Healthy Eating

We recognize the importance of a healthy lifestyle and diet and understand that establishing a balanced diet in childhood helps establish healthy eating habits for life. This policy states the ways in which our nursery supports children to develop their knowledge and understanding of the importance of a healthy diet in their everyday lives. This policy also describes how the nursery helps children to develop the skills and attitudes that will help them make informed healthy choices both in and out of nursery. In order to reflect the importance of healthy eating, this policy specifies the types of food and drink that we will provide in nursery at different times.

In order for us all to meet our full potential we need to be healthy and fit – physically, mentally and socially. 


A healthy diet is one which allows for a balance of different foods that sustain the wellbeing of the individual. Different lifestyles result in different dietary needs and individuals need to be aware of these and the effects of different foods on their bodies. A healthy, balanced diet may vary between individuals from different cultural, ethnic and social backgrounds.


Nursery Food Provision


At nursery we recognize that most of us need to eat more:

  • Fruit and vegetables

  • Fish and lean meat

We also need to eat less:

  • Fat

  • Sugar

  • Salt


This knowledge is reflected in the food provision in nursery. All nursery meals meet the Caroline Walker Trust guidelines.


The nursery and the catering company are dedicated to providing a balanced menu of  lunches, with no additives. The needs of children with individual dietary needs, due to medical, cultural or religious reasons are catered for appropriately. Nursery children eat in the nursery with age appropriate utensils to promote independence.


This setting regards snack times as an important part of the setting's day. Eating represents a social time for children and adults and helps children to learn about healthy eating. We promote healthy eating and at snack times, we aim to provide nutritious food, which meets the children's individual dietary needs. 



We follow these procedures to promote healthy eating in our setting.

  1. Before a child starts to attend the setting, we find out from parents their children's dietary needs and preferences, including any allergies. We record information about each child's dietary needs in her or his registration record and parents sign the record to signify that it is correct.

  2. We regularly consult with parents to ensure that our records of their children's dietary needs - including any allergies - are up-to-date.  Parents sign the up-dated record to signify that it is correct.

  3. We display current information about individual children's dietary needs so that all staff and volunteers are fully informed about them.

  4. We implement systems to ensure that children receive only food and drink that is consistent with their dietary needs and preferences as well as their parents' wishes.

  5. We plan snacks in advance, involving children and parents in the planning.

  6. We display the menus of snacks for the information of parents.

  7. We provide nutritious food for all snacks, avoiding large quantities of saturated fat, sugar and salt and artificial additives, preservatives and colourings.

  8. We include foods from the diet of each of the children's cultural backgrounds, providing children with familiar foods and introducing them to new ones. (During cooking activities)

  9. We take care not to provide food containing nuts or nut products and are especially vigilant where we have a child who has a known allergy to nuts.

  10. Through discussion with parents and research reading by staff, we obtain information about the dietary rules of the religious groups to which children and their parents belong, and of vegetarians and vegans, and about food allergies. We take account of this information in the provision of food and drinks.

  11. We require staff to show sensitivity in providing for children's diets and allergies.  Staff do not use a child's diet or allergy as a label for the child or make a child feel singled out because of her or his diet or allergy.

  12. We organise snack times so that they are social occasions in which children and staff participate.

  13. We use snack times to help children to develop independence through making choices, serving food and drink and feeding themselves.

  14. We provide children with utensils that are appropriate for their ages and stages of development and that take account of the eating practices in their cultures.

  15. We have fresh drinking water constantly available for the children.  We inform the children about how to obtain the water and that they can ask for water at any time during the day. It is provided in a water bottle with their name and picture on which is accessible all day.

  16. For children who drink milk, we provide pasteurised milk.

  17. We actively encourage children to wash their hands before and after handling food.

  18. Staff who prepare snack have basic food hygiene training and a knowledge of healthy eating.


The role of parents or carers

The nursery is aware that the primary role in the children’s healthy eating education lies with the parent or carers. We wish to build a positive and supporting relationship with the parent or carers of children at the nursery through mutual understanding, trust, and cooperation.


In promoting this objective, we will:

  1. Inform parents about the nurseries healthy eating education policy and practice.

  2. Encourage parents to be involved in reviewing the settings policy and making modifications to it as necessary, using the policy of the month procedure.

  3. Inform parent or carers about best practice known with regard to healthy eating so that they can support key messages being given to children at the nursery.



