Example template food policy for early years settings

How to use the example template food policy

Use this four- page example template food policy for early years settings to help you to successfully develop and implement your own food policy.

Information included within food policies varies. This template will help you to consider what information you would like to include in your setting’s food policy. The information included in this example template is in line with the national best practice guidance outlined in Section 5 ‘How to encourage children to eat well’ in the Voluntary Food and Drink Guidelines for Early Years settings in England – A Practical Guide www.schoolfoodtrust.org.uk/eatbetterstartbetter/practicalguide

Read each heading in the example template, and consider the short description in italics: these are example statements which you can include or adapt in your food policy. The text boxes will expand automatically when you type in them. If any of the headings are not relevant to your setting you can delete the text box by right clicking and selecting ‘cut’ from the menu.

Complete the ‘General Information’ section of the example template food policy by typing the name of the setting, the member of staff responsible for the food policy and the date the food policy is implemented. You can also personalise the example template food policy by inserting your setting’s logo (in the header) and name (in the title).

To help you successfully develop and implement your food policy, follow the School Food Trust step by step guide. This lists six actions to follow and provides tips and highlights additional resources to help you through this process. The step by step guide can be downloaded from the School Food Trust website www.schoolfoodtrust.org.uk/eatbetterstartbetter/supporttools.


[Insert name of your setting] food policy

General information

Name of setting: ……………………...

Name of staff member responsible for food policy: ………..

Date of policy implementation: ………

Section 1

Overall aim of the policy
Explain here what the setting aims to achieve through the food policy. For example: to promote the health and well-being of children and their families through food within the setting.
Mission statement/rationale
Explain how your overall aims link to the requirements of the Early Years Foundation Stage (EYFS), particularly the welfare requirements for food and drink and other policies, e.g. the Healthy Child Programme.
Development and implementation of the food policy
In this section describe how you have/are going to develop the policy e.g. how you have engaged with staff, parents, carers and children. Refer to step 2 on page 3 of the step by step guide for examples of ways you can do this.
In this section, also explain how you will implement the policy in the setting e.g. how it will be shared with staff, parents and carers. Refer to step 5 in the step by step guide.
When and who the policy applies to
In this section consider and describe:
·  When the policy applies e.g. to food provided by the setting, to food brought in from home, food provided at events or on trips.
·  Who the policy applies to e.g. to all staff within the setting, including those planning menus, cooking, preparing and serving food and to parents who bring food into the setting from home.
·  How you plan to promote the policy and ensure that everyone who it applies to is aware of it.

Section 2

Food and drink provision
In this section consider and describe:
·  How children obtain access to free fresh drinking water at all times
·  The types, amounts and frequency food and drink are provided at the setting. The School Food Trust recommends following the voluntary food and drink guidelines for early years settings in England for breakfast, snacks, lunch, tea and drinks. The food and drink guidelines can be found on page 13-33 of the practical guide
·  The length of menu cycles and how often they will be changed
·  When meals, snacks and drinks are provided for children. Read page 46 of the practical guide for guidance on the timing of meals and snacks.
Communicating with children and families
Use this section to describe how you communicate with children and families about food, as this provides an opportunity to encourage them to eat well. It is also important to communicate with parents and carers about their children’s individual needs. Page 45 of the practical guide includes examples of ways you could do this.
The eating environment and social aspects of meal times
Use this section to explain how you are going to use mealtimes to provide opportunities for children to learn about and try new foods, and develop social skills. Page 46 of the practical guide provides examples of how you can do this.
Celebrations and special occasions
Food and drink often play an important role at special occasions and events. These occasions are also useful to provide opportunities for children to learn about food and drink from different religions and cultures. In this section explain how you use special occasions and cultural events to promote health and well-being. Page 47 of the practical guide includes examples of how you can do this.
Providing food for all
It is important that settings provide food for children following special, cultural or religious diets, including children with food allergies, and manage this appropriately and effectively. In this section explain how you do this. Page 48-50 of the practical guide provides information and examples of how you can provide food for all.
Encouraging fussy eaters to eat well
Fussy eating and fear of new foods are part of development affecting 10-20% of young children. Use this section to outline how fussy eating and fear of new foods is managed within the setting. Page 51 of the practical guide includes examples of simple strategies to manage fussy eating.
Food brought in from home
If food is brought into the setting from home consider including guidance in your food policy for parents on the types of food and drink they should provide. This will encourage them to provide the same or similar healthy food choices as you will be offering. This ensures that children receive consistent messages about healthy eating. Page 52-53 of the practical guide includes information about how to manage food brought in from home and gives examples of the types of food and drink parents could provide.
Learning about and through food
Learning about food should be integrated into your educational programme. Use this section to outline how your setting links learning through and about food to the Early Years Foundation Stage curriculum. Page 53 of the practical guide includes examples of how you can do this.
Cooking with children
Cooking with children is an enjoyable activity and an effective way to encourage all children to try and eat a wide range of foods. If you cook and prepare food with children in your setting use this section to highlight this and how it is managed. Page 54 of the practical guide includes information about cooking with children that you may find useful to complete this section.
Food safety and hygiene
In early years settings, it is important that food is stored, prepared and presented in a safe and hygienic environment and children are taught basic hygiene. Use this section to outline how your setting meets food safety and hygiene regulations, and the food hygiene requirements of the EYFS. Page 55 of the practical guide includes information which will help you complete this section.
Sustainability
Food production, processing, transport, procurement, cooking and waste all impact on the environment. In this section outline ways in which your setting is reducing it’s impact on the environment. Page 55 of the practical guide includes information which will help you complete this section.
Protecting children’s health
Everyone working in early years settings has a responsibility to protect children’s health including helping children to maintain a healthy weight as they grow, and encouraging breastfeeding and good dental practices. Use this section to outline how your setting protects children’s health, for example how it carries out the progress check at two years of age. Page 8 in the practical guide includes information on breastfeeding and page 55 includes advice how to help children maintain a healthy weight.
Evaluation and review of the setting’s approach to food and drink provision
It is important to evaluate and reflect on everything you do within your setting, including your approach to food and drink provision. Use this section to outline how you plan to evaluate your approach to food and drink provision throughout the setting and review the food policy. Consider:
·  Using the Code of Practice Checklist to evaluate the setting’s approach to food and drink provision (see pages 58-59 of the practical guide) and the Menu Planning Checklist to evaluate your food and drink provision, particularly when planning new menus (see pages 61-65 of the practical guide).
·  Getting feedback from parents, carers and children (refer to step 2 of the step by step guide)
·  Looking at the way other settings approach food and drink provision in your area
·  Keeping up to date with current good practice on meeting the welfare requirements for food and drink. Visit the Children’s Food Trust website: www.childrensfoodtrust.org.uk
·  Regularly review staff training and development plans for food safety, hygiene and nutrition.
·  Reviewing the food policy at least once a year (refer to step 6 in the step by step guide)

Date for policy review: …………

Signed: …………..

Dated: ……………