At Ashleigh Nursery School we are aware that children may have or develop an allergy resulting in an allergic reaction. Our aims are to ensure allergic reactions are minimised or, where possible, prevented and that staff are fully aware of how to support a child who may be having an allergic reaction.

 

Our procedures

  • Our staff are made aware of the signs and symptoms of a possible allergic reaction in case of an unknown or first reaction in a child. These may include a rash or hives, nausea, stomach pain, diarrhoea, itchy skin, runny eyes, shortness of breath, chest pain, swelling of the mouth or tongue, swelling to the airways to the lungs, wheezing and anaphylaxis
  • We ask parents to share all information about allergic reactions and allergies on child’s registration form and to inform staff of any allergies discovered after registration
  • We share all information with all staff and keep an allergy list in each room near the food preparation area.
  • Where a child has a known allergy, the nursery manager will carry out a full Allergy Risk Assessment Procedure with the parent prior to the child starting the nursery and shares this assessment with all staff
  • All food prepared for a child with a specific allergy is prepared in an area where there is no chance of contamination and served on equipment that has not been in contact with this specific food type, e.g. nuts
  • The manager, nursery cook and parents will work together to ensure a child with specific food allergies receives no food at nursery that may harm them. This may include designing an appropriate menu or substituting specific meals on the current nursery menu
  • Seating will be monitored for children with allergies. Where deemed appropriate, staff will sit with children who have allergies and where age/stage appropriate staff will discuss food allergies and the potential risks
  • If a child has an allergic reaction to food, a bee or wasp sting, plant etc. a first-aid trained member of staff will act quickly and administer the appropriate treatment, where necessary. We will inform parents and record the information in the incident book and on the allergy register
  • If an allergic reaction requires specialist treatment, e.g. an EpiPen, then at least two members of staff working directly with the child and the manager will receive specific medical training to be able to administer the treatment to each individual child.

 

Food Information Regulations 2014

From 13 December 2014, we will incorporate additional procedures in line with the Food Information Regulations 2014 (FIR).

  • We will display our weekly menus on the Parent Information Board and a food audit is carried out and updated regularly when the 14 allergens are used as ingredients in any of our dishes.
  • Staff will endeavour to be extremely vigilant with regards to preventing children from being exposed to or consuming prohibited substances at all times. The Nursery together with parents/carers will identify risks and put control measures in place to minimise those risks as far as reasonably practicable.

 

Transporting children to hospital procedures

The nursery manager/staff member must:

  • Call for an ambulance immediately if the allergic reaction is severe. DO NOT attempt to transport the sick child in your own vehicle
  • Whilst waiting for the ambulance, contact the parent(s) and arrange to meet them at the hospital
  • Arrange for the most appropriate member of staff to accompany the child, taking with them any relevant information such as registration forms, relevant medication sheets, medication and the child’s comforter
  • Redeploy staff if necessary to ensure there is adequate staff deployment to care for the remaining children. This may mean temporarily grouping the children together
  • Inform a member of the management team immediately
  • Remain calm at all times. Children who witness an incident may well be affected by it and may need lots of cuddles and reassurance. Staff may also require additional support following the accident.

 

 

 

 

 

 

ACCIDENTS AND INCIDENTS

We follow the guidelines of the Reporting Injuries, Diseases and Dangerous Occurrences (RIDDOR) for the reporting of accidents and incidents. Child protection matters or behavioural incidents between children are NOT regarded as incidents and there are separate procedures for this. 

Procedures

Our accident book:

  • is kept safely and accessibly;
  • is accessible to all staff and volunteers, who know how to complete it; and
  • is reviewed at least half termly to identify any potential or actual hazards.

Ofsted is notified of any food poisoning affecting two or more children looked after on our premises and any injury requiring treatment by a general practitioner or hospital doctor, or the death of a child or adult as soon as possible or at least within 14 days of the incident occurring.

Local child protection agencies are informed of any serious accident or injury to, or the death of any child while in our care and we act on any advice given by those agencies.

When there is any injury requiring general practitioner or hospital treatment to a child, parent, volunteer or visitor or where there is a death of a child or adult on the premises, we make a report to the Health and Safety Executive using the format for the Reporting of Injuries, Diseases and Dangerous Occurrences.

Dealing with incidents

We meet our legal requirements for the safety of our employees by complying with RIDDOR (the Reporting of Injury, Disease and Dangerous Occurrences Regulations). We report to the Health and Safety Executive:

  • any accident to a member of staff requiring treatment by a general practitioner or hospital; and
  • any dangerous occurrences. This may be an event that causes injury or fatalities or an event that does not cause an accident but could have done, such as a gas leak.
  • Any dangerous occurrence is recorded in our incident book. See below.

Information for reporting the incident to Health and Safety Officer is detailed in the Pre-school Learning Alliance’s Accident Record publication.

Our incident book

  • We have ready access to telephone numbers for emergency services, including local police. Where we are responsible for the premises we have contact numbers for gas and electricity emergency services, carpenter and plumber. Where we rent premises we ensure we have access to the person responsible and that there is a shared procedure for dealing with emergencies.
  • We keep an incident book for recording incidents including those that that are reportable to the Health and Safety Executive as above.
  • These incidents include:

–     break in, burglary, theft of personal or the setting’s property;

–     an intruder gaining unauthorised access to the premises;

–     fire, flood, gas leak or electrical failure;

–     attack on member of staff or parent on the premises or nearby;

–     any racist incident involving staff or family on the centre’s premises;

–     death of a child, and

–     a terrorist attack, or threat of one.

  • In the incident book we record the date and time of the incident, nature of the event, who was affected, what was done about it or if it was reported to the police, and if so a crime number. Any follow up, or insurance claim made, is also recorded.
  • In the unlikely event of a terrorist attack we follow the advice of the emergency services with regard to evacuation, medical aid and contacting children’s families. Our standard Fire Safety and Emergency Evacuation Policy will be followed and staff will take charge of their key children. The incident is recorded when the threat is averted.
  • In the unlikely event of a child dying on the premises, for example, through cot death in the case of a baby, or any other means involving an older child, the emergency services are called, and the advice of these services are followed.
  • The incident book is not for recording issues of concern involving a child. This is recorded in the child’s own file.

Legal framework

  • Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR 1995)

Further guidance

  • RIDDOR Guidance and Reporting Form 

ACHIEVING POSITIVE BEHAVIOUR

Our setting believes that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their behaviour. 

Children need to learn to consider the views and feelings, needs and rights, of others and the impact that their behaviour has on people, places and objects. This is a developmental task that requires support, encouragement, teaching and setting the correct example. The principles that underpin how we achieve positive and considerate behaviour exist within the programme for promoting personal, social and emotional development.

Procedure

We have a named person who has overall responsibility for our programme for supporting personal, social and emotional development, including issues concerning behaviour. Our named person is Sue Hart.

  • We require the named person to:

– keep her/himself up-to-date with legislation, research and thinking on promoting positive behaviour and on handling children’s behaviour where it may require additional support;

– access relevant sources of expertise on promoting positive behaviour within the programme for supporting personal, social and emotional development; and

– check that all staff have relevant in-service training on promoting positive behaviour. We keep a record of staff attendance at this training.

  • We recognise that codes for interacting with other people vary between cultures and require staff to be aware of – and respect – those used by members of the setting.
  • We require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.
  • We familiarise new staff and volunteers with the setting’s Achieving Positive Behaviour policy and its guidelines for behaviour.
  • We expect all members of our setting – children, parents, staff, volunteers and students – to keep to the guidelines, requiring these to be applied consistently.
  • We work in partnership with children’s parents. Parents are regularly informed about their children’s behaviour by their key person. We work with parents to address recurring inconsiderate behaviour, using our observation records to help us to understand the cause and to decide jointly how to respond appropriately.

Strategies with children who engage in inconsiderate behaviour

  • We require all staff, volunteers and students to use positive strategies for handling any inconsiderate behaviour, by helping children find solutions in ways which are appropriate for the children’s ages and stages of development. Such solutions might include, for example, acknowledgement of feelings, explanation as to what was not acceptable and supporting children to gain control of their feelings so that they can learn a more appropriate response.
  • We ensure that there are enough popular toys and resources and sufficient activities available so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns.
  • We acknowledge considerate behaviour such as kindness and willingness to share.
  • We support each child in developing self-esteem, confidence and feelings of competence.
  • We support each child in developing a sense of belonging in our group, so that they feel valued and welcome.
  • We avoid creating situations in which children receive adult attention only in return for inconsiderate behaviour.
  • When children behave in inconsiderate ways, we help them to understand the outcomes of their actions and support them in learning how to cope more appropriately.
  • We never send children out of the room by themselves, we may sit a child with a member of staff for a short while so the child can reflect and calm down.
  • We never use physical or corporal punishment, such as smacking or shaking. Children are never threatened with these.
  • We do not use techniques intended to single out and humiliate individual children.
  • We use physical restraint, such as holding, only to prevent physical injury to children or adults and/or serious damage to property.
  • Details of such an event (what happened, what action was taken and by whom, and the names of witnesses) are brought to the attention of the manager and are recorded in the child’s personal file. The child’s parent(s) is informed on the same day.
  • In cases of serious misbehaviour, such as racial or other abuse, we make clear immediately the unacceptability of the behaviour and attitudes, by means of explanations rather than personal blame.
  • We do not shout or raise our voices in a threatening way to respond to children’s inconsiderate behaviour.
  • When children under three years old behave in inconsiderate ways we recognise that strategies for supporting them will need to be developmentally appropriate and differ from those for older children.
  • We recognise that babies and very young children are unable to regulate their own emotions, such as fear, anger or distress, and require sensitive adults to help them do this. 
  • Common inconsiderate or hurtful behaviours of young children include tantrums, biting or fighting.  Staff are calm and patient, offering comfort to intense emotions, helping children to manage their feelings and talk about them to help resolve issues and promote understanding.
  • If tantrums, biting or fighting are frequent, we try to find out the underlying cause – such as a change or upheaval at home or frequent change of carers. Sometimes a child has not settled in well and the behaviour may be the result of ‘separation anxiety’.
  • We focus on ensuring a child’s attachment figure in the setting, their key person, is building a strong relationship to provide security to the child.

Rough and tumble play and fantasy aggression

Young children often engage in play that has aggressive themes – such as superhero and weapon play; some children appear pre-occupied with these themes, but their behaviour is not necessarily a precursor to hurtful behaviour or bullying, although it may be inconsiderate at times and may need addressing using strategies as above.

  • We recognise that teasing and rough and tumble play are normal for young children and acceptable within limits. We regard these kinds of play as pro-social and not as problematic or aggressive.
  • We will develop strategies to contain play that are agreed with the children, and understood by them, with acceptable behavioural boundaries to ensure children are not hurt.
  • We recognise that fantasy play also contains many violently dramatic strategies, e.g. blowing up and shooting, and that themes often refer to ‘goodies and baddies’ and as such offer opportunities for us to explore concepts of right and wrong.
  • We are able to tune in to the content of the play, perhaps to suggest alternative strategies for heroes and heroines, making the most of ‘teachable moments’ to encourage empathy and lateral thinking to explore alternative scenarios and strategies for conflict resolution. 

Hurtful behaviour

We take hurtful behaviour very seriously. Most children under the age of five will at some stage hurt or say something hurtful to another child, especially if their emotions are high at the time, but it is not helpful to label this behaviour as ‘bullying’. For children under five, hurtful behaviour is momentary, spontaneous and often without cognisance of the feelings of the person whom they have hurt.

  • We recognise that young children behave in hurtful ways towards others because they have not yet developed the means to manage intense feelings that sometimes overwhelm them.
  • We will help them manage these feelings as they have neither the biological means nor the cognitive means to do this for themselves. 
  • We understand that self-management of intense emotions, especially of anger, happens when the brain has developed neurological systems to manage the physiological processes that take place when triggers activate responses of anger or fear.
  • Therefore we help this process by offering support, calming the child who is angry as well as the one who has been hurt by the behaviour. By helping the child to return to a normal state, we are helping the brain to develop the physiological response system that will help the child be able to manage his or her own feelings.
  • We do not engage in punitive responses to a young child’s rage as that will have the opposite effect.
  • Our way of responding to pre-verbal children is to calm them through holding and cuddling. Verbal children will also respond to cuddling to calm them down, but we offer them an explanation and discuss the incident with them to their level of understanding.
  • We recognise that young children require help in understanding the range of feelings they experience. We help children recognise their feelings by naming them and helping children to express them, making a connection verbally between the event and the feeling. “Adam took your car, didn’t he, and you were enjoying playing with it. You didn’t like it when he took it, did you? Did it make you feel angry? Is that why you hit him?” Older children will be able to verbalise their feelings better, talking through themselves the feelings that motivated the behaviour.
  • We help young children learn to empathise with others, understanding that they have feelings too and that their actions impact on others’ feelings. “When you hit Adam, it hurt him and he didn’t like that and it made him cry”.
  • We help young children develop pro-social behaviour, such as resolving conflict over who has the toy. “I can see you are feeling better now and Adam isn’t crying any more. Let’s see if we can be friends and find another car, so you can both play with one”.
  • We are aware that the same problem may happen over and over before skills such as sharing and turn-taking develop. In order for both the biological maturation and cognitive development to take place, children will need repeated experiences with problem solving, supported by patient adults and clear boundaries.
  • We support social skills through modelling behaviour, through activities, drama and stories. We build self-esteem and confidence in children, recognising their emotional needs through close and committed relationships with them.
  • We help a child to understand the effect that their hurtful behaviour has had on another child; we do not force children to say sorry, but encourage this where it is clear that they are genuinely sorry and wish to show this to the person they have hurt.
  • When hurtful behaviour becomes problematic, we work with parents to identify the cause and find a solution together. The main reasons for very young children to engage in excessive hurtful behaviour are that:

– they do not feel securely attached to someone who can interpret and meet their needs – this may be in the home and it may also be in the setting

-their parent, or carer in the setting, does not have skills in responding appropriately, and consequently negative patterns are developing where hurtful behaviour is the only response the child has to express feelings of anger;

-the child may have insufficient language, or mastery of English, to express him or herself and may feel frustrated;

–     the child is exposed to levels of aggressive behaviour at home and may be at risk emotionally, or may be experiencing child abuse;

–     the child has a developmental condition that affects how they behave.

  • Where this does not work, we use the Code of Practice to support the child and family, making the appropriate referrals to a Behaviour Support Team where necessary.

Bullying

We take bullying very seriously. Bullying involves the persistent physical or verbal abuse of another child or children. It is characterised by intent to hurt, often planned, and accompanied by an awareness of the impact of the bullying behaviour.

A child who is bullying has reached a stage of cognitive development where he or she is able to plan to carry out a premeditated intent to cause distress to another. Bullying can occur in children five years old and over and may well be an issue in after school clubs and holiday schemes catering for slightly older children.

If a child bullies another child or children we take the following steps:

  • We show the children who have been bullied that we are able to listen to their concerns and act upon them.
  • We intervene to stop the child who is bullying from harming the other child or children.
  • We explain to the child doing the bullying why her/his behaviour is not acceptable.
  • We give reassurance to the child or children who have been bullied.
  • We help the child who has done the bullying to recognise the impact of their actions.
  • We make sure that children who bully receive positive feedback for considerate behaviour and are given opportunities to practise and reflect on considerate behaviour.
  • We do not label children who bully as ‘bullies’.
  • We recognise that children who bully may be experiencing bullying themselves, or be subject to abuse or other circumstance causing them to express their anger in negative ways towards others.
  • We recognise that children who bully are often unable to empathise with others and for this reason we do not insist that they say sorry unless it is clear that they feel genuine remorse for what they have done. Empty apologies are just as hurtful to the bullied child as the original behaviour.
  • We discuss what has happened with the parents of the child who did the bullying and work out with them a plan for handling the child’s behaviour.
  • We share what has happened with the parents of the child who has been bullied, explaining that the child who did the bullying is being helped to adopt more acceptable ways of behaving.
 

ADMINISTERING MEDICINE 

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.

These procedures are written in line with current guidance in Managing Medicines in Schools and Early Years Settings; the manager is responsible for ensuring all staff understand and follow these procedures. 

The senior staff are responsible for the correct administration of medication to children. It is the relevant staff in the respective rooms who should ensure that parent consent forms have been completed and that medicines are stored correctly.

Procedures

  • Children taking prescribed medication must be well enough to attend the setting.
  • Only medication prescribed by a doctor (or other medically qualified person) is administered. It must be in-date and prescribed for the current condition (medicines containing aspirin will only be given if prescribed by a doctor).
  • Children’s prescribed medicines are stored in their original containers, are clearly labelled and are inaccessible to the children.
  • 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 record book to acknowledge the administration of a medicine. The medication record book records:

–     name of child;

–     name and strength of medication;

–     the date and time of dose;

–     dose given and method; and is

–     signed by key person/manager; and is

–     verified by parent signature at the end of the day.

If a child develops a temperature during the day, then the parents will be required to collect the child. If a parent has signed for Calpol at the start of the session, we can administer it, providing the child is well enough to remain at nursery but if the child does not improve within 1 hour parents will be contacted.

Storage of medicines

  • All medication is stored safely in a locked cupboard or refrigerated as required. Where the cupboard or refrigerator is not used solely for storing medicines, they are kept in a marked plastic box.
  • The child’s key person is responsible for ensuring medicine is handed back at the end of the day to the parent.
  • 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.
  • If the administration of prescribed medication requires medical knowledge, individual training is provided for the relevant member of staff by a health professional.
  • If rectal diazepam is given another member of staff must be present and co-signs the record book.
  • 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

  • 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.
  • Parents will also contribute to a risk assessment. They should be shown around the setting, understand the routines and activities and point out anything which they think may be a risk factor for their child.
  • 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.
  • The risk assessment includes vigorous activities and any other activity that may give cause for concern regarding an individual child’s health needs.
  • 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.
  • 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.
  • The health care plan should include the measures to be taken in an emergency.
  • 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.
  • Parents receive a copy of the health care plan and each contributor, including the parent, signs it.

Managing medicines on trips and outings

  • If children are going on outings, staff accompanying the children must include the key person for the child with a risk assessment, or another member of staff who is fully informed about the child’s needs and/or medication.
  • 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.
  • On returning to the setting the card is stapled to the medicine record book and the parent signs it.
  • 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.
  • As a precaution, children should not eat when travelling in vehicles.
  • This procedure is read alongside the outings procedure.

Legal framework

  • The Human Medicines Regulations 2012

Further guidance

Managing Medicines in Schools and Early Years Settings (DfES 2005) 

ADMISSIONS 

Ashleigh Nursery is registered for 72 children from the age of 6 months

The above statement is taken from the registration document and is the overriding policy.

It is our intention to make our setting accessible to children and families from all sections of the local community through open, fair and clearly communicated procedures. We will ensure that information about the setting is accessible, where appropriate in more than one language, in Braille or through sign language.

When offering a place to a child, we take the following matters into consideration:

  • Availability of spaces taking into account the staff: child ratio, the age of the child and the registration requirements.
  • When the application is received.
  • The nursery’s ability to provide the facilities for the welfare of the child.
  • Extenuating circumstances affecting the child’s welfare or family. 

