff feel able to raise concerns about poor or unsafe practice and know that such concerns will be taken seriously by the senior leadership team.

Where a staff member feels unable to raise an issue with their employer, or feels that their genuine concerns are not being addressed, other channels are open to them:

• NSPCC whistleblowing advice line is available. Staff can call 0800 0280285 – 08:00 to 20:00, Monday to Friday and 09:00 to 18:00 at weekends. The email address is: help@nspcc.org.uk. Alternatively, staff can write to: National Society for the Prevention of Cruelty to Children (NSPCC), Weston House, 42 Curtain Road, London EC2A 3NH
• Ofsted provides guidance on how to make complaints about a childcare provider: Complaints procedure – Ofsted – GOV.UK (www.gov.uk).
• General guidance on whistleblowing can be found via: Whistleblowing for employees.

• New for 2025, our sample Whistleblowing procedure has been developed to support you to understand when and how to escalate any safeguarding concerns.

Practice hub resources

• Topic: Safeguarding – packed with factsheets, webinar recordings, and more to support your practice.
• Factsheet Safeguarding – raising concerns

Support

• Should an allegation be made against you, eligible PACEY members have access to Legal advice, business support and counselling support. This includes crisis communication, compliance and regulation support and legal defence and much more.

• ***COMING SOON*** PACEY Whistleblowing explainer
• Whistleblowing Advice Line | NSPCC
• Complaints procedure – Ofsted – GOV.UK