Infection Prevention & Control

Course 19 – Infection Prevention & Control

Introduction

Children naturally learn through play.

They:

• explore with their hands;
• share resources;
• play closely together;
• sometimes cough, sneeze and touch surfaces without thinking.

These behaviours are a normal part of childhood, but they also increase the opportunity for infections to spread.

Good infection prevention is not about creating a sterile environment.

It is about reducing unnecessary risks while allowing children to play, explore and develop.

Learning Outcomes

After completing this course you will be able to:

• explain how infections spread;
• understand your responsibilities for infection prevention;
• apply standard infection control precautions;
• promote effective hand hygiene;
• understand the role of cleaning and disinfection;
• identify common childhood infections;
• reduce the spread of illness within DASC;
• protect children, colleagues and visitors.

What is Infection Prevention and Control?

Infection Prevention and Control (IPC) refers to the measures taken to reduce the spread of harmful microorganisms.

These include:

• bacteria;
• viruses;
• fungi;
• parasites.

The aim is to protect:

• children;
• staff;
• volunteers;
• families;
• visitors.

Good IPC forms part of everyday childcare practice.

Why Infection Prevention Matters

Effective infection prevention helps:

• protect children's health;
• reduce outbreaks;
• minimise staff sickness;
• support attendance;
• protect vulnerable individuals;
• meet legal responsibilities.

Healthy environments support better learning.

How Infections Spread

Infections spread in several ways.

Common routes include:

Direct Contact

Touching another person.

Indirect Contact

Touching contaminated objects or surfaces.

Droplets

Coughing.

Sneezing.

Talking at close range.

Food and Water

Poor food hygiene.

Contaminated drinking water.

Blood and Bodily Fluids

Contact with infected bodily fluids.

Understanding transmission helps prevent infection.

The Chain of Infection

Infections generally spread through a predictable chain.

Infectious Agent
        ↓
Source
        ↓
Route of Transmission
        ↓
Entry into Another Person
        ↓
Susceptible Individual

Breaking any link in this chain helps prevent infection.

Standard Infection Control Precautions

Standard Infection Control Precautions (SICPs) are basic practices that should be followed with everyone, every day.

They include:

• hand hygiene;
• respiratory hygiene;
• cleaning;
• safe handling of waste;
• use of PPE where appropriate;
• safe management of bodily fluids.

These precautions should become routine.

Personal Responsibility

Every member of staff is responsible for:

• maintaining good personal hygiene;
• following DASC procedures;
• reporting illness appropriately;
• using PPE when required;
• cleaning equipment properly.

Infection prevention is a shared responsibility.

Personal Hygiene

Good personal hygiene includes:

• washing hands regularly;
• keeping fingernails short and clean;
• covering cuts with waterproof dressings;
• wearing clean clothing;
• tying back long hair where appropriate.

Professional appearance also supports good hygiene.

Respiratory Hygiene

Children and adults should be encouraged to:

• cover coughs;
• cover sneezes;
• use disposable tissues;
• dispose of tissues immediately;
• wash hands afterwards.

The phrase:

"Catch it. Bin it. Kill it."

remains an effective reminder.

Promoting Good Hygiene in Children

Children learn through repetition and modelling.

Staff should:

• demonstrate hand washing;
• praise good hygiene;
• explain why hygiene matters;
• encourage independence appropriate to age.

Good habits developed in childhood often continue into adulthood.

Creating a Healthy Environment

Healthy environments include:

• clean surfaces;
• well-maintained toilets;
• adequate ventilation;
• appropriate waste disposal;
• clean toys and equipment.

Environmental hygiene supports everyone's wellbeing.

Practice Scenario – Shared Toys

Practice Scenario – Staff Illness

Manager Coaching Notes

Managers should ensure:

• infection prevention forms part of induction;
• hygiene supplies remain available;
• cleaning schedules are followed;
• staff model good hygiene consistently;
• illness reporting procedures are understood;
• infection prevention is reviewed regularly.

Good infection prevention begins with everyday habits rather than emergency responses.

Hand Hygiene

Hand hygiene is the single most effective method of preventing the spread of infection.

Every day, our hands come into contact with:

• children;
• toys;
• door handles;
• tables;
• food;
• bodily fluids;
• shared equipment.

Without proper hand hygiene, microorganisms can easily spread from one person to another.