We will ensure that information about our setting is accessible

It is our responsibility to notify the relevant agencies if we suspect any child is at risk, therefore we will follow up any safeguarding issues concerning the children, staff, parents and visitors. The safety and welfare of the children is our priority.

We have never, and will never discriminate against any child on the grounds of sex, race, religion, colour, ability or creed, and we make our Equal Opportunities widely known. 

ADVERSE WEATHER POLICY 

At Ashleigh Nursery we have an adverse weather policy in place to ensure our nursery is

prepared for all adverse weather such as floods, snow and heat waves.

If any of these incidents impact on the ability for the nursery to operate, we will contact parents via phone / email or / text message.

Flood

In the case of a flood we will follow our critical incident procedure to enable all children and staff to be safe and continuity of care to be planned for.

Snow 

With the recent changes in winter weather we have adapted our policies to include procedures for dealing with bad snow. If high snow fall is threatened during a nursery day then the duty manager will take the decision as to whether to close the nursery. This decision will take into account the safety of the children, their parents and the staff team. In the event of a planned closure during the nursery day we will contact all parents to arrange for collection of their child.

In the event of staff shortages due to snow we will contact all available off duty staff group the children differently until they are able to arrive. If we are unable to maintain statutory ratio requirements after all avenues are explored we will contact Ofsted to inform them of this issue, recording all details in our incident file. If we feel the safety, health or welfare of the children is compromised then we will take the decision to close the nursery.

In the event of adverse weather overnight, a decision will be made as early as possible in the Morning (approx 7am – 7.30am) The Nursery Manager will contact all Members of the Team.

A message regarding the closure will also be put onto the nursery Facebook page and the nursery website. 

Heat Wave

Please refer to our sun care policy.

Fees

A retrospective refund will be given for all days where the management decide to close the nursery due to adverse weather. However this will not be given to individuals who cannot attend the nursery due to adverse weather but the Nursery itself remains open. 

Ashleigh Nursery cannot be held responsible if we are unable to contact individual parents for whatever reason. It remains the parents responsibility to ascertain if the nursery is open or closed on any specific day. 

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.

Procedures

Animals in the setting as pets

  • We take account of the views of parents and children when selecting an animal or creature to keep as a pet in the setting.
  • We carry out a risk assessment with a knowledgeable person accounting for any hygiene or safety risks posed by the animal or creature.
  • We provide suitable housing for the animal or creature and ensure this is cleaned out regularly and is kept safely.
  • We ensure the correct food is offered at the right times.
  • We make arrangements for weekend and holiday care for the animal or creature.
  • We register with the local vet and take out appropriate pet care health insurance.
  • We make sure all vaccinations and other regular health measures, such as de-worming are up-to-date and recorded.
  • Children are taught correct handling and care of the animal or creature and are supervised.
  • Children wash their hands after handling the animal or creature and do not have contact with animal soil or soiled bedding.
  • Staff wear disposable gloves when cleaning housing or handling soiled bedding.
  • If animals or creatures are brought in by visitors to show the children they are the responsibility of the owner.
  • 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.

Visits to farms

  • Before a visit to a farm a risk assessment is carried out – this may take account of safety factors listed in the farm’s own risk assessment which should be viewed.
  • The outings procedure is followed.
  • Children wash their hands after contact with animals.
  • Outdoor footwear worn to visit farms is cleaned of mud and debris and should not be worn indoors.

Legal framework

  • The Management of Health and Safety at Work Regulations 1999

Further guidance

Health and Safety Regulation…A Short Guide (HSE 200)

BOTTLE FEEDING

Parent and Practitioner Formula Milk Preparation and Feeding Guidelines

Staff at Ashleigh Nursery School follow guidelines for preparing formula milk for infants in accordance with policy published by The Food Standards Agency and The Department of Health.

We ask that parents help with this in the following ways: 

  • Bring in your infant’s bottle sterilised and fully assembled with the teat and lid in place. This prevents the inside of the sterilised bottle and the inside and outside of the teat from being contaminated.
  • Provide the formula powder inside its original container: this is the best way for practitioners to ensure they are preparing feeds correctly, in accordance with the guidelines detailed on the packet or tin.
  • Label with child’s full name.

According to the Food Standard Agency and Department Of Health, the best way to prevent a baby becoming ill is to make up all formula feeds fresh, as and when they are required by the baby.

Ashleigh Nursery School will follow the routine below to ensure best practice when carrying out this task:

  • Clean the surface thoroughly on which to prepare the feed
  • Wash hands with soap and water and then dry.
  • Boil fresh tap water in a kettle. Important: Allow the boiled water to cool to no less than    70º C. This means in practice using water that has been left covered, for less than 30 minutes after boiling. Pour the amount of boiled water required into the sterilised bottle.
  • Add the exact amount of formula as instructed on the label.
  • Re-assemble the bottle following manufacturer’s instructions.
  • Shake the bottle well to mix the contents.
  • Cool quickly to feeding temperature by holding under a running tap, or placing in a container of cold water.
  • Check the temperature by shaking a few drops onto the inside of your wrist – it should feel lukewarm, not hot.
  • Discard any feed that has not been used within two hours. 

In line with the nursery Food and Drink policy, we are unable to reheat or serve pre-prepared formula brought in from home. We recognise that parents may wish to provide pre- prepared milk in sealed cartons so when re-warming milk feeds for babies, the practitioners will carry out the following guidelines:

  • Transfer the formula to a sterile bottle
  • Re-warm using a bottle warmer, or by placing in a container of warm water. (In accordance with The Food Standards Agency and the Department Of Health: Microwaves should never be used for re-warming a feed.
  • Shake the bottle to ensure the feed has heated evenly.
  • Check the feeding temperature by shaking a few drops onto the inside of the wrist – it should be lukewarm, not hot.
  • It is bad practice to leave a bottle warming for longer than 15 minutes. Therefore any feed that is accidently left to heat for longer than 15 minutes will be discarded.

There are record keeping systems in place that meet legal requirements; means of storing and sharing that information take place within the framework of the Data Protection Act and the Human Rights Act.

This policy and procedure is taken in conjunction with the Confidentiality and Client Access to Records policy and Information Sharing policy.

Procedures

We keep two kinds of records on children attending our setting:

Developmental records

  • These include observations of children in the setting, photographs, video clips and samples of their work and summary developmental reports.
  • These are usually kept in the playroom and can be freely accessed, and contributed to, by staff, the child and the child’s parents.

Personal records

  • These include registration and admission forms, signed consent forms, and correspondence concerning the child or family, reports or minutes from meetings concerning the child from other agencies, an ongoing record of relevant contact with parents, and observations by staff on any confidential matter involving the child, such as developmental concerns or child protection matters.
  • These confidential records are stored in a lockable file or cabinet and are kept secure by the person in charge in an office or other suitably safe place.
  • Parents have access, in accordance with our Client Access to Records policy, to the files and records of their own children but do not have access to information about any other child.
  • Staff will not discuss personal information given by parents with other members of staff, except where it affects planning for the child’s needs.  Staff induction includes an awareness of the importance of confidentiality in the role of the key person.
  • We retain children’s records for three years after they have left the setting.  These are kept in a secure place.

Other records

  • We keep a daily record of the names of the children we are caring for, their hours of attendance and the names of their key person.
  • Issues to do with the employment of staff, whether paid or unpaid, remain confidential to the people directly involved with making personnel decisions.
  • Students on Pre-school Learning Alliance or other recognised qualifications and training, when they are observing in the setting, are advised of our confidentiality policy and are required to respect it.

Legal framework

  • Data Protection Act 1998
  • Human Rights Act 1998

Further guidance

  • Information Sharing: Guidance for Practitioners and Managers (DCSF 2008)

CHILDREN’S RIGHTS AND ENTITLEMENTS 

  • We promote children’s right to be strong, resilient and listened to by creating an environment in our setting that encourages children to develop a positive self image, which includes their heritage arising from their colour and ethnicity, their languages spoken at home, their religious beliefs, cultural traditions and home background.
  • We promote children’s right to be strong, resilient and listened to by encouraging children to develop a sense of autonomy and independence.
  • We promote children’s right to be strong, resilient and listened to by enabling children to have the self-confidence and the vocabulary to resist inappropriate approaches.
  • We help children to establish and sustain satisfying relationships within their families, with peers, and with other adults.
  • We work with parents to build their understanding of, and commitment to, the principles of safeguarding all our children.

What it means to promote children’s rights and entitlements to be ‘strong, resilient and listened to’.

To be strong means to be:

  • secure in their foremost attachment relationships where they are loved and cared for, by at least one person who is able to offer consistent, positive and unconditional regard and who can be relied on;
  • safe and valued as individuals in their families and in relationships beyond the family, such as day care or school;
  • self assured and form a positive sense of themselves – including all aspects of their identity and heritage;
  • included equally and belong in early years settings and in community life;
  • confident in abilities and proud of their achievements;
  • progressing optimally in all aspects of their development and learning;
  • to be part of a peer group in which to learn to negotiate, develop social skills and identity as global citizens, respecting the rights of others in a diverse world; and
  • to participate and be able to represent themselves in aspects of service delivery that affects them as well as aspects of key decisions that affect their lives.

To be resilient means to:

  • be sure of their self worth and dignity;
  • be able to be assertive and state their needs effectively;
  • be able to overcome difficulties and problems;
  • be positive in their outlook on life;
  • be able to cope with challenge and change;
  • have a sense of justice towards self and others;
  • develop a sense of responsibility towards self and others; and
  • be able to represent themselves and others in key decision making processes.
 

To be listened to means:

  • adults who are close to children recognise their need and right to express and communicate their thoughts, feelings and ideas;
  • adults who are close to children are able to tune in to their verbal, sign and body language in order to understand and interpret what is being expressed and communicated;
  • adults who are close to children are able to respond appropriately and, when required, act upon their understanding of what children express and communicate; and
  • adults respect children’s rights and facilitate children’s participation and representation in imaginative and child centred ways in all aspects of core services.

COMPLAINTS

Our setting believes that children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. We welcome suggestions on how to improve our setting and will give prompt and serious attention to any concerns about the running of the setting. We anticipate that most concerns will be resolved quickly by an informal approach to the appropriate member of staff. If this does not achieve the desired result, we have a set of procedures for dealing with concerns. We aim to bring all concerns about the running of our setting to a satisfactory conclusion for all of the parties involved.

Procedures

All settings are required to keep a written record (‘summary log’) of any complaints that reach stage 2 and above and their outcome. This is to be made available to parents as well as to Ofsted inspectors on request.

Making a complaint

Stage 1

  • Any parent who has a concern about an aspect of the setting’s provision talks over, first of all, his/her concerns with the manager or other senior member of staff.
  • Most complaints should be resolved amicably and informally at this stage.

 Stage 2

  • If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complaint in writing to the manager.
  • We store written complaints from parents in the child’s personal file. However, if the complaint involves a detailed investigation, the manager may wish to store all information relating to the investigation in a separate file designated for this complaint.
  • When the investigation into the complaint is completed, the manager will meet with the parent to discuss the outcome.
  • Parents must be informed of the outcome of the investigation within 28 days of making the complaint.

 Stage 3

  • If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the manager. The parent should have a friend or partner present if required and the manager should have the support of the deputy or other senior member of staff.
  • An agreed written record of the discussion is made as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it.
  • This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record.

 Stage 4

  • If at the stage three meeting the parent and setting cannot reach agreement, an external mediator is invited to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice.  A mediator has no legal powers but can help to define the problem, review the action so far and suggest further ways in which it might be resolved.
  • Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to be invited to act as mediators.
  • The mediator keeps all discussions confidential. S/he can hold separate meetings with the setting personnel (manager or other senior member of staff) and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives.

 Stage 5

  • When the mediator has concluded her/his investigations, a final meeting between the parent, the setting leader and the owner/chair of the management committee is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator’s advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached.
  • A record of this meeting, including the decision on the action to be taken, is made.  Everyone present at the meeting signs the record and receives a copy of it.  This signed record signifies that the procedure has concluded.

The role of the Office for Standards in Education, Children’s Services and Skills (Ofsted) and the Local Safeguarding Children Board

  • Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the setting’s registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Safeguarding and Welfare Requirements of the Early Years Foundation Stage are adhered to.
  • The number to call Ofsted with regard to a complaint is:

OFSTED

NATIONAL BUSINESS UNIT

ROYAL EXCHANGE BUILDING

ST ANNES SQUARE

MANCHESTER

M2 7LA

0300 123 1231

WWW.OFSTED.GOV.UK/PARENTS 

  • If a child appears to be at risk, our setting follows the procedures of the Local Safeguarding Children Board in our local authority.
  • In these cases, both the parent and setting are informed and the setting leader works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint, followed by appropriate action.

Records

  • A record of complaints against our setting and/or the children and/or the adults working in our setting is kept, including the date, the circumstances of the complaint and how the complaint was managed.
  • The outcome of all complaints is recorded in the Complaint Investigation Record which is available for parents and Ofsted inspectors on request.

CONFIDENTIALITY

Def init ion : ‘Conf ident ial informat ion is informat ion that is not normal ly in the pub l i c domain or r eadi ly avai lab l e from another sour ce , it should have a degr ee of sens it iv ity and value and be sub j ect to a duty of conf idence . A duty o f conf idence ar ises when one pe rson prov ides informat ion to another in ci r cumstances wher e it is r easonab l e to expect that the informat ion wi l l be held in conf idence .’ (Informat ion Shar ing : Guidance for Pract it ioner s and Managers (DCSF 2008)) During the course of the day, the nursery’s staff will come into contact with confidential information. To ensure that all those using and working in the nursery can do so with confidence, we will respect confidentiality in the following ways.  Parents/carers will have ready access to files and records of their own children – but not any other child.  Staff will not discuss individual children with people other than the parents/carers of that child.  Information given by parents/carers to nursery staff will not be passe d on to third parties.  Personnel issues will remain confidential to the people involved.  Any anxieties/evidence relating to a child’s personal safety will be kept in a confidential file and will not be shared within the nursery except for the child’s key worker and manager.  The nursery will comply with all requirements of the Data Protection Act and in conjunction with the Information Commissioners Office.  Staff may see or hear information regarding a child; this information should not be divulged outside of the setting.  Children’s individual abilities and behaviour should not be discussed with anyone other than the parent unless it involves another child. Please appreciate how upsetting it would be to hear another parent passing on comments about your chi ld  Any staff member found to be discussing individual children with anyone other than for the purpose of curriculum planning or nursery management, with people other than the parents or carers of the child, will be suspended without pay immediately and face disciplinary procedure. This includes discussions with ex -employees.  Information given by parents or carers to the nursery will not be passed on to other adults without permission except in exceptional circumstance when the safety of the child or staff is at risk.  Issues relating to staff employment, wages, holidays etc will remain confidential to the people directly involved with personnel issues and does not concern any other member of staff.  Anxieties or evidence relating to the child’s welfare will be shared with other professionals on a ‘need to know’ basis only and will not be open for discussion amongst staff in general terms.  Although we cannot always promise not to pass on information (especially if we believe the child to be in danger) we will do so in a manner totally appropriate and essential for the well being of the child and in consideration of those involved  Some parents/carers sometimes share information about themselves with other parents/carers as well as staff, the nursery cannot be r esponsible if information shared beyond those parents/carers whom the person has ‘confided’ in. If parents are experiencing difficulties, the nursery manager is available and may be able to offer guidance on where to go for help or advice. —————————————————————————————————————————- I have read, understood and will adhere to the aspects of the confidentiality policy as listed above. Staff name:………………………………………………………………. Dat e:…………………………………… Signature:…………………………………………………………………

We meet the Safeguarding and Welfare requirements of the Early Years Foundation Stage ensuring that our staff are appropriately qualified and we carry out checks for criminal and other records through the Criminal Records Bureau in accordance with statutory requirements.

Procedures

Vetting and staff selection

  • We work towards offering equality of opportunity by using non-discriminatory procedures for staff recruitment and selection.
  • All staff have job descriptions which set out their staff roles and responsibilities.
  • We welcome applications from all sections of the community. Applicants will be considered on the basis of their suitability for the post, regardless of marital status, age, gender, culture, religious belief, ethnic origin or sexual orientation. Applicants will not be placed at a disadvantage by our imposing conditions or requirements that are not justifiable.
  • We use Ofsted guidance on obtaining references and enhanced criminal record checks through the Criminal Records Bureau for staff and volunteers who will have unsupervised access to children. This is in accordance with requirements under the Safeguarding Vulnerable Groups Act 2006 for the vetting and barring scheme.
  • We keep all records relating to employment of staff and volunteers, in particular those demonstrating that checks have been done, including the date and number of the enhanced CRB check.
  • Staff are expected to disclose any convictions, cautions, court orders, reprimands and warnings which may affect their suitability to work with children – whether received before or at any time during their employment with us.

Disqualification

  • Where we become aware of any relevant information which may lead to the disqualification of an employee, we will take appropriate action to ensure the safety of children. In the event of disqualification, that person’s employment with us will be terminated.

Changes to staff

  • We inform Ofsted of any changes in the person responsible for our setting.

Training and staff development

  • Our employees are fully qualified and we have one practitioner training to level 3.. The deputy and 2 other members of staff have childcare based degrees, and the manager has a level 4 qualification in management.
  • We provide regular in-service training to all staff – whether paid staff or volunteers – through external agencies.
  • Our setting budget allocates resources to training.
  • We provide staff induction training in the first week of employment. This induction includes our Health and Safety Policy and Safeguarding Children and Child Protection Policy. Other policies and procedures will be introduced within an induction plan.
  • We support the work of our staff by holding regular supervision meetings and appraisals.
  • We are committed to recruiting, appointing and employing staff in accordance with all relevant legislation and best practice.

Staff taking medication/other substances

  • If a member of staff is taking medication which may affect their ability to care for children, we ensure that they seek further medical advice. Staff will only work directly with the children if medical advice confirms that the medication is unlikely to impair their ability to look after children properly.
  • Staff medication on the premises will be stored securely and kept out of reach of the children at all times.
  • If we have reason to believe that a member of staff is under the influence of alcohol or any other substance that may affect their ability to care for children they will not be allowed to work directly with the children and further action will be taken.

Managing staff absences and contingency plans for emergencies

  • Managers organise staff annual leave so that ratios are not compromised.
  • Where staff are unwell and take sick leave in accordance with their contract of employment, we organise cover to ensure ratios are maintained.
  • Sick leave is monitored and action is taken where necessary in accordance with their contract of employment.
  • We have contingency plans to cover staff absences.
 

E- SAFETY POLICY

E safety Policy

This policy includes: use of photographs at nursery, acceptable use policy and the use of photographs.

Ashleigh Nursery School accepts that in the 21st Century the internet and social media are inherent to people’s lives and important for sharing information as well as a learning tool. However we are also aware that this global network comes with its own risks and dangers. We therefore set out the following guidelines to protect the children, staff and parents who use the setting.

Use of the internet at nursery

The staff are permitted to use the internet on the nursery computer providing it is for the educational benefit of the children. This may be for gathering information, images or to use an age appropriate learning program or video footage for the children.

