Policies

Child Protection

Policy statement : At Twinnie`s we promote children’s right to be strong, resilient and listened to by creating an environment that encourages children to develop a positive self-image, which includes their heritage arising from their colour and ethnicity, their home language , 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 in partnership with parents to build their understanding of, and commitment to, the principles of safeguarding all children within our care.
What it means to promote children’s rights and entitlements to be ‘strong, resilient and listened to’.

To be strong means to be:

  • Secured 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 our setting , the local community and life as a whole
  • Confident in their own abilities and proud of their achievements
  • Progressing optimally in all aspects of their development and learning
  • Part of a peer group in which they learn to negotiate, develop social skills and an identity as global citizens, respecting the rights of others in a diverse world
  • Able to represent themselves and participate 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 themselves and others.
  • Develop a sense of responsibility towards themselves and others.
  • 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.
  • Adults respect children’s rights and facilitate children’s participation and representation in imaginative and child centred ways in all aspects of core services.

Policy statement : We the entire staff of Twinnie will work with children, parents and the community to ensure the rights and safety of children, young people and vulnerable adults. Our Safeguarding Policy is based on the three key commitments of the Pre-school Learning Alliance Safeguarding Children Policy.

Procedures : We carry out the following procedures to ensure we meet the three key commitments of the Alliance Safeguarding Children Policy, which incorporates responding to child protection concerns.

Key commitment 1 : We are committed to building a ‘culture of safety’ in which children, young people and vulnerable adults are protected from abuse and harm in all areas of our service delivery.

  • In as much as all our staff are sent on a safeguarding awareness course we have a designated person a member of staff who has the role of the safe guarding officer who co-ordinates child, young person and vulnerable adult protection issues.
  • When the setting is open but the designated person is not on site, a suitably trained deputy is available at all times for staff to discuss safeguarding concerns besides our safe guarding officer can be reached at any time whether on site or off site.

Our designated officer who oversees this work is: Bisi Deru (07779358837/02083122605)

  • The designated person, the suitably trained deputy and the designated officer ensure they have relevant links with statutory and voluntary organisations with regard to safeguarding.
  • The designated person and management understand LSCB safeguarding procedures attends relevant LSCB training at least every two years and refreshes their knowledge of safeguarding at least annually.
  • We ensure all staff are trained to understand our safeguarding policies and procedures and that parents are made aware of them too.
  • All staff have an up-to-date knowledge of safeguarding issues, are alert to potential indicators and signs of abuse and neglect and understand their professional duty to ensure safeguarding and child protection concerns are reported to the local authority children’s social care team or the NSPCC. They receive updates on safeguarding at least annually.
  • All staff are confident to ask questions in relation to any safeguarding concerns and know not to just take things at face value but can be respectfully sceptical.
  • All staff understand the principles of early help (as defined in Working Together to Safeguard Children, 2015) and are able to identify those children and families who may be in need of early help and enable them to access it.
  • All staff understand LSCB thresholds of significant harm and understand how to access services for families, including for those families who are below the threshold for significant harm.
  • All staff understand their responsibilities under the General Data Protection Regulations and the circumstances under which they may share information about you and your child with other agencies.
  • All staff understand how to escalate their concerns in the event that they feel either the local authority and/or their own organisation has not acted adequately to safeguard.
  • All staff understand what the organisation expects of them in terms of their required behaviour and conduct, and follow our policies and procedures on positive behaviour, online safety (including use of mobile phones), whistleblowing and dignity at work.
  • Children have a key person to build a relationship with, and are supported to articulate any worries, concerns or complaints that they may have in an age appropriate way.
  • All staff understand our policy on promoting positive behaviour and follow it in relation to children showing aggression towards other children.
  • Adequate and appropriate staffing resources are provided to meet the needs of children.
  • Applicants for posts within the setting are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974.
  • Enhanced criminal records and barred lists checks and other suitability checks are carried out for staff and volunteers prior to their post being confirmed, to ensure that no disqualified person or unsuitable person works at the setting or has access to the children.
  • Where applications are rejected based on information disclosed, applicants have the right to know and to challenge incorrect information.
  • Enhanced criminal records and barred lists checks are carried out on anyone living or working on the premises.
  • Volunteers must: be aged 17 or over; Be considered competent and responsible; Receive a robust induction and regular supervisory meetings; Be familiar with all the settings policies and procedures; Checked for suitability to have unsupervised access to the children at any time.
  • Information is recorded about staff qualifications, and the identity checks and vetting processes that have been completed Including : the criminal records disclosure reference number; Certificate of good conduct where a UK DBS check is not appropriate; The date the disclosure was obtained; and details of who obtained it.
  • All staff and volunteers are informed 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).
  • All staff and volunteers are required to notify us if anyone in their household (including family members, lodgers, partners etc.) has any relevant convictions, cautions, court orders, reprimands or warnings or has been barred from, or had registration refused or cancelled in relation to any childcare provision or have had orders made in relation to care of their children.
  • We notify the Disclosure and Barring Service of any person who is dismissed from our employment, or resigns in circumstances that would otherwise have led to dismissal for reasons of a child protection concern.
  • Procedures are in place to record the details of visitors to the setting.
  • Security steps are taken to ensure that we have control over who comes into the setting so that no unauthorised person has unsupervised access to the children.
  • Steps are taken 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.
  • Any personal information is held securely and in line with data protection requirements and guidance from the ICO.
  • The designated person in the setting has responsibility for ensuring that there is an adequate online safety policy in place.
  • We keep a written record of all complaints and concerns including details of how they were responded to.
  • We ensure that robust risk assessments are completed, that they are seen and signed by all relevant staff and that they are regularly reviewed and updated, in line with our health and safety policy.
  • The designated officer will support the designated person to undertake their role adequately and offer advice, guidance, supervision and support.
  • The designated person will inform the designated officer at the first opportunity of every significant safeguarding concern, however this should not delay any referrals being made to children’s social care, the LADO, Ofsted or RIDDOR.