Why Hands Matter

Hands are the main route through which infections spread in childcare settings.

Children frequently:

• touch their faces;
• share toys;
• hold hands;
• cough into their hands;
• explore objects through touch.

Effective hand hygiene breaks this chain of transmission.

When Staff Must Wash Their Hands

Staff should wash their hands:

• before preparing food;
• before serving food;
• before eating;
• before administering medication;
• before putting on gloves where appropriate;
• after using the toilet;
• after supporting a child with toileting;
• after changing nappies or continence products;
• after removing gloves;
• after coughing or sneezing;
• after cleaning;
• after handling waste;
• after outdoor play;
• after contact with blood or bodily fluids;
• whenever hands appear dirty.

If in doubt—

Wash your hands.

When Children Should Wash Their Hands

Children should be encouraged to wash their hands:

• before eating;
• after using the toilet;
• after outdoor play;
• after messy play;
• after coughing or sneezing;
• after touching animals where applicable;
• whenever hands are visibly dirty.

Developing these routines promotes lifelong healthy habits.

Effective Handwashing Technique

Hands should be washed using:

• warm running water;
• liquid soap;
• thorough rubbing;
• careful rinsing;
• effective drying.

Handwashing should normally take around 20 seconds, ensuring all areas of the hands are cleaned.

Areas Commonly Missed

People often forget to clean:

• thumbs;
• fingertips;
• between fingers;
• backs of hands;
• around fingernails;
• wrists.

Every part of the hand should be cleaned.

Drying Hands

Wet hands spread microorganisms more easily than dry hands.

Hands should be dried thoroughly using:

• disposable paper towels where provided; or
• clean hand-drying facilities approved by DASC.

Avoid wiping hands on clothing.

Alcohol-Based Hand Sanitiser

Hand sanitiser can be useful when:

• hands are not visibly dirty;
• soap and water are temporarily unavailable.

However, sanitiser does not replace handwashing when hands are:

• visibly dirty;
• contaminated with bodily fluids;
• contaminated after toileting.

Soap and water remain the preferred method in these situations.

Supporting Young Children

Many younger children require encouragement.

Staff should:

• demonstrate handwashing;
• supervise appropriately;
• explain each step;
• praise good hygiene;
• encourage independence as children develop.

Learning through routine builds confidence.

Encouraging Good Habits

Positive strategies include:

• visual reminders;
• songs lasting approximately 20 seconds;
• demonstrations;
• praise;
• making handwashing part of everyday routines.

Children are more likely to cooperate when hygiene feels positive rather than punitive.

Fingernails

Staff should keep fingernails:

• short;
• clean;
• well maintained.

Long fingernails and artificial nails may make effective hand hygiene more difficult and may harbour microorganisms.

Cuts and Broken Skin

Cuts, grazes or broken skin should be covered with:

• clean;
• waterproof dressings.

Broken skin increases the risk of infection for both staff and children.

Gloves and Hand Hygiene

Wearing gloves does not remove the need to wash hands.

Hands should normally be cleaned:

• before putting gloves on where appropriate;
• after removing gloves.

Gloves provide protection only when used correctly.

Hand Cream

Frequent handwashing may cause dry skin.

Using an appropriate hand cream:

• protects skin integrity;
• reduces cracking;
• helps maintain effective hand hygiene.

Healthy skin provides a better barrier against infection.

Common Mistakes

Avoid:

• rushing handwashing;
• using water without soap;
• failing to dry hands properly;
• wearing gloves unnecessarily;
• touching contaminated surfaces immediately after washing.

Small mistakes can reduce the effectiveness of good hygiene.

Practice Scenario – Glitter Activity

Practice Scenario – Wearing Gloves

Manager Coaching Notes

Managers should ensure:

• handwashing facilities remain fully stocked;
• soap and paper towels are available throughout the day;
• staff consistently model good practice;
• children receive age-appropriate support;
• damaged skin is protected;
• hand hygiene is monitored through observations and supervision.

Excellent hand hygiene is one of the simplest and most effective infection prevention measures available.

Personal Protective Equipment (PPE)

Personal Protective Equipment (PPE) provides an additional barrier between people and potential sources of infection.

PPE does not replace good hygiene.

Instead, it works alongside:

• hand hygiene;
• cleaning;
• safe working practices;
• risk assessment.