Birthdays and Special Occasions

Parents are politely asked to check with management for allergies before bringing in treats and cakes. We operate a no nuts policy, and would ask all parents to please check recipes and ingredients, prior to bringing to the nursery.

We will be unable to serve the cake or treats during meal times at the nursery, however we can celebrate with the child, and then provide a piece for the children to take home.


Allergies and Food Exclusions

We will only remove an item of food from a child’s diet for the following reasons

  • Religious choice

  • Vegetarian

  • Allergies/intolerances as recorded and advised by a Doctor

Other than the above reasons we will not provide a specialised diet for each child, e.g. no gluten, no sweet deserts, no specific fruit etc. Our meals are specially designed by a nutritionist to provide the full range of nutrients needed for each child each day.


Meal Times and Process

It is important that all meals are seen as a family event for the children and teachers. How we achieve this is ;

  • Classical music is played for each meal time; breakfast, snack, lunch, snack and tea. The music will be only set at background music volume.

  • All children are encouraged and supported to wash their hands before snack and to tidy the classroom up before each meal times.

  • All children are sat around the table, not more than 6 around a table, with a teacher sat at the table with them. For the seeds room, no more than 3 children around a table.

  • Our children are not to be fed in a high chair that is not part of the table, it is important that from a young age we instil the joy of social eating, if children are only fed separately in their high chairs, it can create a segregated eating atmosphere.

  • Children are encouraged from 8/9 months to start to attempt to feed themselves. Along with their own spoons, the teachers will have another spoon and will encourage their fine motor skills.

  • For our under twos we encourage messy eating, the children are encouraged to use their hands to bring food to their mouths, this is a fundamental part of them developing their gross and fine motor skills.

  • Over twos are encouraged to use a knife and fork at lunch and tea meal times. They are also encouraged to serve their own meals, and to tidy away after their meals. This promotes a great sense of responsibility and control over their meal times. From this it creates a calmer and positive meal time experience.


Meals are provided between these times

Breakfast -8.00 am to 9.15 am- We provide it during this time so that morning circle time and activities are able to start by 9.30 am. If you choose to bring your child in after 9.15 am please ensure that breakfast has been provided at home before this time.


For breakfast we provide a specific range of food, this has been carefully thought out to tackle childhood obesity, promote healthy eating, and have a consistent amount of carbohydrate and energy for the morning until snack. We only offer one portion for lunch. The food on offer is; Weetabix, Porridge, Natural yoghurt and Fruit.

Morning Snack -10.00 am to 10.30 am- We provide a choice of two fruits each morning snack. We rotate and offer a variety of fruits over the week. For the over twos, they are able to choose and prepare their fruit for morning snack. Morning snack is also provided with a cup of milk for their daily calcium intake.

Lunch – 11.45 am to 1.00 pm – Our food is provided by Zebedee’s, please see our Menu for food provided which is seasonal. Children will only receive one suitably sized portion, we do not give seconds as this promotes unhealthy habits towards eating. If children do not try a mouthful of lunch, dessert will not be provided, nor will another meal. Dessert is offered to all children, and again only one portion is given.

Afternoon Snack 2.30 pm to 3.15 pm- The food provided in the afternoon is a vegetable snack, it can range from raw peppers, celery, tomatoes, cucumber, carrot, broccoli etc. This can at times for the over twos be served with dip.


Supper 4.30 pm to 5.15 pm – The food provided for supper is from Zebedee’s. In the summer it is a cold Mediterranean mix of food, in the winter it is a hot meal. Again with pudding. As the same with lunch, only one portion is provided for both the meal and pudding.

It is our practice that if a child chooses to not eat one of the meals provided, an alternative will not be provided as that will encourage picky or fussy eating. At our nursery they are offered food every 2 hours so if they happen to not want one meal, they will be offered a meal again 2 hours later.

Why is it our Role and Duty to ensure strict standards for meals


We are currently having an epidemic across the UK of childhood obesity. 1 in 5 children in the UK are overweight or obese as they start school reception year.

Children born since 1980 are 2-3 times more likely than older generations to be overweight or obese by 10, it’s never been so important to help children gain a healthy start in life to tackle the issue of obesity.


The first five years are when children start learning about food from an early age and those who develop good eating behaviours and consume a variety of foods from a young age are more likely to carry on these good behaviours as they get older.


Is your child a fussy eater or a picky eater?