Key commitment 2 :

We are committed to responding promptly and appropriately to all incidents, allegations or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in ‘What to do if you’re worried a child is being abused’ (HMG, 2015) and the Care Act 2014.

Responding to suspicions of abuse

  • We acknowledge that abuse of children can take different forms – physical, emotional, and sexual, as well as neglect.
  • We ensure that all staff has an understanding of the additional vulnerabilities that arise from special educational needs and/or disabilities, plus inequalities of race, gender, language, religion, sexual orientation or culture, and that these receive full consideration in relation to child, young person or vulnerable adult protection.
  • When children are suffering from physical, sexual or emotional abuse, or 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 are aware of the ‘hidden harm’ agenda concerning parents with drug and alcohol problems and consider other factors affecting parental capacity and risk, such as social exclusion, domestic violence, radicalisation, mental or physical illness and parent’s learning disability. If a parent appears to be under the influence of alcohol or illegal substances (Drugs etc) or even a prescribed medication which has made them drowsy or unstable, when picking up a child we will not hand over the child to them and get the next contact or emergency contact to pick them if we are on able to get hold of anyone of this we will call the social services for advice.
  • We are aware that children’s vulnerability is potentially increased when they are privately fostered and when we know that a child is being cared for under a private fostering arrangement, we inform our local authority children’s social care team.
  • We are prepared to take action if we have concerns about the welfare of a child who fails to arrive at a session when expected. The designated person will take immediate action to contact the child’s parent to seek an explanation for the child’s absence and be assured that the child is safe and well. If no contact is made with the child’s parents and the designated person has reason to believe that the child is at risk of significant harm, the relevant professionals are contacted immediately and LSCB procedures are followed. If the child has current involvement with social care the social worker is notified on the day of the unexplained absence.
  • We are aware of other factors that affect children’s vulnerability that may affect, or may have affected, children and young people using our provision, such as abuse of children who have special educational needs and/or disabilities; fabricated or induced illness; child abuse linked to beliefs in spirit possession; sexual exploitation of children, including through internet abuse; Female Genital Mutilation and radicalisation or extremism.
  • In relation to radicalisation and extremism, we follow the Prevent Duty guidance for England and Wales published by the Home Office and LSCB procedures on responding to radicalisation.
  • The designated person completes online Channel training, online Prevent training and attends local WRAP training where available to ensure they are familiar with the local protocol and procedures for responding to concerns about radicalisation.
  • We are aware of the mandatory duty that applies to teachers, including early years practitioners, and health workers to report cases of Female Genital Mutilation to the police.
  • 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 that a child in our care or that is known to us may be affected by any of these factors we follow the procedures below for reporting child protection concerns and follow the LSCB procedures.
  • 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 the member of staff who is acting as the designated person. The information is stored on the child’s personal file.
  • In the event that a staff member or volunteer is unhappy with the decision made of the designated person in relation to whether to make a safeguarding referral they must follow escalation procedures.
  • We refer concerns to the local authority children’s social care team 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 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.
  • All staff are also aware that adults can also be vulnerable and know how to refer adults who are in need of community care services.
  • We have a whistleblowing policy in place.
  • Staff/volunteers know they can contact the organisation Public Concern at Work for advice relating to whistleblowing; if they feel that the organisation has not acted adequately in relation to safeguarding they can contact the NSPCC whistleblowing helpline.