PPE should only be used when appropriate.

What is PPE?

PPE refers to equipment worn to reduce exposure to infection risks.

Examples include:

• disposable gloves;
• disposable aprons;
• face masks where appropriate;
• eye protection where there is a risk of splashing.

The type of PPE used depends upon the task being carried out.

When Should PPE Be Used?

Staff should consider PPE when there is a risk of contact with:

• blood;
• vomit;
• urine;
• faeces;
• saliva where contamination is likely;
• other bodily fluids.

PPE should also be used when cleaning contamination or administering first aid where exposure is reasonably anticipated.

Risk Assessment

The decision to use PPE should be based on risk.

Ask yourself:

• Is there likely to be contact with bodily fluids?
• Is there a risk of contamination?
• Could infection spread without protection?

Only wear the PPE that is appropriate for the task.

Disposable Gloves

Disposable gloves should normally be worn when:

• administering first aid involving blood;
• cleaning bodily fluids;
• assisting with toileting where contamination is likely;
• changing nappies or continence products;
• handling contaminated waste.

Gloves should fit properly and be changed between tasks.

Disposable Aprons

Disposable aprons protect clothing from contamination.

They should be worn when:

• cleaning significant spills;
• assisting with personal care;
• changing nappies;
• cleaning bodily fluids.

Aprons are single-use items.

Dispose of them immediately after the task has been completed.

Masks and Eye Protection

Masks and eye protection are not routinely required for everyday childcare activities.

However, they may be appropriate where there is a risk of:

• splashes to the face;
• airborne droplets during specific cleaning tasks;
• exposure to infectious material following a risk assessment.

Staff should follow current DASC procedures and relevant public health guidance.

Putting PPE On

Where PPE is required:

1. Wash or sanitise hands.
2. Select the correct PPE.
3. Put on the apron first where required.
4. Put on gloves last.

Avoid touching your face while wearing PPE.

Removing PPE Safely

Removing PPE incorrectly can spread contamination.

Normally:

1. Remove gloves carefully without touching the outside surface.
2. Remove the apron by rolling it inward.
3. Dispose of PPE immediately into the appropriate waste container.
4. Wash hands thoroughly.

Hand hygiene should always follow PPE removal.

Common PPE Mistakes

Avoid:

• wearing gloves unnecessarily;
• touching mobile phones while wearing gloves;
• touching door handles with contaminated gloves;
• wearing the same gloves between children;
• forgetting to wash hands after removing gloves.

Gloves themselves can become contaminated.

PPE Storage

PPE should be:

• clean;
• dry;
• easily accessible;
• stored away from contamination;
• checked regularly for adequate stock.

Managers should ensure sufficient supplies are available at all times.

Supporting Children

PPE can sometimes appear frightening to younger children.

Staff should:

• explain calmly why PPE is being used;
• reassure children;
• maintain a warm and friendly approach;
• avoid making PPE appear alarming.

Children benefit from understanding that PPE helps keep everyone safe.

Cleaning Equipment

Cleaning equipment should also be managed safely.

Examples include:

• colour-coded cloths where used;
• clean mops;
• disposable cleaning materials where appropriate;
• disinfectants used according to manufacturer instructions.

Cleaning equipment should not become a source of infection itself.

Cross-Contamination

Cross-contamination occurs when microorganisms spread from one surface, person or object to another.

Examples include:

• wearing contaminated gloves while opening cupboards;
• using the same cloth to clean toilets and tables;
• preparing food immediately after cleaning without washing hands.

Preventing cross-contamination is one of the key aims of infection prevention.

PPE and Professional Conduct

When using PPE:

Staff should continue to demonstrate:

• kindness;
• reassurance;
• professionalism;
• respect.

PPE should never become a barrier to positive relationships.

Children should continue to feel safe and supported.

Practice Scenario – Cleaning Vomit

Practice Scenario – Gloves Everywhere

Manager Coaching Notes

Managers should ensure:

• PPE is available and correctly stocked;
• staff understand when PPE is required;
• gloves and aprons are single-use;
• hand hygiene follows PPE removal;
• cleaning equipment is maintained appropriately;
• PPE use is reviewed during supervision and audits.

Appropriate PPE use is an important part of professional infection prevention practice.