If a staff member wishes to access the internet for their personal use this must be at the strict request of the senior staff and they must approve the specific web site that is to be accessed.

Each classroom has the use of a tablet for photographs and educational purposes. Tablets should not be used for personal use or have any inappropriate apps downloaded.

Staff may access the internet for personal use via their personal Smart phones in their own time and only during their staff breaks.

Use of e mail

E mail can be used by staff for work purposes from the nursery computer but only sent through the nursery’s e mail account (ashleighnursery@btconnect.com)

Where a member of staff wishes to send information via the nursery e mail account they must obtain strict permission of senior staff.

E mailing of personal, sensitive, confidential or classified information should be avoided and if required necessary to do so should be at the express consent of the manager.

Staff are asked not to contact parents from their personal e mail accounts nor give out their personal e mail addresses.

Use of photographs

On a child’s entry to the nursery, all parents/carers will be asked to give permission to use their child’s work/photos in the following ways:

 For display in classrooms and the school building

 For the nursery prospectus and other printed publications or displays that the nursery may produce for promotional purposes beyond the nursery building

 For the nursery website

 For the nursery Facebook page

 For general media appearances, e.g. local/ national media/ press releases sent to the press highlighting an activity (sent using traditional methods or electronically)

 For use in sharing at training events or for staff members continued education purposes, e.g. sharing with the local authority.

This consent form is considered valid for the entire period that the child attends nursery unless there is a change in the child’s circumstances where consent could be an issue, e.g. divorce of parents, custody issues, etc. We will keep a list of children for whom permission has not been granted and all staff will be provided with this information.

Parents or carers may withdraw permission, in writing, at any time.

Pupils’ names will not be published alongside their image and vice versa. If we use an individual image of a child then we will not use the name of that child in any accompanying text. If we name a pupil, no photograph will accompany the article.

We will not use the full names of any child or adult in a photographic image or video in any of our publications or on our website. We may include pictures of pupils or teachers that that have been drawn by pupils.

We will not use the full names of any child or adult in a photographic image or video in any of our publications or on our website. We may include pictures of pupils or teachers that that have been drawn by pupils.

Where newspapers insist on using the full names of pupils with photographs, as long as the nursery has secured parental consent and parents know that their child will be named in the newspaper, and possibly on the newspaper website, then we will have met our safeguarding obligations. If schools or parents have any concerns regarding the use of photographs by the press, they should contact the Press Complaints Commission.

To safeguard your children all photographs are taken ONLY on the nursery’s camera and tablets and not individual’s cameras or mobile phones. Photographs are then stored on the nursery laptops only, which are all password protected. ONLY photographs to document children’s development or to share information on the web site/ displays in the setting should be taken whilst at nursery.

Parents taking pictures – We will also make the request of visitors that they take no unauthorised photographs of other children at the nursery. Any students wishing to use photographs for their study purposes will be asked to gain permission of the parents beforehand.

We appreciate that many parents will want to record their children at special events, for example the nativity plays. However with respect to other family’s privacy we ask them to agree to only publishing pictures or video footage of their own children on social media sites.

Mobile phones with cameras:

Staff will be asked to leave all their mobile phones in their lockers on entering the building. Mobile phones should not be kept in pockets or in the classroom. If an important phone call is expected it would be more convenient to provide nursery number for a contact. If a member of staff needs to use a phone they may use the nursery’s own phone, or their own whilst on a break off site.

A mobile phone should be taken on off site visits. The policy of phone use applies whilst on off site visits.

Visitors.

The same request will be made of visitors and any volunteers/ students who are on site.

Storage of Images

 Images/ films of children are stored on the nursery’s computer.

 Staff are not permitted to use personal portable media for storage of images (e.g., USB sticks) without the express permission of the manager.

 Rights of access to this material are restricted to the nursery staff.

 ON a regular basis the images should be deleted when they are no longer required, and when the pupil has left the school.

Social media – Ashleigh Nursery accepts that staff may be friends with parents prior to their children starting nursery. However staff should not become friends with current parents on social media whilst their child attends nursery because of the possibility of confidentiality breaches.

When using social media –

 No pictures taken on the nursery setting should be published on personal social media pages.

 Under no circumstances should friend requests be accepted from children under the age of 13.

 Social media sites other than the setting’s own Facebook page should not be accessed on the nursery computer.

 Staff may access their own social media pages from their own phones but only during their agreed breaks.

 Staff will not make disparaging remarks about their employer/colleagues. Doing this in the presence of others may be deemed as bullying and/or harassment. Likewise negative comments about their employment should not be posted on social media as this could lead to disciplinary action.

 Parents may access your profile and could, if they find the information and/or images it contains offensive, complain to your employer.

 If you have any concerns about information on your social networking site or if you are the victim of cyber bullying, you should contact your Manger immediately. 

 It is not advisable to publish your date of birth and home address on Facebook. Identity theft is a crime on the rise with criminals using such information to access to your bank or credit card account.

 Stop the network provider from passing on your details to other companies for research and advertising purposes. For example, to stop Facebook from forwarding your details, click “Privacy Settings”. Under “Applications and websites” click “edit your settings”. Scroll down to “instant personalisation” and make sure the checkbox for “enable instant personalisation on partner websites” is unchecked.

 Ensure that any comments and/or images could not be deemed defamatory or in breach of copyright legislation.  

FIRE SAFETY AND EMERGENCY EVACUATION 

We ensure our premises present no risk of fire by ensuring the highest possible standard of fire precautions. The person in charge and staff are familiar with the current legal requirements. Where necessary we seek the advice of a competent person, such as our Fire Officer, or Fire Safety Consultant.

Procedures

  • The basis of fire safety is risk assessment. These are carried out by a ‘competent person’.
  • The manager has received training in fire safety sufficient to be competent to carry out risk assessment; this will be written where there are more than five staff. This will follow the guidance as set out in the Fire Safety Risk Assessment – Educational Premises document.
  • Settings in rented premises will ensure that they have a copy of the fire safety risk assessment that applies to the building and that they contribute to regular reviews.
  • Fire doors are clearly marked, never obstructed and easily opened from the inside.
  • Smoke detectors/alarms and fire fighting appliances conform to BSEN standards, are fitted in appropriate high risk areas of the building and are checked as specified by the manufacturer.
  • Our emergency evacuation procedures are approved by the Fire Safety Officer and are:

–     clearly displayed in the premises;

–     explained to new members of staff, volunteers and parents; and

–     practised regularly at least once every six weeks.

–     Records are kept of fire drills and the servicing of fire safety equipment. 

Emergency evacuation procedure

Every setting is different and the evacuation procedure will be suitable for each setting. It must cover procedures for practice drills including:

  • How children are familiar with the sound of the fire alarm.
  • How the children staff and parents know where the fire exits are.
  • How children are led from the building to the assembly point.
  • How they will be accounted for and who by.
  • How long it takes to get the children out safely.
  • Who calls the emergency services and when in the event of a real fire.
  • How parents are contacted.

The fire drill record book must contain:

  • Date and time of the drill.
  • How long it took.
  • Whether there were any problems that delayed evacuation.
  • Any further action taken to improve the drill procedure.

Any person discovering a fire:

  • SOUND THE ALARM
  • SENIOR STAFF TO CONTACT FIRE BRIGADE
  • ATTACK THE FIRE IF POSSIBLE, USING THE APPLIANCES PROVIDED, THOUGH RISK MUST NOT BE TAKEN

ON HEARING THE FIRE ALARM

  • QUICKLY BUT CALMLY GATHER CHILDREN TOGETHER AND LEAVE BUILDING BY NEAREST ROUTE
  • ASSEMBLE AT DESIGNATED ASSEMBLY POINTS
  • REGISTERS MUST BE TAKEN TO ENSURE EVERYONE IS ACCOUNTED FOR
  • DO NOT RETURN FOR ANY REASON UNTIL AUTHORISED TO DO SO
  • CLOSE ALL DOORS BEHIND YOU
  • THE DESIGNATED PERSON CHECKS TOILETS AND SLEEP AREAS
  • IF THE BUILDING IS RENDERED UNUSABLE, EMERGENCY ACCOMODATION HAS BEEN AUTHORISED AT LONGTON NURSING HOME, SITUATED ACROSS FROM NURSERY
  • WHERE POSSIBLE, RATIOS SHOULD STILL BE UPHELD DURING THE EMERGENCY UNLESS THE EMERGENCY PREVENTS THIS DUE TO INJURY ETC.
  • WHEN EVERYBODY IS GATHERED AT THE EMERGENCY ACCOMODATION POINT, PARENTS AND CARERS WILL BE CALLED TO COLLECT CHILDREN. 

Legal framework

  • Regulatory Reform (Fire Safety) Order 2005

Further guidance

  • Fire Safety Risk Assessment – Educational Premises (HMG 2006)

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. We aim to ensure that first aid training is local authority approved and is relevant to staff caring for young children.

Procedures

The first aid kit

Our first aid kit is accessible at all times, 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:

–     Small (formerly Medium No 8) x 3.

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

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

  • Composite pack containing 20 assorted (individually-wrapped) plasters x 1.
  • Sterile eye pads (with bandage or attachment) e.g. No 16 dressing x 2.
  • Container of 6 safety pins x 1.
  • Guidance card as recommended by HSE x 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 ‘strip’ thermometer.
  • 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.
  • 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.

Legal framework

  • Health and Safety (First Aid) Regulations (1981)

Further guidance

  • First Aid at Work: Your questions answered (HSE Revised 2009)
  • Basic Advice on First Aid at Work (HSE Revised 2008)
  • Guidance on First Aid for Schools (DfEE)

HEALTH AND SAFETY

This setting believes that the health and safety of children is of paramount importance.  We make our setting a safe and healthy place for children, parents, staff and volunteers.

  • We aim to make children, parents and staff aware of health and safety issues and to minimise the hazards and risks to enable the children to thrive in a healthy and safe environment.
  • Our  member of staff responsible for health and safety is: Mrs Jennifer Ward
  • He/she is competent to carry out these responsibilities.
  • He/she has undertaken health and safety training and regularly updates his/her knowledge and understanding.
  • We display the necessary health and safety poster on the staff notice board

Insurance cover

We have public liability insurance and employers’ liability insurance.  The certificate for public liability insurance is displayed in the entrance hall

Procedures

Awareness raising

  • Our induction training for staff and volunteers includes a clear explanation of health and safety issues so that all adults are able to adhere to our policy and procedures as they understand their shared responsibility for health and safety.  The induction training covers matters of employee well-being, including safe lifting and the storage of potentially dangerous substances.
  • Records are kept of these induction training sessions and new staff and volunteers are asked to sign the records to confirm that they have taken part.
  • Health and safety issues are explained to the parents of new children so that they understand the part played by these issues in the daily life of the setting.
  • As necessary, health and safety training is included in the annual training plans of staff, and health and safety is discussed regularly at staff meetings.
  • We operate a no smoking policy.
  • Children are made aware of health and safety issues through discussions, planned activities and routines.

Safety of adults

  • Adults are provided with guidance about the safe storage, movement, lifting and erection of large pieces of equipment.
  • When adults need to reach up to store equipment or to change light bulbs they are provided with safe equipment to do so.
  • All warning signs are clear and in appropriate languages.
  • Adults do not remain in the building on their own or leave on their own after dark.
  • The sickness of staff and their involvement in accidents is recorded.  The records are reviewed termly to identify any issues that need to be addressed.
  • We keep a record of all substances that may be hazardous to health – such as cleaning chemicals, or gardening chemicals if used. This states what the risks are and what to do if they have contact with eyes or skin or are ingested. It also states where they are stored.
  • We keep all cleaning chemicals in their original containers.

Windows

  • Low level windows are made from materials that prevent accidental breakage or are made safe.
  • Windows above the ground floor are secured so that children cannot climb through them.

Doors

  • We take precautions to prevent children’s fingers from being trapped in doors; all doors accessible to children are fitted with finger guards.

Floors

  • All floor surfaces are checked daily to ensure they are clean and not uneven, wet or damaged.

Electrical/gas equipment

  • All electrical/gas equipment conforms to safety requirements and is checked regularly.
  • Our boiler/electrical switch gear/meter cupboard is not accessible to the children.
  • Fires, heaters, electric sockets, wires and leads are properly guarded and the children are taught not to touch them.
  • Storage heaters are checked daily to make sure they are not covered.
  • There are sufficient sockets to prevent overloading.
  • The temperature of hot water is controlled to prevent scalds.
  • Lighting and ventilation is adequate in all areas including storage areas.

Storage

  • All resources and materials from which children select are stored safely.
  • All equipment and resources are stored or stacked safely to prevent them accidentally falling or collapsing.

Outdoor area

  • Our outdoor area is securely fenced.
  • Our outdoor area is checked for safety and cleared of rubbish before it is used.
  • Adults and children are alerted to the dangers of poisonous plants, herbicides and pesticides.
  • Where water can form a pool on equipment, it is emptied before children start playing outside.
  • Our outdoor sand pit is covered when not in use and is cleaned regularly.
  • All outdoor activities are supervised at all times.

Hygiene

  • We seek information from the Environmental Health Department and the Health Authority to ensure that we keep up-to-date with the latest recommendations.
  • Our daily routines encourage the children to learn about personal hygiene.
  • We have a daily cleaning routine for the setting which includes play room(s), kitchen, rest area, toilets and nappy changing areas.
  • We have a schedule for cleaning resources and equipment, dressing-up clothes and furnishings.
  • The toilet area has a high standard of hygiene including hand washing and drying facilities and the disposal of nappies.
  • We implement good hygiene practices by:

–     cleaning tables between activities;

–     cleaning and checking toilets regularly;

–     wearing protective clothing – such as aprons and disposable gloves – as appropriate;

–     providing sets of clean clothes;

–     providing tissues and wipes.

Activities and resources

  • Before purchase or loan, equipment and resources are checked to ensure that they are safe for the ages and stages of the children currently attending the setting.
  • The layout of play equipment allows adults and children to move safely and freely
  • All equipment is regularly checked for cleanliness and safety and any dangerous items are repaired or discarded.
  • All materials, including paint and glue, are non-toxic.
  • Sand is clean and suitable for children’s play.
  • Physical play is constantly supervised.
  • Children are taught to handle and store tools safely.
  • Children who are sleeping are checked regularly.
  • Children learn about health, safety and personal hygiene through the activities we provide and the routines we follow.
  • Any faulty equipment is removed from use and is repaired if possible.
  • Large pieces of equipment are discarded only with the consent of the manager.

Legal framework

  • Health and Safety at Work Act (1974)
  • Management of Health and Safety at Work Regulations 1999
  • Electricity at Work Regulations 1989
  • Control of Substances Hazardous to Health Regulations (COSHH) (2002)
  • Manual Handling Operations Regulations 1992 (as amended)
  • Health and Safety (Display Screen Equipment) Regulations 1992

Further guidance 

  • Health and Safety Law: What You Should Know (HSE Revised 2009)
  • Health and Safety Regulation…A Short Guide (HSE 2003)
  • Electrical Safety and You (HSE 1998)
  • Working with substances hazardous to health: What You Need to Know About COSHH (HSE Revised 2009)

Manual Handling – Frequently Asked Questions (HSE)

HEALTHY EATING AND FOOD HYGIENE

The Children Act 1989 provides a framework for healthy eating in a setting providing childcare throughout the day. The Department of Health’s guidance notes on this act states that:

“Providers should ensure that the snacks and meals provided are varied and nutritious. Meals should be chosen to reflect the cultural and religious backgrounds of the children. Parent’s wishes should be respected; meals and snacks should be regarded as social occasions with staff eating with small groups of children”. 

Our provision regards snack and meal times as an important part of our day. Eating represents a social time for children and adults and helps children to learn about healthy eating. At snack and meal times, we aim to provide nutritious food, which meets the children’s individual dietary needs.

Procedures

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

  • 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/his registration record and parents sign the record to signify that it is correct.
  • 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.
  • We display current information about individual children’s dietary needs so that all staff and volunteers are fully informed about them.
  • 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.
  • We plan menus in advance, involving children and parents in the planning.
  • We display the menus of meals/snacks for the information of parents.
  • We provide nutritious food for all meals and snacks, avoiding large quantities of saturated fat, sugar and salt and artificial additives, preservatives and colourings. 
  • We include a variety of foods from the four main food groups:

–       meat, fish and protein alternatives;

–       dairy foods;

–       grains, cereals and starch vegetables; and

–       fruit and vegetables.

  • 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.
  • 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.
  • 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.
 
  • We provide a vegetarian alternative on days when meat or fish are offered and make every effort to ensure Halal meat or Kosher food is available for children who require it.
  • 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/his diet or allergy.
  • We organise meal and snack times so that they are social occasions in which children and staff participate.
  • We use meal and snack times to help children to develop independence through making choices, serving food and drink and feeding themselves.
  • 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.
  • 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.
  • In accordance with parents’ wishes, we offer children arriving early in the morning – and/or staying late – an appropriate meal or snack.
  • We inform parents who provide food for their children about the storage facilities available in the setting.
  • We give parents who provide food for their children information about suitable containers for food.
  • In order to protect children with food allergies, we discourage children from sharing and swapping their food with one another.
  • For children who drink milk, we provide whole pasteurised milk.

We maintain the highest possible food hygiene standards with regard to the purchase, storage, preparation and serving of food.

We are registered as a food provider with the local authority Environmental Health Department.

Procedures

  • The person in charge and the person responsible for food preparation understands the principles of Hazard Analysis and Critical Control Point (HACCP) as it applies to their business. This is set out in Safer Food Better Business. The basis for this is risk assessment as is applies to the purchase, storage, preparation and serving of food to prevent growth of bacteria and food contamination.
  • All staff follow the guidelines of Safer Food Better Business.
  • At least one person has an in-date Food Hygiene Certificate.
  • The person responsible for food preparation and serving carries out daily opening and closing checks on the kitchen to ensure standards are met consistently. (See Safer Food Better Business.)
  • We use reliable suppliers for the food we purchase.
  • Food is stored at correct temperatures and is checked to ensure it is in-date and not subject to contamination by pests, rodents or mould.
  • Packed lunches are stored in a cool place; un-refrigerated food is served to children within 4 hours of preparation at home.
  • Food preparation areas are cleaned before use as well as after use.
  • There are separate facilities for hand-washing and for washing up.
  • All surfaces are clean and non-porous.
  • All utensils, crockery etc are clean and stored appropriately.
  • Waste food is disposed of daily.
  • Cleaning materials and other dangerous materials are stored out of children’s reach.
  • Children do not have unsupervised access to the kitchen.
  • When children take part in cooking activities, they:

–     are supervised at all times;

–     understand the importance of hand washing and simple hygiene rules

–     are kept away from hot surfaces and hot water; and

–     do not have unsupervised access to electrical equipment such as blenders etc.

Reporting of food poisoning

  • Food poisoning can occur for a number of reasons; not all cases of sickness or diarrhoea are as a result of food poisoning and not all cases of sickness or diarrhoea are reportable.
  • Where children and/or adults have been diagnosed by a GP or hospital doctor to be suffering from food poisoning and where it seems possible that the source of the outbreak is within the setting, the manager will contact the Environmental Health

Department and the Health Protection Agency, to report the outbreak and will comply with any investigation.