Recording suspicions of abuse and disclosures :

  • Where a child makes comments to a member of staff that give cause for concern (disclosure), or a member of staff observes signs or signals that give 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, although it is OK to ask questions for the purposes of clarification;
    – 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 the 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 member of staff acting as the designated person is informed of the issue at the earliest opportunity, and within one working day.
  • Where the Local Safeguarding Children Board stipulates the process for recording and sharing concerns, [we/I] include those procedures alongside this procedure and follow the steps set down by the Local Safeguarding Children Board.

Escalation process

  • If we feel that a referral made has not been dealt with properly or that concerns are not being addressed or responded to, we will follow the LSCB escalation process.
  • We will ensure that staff are aware of how to escalate concerns.

Informing parents

  • Parents are normally the first point of contact. Concerns are discussed with parents to gain their view of events, unless it is felt that this may put the child at risk, or interfere with the course of a police investigation. Advice will be sought from social care if necessary.
  • Parents are informed when [we/I] make a record of concerns in their child’s file and that we also make a note of any discussion [we/I] 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 at risk.
  • This will usually be the case where the parent is the likely abuser.
  • If there is a possibility that advising a parent beforehand may place a child at greater risk (or interfere with a police response) the designated person should seek advice from children’s social care, about whether or not to advise parents beforehand, and should record and follow the advice given.

Liaison with other agencies

  • We work within the Local Safeguarding Children Board guidelines.
  • The current version of ‘What to do if you’re worried a child is being abused’ is available for parents and staff and all staff are familiar with what they need to do if they have concerns.
  • We have procedures for contacting the local authority regarding 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 children’s social care to work well together.

    1- We will notify 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 within 14 days of the allegations being made.

    2- Contact details for the local National Society for the Prevention of Cruelty to Children (NSPCC) are also kept: 020 7825 2500

Allegations against staff

  • We ensure that all parents know how to complain about the behaviour or actions of staff or volunteers within the setting, 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, volunteer or any other person living or working on the premises, 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 setting, or anyone living or working on the premises occupied by the setting, has abused a child.
  • We ensure that all staff and volunteers know how to raise concerns about a member of staff or volunteer within the setting. We respond to any concerns raised by staff and volunteers who know how to escalate their concerns if they are not satisfied with our response
  • 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 Designated Officer (LADO) to investigate and/or offer advice:

    James McMillan : Email: [email protected] Email: [email protected] Email: [email protected] Tel: 020 3045 5543 (direct dial) Mobile: 07950 562936

  • We also report any such alleged incident to Ofsted (unless advised by LADO that this is unnecessary due to the incident not meeting the threshold), as well as 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 member of staff or volunteer will be suspended 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 Disclosure and Barring Service 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.

Key commitment 3 : We are committed to promoting awareness of child abuse issues throughout our training and learning programmes for adults. We are also committed to empowering children through our early childhood curriculum, promoting their right to be strong, resilient and listened to.

Training : Training opportunities are sought 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 (including child sexual exploitation) and neglect and that they are aware of the local authority guidelines for making referrals.