Cleaning, Disinfection and Environmental Hygiene

A clean environment is one of the most effective ways to reduce the spread of infection.

Children touch hundreds of surfaces every day, including:

• tables;
• chairs;
• toys;
• books;
• door handles;
• toilets;
• play equipment.

Keeping these environments clean protects everyone.

Cleaning vs Disinfection

Although often used together, cleaning and disinfection are different processes.

Cleaning

Cleaning removes:

• dirt;
• dust;
• food residue;
• many microorganisms.

Cleaning is normally carried out using detergent and water.

Disinfection

Disinfection uses approved disinfectants to destroy or reduce harmful microorganisms remaining after cleaning.

In many situations:

Clean first.

Disinfect second.

Why Environmental Cleaning Matters

Regular cleaning helps reduce:

• illness outbreaks;
• cross-contamination;
• absenteeism;
• unpleasant odours;
• pest attraction.

A clean environment supports children's health and wellbeing.

Frequently Touched Surfaces

High-touch surfaces require more frequent cleaning.

Examples include:

• door handles;
• light switches;
• taps;
• toilet flushes;
• tables;
• chair backs;
• cupboard handles;
• keyboards;
• touch screens.

These areas should form part of regular cleaning schedules.

Cleaning Toys

Children frequently place toys:

• in their mouths;
• on the floor;
• against their faces;
• into shared play areas.

Toys should be cleaned:

• routinely;
• whenever visibly soiled;
• after contamination by bodily fluids;
• following outbreaks where appropriate.

Different materials may require different cleaning methods.

Soft Furnishings

Soft items such as:

• cushions;
• bean bags;
• dressing-up clothes;
• blankets;
• soft toys;

should be cleaned according to DASC procedures and manufacturers' instructions.

Items that cannot be cleaned effectively should not remain in use if contaminated.

Toilets and Changing Areas

Toilets and changing areas require particularly high standards of hygiene.

Staff should ensure:

• surfaces are cleaned regularly;
• handwashing supplies remain stocked;
• bins are emptied appropriately;
• changing mats are cleaned and disinfected between uses;
• contamination is dealt with immediately.

These areas present increased opportunities for infection transmission.

Colour-Coded Cleaning Equipment

Where colour coding is used, it helps reduce cross-contamination.

For example:

Always follow DASC's colour-coding system.

Cleaning Schedules

Cleaning should be planned rather than left to memory.

Cleaning schedules may include:

• daily tasks;
• weekly tasks;
• monthly deep cleans;
• seasonal cleaning.

Schedules help ensure consistency.

Spillages

Spillages should be cleaned promptly.

Examples include:

• food;
• drinks;
• paint;
• bodily fluids.

Prompt cleaning reduces:

• slips;
• contamination;
• infection risk.

Cleaning Bodily Fluids

Blood, vomit, urine and faeces require additional precautions.

Staff should:

• wear appropriate PPE;
• isolate the area if necessary;
• clean according to DASC procedures;
• disinfect appropriately;
• dispose of waste safely;
• wash hands thoroughly afterwards.

Contaminated materials should never be left unattended.

Ventilation

Good ventilation helps reduce the spread of airborne infections.

Where appropriate:

• open windows;
• use mechanical ventilation where available;
• avoid overcrowded poorly ventilated spaces.

Fresh air supports healthier environments.

Waste Management

Waste should be disposed of safely.

General waste and contaminated waste should be managed according to DASC procedures.

Bins should:

• have liners;
• be emptied regularly;
• remain clean;
• be positioned appropriately.

Overflowing bins increase infection risk.

Cleaning Equipment

Cleaning equipment should itself remain clean.

Examples include:

• mops;
• buckets;
• cloths;
• brushes.

Equipment should be:

• cleaned;
• dried;
• stored appropriately;
• replaced when worn.

Dirty cleaning equipment spreads contamination rather than removing it.

Shared Resources

Shared equipment such as:

• tablets;
• keyboards;
• headphones;
• sports equipment;
• craft resources

should be cleaned regularly, particularly following periods of illness.

Food Preparation Areas

Food preparation areas require particularly high standards.

Surfaces should remain:

• clean;
• disinfected where appropriate;
• free from clutter;
• separated from cleaning chemicals.

Food safety and infection prevention work together.