  • Any confirmed cases of food poisoning affecting two or more children looked after on the premises the setting will also be notified to Ofsted as soon as is reasonably practicable, and always within 14 days of the incident.

 Legal Framework

  • Regulation (EC) 852/2004 of the European Parliament and of the Council on the hygiene of foodstuffs

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

Procedures for children who are sick or infectious

  • 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.
  • 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.
  • The child’s temperature will be taken and recorded.
  • In extreme cases of emergency the child should be taken to the nearest hospital and the parent informed.
  • Parents are asked to take their child to the doctor before returning them to nursery; the nursery will refuse admittance to children who have not been clear of sickness and/or diarrhoea for 48 hours. Where children have been prescribed antibiotics we will accept the child only if they are obviously well enough to be at nursery.
  • After diarrhoea and/or vomiting, parents are asked to keep children home for a full 48 hours after the last episode.

Reporting of ‘notifiable diseases’

  • 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.
  • 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/AIDS/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.
  • 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.
  • Protective rubber gloves are used for cleaning/sluicing clothing after changing.
  • Soiled clothing is rinsed and either bagged for parents to collect or laundered in the nursery.
  • Spills of blood, urine, faeces or vomit are cleared using mild disinfectant solution and mops; cloths used are disposed of with the clinical waste.
  • Tables and other furniture, furnishings or toys affected by blood, urine, faeces or vomit are cleaned using a disinfectant.
  • Children do not share tooth brushes which are also soaked weekly in sterilising solution.
  • 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 if they are found to have head lice.

Nits and head lice

Procedures for children with allergies

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

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

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

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

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

–     Review.

  • This form is kept in the child’s personal file and a copy is displayed where staff can see it.
  • Parents train staff in how to administer special medication in the event of an allergic reaction.
  • Generally, no nuts or nut products are used within the setting.
  • Parents are made aware so that no nut or nut products are accidentally brought in, for example to a party.

Insurance requirements for children with allergies and disabilities

  • The insurance will automatically include children with any disability or allergy but certain procedures must be strictly adhered to as set out below. For children suffering life threatening conditions, or requiring invasive treatments; written confirmation from your insurance provider must be obtained to extend the insurance.

At all times the administration of medication must be compliant with the Safeguarding and Welfare Requirements of the Early Years Foundation Stage and follow procedures based on advice given in Managing Medicines in Schools and Early Years Settings (DfES 2005) 

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.

  • Oral medications must be prescribed by a GP or have manufacturer’s instructions clearly written on them.
  • The provider must be provided with clear written instructions on how to administer such medication.
  • All risk assessment procedures need to be adhered to for the correct storage and administration of the medication.
  • The group must have the parents or guardians prior written consent. This consent must be kept on file. It is not necessary to forward copy documents to your insurance provider.

Life saving 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 provider must have:

–     a letter from the child’s GP/consultant stating the child’s condition and what medication if any is to be administered;

–     written consent from the parent or guardian allowing staff to administer medication; and

–     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.

  • Copies of all three letters relating to these children must first be sent to your insurance provider for appraisal. Confirmation will then be issued in writing confirming that the insurance has been extended.

When there are children requiring help with tubes to help them with everyday living e.g. breathing apparatus, to take nourishment, colostomy bags etc. then a key person will be nominated to assist in their routines.

  • Prior written consent from the child’s parent or guardian to give treatment and/or medication prescribed by the child’s GP.
  • Senior staff/ key person to have the relevant medical training/experience, which may include those who have received appropriate instructions from parents or guardians, or who have qualifications.
  • Copies of all letters relating to these children must first be sent to the relevant insurance company for appraisal Written confirmation that the insurance has been extended will be issued by return.

In the event of a human influenza pandemic, the nursery will take the following measures in order to minimise the outbreak and to operate safely in accordance with current legislation.

The Nursery Manager will close the nursery for business if so advised or instructed by public authority. In such an event they will use the contact details to advise the parents that they must collect their children or that the setting will not be open tomorrow.

 

The Nursery Manager will also close the nursery for business if the minimum child: staff ratios cannot be maintained. During such a closure, those members of staff who are fit to work will be expected to report for work normally and will be engaged in a major cleaning of all toys and equipment.

Contact details for Parent/Carers (addresses, fixed and mobile phone numbers including work numbers, emails) are as a matter of routine constantly updated Parent/Carers are reminded that their cooperation is important in this.

Any child that is considered to be unwell with influenza will be made comfortable in a “sick bay” area away from other children but within their normal room. Any member of staff feeling unwell may use the staff room until they can get home.

Children or staff who have been unwell will not be accepted back unless they are clinically well. This would normally take the form of a fit note or message from their local doctor.

Staff will be given further guidance on hygiene routines. This will cover areas such as:

  • • Hand washing for both staff and children
  • • Correct disposal and emptying of tissue boxes
  • • Identification of unwell children and the exclusion periods required.
  • • Raising staff awareness of signs and symptoms of illness in colleagues and children

If you are unsure about any aspect, contact the Pre-school Learning Alliance Insurance Department on 020 7697 2585 or email membership@pre-school.org.uk.

Further guidance

Managing Medicines in Schools and Early Years Settings (DfES 2005)

INDUCTION OF STAFF, VOLUNTEERS AND MANAGERS

We provide an induction for all staff, volunteers and managers in order to fully brief them about the setting, the families we serve, our policies and procedures, curriculum and daily practice.

Procedures

  • We have a written induction plan for all new staff, which includes the following:

–     Introductions to all staff and volunteers, including management committee members.

–     Familiarising with the building, health and safety, fire and evacuation procedures.

–     Ensuring our policies and procedures have been read and are carried out.

–     Introduction to parents, especially parents of allocated key children where appropriate.

–     Familiarising them with confidential information where applicable in relation to any key children.

–     Details of the tasks and daily routines to be completed.

  • The induction period lasts at least two weeks. The student co-ordinator undertakes the inductions.
  • During the induction period, the individual must demonstrate understanding of and compliance with policies, procedures, tasks and routines.
  • Successful completion of the induction forms part of the probationary period.

INFORMATION SHARING

We recognise that parents have a right to know that information they share will be regarded as confidential as well as be informed about the circumstances, and reasons, when we are obliged to share information.

We are obliged to share confidential information without authorisation from the person who provided it or to whom it relates if it is in the public interest. That is when:

  • it is to prevent a crime from being committed or intervene where one may have been, or to prevent harm to a child or adult; or
  • not sharing it could be worse than the outcome of having shared it.

The decision should never be made as an individual, but with the back-up of management committee officers. The three critical criteria are:

  • Where there is evidence that the child is suffering, or is at risk of suffering, significant harm.
  • Where there is reasonable cause to believe that a child may be suffering, or at risk of suffering, significant harm.
  • To prevent significant harm arising to children and young people or serious harm to adults, including the prevention, detection and prosecution of serious crime.

Procedures

Our procedure is based on the 7 golden rules for information sharing as set out in Information Sharing: Guidance for Practitioners and Managers (DCSF 2008).

  1. 1.   Remember that the Data Protection Act is not a barrier to sharing information but provides a framework to ensure that personal information about living persons is shared appropriately.
  • Our policy and procedures on information sharing provide guidance to appropriate sharing of information with external agencies.
  1. 2.   Be open and honest. Explain to families how, when and why information will be shared about them and with whom. Seek consent to share information, unless it puts the child at risk or undermines a criminal investigation.

    In our setting we ensure parents:
  • receive information about our information sharing policy when starting their child in the setting and they sign a form to say that they understand circumstances when information may be shared without their consent. This will only be when it is a matter of safeguarding a child or vulnerable adult. This is on our registration form;
  • have information about our Safeguarding Children and Child Protection policy; and
  • have information about the circumstances when information will be shared with external agencies, for example, with regard to any special needs the child may have or transition to school.
 
  1. 3.   Seek advice when there are doubts about possible significant harm to a child or others.
  • Managers contact children’s social care for advice where they have doubts or are unsure.
 
  1. 4.   Share with consent where appropriate. Respect the wishes of children and parents not to consent to share confidential information. However, in the interests of the child, know when it is reasonable to override their wish.
  • Guidelines for consent are part of this procedure.
  1. 5.   Managers are conversant with this and are able to advise staff accordingly. Consider the safety and welfare of the child when making a decision about sharing information – if there are concerns regarding ‘significant harm’ the child’s well being and safety is paramount.

    In our setting we:
  • record concerns and discuss these with the setting’s designated person and/or designated officer from the management committee for child protection matters. Record decisions made and the reasons why information will be shared and to whom; and
  • follow the procedures for reporting concerns and record keeping.
  1. 6.   Information shared should be accurate and up-to-date, necessary for the purpose it is being shared for, shared only with those who need to know and shared securely.
  • Our Child Protection procedure and Record Keeping procedure set out how and where information should be recorded and what information should be shared with another agency when making a referral.
  1. 7.   Reasons for decisions to share information, or not, are recorded.
  • § Provision for this is set out in our Record Keeping procedure

Consent

Parents have a right to be informed that their consent to share information will be sought in most cases, as well as the kinds of circumstances when their consent may not be sought, or their refusal to give consent may be overridden. We do this as follows:

  • Our policies and procedures set out our responsibility regarding gaining consent to share information and when it may not be sought or overridden.
  • We may cover this verbally when the child starts or include this in our prospectus.
  • Parents sign a form at registration to say they understand this.
  • Parents are asked to give written consent to share information about any additional needs their child may have, or to pass on child development summaries, to the next provider/school.
  • Copies are given to parents of the forms they sign.

We consider the following questions when we need to share:

  • Is there legitimate purpose to sharing the information?
  • Does the information enable the person to be identified?
  • Is the information confidential?
  • If the information is confidential, do you have consent to share?
  • Is there a statutory duty or court order to share information?
  • If consent is refused, or there are good reasons not to seek consent, is there sufficient public interest to share information?
  • If the decision is to share, are you sharing the right information in the right way?
  • Have you properly recorded your decision?

All the undertakings above are subject to the paramount commitment of the setting, which is to the safety and well-being of the child.  Please also see our Safeguarding Children and Child Protection policy.

Legal framework

  • Data Protection Act 1998
  • Human Rights Act 1998

Further guidance

  • Information Sharing: Guidance for Practitioners and Managers (DCSF 2008)

LOOKED AFTER CHILDREN

Early years settings are committed to providing quality provision based on equality of opportunity for all children and their families. All staff in our provision are committed to doing all they can to enable ‘looked after’ children in their care to achieve and reach their full potential.

Children become ‘looked after’ if they have either been taken into care by the local authority, or have been accommodated by the local authority (a voluntary care arrangement). Most looked after children will be living in foster homes, but a smaller number may be in a children’s home, living with a relative or even placed back home with their natural parent(s)

We recognise that children who are being looked after have often experienced traumatic situations; physical, emotional or sexual abuse or neglect. However, we also recognise that not all looked after children have experienced abuse and that there are a range of reasons for children to be taken in to the care of the local authority. Whatever the reason, a child’s separation from their home and family signifies a disruption in their lives that has an impact on their emotional well-being.

Most local authorities do not place children under five with foster carers who work outside the home; however there are instances when this does occur or where the child has been placed with another family member who works.

We place emphasis on promoting children’s right to be strong, resilient and listened to. Our policy and practice guidelines for looked after children are based on these two important concepts, attachment and resilience. The basis of this is to promote secure attachments in children’s lives as the basis for resilience. These aspects of well-being underpin the child’s responsiveness to learning and are the basis in developing positive dispositions for learning. For young children to get the most out of educational opportunities they need to be settled enough with their carer to be able to cope with further separation, a new environment and new expectations made upon them.

Principles

  • The term ‘looked after child’ denotes a child’s current legal status; this term is never used to categorise a child as standing out from others. We do not refer to such a child using acronyms such as LAC.
  • We offer places for funded three and four-year-olds who are in care to ensure they receive their entitlement to early education. We expect that a child will have been with a foster carer for a minimum of one month and has formed a secure attachment to the carer. We expect that the placement in the setting will last a minimum of six weeks.
  • Where a child who normally attends our setting is taken into care and is cared for by a local foster carer we will continue to offer the placement for the child.

Procedures

  • The designated person for looked after children is the designated child protection co-ordinator.
  • Every child is allocated a key person soon after they start, and this is no different for a looked after child. The designated person ensures the key person has the information, support and training necessary to meet the looked after child’s needs.
  • The designated person and the key person liaise with agencies, professionals and practitioners involved with the child and his or her family and ensures appropriate information is gained and shared.
  • The setting recognises the role of the local authority social care department as the child’s ‘corporate parent’ and the key agency in determining what takes place with the child. Nothing changes, especially with regard to the birth parent’s or foster carer’s role in relation to the setting without prior discussion and agreement with the child’s social worker.
  • At the start of a placement there is a professionals meeting that will determine the objectives of the placement and draw up a care plan that incorporates the child’s learning needs. This plan is reviewed after two weeks, six weeks and three months. Thereafter at three to six monthly intervals.
  • The care plan needs to consider such issues for the child as:

–     the child’s emotional needs and how they are to be met;

–     how any emotional issues and problems that affect behaviour are to be managed;

–     the child’s sense of self, culture, language(s) and identity – and how this is to be supported;

–     the child’s need for sociability and friendship;

–     the child’s interests and abilities and possible learning journey pathway; and

–     how any special needs will be supported.

  • In addition the care plan will also consider:

–     how information will be shared with the foster carer and local authority (as the ‘corporate parent’) as well as what information is shared with whom and how it will be recorded and stored;

–     what contact the child has with his/her birth parent(s) and what arrangements will be in place for supervised contact. If this is to be the setting, when, where and what form the contact will take will be discussed and agreed;

–     what written reporting is required;

–     wherever possible, and where the plan is for the child’s return home, the birth parent(s) should be involved in planning; and with the social worker’s agreement, and as part of the plan, the birth parent(s) should be involved in the setting’s activities that include parents, such as outings and fun-days, alongside the foster carer.

  • The settling-in process for the child is agreed. It should be the same as for any other child, with the foster carer taking the place of the parent, unless otherwise agreed. It is even more important that the ‘proximity’ stage is followed until it is visible that the child has formed a relationship with his or her key person sufficient to act as a ‘secure base’ to allow the gradual separation from the foster carer. This process may take longer in some cases, so time needs to be allowed for it to take place without causing further distress or anxiety to the child.
  • In the first two weeks after settling-in, the child’s well-being is the focus of observation, their sociability and their ability to manage their feelings with or without support.
  • Further observations about communication, interests and abilities will be noted to firm a picture of the whole child in relation to the Early Years Foundation Stage prime and specific areas of learning and development.
  • Concerns about the child will be noted in the child’s file and discussed with the foster carer.
  • If the concerns are about the foster carer’s treatment of the child, or if abuse is suspected, these are recorded in the child’s file and reported to the child’s social care worker according to the setting’s safeguarding children procedure.
  • Regular contact should be maintained with the social worker through planned meetings that will include the foster carer.
  • Transition to school will be handled sensitively and the designated person and or the child’s key person will liaise with the school, passing on relevant information and documentation with the agreement of the looked after child’s birth parents.

Further guidance

  • Guidance on the Education of Children and Young People in Public Care (DfEE 2000)
  • Who Does What: How Social Workers and Carers can Support the Education of Looked After Children (DfES 2005)
  • Supporting Looked After Learners – A Practical Guide for School Governors (DfES 2006)

MAINTAINING SAFETY

Safety and security procedures are regularly reviewed by senior staff at Ashleigh, and the updated policies always distributed to staff members and made available.

All staff at Ashleigh Nursery are issued with name badges and easily identifiable uniforms, which they are expected to wear all the time whilst on the premises.

At present we do not have an alarm fitted, but feel we have adequate measures in place to prevent an intrusion.

Supervision

All children on the premises not accompanied by a parent or carer are supervised at all times. No child is ever left in an unsupervised situation during any part of the nursery day. In the event of staff shortage, there is a contingency plan which is part of the operational plan. This document is available to all parents and carers to read.

The children’s entrance is attended to by staff during the nursery day.

Visitors

The front door has a secure fitting which is locked from the outside whenever it is closed. The lever has to be pushed to enable the door to open. Parents and visitors are always accompanied when they leave the building, yet if a parent slips out without calling a member of staff the door will automatically close behind them, and will still be secure from outsid

The rear door is only accessible from the outside with a key, and only a selected few are key holders.

Ashleigh Nursery has a visitor’s book which is signed and dated by every visitor who enters the building with the reason for their visit. All parents and carers are known by all  staff, and if any body unknown comes to the door, they will be asked to remain outside until their identity is verified. Even then, they will be accompanied at all times. If a visitor has no reason to be on the premises they will be asked to leave, and if the visitor refuses to leave, then the police will be called.

The main entrance and rear door have panic alarms positioned within arms reach in case of any emergency. This will alert other staff that there is a problem, and the staff member on the door needs help. These are only to be used in an emergency. Also the main entrance has a vision panel and the rear door is fitted with a spy hole.

A record will be kept of any incident in the incident book, and the manager notified immediately.

Staff and child welfare

The welfare of our staff and children is a priority and we wish them to be safe at all times. When the children are taken out for a walk the staff always have the use of a mobile phone. There is a basic nursery mobile phone which is used. We try and avoid any staff member being on their own with a group of children, however small the group may be, but if unlikely circumstances arise and a staff member is alone, or one member is occupied assisting a child in need and one is supervising the others, then the nursery mobile can be taken and used to contact other staff. When indoors, each room has a telephone and each telephone handset is equipped with an intercom system to enable contact to be made immediately to another room.

Each staff member also carries a whistle in case of an incident whilst alone.

No child can ever leave nursery premises unsupervised. All doors to outdoors are secure from children, and the gate leading from the play area to the drive is securely locked. The fixtures and fittings on all doors are out of reach of the children so we are confident that the children are safe at all times.

MISSING CHILD

Children’s safety is maintained as a highest priority at all times, both on and off premises.  Every attempt is made through carrying out the outings procedure and the exit/entrance procedure to ensure the security of children is maintained at all times.  In the unlikely event of a child going missing, our missing child procedure is as follows.

Procedure

Child going missing on the premises

  • As soon as it is noticed that a child is missing the key person/staff alerts the manager/deputy.
  • The manager/deputy calls the police and reports the child as missing and then calls the parent.
  • The manager/deputy will carry out a thorough search of the building and garden.
  • The register is checked to make sure no other child has also gone astray.
  • Doors and gates are checked to see if there has been a breach of security whereby a child could wander out.
  • The manager/deputy talks to the staff to find out when and where the child was last seen and records this.
  • Should the manager not be present, the deputy should contact and report the incident.  They should come to the setting immediately to carry out the investigation.

Child going missing on an outing

This describes what to do when staff have taken a small group on an outing, leaving the manager and/or other staff back in the setting.  If the manager has accompanied children on the outing, the procedures are adjusted accordingly.

What to do when a child goes missing from a whole setting outing may be a little different, as parents sometimes attend and are responsible for their own child.