  • All staff receive appropriate training, as recommended by the Local Safeguarding Children Board, every two years and refresh their knowledge and skills at least annually.
  • We ensure that all staff know the procedures for reporting and recording any concerns they may have about the provision.
  • We ensure that all staff receive updates on safeguarding via emails, newsletters, online training and/or discussion at staff meetings at least once a year.

Planning : The layout of the rooms allows for constant supervision. [For group provision: No child is left alone with staff or volunteers in a one-to-one situation without being within sight and/or hearing of other staff or volunteers.

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 so that they develop an understanding of why and how to keep safe.
  • We create within the setting a culture of value and respect for individuals, 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.
  • We make clear to parents our role and responsibilities in relation to child protection, such as for the reporting of concerns, information sharing, 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 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)
The Children Act (2004 s11)
Safeguarding Vulnerable Groups Act (2006)
Childcare Act (2006)
Secondary legislation
Sexual Offences Act (2003)
Criminal Justice and Court Services Act (2000)

Equality Act (2010)
General Data Protection Regulations (GDPR) (2018)
Childcare (Disqualification) Regulations (2009)
Children and Families Act (2014)
Care Act (2014)
Serious Crime Act (2015)
Counter-Terrorism and Security Act (2015)

 

 

Further guidance :

  • Working Together to Safeguard Children (HMG, 2015)
  • What to do if you’re Worried a Child is Being Abused (HMG, 2015)
  • 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 2008)
  • Hidden Harm – Responding to the Needs of Children of Problem Drug Users (ACMD, 2003)
  • Information Sharing: Guidance for Practitioners providing Safeguarding Services (DfE 2015)
  • Disclosure and Barring Service: www.gov.uk/disclosure-barring-service-check
  • Revised Prevent Duty Guidance for England and Wales (HMG, 2015)
  • Inspecting Safeguarding in Early Years, Education and Skills Settings, (Ofsted, 2016)

Other useful Pre-school Learning Alliance publications

  • Safeguarding Children (2013)
  • Safeguarding through Effective Supervision (2013)
  • The New Early Years Employee Handbook (2016)
  • People Management in the Early Years (2016)

A ‘young person’ is defined as 16 to 19 years old – in our setting they may be a student, worker, volunteer or parent.

Policy statement : We are committed to providing quality provision based on equality of opportunity for all children and their families. All staff in [our/my] provision are committed to doing all they can to enable ‘looked after’ children in our 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. It is not appropriate for a looked after child who is under two years to be placed in a day care setting in addition to a foster placement. 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 two important concepts: attachment and resilience. The basis of this is to promote secure attachments in children’s lives, as the foundation for resilience. These aspects of well-being underpin the child’s responsiveness to learning and enable the development of 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.
  • 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 safeguarding officer for our setting designated child protection co-ordinator for looked after children although the looked after child would still have a key person.
  • Every child is allocated a key person before 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 ensure that appropriate information is gained and shared.
  • The setting recognises the role of the local authority children’s 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 professional’s meeting to 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 issues for the child such as:
  • their emotional needs and how they are to be met.
  • how any emotional issues and problems that affect behaviour are to be managed.
  • their sense of self, culture, language(s) and identity – and how this is to be supported.
  • their need for sociability and friendship.
  • 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 at the setting, when, where and what form the contact will take will be discussed and agreed.
  • wherever possible, and where the plan is for the child to return home, the birth parent(s) should be involved in planning.
  • 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 etc 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 sufficient relationship with his or her key person for them 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.
  • The transition to school will be handled sensitively. 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)

  • 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 in partnership with parents to build their understanding of, and commitment to, the principles of safeguarding all children within our care.

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

To be strong means to be:

  • Secured 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 our setting , the local community and life as a whole
  • Confident in their own abilities and proud of their achievements
  • Progressing optimally in all aspects of their development and learning
  • Part of a peer group in which they learn to negotiate, develop social skills and an identity as global citizens, respecting the rights of others in a diverse world
  • Able to represent themselves and participate 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 themselves and others.
  • Develop a sense of responsibility towards themselves and others.
  • 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.
  • Adults respect children’s rights and facilitate children’s participation and representation in imaginative and child centred ways in all aspects of core services.