  • Other formal names for ‘fussy’ eating can be ‘feeding disorders’ avoidant restrictive eating disorder or food neophobia

  • Panic and disgust at certain food

  • Heightened anxiety and adrenaline which supresses appetite

  • Will starve themselves rather than eat something they don’t want

  • Tendency to be malnourished

  • Limited diet



  • Picky eating is common

  • Most children will change what they are willing or interested in eating through their lives-often in conjunction with periods of growth spurts, its normally a phase and still have enough food to grow and develop properly.


In a study in the journal appetite realised in January 2016 out of 120 children aged 3-11, overall 39% of children were identified as picky eaters at some point.

The study confirmed what psychologists often proclaim: children enter their pickiest phase of life around age 2- the ‘neophobic’ stage. The pickiness generally declines by the time they turn six.

Children’s taste preference start in the utero, so even when a child is in the embryonic phrase, the more variety a mother has during pregnancy, the more they are likely to accept those foods when they’re born. The same is with breast milk, flavours such as garlic and vanilla can be tasted through that.

Strategies we use for helping to instil positive eating habits


  • Remain calm

  • Provide lots of time at meal times- not to rush the child

  • Give incentives e.g high fives, well done etc

  • Repeated exposure to food

  • Aim 10-15 times without pressure to eat something

  • They may accept it on their plate to begin with, the next step could be touching it and next just bringing it up to their lips, but each time they are getting more used to that food

  • Role model- sit and eat the same food with them- be enthusiastic- a family meal

  • Talk lots about the food ‘mmmmm these peas are delicious’

  • Games

  • Biggest and best is sensory exposure- messy play, squishing it, smelling it etc



  • Any physical reward should never be food based e.g chocolate or an alternative meal

  • Don’t put pressure on them

  • A parent should seek help from a GP when it affects their growth and development e.g obese or malnourished

  • Introduce unhealthy food

  • Allowing too much choice e.g at snack more than 2 fruits or beg can be overwhelming for choice

  • Don’t overwhelm with portion sizes- please see the NHS food portions guide book

  • Don’t give an alternative meal if they don’t eat their meal- they will always wait for something else

  • Don’t give more than one portion

  • Children may think they need to empty bowls or plates, don’t encourage them, stop when they stop, you may be stretching their stomach- remember they have another meal in 2 hours’ time

  • Do not force feed

  • Don’t provide too much milk in the day

If you would like more information on healthy under 5s eating and why it is ok for a child to miss a meal if they choose not to eat it. Please contact our Training Manager to see our PowerPoint training presentation on healthy eating.



Animals in the setting


Children learn about the natural world, its animals and other living creatures, as part of the Early Years Foundation Stage curriculum. This may include contact with animals, or other living creatures, either in the setting or in visits. We aim to ensure that this is in accordance with sensible hygiene and safety controls.


Animals in the setting as pets

  1. We take account of the views of parents and children when selecting an animal or creature to keep as a pet in the setting.

  2. We carry out a risk assessment with a knowledgeable person accounting for any hygiene or safety risks posed by the animal or creature.

  3. We provide suitable housing for the animal or creature and ensure this is cleaned out regularly and is kept safely.

  4. We ensure the correct food is offered at the right times.

  5. Children are taught correct handling and care of the animal or creature and are supervised.

  6. Children wash their hands before and after handling the animal or creature and do not have contact with animal soil or soiled bedding.

  7. Staff wear disposable gloves when cleaning housing or handling soiled bedding.

  8. If animals or creatures are brought in by visitors to show the children they are the responsibility of the owner.

  9. The owner carries out a risk assessment, detailing how the animal or creature is to be handled and how any safety or hygiene issues will be addressed.


Administering medicines


While it is not our policy to care for sick children, who should be at home until they are well enough to return to the setting, we will agree to administer medication as part of maintaining their health and well-being or when they are recovering from an illness.


In many cases, it is possible for children’s GP’s to prescribe medicine that can be taken at home in the morning and evening. As far as possible, administering medicines will only be done where it would be detrimental to the child’s health if not given in the setting.


The key person is responsible for the correct administration of medication to children for whom they are the key person, with the supervision of the Room Leader or First Aid Practitioner. This includes ensuring that parent consent forms have been completed, that medicines are stored correctly and that records are kept according to procedures. In the absence of the key person, the manager is responsible for the overseeing of administering medication.




  1. Children taking prescribed medication must be well enough to attend the setting.

  2. Only prescribed medication is administered. It must be in-date and prescribed for the current condition. All Prescription medicine must be stored in the original container, with the original prescription label and written in English.