  • As soon as it is noticed that a child is missing, staff on the outing ask children to stand with their designated carer and carry out a headcount to ensure that no other children has gone astray. One staff member searches the immediate vicinity but does not search beyond that.
  • The manager or deputy is contacted immediately (if not on the outing) and the incident recorded.
  • The manager contacts the police and reports the child as missing.
  • The manager contacts the parents, who makes their way to the setting.
  • Staff take the remaining children back to the setting.
  • In an indoor venue, the staff contact the venue’s security who will handle the search and contact the police if the child is not found.
  • The manager/deputy is contacted and the incident is reported.
  • The setting leader or a member of staff may be advised by the police to stay at the venue until they arrive.

The investigation

  • Staff keep calm and do not let the other children become anxious or worried.
  • The manager speaks with the parents.
  • The manager will carry out a full investigation taking written statements from all the staff in the room or who were on the outing.
  • The key person/staff member writes an incident report detailing

–     The date and time of the report.

–     What staff/children were in the group/outing and the name of the staff designated responsible for the missing child.

–     When the child was last seen in the group/outing.

–     What has taken place in the group or outing since the child went missing.

–     The time it is estimated that the child went missing.

  • A conclusion is drawn as to how the breach of security happened.
  • If the incident warrants a police investigation, all staff co-operate fully.  In this case, the police will handle all aspects of the investigation, including interviewing staff. Children’s social care may be involved if it seems likely there is a child protection issue to be addressed.
  • The incident is reported under RIDDOR arrangements (see the Reporting of Accidents and Incidents policy); the local authority Health and Safety Officer may want to investigate and will decide if there is a case for prosecution.
  • In the event of a disciplinary action to be taken, Ofsted is informed.
  • The insurance provider is informed.

Managing people

  • Missing child incidents are very worrying for all concerned.  Part of managing the incident is to try and keep everyone as calm as possible.
  • The staff will feel worried about the child, especially the key person or the designated carer responsible for the safety of that child for the outing.  They may blame themselves and their feelings of anxiety and distress will rise as the length of time the child is missing increases.
  • Staff may be the understandable targets of parental anger and they may be afraid.  Managers need to ensure that staff under investigation are not only fairly treated but receive support while feeling vulnerable.
  • The parents will feel angry and fraught.  They may want to blame staff and may single out one staff member over others; they may direct their anger at the setting leader.
  • When dealing with a distraught and angry parent, there should always be two members of staff, one of whom is the manager and the other should be another senior member of staff.  No matter how understandable the parent’s anger may be, aggression or threats against staff are not tolerated, and the police should be called.
  • The other children are also sensitive to what is going on around them.  They too may be worried.  The remaining staff caring for them need to be focused on their needs and must not discuss the incident in front of them.  They should answer children’s questions honestly but also reassure them.
  • In accordance with the severity of the final outcome, staff may need counselling and support.  If a child is not found, or is injured, or worse, this will be a very difficult time.  The chairperson or proprietor will use their discretion to decide what action to take.
  • Staff must not discuss any child incident with the press without taking advice.

NAPPY CHANGING AND TOILETING

No child is excluded from participating in our provision 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.

Procedures

  • Key persons have a list of personalised changing times for the young children in their care who are in nappies or ‘pull-ups’.
  • Key persons undertake changing young children in their key groups; back up key persons change them if the key person is absent.
  • Changing areas are warm and there are safe areas to lay young children if they need to have their bottoms cleaned.
  • Gloves and aprons are put on before changing starts and the areas are prepared. Paper towel is put down on the changing mat freshly for each child.
  • All staff are familiar with the hygiene procedures and carry these out when changing nappies.
  • In addition, key persons ensure that nappy changing is relaxed and a time to promote independence in young children.
  • Young children are encouraged to take an interest in using the toilet; they may just want to sit on it and talk to a friend who is also using the toilet.
  • They should be encouraged to wash their hands and have soap and towels to hand. They should be allowed time for some play as they explore the water and the soap.
  • Anti-bacterial hand wash liquid or soap should not be used for young children.
  • Key persons are gentle when changing; they avoid pulling faces and making negative comments about ‘nappy contents’.
  • Key persons do not make inappropriate comments about young children’s genitals when changing their nappies.
  • Older children access the toilet when they have the need to and are encouraged to be independent.
  • Nappies and ’pull ups’ are disposed of hygienically. Any soil (faeces) in nappies or pull ups is flushed down the toilet 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 rinsed and bagged for the parent to take home.
  • If young children are left in wet or soiled nappies/pull ups in the setting this may constitute neglect and will be a disciplinary matter. Settings have a ‘duty of care’ towards children’s personal needs.

Toileting

If, when a child starts attending nursery he / she is yet to be toilet trained, we as professionals will endeavour to support you and your child until they are ready to begin the process, regardless of age.

There will be times when we feel a child would benefit from being encouraged to use a potty / toilet, but this is something we would not carry out without consultation with parents first. Any information regarding a toileting incident or problem will always be discussed with the child’s parent / guardian first, and thus any decision made regarding toileting lies with them.

We are discreet and professional when dealing with toileting incidents, and will do everything in our power to prevent embarrassment. We respect the children’s privacy and always make sure they are comfortable and happy with any situation.

NO SMOKING

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

Procedures

  • All staff, parents and volunteers are made aware of our no-smoking policy.
  • We display no-smoking signs.
  • The no-smoking policy is stated in our information for parents.
  • We actively encourage no-smoking by having information for parents and staff about where to get help to stop smoking if they are seeking this information.
  • Staff who smoke do not do so during working hours. Unless on a break and off the premises.
  • Staff who smoke during their break make every effort to reduce the effect of the odour and lingering effects of passive smoking for children and colleagues.

OBSERVATION AND ASSESSMENT

Ashleigh Nursery understands that good planning and assessment is vital for each child to reach their full potential.

Planning and assessment go hand in hand and inform each other, without one the other cannot happen effectively.

We need to understand what each child knows, can do and what interests them, in order for planning and assessment to begin.

For this process to happen we observe the children regularly and record our findings.

We use this data to monitor their progress and help to plan the next steps for learning.

Alongside this there is also the need for a clean, safe and stimulating environment and good quality resources.

To ensure that we have a well-balanced learning environment both indoors and outdoors our planning is based on following the child’s interests and comprises of child initiated, adult initiated and adult focus activities.

We follow ‘The Early Years Foundation Stage’ framework.

The staff need to know their children well in order to provide the best possible experiences in the child’s early years. Everybody involved in supporting a child’s development should learn as much about the child as possible. At Ashleigh nursery in order to gain that knowledge we send home an All About Me book for the parents to complete with their child at home. This gives the key worker a starting point in gaining a picture of that child.

During the child’s first sessions at nursery the key person will carry out a selection of observations to acquire a greater understanding of what interests that child. Once these observations have been made and assessed, the key person along with the parents will identify what that child’s specific interest is. We take many photographs throughout the observation and assessment process to allow parents to see just what their child is involved in during the nursery day.

Formative Assessment

Formative assessments are the regular judgements that are made following observations and like observations these will be made moment by moment, over a day or as part of analysing a longer observation.

Summative Assessment  

We also carry out summative assessment within the nursery and this provides an opportunity for the staff to step back from the detailed day to day focus on observation and formative assessment and undertake periodic systematic reviews to see the bigger picture. We use a unique child summative assessment sheet to record these regular summative judgemen

PARENTS AS PARTNERS

We believe that children benefit most from early years education and care when parents and settings work together in partnership.

Our aim is to support parents as their children’s first and most important educators by involving them in their children’s education and in the full life of the setting. We also aim to support parents in their own continuing education and personal development.

Some parents are less well represented in early years settings; these include fathers, parents who live apart from their children but who still play a part in their lives as well as working parents. In carrying out the following procedures, we will ensure all parents are included.

When we refer to ‘parents’ we mean both mothers and fathers; these include both natural or birth parents as well as step-parents and parents who do not live with their children, but have contact with them and play a part in their lives. ‘Parents’ also includes same sex parents as well as foster parents.

‘Parental responsibility’ is all the rights, duties, powers and responsibilities and authority which by law a parent of a child has in relation to the child and his property. 

Procedures

  • We have a means to ensure all parents are included – that may mean we have different strategies for involving fathers or parents who work or live apart from their children.
  • We consult with all parents to find out what works best for them.
  • We ensure ongoing dialogue with parents to improve our knowledge of the needs of their children and to support their families.
  • We inform all parents about how the setting is run and its policies through access to written information and through regular informal communication. We check to ensure parents understand the information that is given to them.
  • We encourage and support parents to play an active part in the governance and management of the setting.
  • We inform all parents on a regular basis about their children’s progress.
  • We involve parents in the shared record keeping about their children – either formally or informally – and ensure parents have access to their children’s written developmental records.
  • We provide opportunities for parents to contribute their own skills, knowledge and interests to the activities of the setting.
  • We inform parents about relevant conferences, workshops and training.
  • We consult with parents about the times of meetings to avoid excluding anyone.
  • We provide information about opportunities to be involved in the setting in ways that are accessible to parents with basic skills needs, or those for whom English is an additional language.
  • We hold meetings in venues that are accessible and appropriate for all.
  • We welcome the contributions of parents, in whatever form these may take.
  • We inform all parents of the systems for registering queries, complaints or suggestions and check to ensure these are understood.  All parents have access to our written complaints procedure.
  • We provide opportunities for parents to learn about the curriculum offered in the setting and about young children’s learning, in the setting and at home.

In compliance with the Safeguarding and Welfare Requirements, the following documentation is in place:

  • Admissions policy.
  • Complaints procedure.
  • Record of complaints.
  • Developmental records of children.

When we refer to ‘parents’, we mean both mothers and fathers, including natural, adoptive, step and those who do not live with their children. This term also includes same-sex parents as well as foster parents.

OUTDOOR PLAY POLICY

 “When children play out of doors, they are exercising their growing intellectual and emotional muscles, as well as their physical ones. They are developing the power to think, to feel, to do, to see and understand, to represent and express. They are imagining, puzzling, wondering, exploring, befriending and sharing”.

“Can I: Play Out” Outdoor Play in the Early Years – Bradford LEA 1995

Taken from the forward written by Mary Jane Drummond

“The best classroom and the widest cupboard is in the open air”.

Margaret Macmillan

At Ashleigh Nursery we believe that:

• Outdoor play is central to young children’s learning.

• Indoors and outdoors is viewed as one combined and integrated environment.

• Outdoors is both a teaching and learning environment, where adults interact with children to extend their knowledge, skills and concepts.

• Outdoor design and layout is given careful consideration.

• The outdoor classroom offers children the opportunity to use effective styles of learning – playing, movement and sensory experience.

• Children are given a wide range of open-ended equipment and environments.

• Children are able to control, change and modify their environment.

These are the key principles that underpin effective outdoor play.

Each of the Early Years Foundation Stage learning areas are developed through

Outdoor Play.

1. Developing Personal, Social and Emotional Learning Through Outdoor Play

• The resources and experiences outside provide opportunities for children to develop co-operation and build relationships.

• Children are encouraged to work together, take turns and help each other.

• Children are encouraged to take responsibility for the resources in the outside area. They are able to set up the areas and tidy resources away.

• The organisation and management of outdoors supports children in initiating and developing their own ideas and interests. 

• Children are encouraged to develop a sense of wonder about living things and natural phenomena.

• Children develop their understanding and show respect for living things.

• The resources and experiences outside provide opportunities for children to act out their feelings.

2. Developing Communication, Language and Literacy

Through Outdoor Play 

• There is a good range of stimulating first-hand experiences for children andadults to talk about.

• There are places for children to talk with each other.

• Reading and writing are incorporated into activities and experiences. They are relevant and meaningful to children’s interests and patterns of learning.

• Children are encouraged to use the written word or write for a range of purposes,

  e.g. signs, messages, tickets.

• Non-fiction books are a stimulus for investigations outdoors.

• Stories are told/read/re-enacted outside.

• Children are encouraged to express their ideas, interests through role play.

3. Developing Mathematical Learning Through Outdoor Play

• Children are encouraged to explore patterns, shape, measurement and numbers in the natural and made world. There are resources to support this range of learning.

• The available resources enable children to solve mathematical problems.

• Staff encourage children to develop and use their mathematical language.

• The range of equipment enables children to work on a large scale.

• Children are encouraged to play mathematical games with large equipment.

• Numbers are incorporated into children’s play.

• Children are encouraged to write numbers or record mathematical ideas in relevant and appropriate ways.

4. Developing Learning About and Understanding the World Through Outdoor Play

• Children are encouraged to observe and express their ideas about similarities and differences in the natural word.

• Children are encouraged to explore the physical environment and are able to solve problems in their own way.

• Changes in the weather are used to stimulate investigative work.

• There is a good range of natural and made materials for children and adults to talk about.  

• There is a sufficient range of resources to develop children’s interest in movement.

• Children are able to use a range of natural and made materials to design, make and build.

• The outside area is organised so that children are provided with opportunities to play out their life experiences and to develop imaginative play.

• Staff support and develop children’s imaginative play related to life experiences.

• Staff ensure that all children have access to a wide range of resources and experiences 

5. Developing Physical Development Through Outdoor Play

• The planning of equipment in the outdoor classroom takes into account all stages of children’s physical development.

• There is a good range of equipment to develop children’s co-ordination and control skills.

• The resources and equipment encourage a variety of ways of using the body.

• The children are presented with challenges that enable them to discover what they are able to do whilst learning about the limitations of their bodies.

• Children are able to experience a variety of different sized materials and use them in a variety of ways.

• Children are encouraged to use their bodies imaginatively e.g. dance, music and movement.

• Staff ensure that boys and girls have equal access to all areas of physical learning.

6. Developing Expressive Arts and Design Learning Through Outdoor Play

• Children are encouraged to represent their ideas imaginatively. There are arange of materials so that they can create 2D and 3D images.

• Children are encouraged to explore colour, shape and texture within natural materials.

• Staff plan for music, movement, dance, singing and drama to take place in the outside area.

• Children have the opportunity to experience a large range of textures and different materials.

• Opportunities are provided for children to develop large-scale work.

• Appropriate resources are available to support large-scale mark making

Children taking risks

There is quite rightly much emphasis on keeping children safe in early year’s settings, with a duty to minimise risk in all situations. However, children need and instinctively want to be able to take risks in order that they can test their abilities and strengths. What better environment for them to do so than that of an early years setting where practitioners will already have removed hazards not readily identifiable to young children and will provide well managed opportunities for appropriate ‘risk taking’ to take place, for example; climbing to the top of the climbing frame, building a very tall tower of bricks and then knocking it down, or simply climbing the stairs. Children need support to take these risks as part of their learning and development.

Children with disabilities do not always have the freedom of choice compared to their more able peers, yet have the same need for opportunities to take risks. It is the responsibility of early year’s practitioners to assess and manage the level of risk in the environment, so that all children in their care have the opportunity to experiment and extend their abilities without the risk of undue harm.

When creating a safe environment for children, practitioners must consider their legal duty to identify and reduce or eliminate risk, but should also take into account those risks which are proportionate/acceptable too. The risk of falling off larger play equipment is quite high, however the risk of harm is minimised by ensuring that there is adequate supervision, correct positioning of the equipment (away from windows, or walls), crash mats, no overcrowding and some “rules” set by adults in accordance with individual children’s level of understanding. The benefits will include children being able to expand their skills, as they climb higher, reach further, or balance for longer, but also experience the consequence of taking risks beyond their current ability.

Risks

The nursery strongly believes that all risks posed to children have to be balanced with the benefits they could gain from the situation e.g. when playing with natural and everyday materials, e.g. Den Making with crates and planks which could possibly have a splinter – would be outweighed by the learning opportunities that Den Making can provide.

Daily checks

The Nursery Manager – in consultation with her Department Managers, is responsible for carrying our Daily Checks on the whole nursery.

In particular she is responsible for: 

  • Outdoors – The Nursery Manager herself [or in her absence on of her Deputy

Managers] inspects the outdoor play areas within the nursery to ensure they are safe and free from any unforeseen risk e.g. standing water in receptacles, fungi, animal excrement, dangerous items e.g. knives or nails, fallen articles e.g. roof tiles

  • Departments – each Department Manager is responsible for ensuring that her Department is safe and free from any unforeseen hazards e.g. slippery floors, damaged carpets, opened windows, insecure exit doors, misplaced cleaning equipment, sharp utensils, workmen’s tools, etc.

PLANNING POLICY

Aims

Throughout the nursery we aim to use planning to ensure that:

  • The learning environment is vibrant purposeful, challenging and supportive.
  • Children are supported in becoming confident, independent and successful learners.
  • Practitioners think and talk about children’s learning and plan how to promote it.
  • Practitioners build up knowledge of how children learn and make progress.
  • Parents are included and work in partnership with practitioners.
  • Children are given opportunities to plan their own play and learning.
  • The diverse needs of all children are catered for.
  • Children are prepared for life in a multi-cultural and diverse society.

Principles

The principles of the Early Years Foundation Stage emphasise the importance of a well-planned environment and planning for individual needs and interests:

‘Practitioners must consider the individual needs, interests and stage ofdevelopment of each child in their care and must use this information to plan a challenging and enjoyable experience for each child in all of the area of learning and development.’.

Statutory Framework for the Early Years Foundation stage

Objectives

  •  To be effective, an early year’s curriculum should be well structured to include planned and purposeful activity that provides opportunities for teaching and learning, both indoors and outdoors.
  • Learning is a shared process and children learn most effectively when, with the support of a knowledgeable and trusted adult, they are actively involved and interested.
  • There should be opportunities for children to engage in activities planned by adults and also those that they plan or initiate themselves.
  • Well planned, purposeful activity and appropriate intervention by practitioners will engage children in the learning process.
  • The child must be at the centre of the process. The opportunities provided andthe organisation that supports, co-ordinates and manages these should always start with the child’s needs and offer sufficient flexibility to meet them.   
  • Every child has a right to play in an environment which stimulates and provides opportunities for risk and challenge, growth of confidence and self-esteem.
  • Children learn when they are given appropriate responsibility, allowed to make errors, decisions and choices, and are respected as autonomous and competent learners.

Procedures

  • Long-term planning provides an overview and includes:-
  • An overview of the year, indicating when and how frequently aspects of learning may be taught.
  • Special events and activities that provide a meaningful context and enhance learning.
  • A balance between and within the seven areas of learning.
  • Curriculum policy documents.
  • Continuous provision plans for all areas of the environment.

The medium-term planning is informed by ongoing observations of children; assessment data; and by discussions with and feedback from practitioners and parents/carers. These plans cover a period of six to eight weeks and may include:

  • Aspects of areas of learning that have not previously been covered.
  • Identified gaps in learning/areas to be revisited.
  • Predictable interests eg. Christmas.
  • Ideas for activities based on children’s current interests.