Safe Storage of Cleaning Products

Cleaning products should:

• remain in original containers;
• be clearly labelled;
• be stored securely;
• remain inaccessible to children.

Never transfer chemicals into food or drink containers.

Always follow manufacturer instructions.

Monitoring Standards

Managers should regularly monitor:

• cleaning schedules;
• stock levels;
• staff practice;
• environmental cleanliness.

Regular audits help maintain consistently high standards.

Practice Scenario – Shared Tablet

Practice Scenario – Changing Mat

Manager Coaching Notes

Managers should ensure:

• cleaning schedules are completed consistently;
• high-touch surfaces receive additional attention;
• bodily fluid procedures are understood;
• ventilation is considered during daily routines;
• cleaning products are stored securely;
• environmental audits identify improvement opportunities.

Excellent infection prevention depends upon consistently clean environments.

Managing Illness, Infectious Diseases and Outbreaks

Despite excellent infection prevention measures, children and staff will sometimes become ill.

The aim is not to prevent every illness.

The aim is to:

• reduce transmission;
• protect vulnerable individuals;
• respond promptly;
• minimise disruption;
• maintain a safe environment.

Professional management helps prevent isolated illnesses becoming wider outbreaks.

Recognising Signs of Illness

Staff should remain alert to symptoms that may indicate an infectious illness.

Common signs include:

• fever;
• persistent cough;
• vomiting;
• diarrhoea;
• rash;
• unusual tiredness;
• sore throat;
• difficulty breathing;
• red or inflamed eyes.

Children who become unwell during the day require prompt assessment.

If a Child Becomes Ill at DASC

If a child becomes unwell:

• remain calm;
• reassure the child;
• assess the severity of the illness;
• follow DASC procedures;
• supervise the child appropriately;
• contact parents or carers where required;
• seek emergency medical assistance if necessary.

The child should never be left unsupervised.

Isolating an Unwell Child

Where appropriate, an unwell child may need to wait in a quiet area until collected.

The child should:

• remain supervised;
• be made comfortable;
• have access to drinking water where appropriate;
• receive reassurance;
• avoid unnecessary contact with other children where possible.

Isolation should never feel like punishment.

Common Childhood Infectious Illnesses

Staff should be familiar with common illnesses seen in childcare settings.

These may include:

• chickenpox;
• hand, foot and mouth disease;
• conjunctivitis;
• influenza;
• norovirus;
• scarlet fever;
• measles;
• impetigo.

Managers should always follow current UK public health guidance regarding exclusion periods and control measures.

Vomiting and Diarrhoea

Vomiting and diarrhoea spread infection easily.

If symptoms occur:

• support the child immediately;
• clean contaminated areas safely;
• wear appropriate PPE;
• follow DASC cleaning procedures;
• arrange collection where appropriate.

Children and staff should only return after the recommended exclusion period set out in current public health guidance and DASC policy.

Fever

A raised temperature may indicate infection.

Staff should:

• monitor the child;
• encourage fluids where appropriate;
• seek medical advice if necessary;
• contact parents according to DASC procedures.

A child with a fever may require collection depending on their overall condition.

Rashes

Not every rash is infectious.

However, unexplained rashes should always be taken seriously.

Staff should:

• observe carefully;
• report concerns;
• seek medical advice where appropriate;
• follow DASC procedures regarding collection or exclusion.

Some infectious illnesses present initially with a rash.

Respiratory Illness

Respiratory infections spread through droplets and close contact.

Good practice includes:

• respiratory hygiene;
• handwashing;
• ventilation;
• cleaning frequently touched surfaces;
• encouraging children to use tissues appropriately.

Staff should remain alert to children whose symptoms worsen during the day.

Conjunctivitis

Children with red or sticky eyes may have conjunctivitis.

Staff should:

• encourage hand hygiene;
• discourage sharing towels or face cloths;
• clean contaminated surfaces where appropriate.

Current public health guidance should always be followed when deciding whether exclusion is necessary.

Hand, Foot and Mouth Disease

Children may experience:

• mouth ulcers;
• blisters on hands or feet;
• fever.

Good hygiene helps reduce spread.

Parents should be informed if symptoms develop during the day.

Chickenpox

Chickenpox spreads easily through close contact.

Children should normally remain away from DASC until they are no longer considered infectious in accordance with current public health guidance.