  3. The only exclusion to administering non prescribed medication is as an emergency procedure to a child who has a temperature of over 38 degrees and with previous written parental consent. Once this has been administered parents are asked to collect their child or an ambulance is called in the event that the temperature increases or stays at an increased temperature over a period of time. We will either administer children’s Calpol/Nurofen/Ibuprofen.

  4. Children's prescribed medicines are stored in their original containers, are clearly labelled and are inaccessible to the children.

  5. Parents give prior written permission for the administration of medication. The staff receiving the medication must ask the parent to sign a consent form stating the following information. No medication may be given without these details being provided:

  • full name of child and date of birth;

  • name of medication and strength;

  • who prescribed it;

  • dosage to be given in the setting;

  • how the medication should be stored and expiry date;

  • any possible side effects that may be expected should be noted; and

  • signature, printed name of parent and date.


The administration is recorded accurately each time it is given and is signed by staff. Parents sign the medicine forms to acknowledge the administration of a medicine. The medication records record:

  1. name of child;

  2. name and strength of medication;

  3. the date and time of dose;

  4. dose given and method; and is

  5. signed by key person or manager; and is verified by parent signature at the end of the day.



Storage of medicines


  1. All medication is stored safely in a locked cupboard or refrigerated. Where the cupboard or refrigerator is not used solely for storing medicines, they are kept in a marked plastic box.

  2. The child’s key person is responsible for ensuring medicine is handed back at the end of the day to the parent.

  3. For some conditions, medication may be kept in the setting. Key persons check that any medication held to administer on an as and when required basis, or on a regular basis, is in date and returns any out-of-date medication back to the parent.

  4. If the administration of prescribed medication requires medical knowledge, individual training is provided for the relevant member of staff by a health professional, prior to medication being administered.

  5. No child may self-administer. Where children are capable of understanding when they need medication, for example with asthma, they should be encouraged to tell their key person what they need. However, this does not replace staff vigilance in knowing and responding when a child requires medication.


Children who have long term medical conditions and who may require on ongoing medication


  1. Children who are on Long Term Medications will have a completed Long Term Medication form which will be reviewed regularly, at least every three months.

  2. A risk assessment is carried out for each child with long term medical conditions that require ongoing medication. This is the responsibility of the manager alongside the key person. Other medical or social care personnel may need to be involved in the risk assessment.

  3. For some medical conditions key staff will need to have training in a basic understanding of the condition as well as how the medication is to be administered correctly. The training needs for staff is part of the risk assessment.

  4. The risk assessment includes arrangements for taking medicines on outings and the child’s GP’s advice is sought if necessary where there are concerns.

  5. A health care plan for the child is drawn up with the parent; outlining the key person’s role and what information must be shared with other staff who care for the child.

  6. The health care plan should include the measures to be taken in an emergency.

  7. The health care plan is reviewed every six months or more if necessary. This includes reviewing the medication, e.g. changes to the medication or the dosage, any side effects noted etc.

  8. Parents receive a copy of the health care plan and each contributor, including the parent, signs it.



Managing medicines on trips and outings


  1. If children are going on outings, staff accompanying the children must include the key person or Room Leader for the child with a risk assessment, or another member of staff who is fully informed about the child’s needs and or or medication.

  2. Medication for a child is taken in a sealed plastic box clearly labelled with the child’s name, name of the medication, Inside the box is a copy of the consent form and a card to record when it has been given, with the details as given above.

  3. On returning to the setting the card is stapled to the medicine record book and the parent signs it.

  4. If a child on medication has to be taken to hospital, the child’s medication is taken in a sealed plastic box clearly labelled with the child’s name, name of the medication. Inside the box is a copy of the consent form signed by the parent.

  5. This procedure is read alongside the outings procedure.



Managing children with allergies, or who are sick or infectious


(Including reporting notifiable diseases)

We provide care for healthy children and promote health through identifying allergies and preventing contact with the allergenic substance and through preventing cross infection of viruses and bacterial infections.

Procedures for children with allergies


  1. When parents start their children at the setting they are asked if their child suffers from any known allergies. This is recorded on the registration form.

  2. If a child has an allergy, a risk assessment form is completed to detail the following:

  1. The allergen (i.e. the substance, material or living creature the child is allergic to such as nuts, eggs, bee stings, cats etc).

  2. The nature of the allergic reactions e.g. anaphylactic shock reaction, including rash, reddening of skin, swelling, breathing problems etc.