The short-term planning is informed by ongoing observations of children; discussions with other practitioners and parents; evaluation of activities; and knowledge of the children’s current interests. These plans cover a period of a maximum of two weeks and are updated on a daily basis. The plans may include:

  • Clear learning objectives based on identified next steps.
  • A brief description of the range of experiences and activities.
  • How the experiences will be adapted for individuals or groups of children.
  • The role of the adults.
  • The resources and equipment needed.
  • Opportunities for observation or informal assessment.
  • Key language.
  • Evaluation.
  • Enhancement of areas of continuous provision,

In addition to the long, medium and short-term planning, which covers planning for the environment and for small group activities, Key Workers will plan for the individual needs of the children in their group. This planning may include:-

  • An Individual Education Plan (IEP) for those children with identified additional educational needs. This plan is written in conjunction with the Special

Educational Needs Co-ordinator (SENCO) and the Teachers.

  • A specific plan for the development of a particular aspect of learning or interest. 

Planning to meet the diverse needs of children

At the nursery we plan to meet the needs of both boys and girls; children with SEN; children who are more able; children with disabilities; children from all social, cultural and religious backgrounds; children of different ethnic groups and children from diverse linguistic backgrounds. This means providing a safe environment, free from harassment and discrimination, in which children’s contributions are valued and where racial, religious, disability and gender stereotypes are challenged.

Monitoring and evaluation

The practitioners will:-

  • Monitor the range and quality of planning.
  • Evaluate the effectiveness of planning in light of observations made.
  • Support the practitioners in the implementation of this policy through regular training and staff development meetings.
  • Prioritise time for planning and discussions within teams.
  • Ensure that planning is shared with parents.

Managers will: 

  • Ensure that all practitioners within their team are familiar with this policy and the procedures outlined in it.
  • Support practitioners in taking part in the planning process.
  • Take account of the needs, interests and knowledge of all children when planning. 
  • Actively involve parents in the planning process.
  • Ensure that all planning is evaluated.

PROVIDER’S RECORDS

We keep records and documentation for the purpose of maintaining our business. These include

  • Records pertaining to our registration.
  • Landlord/lease documents and other contractual documentation pertaining to amenities, services and goods.
  • Financial records pertaining to income and expenditure.
  • Risk assessments.
  • Employment records of staff including their name, home address and telephone number.
  • Name, address and telephone number of anyone else who is regularly in unsupervised contact with the children

Our records are regarded as confidential on the basis of sensitivity of information, such as with regard to employment records and these are maintained with regard to the framework of the Data Protection Act and the Human Rights Act.

This policy and procedure is taken in conjunction with the Confidentiality and Client Access to Records policy and Information Sharing policy.

Procedures

  • All records are the responsibility of the officers of the management committee who ensure they are kept securely.
  • All records are kept in an orderly way in files and filing is kept up-to-date.
  • Financial records are kept up-to-date for audit purposes.
  • Health and safety records are maintained; these include risk assessments, details of checks or inspections and guidance etc.
  • Our Ofsted registration certificate is displayed.
  • Our Public Liability insurance certificate is displayed.
  • All our employment and staff records are kept securely and confidentially.

We notify Ofsted of any change:

  • in the address of the premises;
  • to the premises which may affect the space available to us;
  • to the name and address of the provider, or, the provider’s contact information;
  • to the person managing the provision;
  • any significant event which is likely to affect our suitability to look after children; or
  • any other event as detailed in the Early Years Foundation Stage

Legal framework

  • Data Protection Act 1998
  • Human Rights Act 1998

RISK ASSESSMENT

This setting believes that the health and safety of children is of paramount importance. We make our setting a safe and healthy place for children, parents, staff and volunteers by assessing and minimising the hazards and risks to enable the children to thrive in a healthy and safe environment.

The basis of this policy is risk assessment, the processes of which follow five steps as follows:

  • Identification of risk. Where and what?
  • Who is at risk? Staff, children, parents, cook, cleaner etc?
  • Assessment as to the level of risk – high, medium, low.
  • Control measures to eliminate or reduce the risk.
  • Monitoring and review

Our risk assessment process covers adults and children and includes:

  • Checking for and noting hazards and risks indoors and outside
  • Assessing the level of risk and who may be affected
  • Deciding which areas need attention; and
  • Developing an action plan that specifies the action required, the time scales for the action, the person responsible for the action and any funding required.
  • Where more than five staff and volunteers are employed, the risk assessment is written and is reviewed regularly.
  • We maintain lists of health and safety issues, which are checked daily before the session begins as well as those that are checked on a weekly and termly basis when a full risk assessment is carried out.

SAFEGUARDING AND

CHILD PROTECTION

Our setting will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life.

Procedures

We follow the Lancashire Early Years & Children’s Centres Child Protection Policies and Procedures which provide a clear link to the overarching Lancashire Safeguarding Children Board Safeguarding Procedures.

Staff and volunteers

  • Our designated person (a member of staff) who co-ordinates child protection issues is:

Jennifer Ward and Donna Walker

Our designated officer (member of the management team) who oversees this work is:

     Jennifer Ward

We ensure all staff are trained to understand our safeguarding policies and procedures and parents are made aware of them too.

  • All staff have an up-to-date knowledge of safeguarding issues.
  • We provide adequate and appropriate staffing resources to meet the needs of children.
  • Applicants for posts within the provision are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974.
  • Candidates are informed of the need to carry out ‘enhanced disclosure’ checks with the Criminal Records Bureau before posts can be confirmed.
  • Where applications are rejected because of information that has been disclosed, applicants have the right to know and to challenge incorrect information.
  • We abide by Ofsted requirements in respect of references and Criminal Record Bureau checks for staff and volunteers, to ensure that no disqualified person or unsuitable person works at the provision or has access to the children.
  • We record information about staff qualifications, and the identity checks and vetting processes that have been completed including:

–       the criminal records disclosure reference number;

–       the date the disclosure was obtained; and

–       details of who obtained it.

  • We inform all staff that they are expected to disclose any convictions, cautions, court orders or reprimands and warnings which may affect their suitability to work with children (whether received before or during their employment with us).
  • Volunteers do not work unsupervised.
  • We abide by the Safeguarding Vulnerable Groups Act (2006) requirements in respect of any person who is dismissed from our employment, or resigns in circumstances that would otherwise have lead to dismissal for reasons of child protection concern.
  • We have procedures for recording the details of visitors to the setting.
  • We take security steps to ensure that we have control over who comes into the provision so that no unauthorised person has unsupervised access to the children.
  • We take steps to ensure children are not photographed or filmed on video for any other purpose than to record their development or their participation in events organised by us. Parents sign a consent form and have access to records holding visual images of their child.
  • Staff are prohibited from keeping their mobile phones on their person during work hours.

Appendix to Safeguarding Policy The Prevent Duty & Promoting British Values From 1st July 2015 all schools, registered early years childcare providers and registered later years childcare providers are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015, in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty. Here at Ashleigh Nursery School we take Safeguarding very seriously, therefore to ensure that we adhere to and achieve the Prevent duty we will;

 · Provide appropriate training for staff as soon as possible. Part of this training will enable staff to identify children who may be at risk of radicalisation

· We will build the children’s resilience to radicalisation by promoting fundamental British values and enabling them to challenge extremist views (for early years providers the statutory framework for the EYFS sets standards for learning, development and care for children from 0-5, thereby assisting their personal, social and emotional development and understanding of the world)

 · We will assess the risk, by means of a formal risk assessment, of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology

 · We will ensure that our staff understand the risks so that they can respond in an appropriate and proportionate way

· We will be aware of the online risk of radicalisation through the use of social media and the internet

 · As with managing other safeguarding risks, our staff will be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection (children at risk of radicalisation may display different signs or seek to hide their views). The Key Person approach means we already know our key children well and so we will notice any changes in behaviour, demeanour or personality quickly

· We will not carry out unnecessary intrusion into family life but we will take action when we observe behaviour of concern. The key person approach means that we already have a rapport with our families so we will notice any changes in behaviour, demeanour or personality quickly

· We will work in partnership with our LSCB for guidance and support we will build up an effective engagement with parents/carers and families. (This is important as they are in a key position to spot signs of radicalisation) We will assist and advise families who raise concerns with us. It is important to assist and advise families who raise concerns and be able to point them to the right support mechanisms. We will ensure that our DSO’s will undertake Prevent awareness training (as a minimum) so that they can offer advice and support to other members of staff. We will ensure that any resources used in the nursery are age appropriate for the children in our care and that our staff have the knowledge and confidence to use the resources effectively.

Responding to suspicions of abuse

  • We acknowledge that abuse of children can take different forms – physical, emotional, and sexual, as well as neglect.
  • When children are suffering from physical, sexual or emotional abuse, or may be experiencing neglect, this may be demonstrated through:

–       significant changes in their behaviour;

–       deterioration in their general well-being;

–       their comments which may give cause for concern, or the things they say (direct or indirect disclosure);

–       changes in their appearance, their behaviour, or their play;

–       unexplained bruising, marks or signs of possible abuse or neglect; and

–       any reason to suspect neglect or abuse outside the setting.

  • We take into account factors affecting parental capacity, such as social exclusion, domestic violence, parent’s drug or alcohol abuse, mental or physical illness or parent’s learning disability.
  • We are aware of other factors that affect children’s vulnerability such as abuse of disabled children, fabricated or induced illness, child abuse linked to beliefs in spirit possession, sexual exploitation of children such as through internet abuse and Female Genital Mutilation that may affect or may have affected children and young people using our provision.
  • We also make ourselves aware that some children and young people are affected by gang activity, by complex, multiple or organised abuse, through forced marriage or honour based violence or may be victims of child trafficking. While this may be less likely to affect young children in our care we may become aware of any of these factors affecting older children and young people who we may come into contact with.
  • Where we believe a child in our care or known to us may be affected by any of these factors we follow the procedure for reporting child protection concerns.
  • Where such evidence is apparent, the child’s key person makes a dated record of the details of the concern and discusses what to do with member of staff who is acting as the ‘designated person’. The information is stored on the child’s personal file.
  • We refer concerns to the local authority children’s social care department and co-operate fully in any subsequent investigation.
    NB In some cases this may mean the police or another agency identified by the Local Safeguarding Children’s Board.
  • We take care not to influence the outcome either through the way we speak to children or by asking questions of children.
  • We take account of the need to protect young people aged 16-19 as defined by the Children Act 1989. This may include students or school children on work placement, young employees or young parents. Where abuse is suspected we follow the procedure for reporting any other child protection concerns. The views of the young person will always be taken into account, but the setting may override the young person’s refusal to consent to share information if it feels that it is necessary to prevent a crime from being committed or intervene where one may have been or to prevent harm to a child or adult. Sharing confidential information without consent is done only where not sharing it could be worse than the outcome of having shared it.

Recording suspicions of abuse and disclosures

  • Where a child makes comments  to a member of staff that gives cause for concern (disclosure), observes signs or signals that gives cause for concern, such as significant changes in behaviour; deterioration in general well-being; unexplained bruising, marks or signs of possible abuse or neglect, that member of staff:

–       listens to the child, offers reassurance and gives assurance that she or he will take action;

–       does not question the child;

–       makes a written record that forms an objective record of the observation or disclosure that includes:

–       the date and time of the observation or the disclosure;

–       the exact words spoken by the child as far as possible;

–       the name of the person to whom the concern was reported, with date and time; and

–       the names of any other person present at the time.

  • These records are signed and dated and kept in the child’s personal file which is kept securely and confidentially.
  • The manager acting as the Designated Person is informed of the issue at the earliest opportunity.
  • Where the Local Safeguarding Children Board stipulates the process for recording and sharing concerns, we include those procedures alongside this procedure and follow the steps set down by the Local Safeguarding Children Board.

Making a referral to the local authority social care team

  • We follow the guidelines set out in ‘What to do if you are worried a child is being abused’ (HMG 2006).

Informing parents

  • Parents are normally the first point of contact. We discuss concerns with parents to gain their view of events unless we feel this may put the child in greater danger.
  • We inform parents when we make a record of concerns in their child’s file and that we also make a note of any discussion we have with them regarding a concern.
  • If a suspicion of abuse warrants referral to social care, parents are informed at the same time that the referral will be made, except where the guidance of the Local Safeguarding Children Board does not allow this, for example, where it is believed that the child may be placed in greater danger.
  • This will usually be the case where the parent is the likely abuser. In these cases the social workers will inform parents.

Liaison with other agencies

  • We work within the Local Safeguarding Children Board guidelines.
  • We have the current version of ‘What to do if you’re worried a child is being abused’ for parents and staff and all staff are familiar with what to do if they have concerns.
  • We have procedures for contacting the local authority on child protection issues, including maintaining a list of names, addresses and telephone numbers of social workers, to ensure that it is easy, in any emergency, for the setting and social services to work well together.
  • We notify the registration authority (Ofsted) of any incident or accident and any changes in our arrangements which may affect the well-being of children or where an allegation of abuse is made against a member of staff (whether the allegations relate to harm or abuse committed on our premises or elsewhere). Notifications to Ofsted are made as soon as is reasonably practicable, but at the latest within14 days of the allegations being made.
  • Contact details for the local National Society for the Prevention of Cruelty to Children (NSPCC) are also kept.

Allegations against staff

  • We ensure that all parents know how to complain about the behaviour or actions of staff or volunteers within the provision, or anyone living or working on the premises occupied by the setting, which may include an allegation of abuse.
  • We respond to any inappropriate behaviour displayed by members of staff, or any other person working with the children, which includes:

–       inappropriate sexual comments;

–       excessive one-to-one attention beyond the requirements of their usual role and responsibilities, or

–       inappropriate sharing of images.

  • We follow the guidance of the Local Safeguarding Children Board when responding to any complaint that a member of staff, or volunteer within the provision, or anyone living or working on the premises occupied by the setting, has abused a child.
  • We respond to any disclosure by children or staff that abuse by a member of staff or volunteer within the setting, or anyone living or working on the premises occupied by the setting, may have taken, or is taking place, by first recording the details of any such alleged incident.
  • We refer any such complaint immediately to the local authority’s social care department to investigate. We also report any such alleged incident to Ofsted and what measures we have taken. We are aware that it is an offence not to do this.
  • We co-operate entirely with any investigation carried out by children’s social care in conjunction with the police.
  • Where the management team and children’s social care agree it is appropriate in the circumstances, the chair/director/owner will suspend the member of staff on full pay, or the volunteer, for the duration of the investigation. This is not an indication of admission that the alleged incident has taken place, but is to protect the staff as well as children and families throughout the process.

Disciplinary action

  • Where a member of staff or volunteer has been dismissed due to engaging in activities that caused concern for the safeguarding of children or vulnerable adults, we will notify the Independent Safeguarding Authority (ISA) of relevant information so that individuals who pose a threat to children (and vulnerable groups), can be identified and barred from working with these groups.

Training

  • We seek out training opportunities for all adults involved in the setting to ensure that they are able to recognise the signs and signals of possible physical abuse, emotional abuse, sexual abuse and neglect and that they are aware of the local authority guidelines for making referrals.
  • We ensure that designated persons receive training in accordance with that recommended by the Local Safeguarding Children Board.
  • We ensure that all staff know the procedures for reporting and recording their concerns in the setting.

Planning

  • The layout of the rooms allows for constant supervision. No child is left alone with staff or volunteers in a one-to-one situation without being visible to others.

Curriculum

  • We introduce key elements of keeping children safe into our programme to promote the personal, social and emotional development of all children, so that they may grow to be
  • strong, resilient and listened to and that they develop an understanding of why and how to keep safe.
  • We create within the setting a culture of value and respect for the individual, having positive regard for children’s heritage arising from their colour, ethnicity, languages spoken at home, cultural and social background.
  • We ensure that this is carried out in a way that is developmentally appropriate for the children.

Confidentiality

  • All suspicions and investigations are kept confidential and shared only with those who need to know. Any information is shared under the guidance of the Local Safeguarding Children Board.

Support to families

  • We believe in building trusting and supportive relationships with families, staff and volunteers in the group.
  • We make clear to parents our role and responsibilities in relation to child protection, such as for the reporting of concerns, providing information, monitoring of the child, and liaising at all times with the local children’s social care team.
  • We will continue to welcome the child and the family whilst investigations are being made in relation to any alleged abuse.
  • We follow the Child Protection Plan as set by the child’s social care worker in relation to the setting’s designated role and tasks in supporting that child and their family, subsequent to any investigation.
  • Confidential records kept on a child are shared with the child’s parents or those who have parental responsibility for the child in accordance with the Confidentiality and Client Access to Records procedure and only if appropriate under the guidance of the Local Safeguarding Children Board.

Legal framework

Primary legislation

  • Children Act (1989 s47)
  • Protection of Children Act (1999)
  • Data Protection Act (1998)
  • The Children Act (Every Child Matters) (2004)
  • Safeguarding Vulnerable Groups Act (2006)
  • Sexual Offences Act (2003)
  • Criminal Justice and Court Services Act (2000)
  • Equalities Act (2010)
  • Data Protection Act (1998) Non Statutory Guidance

Secondary legislation

Further Guidance

  • Working Together to Safeguard Children (under revision 2012)
  • What to do if you are Worried a Child is Being Abused (HMG 2006)
  • Framework for the Assessment of Children in Need and their Families (DoH 2000)
  • The Common Assessment Framework for Children and Young People: A Guide for Practitioners (CWDC 2010)
  • Statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (HMG 2007)
  • Information Sharing: Guidance for Practitioners and Managers (HMG 2008)
  • Independent Safeguarding Authority: www.isa-gov.org.uk
SOCIAL MEDIA POLICY 
Social media, professional networking sites, rapid-fire communications, blog sites, and personal web sites are all useful technologies; Ashleigh Nursery School realises this fact. Every employee has an opportunity to express and comm unicate on-line in many ways, and we do not wish to discourage an on-line presence. Above all else, everyone needs to use good judgement on what material makes its way on-line. This policy will set out guidelines that employees should follow for all on-line communications in reference to Ashleigh Nursery School Respons ib i l ity Any material posted on line in reference to Ashleigh Nursery School by any employee is the responsibility of the poster. At no times should any posts be made in reference to children, parents or other professionals that employees may come in to contact with through work. At no time must any photographs or materials be publishe d that identify the setting or children and pictures of staff may only be used with the express permission of the staff members concerned. Any member of staff found to be posting remarks or comments that breach confidentiality or are deemed to be of a detrimental nature to the company or other employees or posting/publishing photographs of the setting, children o r staff unless staff permission has been gained will face disciplinary action in line with the company disciplinary procedures. Top i c matt er guide l ines Ashleigh Nursery School employees are encouraged to use the following guidelines in social networking practices:  Remember that no information sent over the web is to tally secure and as such if you do not wish the information to be made public refrain from sending it over a social network site.  Even though you may think you are anonymous or use an alias you may be recognised.  Maintain professionalism, honesty, and respect.  Apply a “good judgement” test for every activity related to Ashleigh Nursery School; could you be guilty of leaking information, discussing confidential information? Is it negative commentary regarding Ashleigh Nursery School or its employees?  Activity showing good judgement would include statements of fact about Ashleigh Nursery School and its products and services, facts about already-public information, or information on the setting Web site.  Any member of staff referring to the children, parents/carers, colleagues or other work related matters in a negative or derogatory manner will risk facing disciplinary action.  Staff are asked NOT to request parents as ‘friends’ on s ocial networking sites, and we would discourage staff from accepting friend requests from parents. Of course, we understand that sometimes staff members are friends with parents prior to the child starting nursery. We just ask that they still remain professional when posting.