Extra care should be taken around vulnerable individuals.

Measles and Other Serious Infections

Some illnesses require urgent action because they spread rapidly or may cause serious complications.

Managers should follow:

• DASC procedures;
• public health guidance;
• advice from healthcare professionals.

Prompt reporting protects the wider community.

Managing an Outbreak

An outbreak occurs when several linked cases of illness occur within the setting.

Managers may need to:

• strengthen cleaning routines;
• increase hand hygiene;
• review ventilation;
• notify relevant authorities where appropriate;
• communicate with parents;
• monitor attendance.

Prompt action limits further spread.

Working with Public Health Authorities

Where required, managers should cooperate fully with relevant public health professionals.

This may include providing:

• attendance information;
• dates of illness;
• symptoms observed;
• infection control measures implemented.

Accurate records support effective outbreak management.

Protecting Vulnerable Individuals

Some people are more vulnerable to infection, including:

• babies;
• pregnant individuals;
• people with weakened immune systems;
• individuals with certain medical conditions.

Managers should consider additional precautions where appropriate.

Staff Illness

Staff also have a responsibility to prevent infection spreading.

If unwell, staff should:

• report symptoms promptly;
• follow DASC sickness procedures;
• avoid attending work when infectious;
• only return when appropriate.

Professional responsibility includes protecting colleagues and children.

Practice Scenario – Two Children Vomit

Practice Scenario – Staff Member Returns Too Early

Manager Coaching Notes

Managers should ensure:

• illness procedures are understood by all staff;
• exclusion guidance is followed consistently;
• outbreaks are managed promptly;
• communication with parents remains clear;
• records support monitoring;
• lessons are learned following significant outbreaks.

Early recognition and professional management reduce the spread of infectious disease.

Illness Response Checklist

When a child becomes unwell:

□ Stay calm.

□ Reassure the child.

□ Assess symptoms.

□ Follow DASC procedures.

□ Supervise continuously.

□ Contact parents where appropriate.

□ Clean contaminated areas.

□ Use PPE if required.

□ Record the incident.

□ Monitor for additional cases.

A consistent response protects both the individual child and the wider DASC community.

Food Hygiene and Safe Food Handling

Food is an important part of every childcare setting.

Snack times, meals and cooking activities provide valuable opportunities for children to:

• develop independence;
• learn healthy eating habits;
• socialise with others.

However, poor food hygiene can quickly lead to illness.

Every member of staff involved with food has a responsibility to keep children safe.

Why Food Hygiene Matters

Food can become contaminated by:

• bacteria;
• viruses;
• allergens;
• dirty hands;
• contaminated equipment;
• poor storage.

Good food hygiene prevents foodborne illness and supports children's health.

The Four Principles of Food Safety

Good food hygiene is based upon four simple principles:

Clean

Keep:

• hands clean;
• work surfaces clean;
• equipment clean.

Separate

Keep raw foods separate from ready-to-eat foods where applicable.

Prevent cross-contamination.

Cook

Where food is cooked on site, ensure it is cooked safely according to food safety guidance.

Chill

Store chilled foods correctly.

Keep perishable foods at safe temperatures.

Hand Hygiene Before Food Handling

Hands should always be washed:

• before preparing food;
• before serving food;
• before helping children eat;
• after touching raw foods where applicable;
• after cleaning;
• after handling waste;
• after using the toilet.

Clean hands are the foundation of food safety.

Food Preparation Areas

Food preparation areas should remain:

• clean;
• uncluttered;
• well maintained;
• separate from cleaning activities.

Only food-related activities should take place in designated food preparation areas.

Cross-Contamination

Cross-contamination occurs when harmful microorganisms move from one item to another.

Examples include:

• preparing food on an unclean surface;
• using dirty utensils;
• touching ready-to-eat food after handling waste;
• using the same cloth throughout the kitchen.

Preventing cross-contamination is one of the most important food hygiene responsibilities.

Serving Food Safely

When serving food:

Staff should:

• wash hands;
• use clean utensils;
• avoid touching food unnecessarily;
• supervise children appropriately;
• encourage good hygiene before eating.

Food should remain protected until served.

Snack Time Hygiene

Before snack time:

Children should:

• wash hands;
• sit appropriately;
• avoid sharing partially eaten food.