  3. What to do in case of allergic reactions, any medication used and how it is to be used (e.g. Epipen).

  4. Control measures – such as how the child can be prevented from contact with the allergen.

  1. Review

  2. This form is kept in the child’s personal file and a copy is displayed where staff can see it.

  3. Parents train staff in how to administer special medication in the event of an allergic reaction.

  4. Generally, no nuts or nut products are used within the setting.

  5. Parents are made aware so that no nut or nut products are accidentally brought in, for example to a party.



Oral Medication


Asthma inhalers are now regarded as "oral medication" by insurers and so documents do not need to be forwarded to your insurance provider.

  1. Oral medications must be prescribed by a GP or have manufacturer’s instructions clearly written on them.

  2. The nursery must be provided with clear written instructions on how to administer such medication.

  3. All risk assessment procedures need to be adhered to for the correct storage and administration of the medication.

  4. The group must have the parents or guardians prior written consent. This consent must be kept on file.


Lifesaving medication & invasive treatments - adrenaline injections (Epipens) for anaphylactic shock reactions (caused by allergies to nuts, eggs etc) or invasive treatments such as rectal administration of Diazepam (for epilepsy).


The setting must have:

  1. A letter from the child's GP or consultant stating the child's condition and what medication if any is to be administered;

  2. Written consent from the parent or guardian allowing staff to administer medication; and

  3. Proof of training in the administration of such medication by the child's GP, a district nurse, children’s’ nurse specialist or a community paediatric nurse.


Key person for special needs children - children requiring help with tubes to help them with everyday living e.g. breathing apparatus, to take nourishment, colostomy bags etc.

  1. Prior written consent from the child's parent or guardian to give treatment and or or medication prescribed by the child's GP.

  2. Key person to have the relevant medical training or experience.

  3. Copies of all letters relating to these children must first be sent to Senior Management.

Procedures for children who are sick or infectious


  1. If children appear unwell during the day – have a temperature, sickness, diarrhoea or pains, particularly in the head or stomach – the manager calls the parents and asks them to collect the child, or send a known carer to collect on their behalf.

  2. If a child has a temperature, they are kept cool, by removing top clothing, sponging their heads with cool water, but kept away from draughts.

  3. Temperature is taken.

  4. In cases of emergency an ambulance should be called and the parent informed.

  5. Where children have been prescribed antibiotics, parents are asked to keep them at home for 48 hours before returning to the setting.

  6. After diarrhoea or sickness, parents are asked to keep children home for 48 hours or until a formed stool is passed.

The setting has a list of excludable diseases and current exclusion times. The full list is obtainable from and includes common childhood illnesses such as measles.



Reporting of ‘notifiable diseases’


  1. If a child or adult is diagnosed suffering from a notifiable disease under the Public Health (Infectious Diseases) Regulations 1988, the GP will report this to the Health Protection Agency.

  2. When the setting becomes aware, or is formally informed of the notifiable disease, the manager informs Ofsted and acts on any advice given by the Health Protection Agency.



HIV or AIDS or Hepatitis procedure


HIV virus, like other viruses such as Hepatitis, (A, B and C) are spread through body fluids. Hygiene precautions for dealing with body fluids are the same for all children and adults as follows;


  1. Single use vinyl gloves and aprons are worn when changing children’s nappies, pants and clothing that are soiled with blood, urine, faeces or vomit.

  2. Protective gloves are used for cleaning or sluicing clothing after changing.

  3. Soiled clothing is bagged for parents to collect.

  4. Spills of blood, urine, faeces or vomit are cleared using mild disinfectant solution and disposable blue roll

  5. Tables and other furniture, furnishings or toys affected by blood, urine, faeces or vomit are cleaned using a disinfectant.

  6. Children do not share toothbrushes, face clothes, bedding or towels.



Nits and head lice


Nits and head lice are not an excludable condition, although in exceptional cases a parent may be asked to keep the child away until the infestation has cleared.

On identifying cases of head lice, all parents are informed and asked to treat their child and all the family on the same day if they are found to have head lice.



Nappy changing


No child is excluded from participating in our setting who may, for any reason, not yet be toilet trained and who may still be wearing nappies or equivalent. We work with parents towards toilet training, unless there are medical or other developmental reasons why this may not be appropriate at the time.

We make necessary adjustments to our bathroom provision and hygiene practice in order to accommodate children who are not yet toilet trained.

We see toilet training as a self-care skill that children have the opportunity to learn with the full support and non-judgemental concern of adults.



  1. Disposable gloves and aprons are put on before changing starts. Changing mats are used and wiped down with antiseptic spray before and after use.