STAFFING

We provide a staffing ratio in line with the Safeguarding and Welfare Requirements of the Early Years Foundation Stage to ensure that children have sufficient individual attention and to guarantee care and education of a high quality. Our staff are appropriately qualified and we carry out checks for criminal and other records through the Criminal Records Bureau in accordance with statutory requirements.

Procedures

To meet this aim we use the following ratios of adult to children:

  • Children under two years of age: 1 adult : 3 children:

–     All staff are fully qualified or relevantly trained.

  • Children aged two years: 1 adult : 4 children:

–     All staff are fully qualified or relevantly trained.

  • Children aged three years and over: 1 adult : 8 children:

–     All staff are fully qualified with one practitioner qualified to level 7

  • A minimum of two staff/adults are on duty at any one time.
  • Each child is assigned a key person to help the child become familiar with the setting from the outset and to ensure that each child has a named member of staff with whom to form a relationship. The key person plans with parents for the child’s well-being and development in the setting. The key person meets regularly with the family for discussion and consultation on their child’s progress and offers support in guiding their development at home.
  • We hold regular staff meetings to undertake curriculum planning and to discuss children’s progress, their achievements and any difficulties that may arise from time to time.

STUDENT PLACEMENTS

Our setting recognises that qualifications and training make an important contribution to the quality of the care and education provided by early year’s providers. As part of our commitment to quality, we offer placements to students undertaking early years qualifications and training. We also offer placements for school pupils on work experience.    We aim to provide for students on placement with us, experiences that contribute to the successful completion of their studies and that provide examples of quality practice in early years care and education.

Procedures

  • We require students on qualification courses to meet the ‘suitable people’ requirements of Ofsted and have CRB checks carried out.
  • We require students in our setting to have a sufficient understanding and use of English to contribute to the well-being of children in our care.
  • We require schools placing students under the age of 17 years with the setting to vouch for their good character.
  • We supervise students at all times and do not allow them to have unsupervised access to children.
  • Students undertaking qualification courses who are placed in our setting on a short term basis are not counted in our staffing ratios.
  • Trainee staff employed by the setting and students over the age of 17 may be included in the ratios if they are deemed competent and responsible.
  • We take out employers’ liability insurance and public liability insurance, which covers both trainees and voluntary helpers.
  • We require students to keep to our confidentiality policy.
  • We co-operate with students’ tutors in order to help students to fulfil the requirements of their course of study.
  • We provide students, at the first session of their placement, with a short induction on how our setting is managed, how our sessions are organised and our policies and procedures.
  • We communicate a positive message to students about the value of qualifications and training.
  • We make the needs of the children paramount by not admitting students in numbers that hinder the essential work of the setting.
  • We ensure that trainees and students placed with us are engaged in bona fide early years training, which provides the necessary background understanding of children’s development and activities.

 SUPERVISION DURING OUTINGS

Children benefit from being taken out of the setting to go on visits or trips to local parks or other suitable venues for activities which enhance their learning experiences. Some settings do not have direct access to outdoor provision on their premises and will need to take children out daily. Staff in our setting ensure that there are procedures to keep children safe on outings; all staff and volunteers are aware of and follow the procedures below.

Procedures

  • Parents sign a general consent on registration for their children to be taken out as a part of the daily activities of the setting.
  • This general consent details the venues used for daily activities.
  • A risk assessment for each venue is carried out, which is reviewed regularly.
  • Parents are always asked to sign specific consent forms before major outings.
  • A risk assessment is carried out before an outing takes place.
  • All venue risk assessments are made available for parents to see.
  • Our adult to child ratio is high, normally one adult to two children, depending on their age, sensibility and type of venue as well as how it is to be reached.
  • Named children are assigned to individual staff to ensure each child is individually supervised, to ensure no child goes astray, and that there is no unauthorised access
  • Outings are recorded in an outings record book kept in the setting stating:

–     The date and time of outing.

–     The venue and mode of transport.

–     Names of staff assigned to named children.

–     Time of return.

  • Staff take a mobile phone on outings, and supplies of tissues, wipes, pants etc as well as a mini first aid pack, snacks and water. The amount of equipment will vary and be consistent with the venue and the number of children as well as how long they will be out for.
  • Staff take a list of children with them with contact numbers of parents/carers.
  • Records are kept of the vehicles used to transport children, with named drivers and appropriate insurance cover.
  • A minimum of two staff should accompany children on outings and a minimum of two should remain behind with the rest of the children.

TRANSFER OF RECORDS TO SCHOOL

We recognise that children sometimes move to another early years setting before they go on to school although many will leave our setting to enter a nursery or reception class.

We prepare children for these transitions and involve parents and the receiving setting in this process. We prepare records about a child’s development and learning in the EYFS in our setting; in order to enable smooth transitions we share appropriate information with the receiving setting or school at transfer.

Confidential records are shared where there have been child protection concerns according to the process required by our Local Safeguarding Children Board.

The procedure guides this process and determines what information we can and cannot share with a receiving school or setting.

Procedures

Transfer of development records for a child moving to another early years setting or school

  • Using the EYFS assessment of development and learning ensure the key person prepares a summary of achievements by way of a transition document. This includes progress achieved under learning and development and the characteristics of effective learning.
  • This record refers to any additional language spoken by the child and his or her progress in both languages.
  • The record also refers to any additional needs that have been indentified or addressed by the setting.
  • The record also refers to any special needs or disability and whether a CAF was raised in respect of special needs or disability, whether there is a Statement of Special Educational Needs and gives the name of the lead professional.
  • The record contains a summary by the key person and a summary of the parent’s view of the child.
  • The document may be accompanied by other evidence such as photos or drawings that the child has made.
  • For transfer to school, most local authorities provide an assessment summary format or a transition record for the setting to follow.
  • If there have been any welfare or protection concerns a star is placed on the front of the assessment record.

Transfer of confidential information

  • The receiving school or setting will need to have a record of concerns that were raised in the setting and what was done about them.
  • A summary of the concerns will be made to send to the receiving setting or school along with the date of the last professional meeting or case conference. Some Local Safeguarding Children Boards will stipulate the forms to be used and provide these.
  • Where a CAF has been raised in respect of any welfare concerns the name and contact details of the lead professional will be passed on to the receiving setting or school.
  • Where there has been a s47 investigation regarding a child protection concern the name and contact details of the child’s social worker will be passed on to the receiving setting or school – regardless of the outcome of the investigation.
  • This information is posted or taken to the school or setting, addressed to the setting or school’s designated person for child protection and marked confidential.

Legal framework

  • Data Protection Act 1998
  • Freedom of Information Act 2000
  • Human Rights Act 1998
  • Children Act 1989

Further guidance

  • What to do if you are Worried a Child is Being Abused (HMG 2006)
  • Information Sharing: Guidance for Practitioners and Managers (DCSF 2008)

SUPPORTING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

This policy represents the agreed principles for Special Educational Needs throughout the Nursery.

All Nursery staff, representing Ashleigh Nursery School have agreed this policy.

Definition of Special Educational Needs (SEN)

“Children have a Special Educational Need if they have a learning difficulty which calls for Special Educational provision to be made for them”. As defined by the Code of Practice 2014 for those who have Special Educational Needs and disabled children.

 The Special Needs Coordinators (SENCO) is Sue Hart.

She can be contacted on 01772 617532 or

Via e-mail – ashleighnursery@btconnect.com

Sue is a senior practitioner and is part of the management team.

Introduction

This policy is in line with the Code of Practice 2014 and Equality Act 2010 and has been written with reference to the following guidance and documents.

  • EYFS
  • Safeguarding policy
  • Access action plan
  • Provision mapping
  • Behaviour management policy
  • Local offer
  • Admission policy
  • Medication policy
  • Parental and staff input

The building is accessible for wheelchair users.

At Ashleigh Nursery School we strive to provide a broad and balanced curriculum for all children for them to become confident young children with a growing ability to communicate their own views and ready to make the transition into compulsory education.

The Early Years Foundation Stage is our starting point for planning that meets the specific needs of individuals and groups of children. When planning, staff set suitable learning challenges and respond to children’s diverse learning needs. Some children have barriers to learning that mean they have special needs and require particular action by the nursery.

Where a child appears to be behind expected levels, or where a child’s progress gives cause for concern, practitioners should consider all the information about the child’s learning and development from within and beyond the setting, from formal checks, from practitioner observations and from any more detailed assessment of the child’s needs. From within the setting practitioners should particularly consider information on a child’s progress in communication and language, physical development and personal, social and emotional development. Where any specialist advice has been sought from beyond the setting, this should also inform decisions about whether or not a child has SEN. All the information should be brought together with the observations of parents and considered with them.

A delay in learning and development in the early years may or may not indicate that a child has SEN, that is, that they have a learning difficulty or disability that calls for special educational provision. Equally, difficult or withdrawn behaviour does not necessarily mean that a child has SEN. However, where there are concerns, there should be an assessment to determine whether there are any factors such as an underlying learning or communication difficulty. If it is thought housing, family or other domestic circumstances may be contributing to the presenting behaviour, a multi-agency approach, supported by the use of approaches such as the Early Help Assessment, should be adopted.

Children may have Special Educational Needs either throughout or at any time during their nursery development. This policy ensures that curriculum planning and assessment for children with Special Educational Needs takes account of the type and extent of the difficulty experienced by the child.

Role and Responsibilities of SENCO – Main responsibilities

  • Ensure your setting has regard to the SEN Code of Practice (2014), the Disability Discrimination Act (DDA) (1995) and the Equality Act 2010.
  • Be Responsible for ensuring:
    • An SEN Inclusion Policy is in place;
    • The policy is put into Practice;
    • The policy is reviewed annually
  • Observation, Recording, Assessment and Planning
    • Take the lead in observations and assessments of children with SEN including their strengths and areas to develop using the Individual Assessment of Early Learning and Development (IAELD) where appropriate
    • Liaise with the key person to complete the IAELD and set IEPs
    • Gather evidence and co-ordinate support; work with colleagues to develop the child’s skills through inclusive planning in line with Early Years Foundation Stage Curriculum.
    • Keep appropriate records which are regularly reviewed and monitored;
    • Ensure appropriate Individual Education Plans are in place and regularly monitored and reviewed;
    • Apply for Exceptional Needs Funding where appropriate.
    • Support agencies and families with Educational Health Care Plans
    • Work closely with parents to ensure background information is collected and shared appropriately.
  • Liaison
    • Liaise with colleagues and managers as appropriate;
    • Promote a positive working relationship with parents/carers;
    • Develop links and liaise as appropriate with other professionals, Health Visitors, SEN preschool Advisory Teacher, Speech and Language Therapists, Inclusion Development Officer, Educational Psychologists.
  • Professional Development
    • Attend SENCO clusters regularly to update and inform;
    • Identify individual setting’s needs and arrange in-house training where appropriate.
    • Have an awareness of Early Support and Common Assessment Framework (CAF)
    • Use your knowledge and experience to support your setting to develop their inclusive practice.

Aims and objectives

The aims of this policy are:

  • to create an environment that meets the Special Educational Needs of each child;
  • to ensure that the Special Educational Needs of children are identified, assessed and provided for;
  • to make clear the expectations of all partners in the process;
  • to identify the roles and responsibilities of staff in providing for children’s Special Educational Needs;
  • to enable all children to have full access to all elements of the nursery’s curriculum;
  • to ensure that parents are able to play their part in supporting their child’s education;
  • to ensure that our children have a voice in this process.
  • work within the guidance provided in the SEND code of practice (DfE, 2014)
  • provide support, advice and training opportunities for all staff working with children with special educational and additional needs.
  • Engage with other agencies / professionals to ensure we are offering effective provision for children with special educational needs.
  • To use a process of self-evaluation to create our own setting provision map which details adjustments we make to meet the needs of all our children.

Admission Arrangements.

Children with SEN and/or Disabilities will be admitted to Ashleigh Nursery in line with our Admission Policy and the statutory requirements of

the SEN and Disabilities Act (2001) and Children and families Act (2014) Part 3. The Nursery School admission policy states that children with additional and special educational needs must be admitted as a priority.

All staff at Ashleigh Nursery are committed to meeting the needs of all children and promoting the culture and ethos of inclusion within the nursery. Parents are requested to inform the nursery of any special educational needs, medical conditions, allergies or any other concerns they may have on the Nursery Admission Form. Home visits are also offered to enable parents to discuss their child’s needs with their child’s key worker. This will enable the SENCO to put into place actions to support each child, such as, a differentiated curriculum or specialist resources. We are fully accessible for children with physical disabilities. There is an accessibility plan in place.

Medical Conditions

Children who have medical needs may require intervention and support from nursery staff. Such a child will have a Care Plan written for them in liaison with parents and the Health Service. This ensures a safe, agreed set of principles and procedures to ensure the child’s needs are fully met and all health and safety arrangements have been addressed.

Graduated response

Where a child appears not to be making progress then it may be appropriate to use alternative approaches to learning. Ongoing difficulties may indicate the need for help above that which is normally available for children at Ashleigh Nursery School.

Provision is considered in three waves:

Wave 1 – Universal – what is provided to all children and differentiated ordinarily.

Wave 2 – What is provided for children for children who need a little extra support (probably short term and probably not an SEN issue)

Wave 3 – What is provided for children with SEN?

Having identified that a child has special educational needs, Ashleigh Nursery School will intervene through SEN support, a graduated approach to supporting children with Special Educational Needs.

The graduated approach with four stages of action:

Assess – Makes little or no progress even when teaching approaches are particularly targeted to improve the child’s identified area of weakness.

Continues working at levels significantly below those expected for children of a similar age. Presents persistent emotional and or behavioural difficulties which are not improved by the behaviour management techniques usually employed in the school. Has sensory and or physical problems and continue to make little or no progress despite the provision of personal aids and equipment. Has communication and or interaction difficulties and requires specific individual interventions in order to access learning.

Plan

Consultation with parents, SENCO and colleagues within the school and outside professionals, if appropriate. Differentiate learning activities to enable full access to the curriculum and environment.

Do

Make provision of different learning materials or specialist equipment.

Identify staff development and training.

Devise special programmes of work.

Review

Review progress made with parents, SENCO, staff and other professionals to evaluate and identify actions for future.

Educational Inclusion

At Ashleigh Nursery School we aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations of all our children. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our nursery community. Through appropriate curricular provision, we respect the fact that children:

  • have different educational and behavioural needs and aspirations;
  • require different strategies for learning;
  • acquire, assimilate and communicate information at different rates;
  • need a range of different teaching approaches and experiences.

Identifying and assessing SEN for young children whose first language is not English requires particular care. Early year’s practitioners should look carefully at all aspects of a child’s learning and development to establish whether any delay is related to learning English as an additional language or if it arises from SEN or disability. Difficulties related solely to learning English as an additional language are not SEN.

The staff respond to children’s needs by:

  • providing support for children who need help with communication, language and literacy;
  • planning to develop children’s understanding through the use of all available senses and experiences;
  • planning for children’s full participation in learning, and in physical and practical activities;
  • helping children to manage their behaviour and to take part in learning effectively and safely;
  • helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.
  • It is particularly important in the early years that there is no delay in making any necessary special educational provision. Delay at this stage can give rise to learning difficulty and subsequently to loss of self-esteem, frustration in learning and to behaviour difficulties. Early action to address identified needs is critical to the future progress and improved outcomes that are essential in helping the child to prepare for adult life.

Assessment and identifying special educational needs

Early identification is vital. Nursery staff inform the parents at the earliest opportunity to alert them to concerns and enlist their active help and participation.

The staff and the SENCO assess and monitor the children’s progress in line with existing nursery practices. This is an ongoing process.

The SENCO works closely with parents and key person to plan an appropriate programme of support.

The assessment of children reflects as far as possible their participation in the whole curriculum of the Nursery. The Key person and the SENCO can break down the assessment into smaller steps in order to aid progress and provide detailed and accurate indicators.

Children with Special Educational Needs have learning difficulties that call for special provision to be made. All children may have special needs at some time in their lives. Early identification is important in a child’s early years.

 Children have a learning difficulty if:

  • they have significantly greater difficulty in learning than the majority of children of the same age
  • they have a disability which prevents or hinders them from making use of the educational facilities that are provided for children of the same age

All our children are assessed when they join our nursery, so that we can build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children.

If our assessments show that a child may have a learning difficulty, we use a range of strategies that make full use of all available resources. In liaison with the Special Educational Needs Co-ordinator (SENCO), the child’s Key person will offer interventions that are ‘different from’ or ‘additional to’ those provided as part of the nursery’s usual working practices. The Key person will keep parents informed and draw upon them for additional information. If the SENCO, Key person and parents feel that the child would benefit from further support, the SENCO will then take the lead in further assessments of the child’s needs. The Individual Assessment of Early Learning and Development (IAELD) is designed to be completed if practitioners are concerned about a child’s rate of progress compared with their peers, or when some of their skills appear to be delayed. The IAELD assesses a child’s skills within the setting in collaboration with parents or carers.

We will record the strategies used to support the child within an Individual Education Plan (IEP). The IEP will show the short-term targets set for the child and the teaching strategies to be used. It will also indicate the planned outcomes and the date for the plan to be reviewed. In most cases, this review will take place once a term.  Parents will be involved in the writing and review of each IEP.

If the IEP review identifies that support is needed from outside services, we will consult parents prior to any support being actioned. In most cases, children will be seen in the nursery by external support services. This may lead to ‘additional’ or ‘different’ strategies and external support outside of the nursery. External support services will provide information for the child’s new IEP. The new strategies within the IEP will, wherever possible, be implemented in the child’s nursery setting.

If the child continues to demonstrate significant cause for concern, a request for statutory assessment will be made to the LEA. The SENCO will start the procedures. A range of written evidence about the child will support the request.

Some children at Ashleigh Nursery may have significant behaviour problems. Staff use a range of strategies for dealing with difficult behaviour, but some children may require further support. In these cases the SENCO, Key person, outside agencies and parents will create a Nurture Plan, clearly outlining key targets for the child to work towards achieving, as well as the strategies and support being offered to the child. At this point advice would also be sought from external support services. Nurture Plans are reviewed.

Education Health and Care Plans (EHC)

Where, despite the setting having taken relevant and purposeful action to identify, assess and meet the special educational needs of the child, the child has not made expected progress, the setting should consider requesting an Education, Health and Care needs assessment
Where a child has an EHC plan, the local authority must review that plan as a minimum every twelve months. As part of the review, the local authority can ask settings, and require maintained nursery schools, to convene and hold the annual review meeting on its behalf.
The purpose of an EHC plan is to make special educational provision to meet the special educational needs of the child or young person, to secure the best possible outcomes for them across education, health and social care and, as they get older, prepare them for adulthood. To achieve this, local authorities use the information from the assessment to:

  • establish and record the views, interests and aspirations of the parents and child or young person
  • provide a full description of the child or young person’s special educational needs and any health and social care needs
  • establish outcomes across education, health and social care based on the child or young person’s needs and aspirations
  • specify the provision required and how education, health and care services will work together to meet the child or young person’s needs and support the achievement of the agreed outcomes. 