Policy statement :

In the event that a child is not collected by an authorised adult by their expected collection time, we put into practice agreed procedures. The child will receive a high standard of care in order to cause as little distress as possible. [We inform parents/carers of [our/my] procedures so that, if they are unavoidably delayed, they will be reassured that their children will be properly cared for.

Procedures :

  • Parents are asked to provide the following specific information when their child starts attending our setting, which is recorded our Registration 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).
  • 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.
  • Mobile telephone number (if applicable).
  • 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/me] in writing of how they can be contacted.
  • On occasions when parents are aware that they will not be at home or in their usual place of work, they inform [us/me] 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/me] with written details of the name, address and telephone number of the person who will be collecting their child. [We/I] agree with parents how to verify the identity of the person who is to collect their child.
  • 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. Our contact telephone number is at the foot note of this page
  • If a child is not collected at their expected collection time, we follow the procedures below:
  • 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 – and whose telephone numbers are recorded on the Registration 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 Registration Form or in their file.
  • If no-one collects the child within 30 minutes of their expected collection time and there is no named contact who can be contacted to collect the child, we apply the procedures for uncollected children.
  • If we have any cause to believe the child has been abandoned we contact the local authority children’s social care team:If the children’s social care team is unavailable [or as our local authority advise] we will contact the local police]
  • After an additional 15 minutes if the child has not been collected, we will contact the above statutory agencies again.
  • The child stays at the setting in [for group provision: the care of two of our fully-vetted workers, one of whom will be our manager or deputy manager/for childminding provision: my care] until the child is safely collected either by the parents or by a social care worker, or by another person specified by social care.
  • 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 we go to look for the parent, nor leave the setting premises with the child.
  • We ensure that the child is not anxious and we do not discuss our concerns in front of 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.(refer to contract and charges procedure)
  • The local Pre-school Learning Alliance office/Development Worker may also be informed

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.
  • 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 safeguarding officer for our setting designated child protection co-ordinator for looked after children although the looked after child would still have a key person.
  • Every child is allocated a key person before 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 ensure that appropriate information is gained and shared.
  • The setting recognises the role of the local authority children’s 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 professional’s meeting to 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 issues for the child such as:
  • their emotional needs and how they are to be met.
  • how any emotional issues and problems that affect behaviour are to be managed.
  • their sense of self, culture, language(s) and identity – and how this is to be supported.
  • their need for sociability and friendship.
  • 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 at the setting, when, where and what form the contact will take will be discussed and agreed.
  • wherever possible, and where the plan is for the child to return home, the birth parent(s) should be involved in planning.
  • 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 etc 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 sufficient relationship with his or her key person for them 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.
  • The transition to school will be handled sensitively. 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)

 

  • 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 in partnership with parents to build their understanding of, and commitment to, the principles of safeguarding all children within our care.

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

To be strong means to be:

  • Secured 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 our setting , the local community and life as a whole
  • Confident in their own abilities and proud of their achievements
  • Progressing optimally in all aspects of their development and learning
  • Part of a peer group in which they learn to negotiate, develop social skills and an identity as global citizens, respecting the rights of others in a diverse world
  • Able to represent themselves and participate 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 themselves and others.
  • Develop a sense of responsibility towards themselves and others.
  • 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.
  • Adults respect children’s rights and facilitate children’s participation and representation in imaginative and child centred ways in all aspects of core services.

Policy statement :

Children’s safety is our highest priority, both on and off the premises. Every attempt is made, through the implementation of our outings procedure and our 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 followed.

Procedures
Child going missing on the premises

  • As soon as it is noticed that a child is missing, the child’s key person all a member of staff alerts our setting manager.
  • The register is checked to make sure no other child has also gone astray.
  • Our manager will carry out a thorough search of the building and garden.
  • Doors and gates are checked to see if there has been a breach of security whereby a child could wander out.
  • If the child is not found, our manager calls the police immediately and reports the child as missing. If it is suspected that the child may have been abducted, the police are informed of this.
  • The parent(s) are then called and informed.
  • A recent photo and a note of what the child is wearing is given to the police.
  • Our manager talks to our staff to find out when and where the child was last seen and records this.
  • Our manager contacts our [chair, director or owner] and reports the incident. Our [chair, director or owner] comes to the provision immediately to carry out an investigation, [with our management team where appropriate].