  2. All staff are familiar with the above hygiene procedures and carry these out when changing nappies.

  3. In addition, staff ensure that nappy changing is relaxed and a time to promote independence in young children.

  4. Young children are encouraged to take an interest in using the toilet.

  5. They should be encouraged to wash their hands and have soap and towels to hand.

  6. Anti-bacterial hand wash liquid or soap should not be used for young children.

  7. Staff are gentle when changing; they avoid pulling faces and making negative comment about ‘nappy contents’ or making inappropriate comments about young children’s genitals when changing their nappies

  8. Older children access the toilet when they have the need to and are encouraged to be independent.

  9. Nappies and ’pull ups’ are disposed of hygienically and the nappy or pull up is bagged and put in the bin. Cloth nappies, trainer pants and ordinary pants that have been wet or soiled are bagged for the parent to take home.

  10. All changes are recorded on the nappy changing sheet and initialled by the teacher who has changed the child.

  11. Young children should never be purposefully & in the knowledge of practitioners left in wet or soiled nappies or ’pull ups’ in the setting, to do so will constitute neglect and will be a disciplinary matter. Settings have a ‘duty of care’ towards children’s personal needs





We comply with health and safety regulations and the Welfare Requirements of the EYFS in making our setting a no-smoking environment - both indoor and outdoor.



  • All staff, parents and volunteers are made aware of our no-smoking policy.

  • We display no-smoking signs.

  • Staff are not to smoke on site

  • Staff are not to take smoking breaks throughout the day

  • If staff are to smoke; before work or on their lunch break, staff must not smoke in clothing worn whilst in the nursery, clean hands and spray mouth.



First aid


In our setting staff are able to take action to apply first aid treatment in the event of an accident involving a child or adult. At least one member of staff with current first aid training is on the premises or on an outing at any one time. The first aid qualification includes first aid training for infants and young children.


The First Aid Kit

Our first aid kit complies with the Health and Safety (First Aid) Regulations 1981 and contains the following items :

Triangular bandages (ideally at least one should be sterile) - x 4.

Sterile dressings:

a) Small (formerly Medium No 8) - x 3.

b) Medium (formerly Large No 9) – HSE 1 - x 3.

c) Large (formerly Extra Large No 3) – HSE 2 - x 3.


Composite pack containing 20 assorted (individually-wrapped) plasters 1.

Sterile eye pads (with bandage or attachment) eg No 16 dressing 2.

Guidance card as recommended by HSE 1.


In addition to the first aid equipment, each box should be supplied with:

2 pairs of disposable plastic (PVC or vinyl) gloves.

1 plastic disposable apron.

a children’s forehead thermometer.

In addition we have ice packs in the freezer


The first aid box is easily accessible to adults and is kept out of the reach of children.


No un-prescribed medication is given to children, parents or staff. Except Calpol or Nurofen in the case of a temperature. (Please see Administering Medicines 1.4)


At the time of admission to the setting, parents' written permission for emergency medical advice or treatment is sought.  Parents sign and date their written approval.


Parents sign a consent form at registration allowing staff to take their child to the nearest Accident and Emergency unit to be examined, treated or admitted as necessary on the understanding that parents have been informed and are on their way to the hospital.



Formula Milk Preparation


When a parent or carer completes their child’s settling in pack, they inform us if their child is still drinking formula. All formula milk is to be provided by the parents or carers.


Parent or carers of children who have been prescribed infant formula milk by their general practitioner must provide and replace this when asked by the staff team.


To ensure we comply with current guidance from ‘National Health Authority’ with regard to the making up of formula milk for babies and young children, we will ensure that the following steps are adhered to –


  1. Good hygiene practices for the storage, handling and preparation of the formula.

  2. All unused feeds will be disposed of - These feeds should not be kept, for example by leaving them in a room for the child to have when they wake from a sleep, as this could pose a risk to the baby’s health.

  3. Bottles should be freshly made up for each feed using the instructions on the container, i.e. Boiled water left to cool for up to half an hour if child is under 1 year of age.

  4. Take a sterilised bottle and teat.

  5. Take the boiled water and fill the bottle to the right place using the measuring marks.

  6. Measure the exact amount of powder using the special scoop provided with the milk.

  7. Level off the powder in the scoop using a clean dry knife. Don’t press down the powder at all.

  8. Add the powder to the water in the bottle.

  9. Packets and unopened tins should be used within one month. Each tin should have clearly written on it the date it is opened

  10. We ensure parents are informed when they need to replenish formula packets.




We aim to make our mothers feel comfortable in our nursery should they wish to breastfeed their babies whilst here.