Common Assessment Framework (CAF)

The CAF is a shared assessment and planning framework for the use across all children’s services and all local areas in England. It aims to help the early identification of children and young people’s additional needs and promote co-ordinated service provision to meet them. The CAF is aimed at children and young people with additional needs who have needs that are not being met by their current service provision.

At Ashleigh Nursery the SENCO:

  • manages the day-to-day operation of the policy;
  • co-ordinates the provision for and manages the responses to children’s special needs;
  • supports and advises colleagues;
  • oversees the records of all children with Special Educational Needs;
  • acts as the link with parents;
  • acts as link with external agencies and other support agencies;
  • monitors and evaluates the Special Educational Needs provision.
  • manages a range of resources, human and material, to enable appropriate provision for children with Special Educational Needs;
  • contributes to the professional development of all staff.

Local Offer

Local authorities (Lancashire) must publish a Local Offer, setting out in one place information about provision they expect to be available across education, health and social care for children and young people in their area who have SEN or are disabled, including those who do not have Education, Health and Care (EHC) plans. In setting out what they ‘expect to be available’, local authorities should include provision which they believe will actually be available. www.lancashire.gp.uk/SEND


The Local Offer at Ashleigh Nursery School has two key purposes:

  • To provide clear, comprehensive, accessible and up-to-date information about the available provision and how to access it, and
  • To make provision more responsive to local needs and aspirations by directly involving disabled children and those with SEN and their parents, and disabled young people and those with SEN, and service providers in its development and review.

Allocation of resources

The SENCO is responsible for the operational management of the specified and agreed resourcing for special needs provision within the nursery, including the provision for children with additional needs. We may apply with parental permission for Exceptional Needs Funding through Lancashire County Council.

Storing and Managing Information

The SENCO keeps a register of all children with SEN. All staff are aware of the SEN register. TLP’s and additional information is stored securely by the SENCO. Key workers keep their children’s TLP’s in their personal files, ensuring they are a working document. TLP’s are stored within the setting until the child reaches the age of 25 and they are then destroyed.

Information is only shared with other agencies with parental consent. The SENCO adheres to the settings Data Protection Policy.

Access to the curriculum

All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable children to:

  • understand the relevance and purpose of learning activities;
  • experience levels of understanding and rates of progress that bring feelings of success and achievement.

Staff use a range of strategies to meet children’s Special Educational Needs. Learning and activities have clear learning objectives, we differentiate work appropriately, and we use assessment to inform the next stage of learning.

Individual Education Plans (IEPs), which employ a small-steps approach, feature significantly in the provision that we make in the nursery. By breaking down the existing levels of attainment into finely graded steps and targets, we ensure that children experience success.

We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. Wherever possible we do not withdraw children from the nursery situation. There are times, though, when to maximise learning, we ask the children to work in small groups, or in a one-to-one situation outside the main learning environment.

Partnership with parents

At Ashleigh Nursery School we work closely with parents in the support of those children with Special Educational Needs. We encourage an active partnership through an ongoing dialogue with parents. Parents have much to contribute to our support for children with Special Educational Needs.

We have termly meetings with parents to review the progress of their children against the targets set in the IEP and to set new targets for the next term. There are daily briefings with parents also. We inform the parents of any outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with Special Educational Needs.

Pupil participation

In our nursery we encourage children to take responsibility and to make decisions. This is part of the culture of the nursery and relates to children of all ages and all abilities. The work in the nursery recognises the importance of children developing social as well as educational skills.

Partnership with Area SENCO

The Area SENCO helps make the links between education, health and social care to facilitate appropriate early provision for children with SEN and their transition to compulsory schooling.

Typically, the role of the Area SENCO includes:

  • providing advice and practical support to early years providers about approaches to identification, assessment and intervention within the SEN Code of Practice
  • providing day-to-day support for setting-based SENCOs in ensuring arrangements are in place to support children with SEN
  • strengthening the links between the settings, parents, schools, social care and health services
  • developing and disseminating good practice
  • supporting the development and delivery of training both for individual settings and on a wider basis
  • developing links with existing SENCO networks to support smooth transitions to school nursery and reception classes, and informing parents of and working with local impartial information, advice and support services, to promote effective work with parents of children in the early years
  • playing an important part in planning for children with SEN to transfer between early year’s provision and schools.

Monitoring and Evaluation

The SENCO monitors the movement of children within the Special Educational Needs system in the nursery. The SENCO provides staff with regular summaries of the impact of the policy on the practice of the nursery.

The SENCO draws up Individual Education Plans for children. The SENCO and the managers hold regular meetings to review the work of the nursery in this area.

The SENCO monitors the progress of children with Special Educational Needs termly and discusses findings with all staff and parents.

If you would like to discuss your child’s special needs and support please talk to Sue Hart, Jennifer Ward or Donna Walker

Monitoring and evaluation of our SEN policy

The SENCO works closely with key workers in the writing of TLP’s. TLP’s are reviewed half termly in discussion with the child’s key worker and parent.

All About Me profiles are written jointly with the SENCO and parents before an EHC Plan is requested. The SENCO holds regular monitoring meetings with key workers, giving staff the opportunity to discuss the children, the progress they have and are making as well as any areas of concern, thereby

enabling quick and early intervention. Our SEND Policy will be monitored and evaluated with the management. The SENCO and deputy manager are responsible for an annual review of the policy.

THE ROLE OF THE KEY PERSON AND SETTLING IN

We believe that children settle best when they have a key person to relate to, who knows them and their parents well, and who can meet their individual needs. Research shows that a key person approach benefits the child, the parents, the staff and the setting by providing secure relationships in which children thrive, parents have confidence, staff are committed and the setting is a happy and dedicated place to attend or work in.

We want children to feel safe, stimulated and happy in the setting and to feel secure and comfortable with staff. We also want parents to have confidence in both their children’s well-being and their role as active partners with the setting.

We aim to make the setting a welcoming place where children settle quickly and easily because consideration has been given to the individual needs and circumstances of children and their families.

They key person role is set out in the Safeguarding and Welfare Requirements of the Early Years Foundation Stage. Each setting must assign a key person for each child.

The procedures set out a model for developing a key person approach that promotes effective and positive relationships for children who are in settings.

Procedures

  • We allocate a key person when the child begins nursery as we value the child’s own choices. They may feel drawn to a certain member of staff so this will have a bearing on the choice of key person.
  • The key person is responsible for the induction of the family and for settling the child into our setting.
  • The key person offers unconditional regard for the child and is non-judgemental.
  • The key person acts as the key contact for the parents and has links with other carers involved with the child, such as a childminder, and co-ordinates the sharing of appropriate information about the child’s development with those carers. 
  • The key person is responsible for developmental records and for sharing information on a regular basis with the child’s parents to keep those records up-to-date, reflecting the full picture of the child in our setting and at home.
  • The key person encourages positive relationships between children in her/his key group, spending time with them as a group each day.
  • We provide a back-up key person so the child and the parents have a key contact in the absence of the child’s key person.
  • We promote the role of the key person as the child’s primary carer in our setting, and as the basis for establishing relationships with other staff and children, though we are proud of the relationships that all the staff have with all the children.

The nursery staff will work in partnership with parents and carers to settle a child into the nursery environment.

When a child is accepted by the nursery, arrangements will be made for a visit so that the parents and child can familiarise him/herself with the nursery. We recommend 2 or 3 taster sessions to assist the child in settling in, these are free of charge.

We always take into consideration the age and stage of the child when assisting in the settling in period. We are aware that some children settle quicker than others.

We will do everything in our power to ensure the child feels settled, and the parent/carer feels comfortable about leaving him or her. We do sometimes feel children settle better if they are left with a member of staff, but parents are welcome to stay for some of the trial session, especially if they are distressed.

For the first few sessions, parents/carers may collect the child early if they so wish. No child will be taken on an outing from nursery until he or she is completely settled.

WORKING IN PARTNERSHIP WITH OTHER AGENCIES

 We work in partnership with local and national agencies to promote the well-being of all children.

 Procedures 

  • We work in partnership or in tandem with, local and national agencies to promote the well-being of children.
  • Procedures are in place for sharing of information about children and families with other agencies. These are set out in the Information Sharing protocol, Safeguarding Children procedures and the Special Educational Needs procedures.
  • Information shared by other agencies with us is regarded as third party information. This is also kept in confidence and not shared without consent from that agency.
  • When working in partnership with staff from other agencies, we make those individuals welcome in the setting and their professional roles are respected.
  • We follow the protocols for working with agencies, for example on child protection.
  • Staff from other agencies do not have unsupervised access to the child they are visiting in the setting and do not have access to any other child(ren) during their visit.
  • Our staff do not casually share information or seek informal advice about any named child/family.
  • When necessary we consult with local and national agencies who offer a wealth of advice and information that help us develop understanding of issues facing us and who can provide support and information for parents. For example, ethnic/cultural organisations, drug/alcohol agencies, welfare rights advisors or organisations promoting childcare and education, or adult education.

UNCOLLECTED CHILD

In the event that a child is not collected by an authorised adult at the end of a session/day, we put into practice agreed procedures. These ensure the child is cared for safely by an experienced and qualified practitioner who is known to the child. The child will receive a high standard of care in order to cause as little distress as possible.

We inform parents/carers of our procedures so that, if they are unavoidably delayed, they will be reassured that their children will be properly cared for.

Procedures

  • Parents of children starting at the setting are asked to provide the following specific information which is recorded on our enrolment form:

–     Home address and telephone number – if the parents do not have a telephone, an alternative number must be given, perhaps a neighbour or close relative.

–     Place of work, address and telephone number (if applicable).

–     Mobile telephone number (if applicable).

–     Names, addresses, telephone numbers and signatures of adults who are authorised by the parents to collect their child from the setting, for example a childminder or grandparent.

–     Who has parental responsibility for the child?

–     Information about any person who does not have legal access to the child.

  • On occasions when parents are aware that they will not be at home or in their usual place of work, they inform us in writing of how they can be contacted.
  • On occasions when parents or the persons normally authorised to collect the child are not able to collect the child, they provide us with details of the name of the person who will be collecting their child. We agree with parents that a password will be required.
  • Parents are informed that if they are not able to collect the child as planned, they must inform us so that we can begin to take back-up measures. We provide parents with our contact telephone number.
  • We inform parents that we apply our child protection procedures in the event that their children are not collected from setting by an authorised adult within one hour after the setting has closed and the staff can no longer supervise the child on our premises.
  • If a child is not collected at the end of the session/day, we follow the following procedures:

–     The child’s file is checked for any information about changes to the normal collection routines.

–     If no information is available, parents/carers are contacted at home or at work.

–     If this is unsuccessful, the adults who are authorised by the parents to collect their child from the setting – and whose telephone numbers are recorded on the enrolment form – are contacted.

–     All reasonable attempts are made to contact the parents or nominated carers.

–     The child does not leave the premises with anyone other than those named on the enrolment form or in their file.

–     If no-one collects the child after the setting has closed and there is no-one who can be contacted to collect the child, we apply the procedures for uncollected children.

We would contact –

Care Connect – 0845 0530009 or

The out of hours duty officer: 0845 6021043

–     The child stays at setting in the care of two fully-vetted workers until the child is safely collected either by the parents or by a social care worker.

–     Social Care will aim to find the parent or relative if they are unable to do so, the child will become looked after by the local authority.

–     Under no circumstances will staff go to look for the parent, nor do they take the child home with them.

  • A full written report of the incident is recorded in the child’s file.
  • Depending on circumstances, we reserve the right to charge parents for the additional hours worked by our staff
  • Ofsted may be informed:0300 1231231

USE OF MOBILE PHONES AND CAMERAS

We take steps to ensure that there are effective procedures in place to protect children, young people, and vulnerable adults from the unacceptable use of mobile phones and cameras in the setting.

Procedures

Personal Mobile Phones

  • Personal mobile phones belonging to members of staff are not used on premises during working hours.
  • At the beginning of each individual’s shift, personal mobile phones are stored in lockers. If no lockers are provided, they must be stored in a locked office drawer.
  • In the event of an emergency, personal mobile phones may be used in the privacy of the office with permission from the manager.
  • Members of staff ensure that the telephone number of the setting is known to immediate family and other people who need to contact them in an emergency.
  • If members of staff take their own mobile phones on outings, for use in the case of an emergency, they must not make or receive personal calls as this will distract them.
  • Members of staff will not use their personal mobile phones for taking photographs.
  • Parents and visitors are requested not to use their mobile phones whilst on the premises. There is an exception if a visitor’s company or organisation operates a lone working policy that requires contact with their office periodically throughout the day.

Cameras and videos

  • Members of staff must not bring their own cameras or video recorders into the setting.
  • Photographs and recordings of children are only taken for valid reasons, i.e. to record their learning and development, or for displays within the setting.
  • Camera and video use is monitored by the setting manager
  • Where parents request permission to photograph or record their own children at special events, permission will first be gained from all parents for their children to be included.
  • Photographs and recordings of children are only taken of children if there is written permission to do so (found on the individual child’s registration form)

VALUING DIVERSITY

We will ensure that our service is fully inclusive in meeting the needs of all children. We recognise that children and their families come from diverse backgrounds. All families have needs and values that arise from their social and economic, ethnic and cultural or religious backgrounds.  Children grow up in diverse family structures that include two parent and one parent families; some children have two parents of the same sex. Some children have close links with extended families of grandparents, aunts, uncles and cousins while others may be more removed from close kin or may live with other relatives or foster carers. Some children have needs that arise from disability or impairment or may have parents that are affected by disability or impairment.

Some children come from families who experience social exclusion or severe hardship; some have to face discrimination and prejudice because of their ethnicity, the languages they speak, their religious or belief background, their gender or their impairment.

We understand that these factors affect the well-being of children and can impact on their learning and attainment. 

Our setting is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to:

  • provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued;
  • include and value the contribution of all families to our understanding of equality and diversity;
  • provide positive non-stereotyping information about gender roles and diverse family structures, diverse ethnic and cultural groups and disabled people;
  • improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity;
  • challenge and eliminate discriminatory actions;
  • make inclusion a thread that runs through all of the activities of the setting; and
  • foster good relations between all communities.

Procedures

Admissions – Our setting is open to all members of the community.

  • We advertise our service widely.
  • We reflect the diversity of our society in our publicity and promotional materials.
  • We provide information in clear, concise language, whether in spoken or written form.
  • We provide information in as many languages as possible.
  • We base our admissions policy on a fair system.
  • We ensure that all parents are made aware of our equal opportunities policy.
  • We do not discriminate against a child or their family, or prevent entry to our setting, on the basis of a protected characteristic as defined by the Equalities Act 2010. These are:

–     disability;

–     race;

–     gender reassignment;

–     religion or belief;

–     sex;

–     sexual orientation;

–     age;

–     pregnancy and maternity; and

–     marriage and civil partnership.

  • We do not discriminate against a child with a disability or refuse a child entry to our setting for reason relating to disability.
  • We ensure wherever possible that we have a balanced intake of boys and girls in the setting.
  • We develop an action plan to ensure that people with impairments can participate successfully in the services offered by the setting and in the curriculum offered.
  • We take action against any discriminatory behaviour by staff or parents whether by:

–     direct discrimination – someone is treated less favourably because of a protected characteristic e.g. preventing families of some racial groups from using the service;

–     indirect discrimination – someone is affected unfavourably by a general policy e.g. children must only speak English in the setting;

–     association – discriminating against someone who is associated  with a person with a protected characteristic e.g. behaving unfavourably to someone who is married to a person from a different cultural background; or

–     perception – discrimination on the basis that it is thought someone has a protected characteristic e.g. assuming someone is gay because of their mannerism or how they speak.

  • Displaying of openly discriminatory and possibly offensive materials, name calling, or threatening behaviour are unacceptable on or around the premises and will be dealt with in the strongest manner.

Employment

  • Posts are advertised and all applicants are judged against explicit and fair criteria.
  • Applicants are welcome from all backgrounds and posts are open to all.
  • We may use the exemption clauses in relevant legislation to enable the service to best meet the needs of the community.
  • The applicant who best meets the criteria is offered the post, subject to references and checks by the Criminal Records Bureau. This ensures fairness in the selection process.
  • All job descriptions include a commitment to promoting equality and recognising and respecting diversity as part of their specifications.
  • We monitor our application process to ensure that it is fair and accessible.
  • We seek out training opportunities for staff and volunteers to enable them to develop anti-discriminatory and inclusive practices, which enable all children to flourish.
  • We ensure that staff are confident and fully trained in administering relevant medicines and performing invasive care procedures when these are required.
  • We review our practices to ensure that we are fully implementing our policy for promoting equality, valuing diversity and inclusion.

Training

Curriculum

The curriculum offered in the setting encourages children to develop positive attitudes about themselves as well as to people who are different from themselves. It encourages children to empathise with others and to begin to develop the skills of critical thinking.

Our environment is as accessible as possible for all visitors and service users. If access to the settings is found to treat disabled children or adults less favourably then we make reasonable adjustments to accommodate the needs of disabled children and adults.  We do this by:

  • making children feel valued and good about themselves and others;
  • ensuring that children have equality of access to learning;
  • undertaking an access audit to establish if the setting is accessible to all children;
  • making adjustments to the environment and resources to accommodate a wide range of learning, physical and sensory impairments;
  • making appropriate provision within the curriculum to ensure each child receives the widest possible opportunity to develop their skills and abilities, e.g. recognising the different learning styles of girls and boys;
  • positively reflecting the widest possible range of communities in the choice of resources;
  • avoiding stereotypes or derogatory images in the selection of books or other visual materials;
  • celebrating a wide range of festivals;
  • creating an environment of mutual respect and tolerance;
  • differentiating the curriculum to meet children’s special educational needs;
  • helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable;
  • ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities;
  • ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning; and
  • ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages.

Valuing diversity in families

  • We welcome the diversity of family lifestyles and work with all families.
  • We encourage children to contribute stories of their everyday life to the setting.
  • We encourage mothers, fathers and other carers to take part in the life of the setting and to contribute fully.
  • For families who speak languages in addition to English, we will develop means to ensure their full inclusion.
  • We offer a flexible payment system for families of differing means and offer information regarding sources of financial support.
  • We take positive action to encourage disadvantaged and under-represented groups to use the setting.

Food

  • We work in partnership with parents to ensure that dietary requirements of children that arise from their medical, religious or cultural needs are met.
  • We help children to learn about a range of food, and of cultural approaches to mealtimes and eating, and to respect the differences among them.

Monitoring and reviewing

  • To ensure our policies and procedures remain effective we will monitor and review them annually to ensure our strategies meets the overall aims to promote equality, inclusion and valuing diversity.
  • We provide a complaints procedure and a complaints summary record for parents to see.

Legal framework

  • The Equality Act 2010
  • Children Act 1989, 2004
  • Special Educational Needs and Disability Act 2001
  • E.N.C.O – Equality Named Co-ordinator – Donna Walker