Staff should supervise to promote both hygiene and safe eating.

Drinking Water

Children should always have access to safe drinking water.

Water containers should be:

• clean;
• regularly maintained;
• refilled safely.

Reusable bottles should belong to individual children and should not be shared.

Food Storage

Food should be stored:

• according to manufacturer instructions;
• in clean containers where appropriate;
• away from cleaning chemicals;
• at suitable temperatures.

Expired food should never be served.

Allergens

Food allergies can cause serious illness.

Staff should understand:

• children's recorded allergies;
• allergy management plans;
• emergency procedures;
• the importance of avoiding cross-contact.

Children should never be encouraged to eat foods that conflict with their allergy plan.

Cooking Activities

Cooking provides valuable learning opportunities.

During cooking sessions:

Staff should:

• supervise closely;
• promote hand hygiene;
• clean equipment afterwards;
• consider allergy risks;
• maintain safe food handling throughout.

Learning and safety should go hand in hand.

Cleaning After Food Activities

Following meals or cooking:

Staff should:

• clean tables;
• wash utensils;
• dispose of waste;
• clean spills promptly;
• wash hands.

Good cleaning prepares the environment for the next activity.

Waste from Food

Food waste should be:

• disposed of promptly;
• placed into appropriate bins;
• removed regularly.

Food left exposed may attract pests.

Pest Prevention

Good hygiene helps prevent pests such as:

• mice;
• rats;
• ants;
• flies.

Preventive measures include:

• prompt waste disposal;
• clean food preparation areas;
• secure food storage;
• reporting signs of pests immediately.

Pest control forms part of infection prevention.

Supporting Children's Learning

Food hygiene also provides opportunities to teach children:

• handwashing;
• healthy eating;
• personal responsibility;
• cleanliness.

Children learn best when adults consistently model safe practice.

Food Hygiene and Infection Prevention

Food hygiene links directly to infection prevention by reducing the spread of microorganisms through:

• contaminated food;
• dirty hands;
• shared utensils;
• poor environmental hygiene.

Safe food handling protects both individual children and the wider setting.

Practice Scenario – Shared Fruit Bowl

Practice Scenario – Forgotten Allergy

Manager Coaching Notes

Managers should ensure:

• staff involved in food handling understand food hygiene procedures;
• allergy information is accurate and readily available;
• snack routines promote hand hygiene;
• food preparation areas remain clean;
• food storage is monitored;
• food hygiene practices are audited regularly.

Excellent food hygiene protects health while helping children develop positive lifelong habits.

Food Hygiene Checklist

Before serving food, ask yourself:

□ Have hands been washed?

□ Are preparation surfaces clean?

□ Are utensils clean?

□ Have allergy requirements been checked?

□ Is the food within its safe use period?

□ Has cross-contamination been prevented?

□ Have children washed their hands?

□ Is drinking water available?

□ Has waste been managed safely?

□ Is the eating area clean?

Good food hygiene depends on consistent daily routines rather than occasional inspections.

Monitoring, Reporting and Continuous Improvement

Excellent infection prevention is not achieved by having a policy alone.

It depends upon:

• consistent practice;
• regular monitoring;
• accurate reporting;
• continuous learning.

Every member of staff contributes to maintaining high infection prevention standards.

Why Monitoring Matters

Monitoring helps DASC ensure that infection prevention measures are:

• effective;
• consistently followed;
• legally compliant;
• regularly reviewed.

Good monitoring identifies small problems before they become larger risks.

Staff Responsibilities

Every member of staff should:

• follow DASC procedures;
• report hygiene concerns promptly;
• maintain personal hygiene;
• complete cleaning tasks as allocated;
• attend mandatory training;
• ask for guidance if unsure.

Infection prevention is everyone's responsibility.

Reporting Concerns

Staff should report concerns such as:

• inadequate cleaning;
• damaged handwashing facilities;
• shortages of soap or PPE;
• unsafe food hygiene practices;
• pest sightings;
• repeated illness patterns;
• faulty ventilation where relevant.

Early reporting allows timely action.

Recording Infection-Related Incidents

Records may be required following:

• significant illness;
• outbreaks;
• bodily fluid incidents;
• contamination events;
• food hygiene concerns;
• accidental exposure.

Records should be:

• factual;
• accurate;
• completed promptly;
• stored securely.