Partnership with parents:


  • We display the breastfeeding welcome sign within the nursery.


  • Staff will provide the mother with a comfortable seat this could be anywhere within the nursery or somewhere private if necessary.


  • We will provide hand washing facilities and access to refreshments.

  • Expressed milk can be stored either in our fridge or may be brought in frozen, where we follow guidance.


  • The babies feeding routine will be discussed with mother and keyperson to make arrangements for the mother to come in to breastfeed or express. This maybe verbal or written in daily diary.


  • The baby will be given cooled boiled water between feeds.





  • Share important information.

  • Record information to include time of feeds, amount of milk, and who it has been given by, this can be verbally or written.

  • The keyperson will have clear communication with parents regarding labelling i.e. date and time when milk was expressed.

  • The nursery will use our colour coding system to ensure identification.




  • Good hygiene is paramount before and after preparation of feed.

  • If frozen to be defrosted by swirling in a bowl of warm water (not microwave or hot water).

  • Milk to be given following parents’ wishes i.e. from fridge, room temperature or heated as attached guidance.

  • Any unused milk will be discarded, bottles to be rinsed and returned to parent.




  • Breast milk can be stored in the main body of the fridge or if frozen in the freezer. This will have to be transported in an insulated cool bag. If milk shows any sign of thawing do not re-freeze.

  • Fridge or freezers are monitored every day for temperature control measures and recorded.



Sleep and Rest


To ensure all children have enough sleep for them to develop and to promote best practice for all children in a safe environment.


We adopt a policy of practice recommended by The Cot Death Society to minimise the risk of Sudden Infant Death. The safety of babies sleeping is paramount in the centre and we promote good practice and ensure that we work in partnership with the parents.

Babies should sleep:
On their backs
At the bottom of the cot

In a well-ventilated room
With NO duvets or bumpers to the sides of the cots
With sheets or blankets that cannot become tangled
Without any large soft toys that have the potential to smother a baby
With a comforter if they normally have one
With mobiles that are out of reach



Child individual routine sheets are filled out with the parent and keyperson when they are settling into the nursery. If a baby has an unusual sleeping routine or position that we would not use in the setting i.e. babies sleeping on their tummies we will explain our policy to the parents and ask them to sign a form to say they have requested we carry out a different position or pattern on the sleeping babies form. Staff should be aware of individual needs of the babies and children at the centre. Sleep routines are a very intimate part of a baby’s day. Babies should not be left to cry themselves to sleep or be left for long periods of time to “drop” off to sleep.


When getting a baby ready to sleep the staff need to ensure a number of things happen:

* A clean nappy
*Outer clothes removed
*Fed or had a drink
*All bibs removed
*A comforter if needed
*Not too warm

*air diffuser on with lavender oil


Staff are to be vigilant in checking all children when they rest or sleep every 10 minutes. A staff member is to be present in the room or overseeing by the sleeping area when children are sleeping for vigilant supervision.


Daytime Rest Policy and Procedure

Staff should prepare the baby for sleep by moving to a quieter part of the nursery, having a story or having a cuddle. Some babies like to be patted to go to sleep. The staff need to pull up a chair to the side of the cot so not to strain their back or to sit on the floor while rubbing their tummy. If the baby has not gone to sleep after 15 minutes the staff member should consider getting them up and maybe trying them later for another sleep.


The Keyperson should discuss this with the parent and establish a time limit for trying to get the baby to sleep which should be communicated to all staff members.


If a baby falls asleep in the arms of a staff member they should be placed in the cot so they can continue to sleep. If they have fallen asleep unexpectedly and it has not been possible to remove their outer clothes or have their nappy changed, the baby’s clothes should be loosened. Staff within the area should be made aware that the baby needs their nappy changing when they wake up.

Some parents may ask for their baby to go to sleep in a bouncy chair. When settling the baby into the nursery the key person should explain the difficulties of this to the parent.

Once a baby can sit up or move forward they are too big for the bouncy chair, they may have difficulties transferring to a cot later on.


The cots should be cleaned and maintained. Screws and bolts should be checked and tightened periodically to ensure that the cot is safe and secure. Detail any issues on your risk assessment and stop using the cot in question.


We do not wake under two children from their sleeps if they have slept for under an hour and a half. The best sleep for under 2s is 2 hours. To see the importance of sleep please go to our website and read the articles we email out.

For children over 2 we will not wake them from a sleep shorter than an hour. We will also not keep children awake when they are tired. Please see our website about the importance of sleep


Older Children
Children need sleep and rest periods to help development. Children all develop at different rates and we must meet their needs throughout the day at the nursery. As they grow they will usually develop a routine in which reducing the length or the frequency of their daytime sleeps.


Children at our Nursery Schools  have the opportunity to rest or sleep if they need or want to throughout the day. The staff need to create an environment for the children to rest or sleep i.e. a quiet area to cuddle up with a book, cots for younger babies or sleep mats for older children. We have a dedicated sleep room for our youngest babies.


Parental wishes should be taken into consideration, although staff cannot force a child to sleep, wake or keep a child awake against his or her will. This is in fact an Ofsted regulation.


Sleep monitoring

All sleeping children must be checked at 10 minute intervals. Staff who are working in the rooms are all responsible for checking the children. The sleep chart must be filled in every day for every sleep. This is mandatory practice for every day and the Manager and Room Leader must check daily that these are being filled in correctly. On the form it must be initialled by the staff member checking the child every ten minutes. This staff member must be Paediatric First Aid Trained.


Checking a child while sleeping should involve:

  • Placing a hand on their chest to check they are breathing or putting the back of their hand   near to the child’s mouth to feel for breath

  •  Ensuring that each child is well

  • Ensuring that each child is not too hot or too cold, ensuring that all sheets or blankets are not wrapped around the child

  • The sleep monitoring chart is used to record the checks and is signed by the member of staff carrying out the check. A record of each child’s daily sleep pattern is recorded too.




We believe all those at the nursery should be able to develop the knowledge, values and skills to participate in the decisions about the way we do things both individually and collectively, locally and globally, that will improve the quality of life now without damaging the planet for the future. We aim to foster an appreciation of the privilege of living in a big, beautiful and exciting world that needs care and conservation.

Educational Sustainability Development has a positive impact on behaviour as it gives the children a sense of ownership and pride in their nursery and develops confidence to talk through problems, which reinforces respect and good behaviour. EDS aims to give children a greater understanding of both natural and human systems through a range of immediate environmental experiences which engage their senses, emotions, and thinking. It should enable children to develop a life ethic which values all people and the natural environment, and to become aware of the actions that they ought to pursue in order to live a more sustainable life both now and in the future. It fosters an understanding of the interconnections between all aspects of our own lives and those of other people and places both globally and locally. A realisation that our actions may have unseen consequences and because we are learning all the time our approach to implementing change should be cautious and open to new possibilities. A recognition that we have both rights and responsibilities to participate in decision making and that everyone is allowed to have a say in what happens in the future. There is a limit to the way in which the world can develop and that certain countries should not grow in ways that create increased poverty, hardship and degradation to the environment because this is unsustainable and will eventually disadvantage us all.


Recognition that development must be sustainable and benefit people equally because it improves the life of everyone. The knowledge that we can live lives that consider the rights and needs of others and that our actions today will have implications for the life of everyone in the future. An understanding of the importance and value of the diversity in our lives –culturally, socially, economically and biologically – and that our lives are impoverished without it.


It is of equal importance that ESD is delivered in a manner that encourages everyone to:

  • listen to other points of view

  • express and justify their own points of view

  • make informed choices between alternatives

  • work collaboratively through discussion and negotiation

  • respect democratic decisions

  • think critically

  • take responsibility for their own actions

  • take part responsibly in nursery and community-based activities.


The education for sustainable development policy emphasises the importance of active teaching or learning approaches and opportunities for active citizenship.


Circle time with our over 2s is a key way of drawing out  ESD issues, covering topics such as human rights, global pollution, war and peace, poverty. Key topics are developed by keypersons as themes in class circle time. 

  • ongoing replacement of tungsten lights

  •  children monitors switch off unused lights and computers

  • posters to encourage energy saving.

  • Labelled re-cycling bins in every nursery

  • managing waste products by recycling wherever possible

  • Careful use of water encouraged

  • green travel and transport to and from nursery for children

  • WOW – walk to nursery one a week initiated

  • Children act as litter pickers and water and energy monitors

  • Children learn about other cultures and faiths in various curriculum areas.

  • Use of resources (photo-packs) from development organisations (eg Oxfam, Christian Aid, Action Aid) have supported the teaching of global issues, eg Christmas Shoe box giving

  • Banning glitter and single plastic consumption resources


This policy was last updated July 2018


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