Audits

Managers should carry out regular audits covering:

• hand hygiene facilities;
• cleaning schedules;
• PPE availability;
• food hygiene;
• environmental cleanliness;
• waste management;
• infection control documentation.

Audits identify opportunities for improvement.

Learning from Incidents

Following infection-related incidents, managers should ask:

• Why did this occur?
• Were procedures followed?
• Were supplies available?
• Is additional training required?
• Should procedures change?

Learning prevents recurrence.

Staff Training

All staff should receive:

• infection prevention induction;
• annual refresher training;
• updates following changes to guidance;
• additional coaching where required.

Training helps maintain consistent standards.

Supervision

Managers should discuss infection prevention during supervision sessions.

Topics may include:

• hand hygiene;
• cleaning responsibilities;
• PPE use;
• recent incidents;
• confidence levels;
• further training needs.

Regular supervision reinforces expectations.

Stock Management

Managers should regularly check supplies including:

• soap;
• paper towels;
• hand sanitiser;
• gloves;
• aprons;
• disinfectants;
• cleaning materials;
• waste bags.

Running out of essential supplies creates unnecessary risks.

Contractor and Visitor Hygiene

Visitors, contractors and external professionals should also support infection prevention.

Where appropriate they should:

• follow hygiene instructions;
• wash or sanitise hands;
• report illness if relevant;
• respect DASC procedures.

Everyone entering the setting contributes to infection prevention.

Working with Parents

Parents should receive clear information regarding:

• illness procedures;
• exclusion requirements;
• hygiene expectations;
• outbreak communication;
• medication where relevant.

Good communication supports consistency between home and DASC.

Continuous Improvement

Excellent organisations never assume their systems are perfect.

Managers should regularly review:

• infection trends;
• audit findings;
• complaints;
• compliments;
• inspection feedback;
• staff suggestions.

Improvement should be continuous.

Leadership Responsibilities

Leaders should ensure:

• policies remain current;
• training is completed;
• audits are undertaken;
• action plans are implemented;
• staff receive support;
• infection prevention remains visible within daily practice.

Leadership creates the culture that children experience.

Infection Prevention Culture

A strong infection prevention culture is characterised by:

• clean environments;
• confident staff;
• good hygiene habits;
• open communication;
• prompt reporting;
• shared responsibility.

Children quickly learn good habits when adults demonstrate them consistently.

Practice Scenario – Empty Soap Dispenser

Practice Scenario – Repeated Absences

Manager Coaching Notes

Managers should ensure:

• audits are completed regularly;
• infection-related records are reviewed;
• hygiene supplies remain available;
• supervision includes infection prevention;
• trends are monitored;
• continuous improvement remains embedded.

Outstanding infection prevention depends upon excellent leadership as much as excellent cleaning.

Infection Prevention Audit Checklist

Managers should regularly ask:

□ Are handwashing facilities fully stocked?

□ Are cleaning schedules completed?

□ Is PPE available?

□ Are food hygiene standards maintained?

□ Are staff following hand hygiene procedures?

□ Are illness records reviewed?

□ Are outbreaks managed effectively?

□ Are audits completed?

□ Have staff completed training?

□ Have lessons been shared across the team?

Strong infection prevention depends upon regular review rather than assumptions.

End of Course Assessment

Instructions

Complete the assessment below.

A pass mark of 80% is required before the course can be marked as complete.

Competency Declaration

Related DASC Policies

References

Course Completion

Congratulations.

You have completed Course 19 – Infection Prevention & Control.

This course reinforces a foundational commitment of DASC:

Protecting children's health, safety and wellbeing through rigorous, proactive infection control standards.

By applying the knowledge and skills from this course, you will help create a setting where:

• infections are prevented through rigorous hand hygiene;
• cleaning standards are consistently applied and monitored;
• bodily fluid spills and illness are handled safely and professionally;
• exclusion guidance is respected to protect the whole community;
• children learn lifelong positive hygiene habits;
• staff and families feel confident in our healthy environment.

Remember the four pillars of infection prevention:

• Clean Hands Save Lives
• Stop Cross-Contamination
• Follow Exclusion Timelines
• Report Concerns Early

Every clean surface, every washed hand, and every proactive health check helps ensure DASC remains a safe, vibrant, and healthy place where every child can thrive.