Child going missing on an outing

This describes what to do when our staff have taken a small group on an outing, leaving our manager and/or other staff back in our setting premises. If our manager has accompanied children on the outing, or for a sole childminder, the procedures are adjusted accordingly. What to do when a child goes missing from a whole group outing may be a little different, as parents usually attend and are responsible for their own child.

  • As soon as it is noticed that a child is missing, the staff members on the outing ask children to stand with their designated carer and carry out a headcount to ensure that no other child has gone astray.
  • One staff member searches the immediate vicinity, but does not search beyond that.
  • Our senior staff member on the outing contacts the police and reports that child as missing.
  • Our manager is contacted immediately (if not on the outing) and the incident is recorded.
  • Our manager contacts the parent(s).
  • Our staff take the remaining children back to the setting as soon as possible.
  • According to the advice of the police, a senior member of staff, or our manager where applicable, should remain at the site where the child went missing and wait for the police to arrive.
  • A recent photo and a description of what the child is wearing is given to the police.
  • Our manager contacts our [chair, director or owner] and reports the incident. Our [chair, director or owner] comes to our premises immediately to carry out an investigation, [with our management team (where appropriate)].
  • Our staff keep calm and do not let the other children become anxious or worried.

The investigation :

    • Ofsted are informed as soon as possible and kept up-to-date with the investigation.
    • Our [chair, director, owner], carries out a full investigation, taking written statements from all our staff and volunteers who were present.
    • Our manager, together with [our owner/a representative of our management team] speaks with the parent(s) and explains the process of the investigation.
    • The parent(s) may also raise a complaint with us or Ofsted.
    • Each member of staff present writes an incident report detailing:

The date and time of the incident.

Where the child went missing from e.g. the setting or an outing venue.

Which staff/children were in the premises/on the outing and the name of the staff member who was designated as responsible for the missing child.

When the child was last seen in the premises/or on the outing, including the time it is estimated that the child went missing.

What has taken place in the premises or on the outing since the child went missing.

The report is counter-signed by the senior member of staff and the date and time added.

  • A conclusion is drawn as to how the breach of security happened.
  • If the incident warrants a police investigation, all our staff co-operate fully. In this case, the police will handle all aspects of the investigation, including interviewing staff and parents. Children’s social care may be involved if it seems likely that there is a child protection issue to address.
  • In the event of disciplinary action needing to be taken, Ofsted are advised.
  • The insurance provider is informed.

Managing people :

  • Missing child incidents are very worrying for all concerned. Part of managing the incident is to try to keep everyone as calm as possible.
  • Our 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.
  • They may be the understandable target of parental anger and they may be afraid. Our manager ensures that any 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 our staff and may single out one staff member over others; they may direct their anger at our manager. When dealing with a distraught and angry parent, there should always be two members of staff one of whom is our manager and the other should be our [chair or another representative of the management committee, director or owner]. No matter how understandable the parent’s anger may be, aggression or threats against our 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. Our 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, our staff may need counselling and support. If a child is not found, or is injured, or worse, this will be a very difficult time. Our [chair, director or owner] will use their discretion to decide what action to take.
  • Our staff must not discuss any missing child incident with the press without taking advice.

Policy statement :

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 Information Communication Technology (ICT) equipment or exposure to inappropriate materials in the setting.

Procedures : Our designated person (manager/deputy) responsible for co-ordinating action taken to protect children is: Bisi Deru

Information Communication Technology (ICT) equipment

  • Only ICT equipment belonging to the setting is used by staff and children.
  • The designated person is responsible for ensuring all ICT equipment is safe and fit for purpose.
  • All computers have virus protection installed.
  • The designated person ensures that safety settings are set to ensure that inappropriate material cannot be accessed.

Internet access :

    • Children do not normally have access to the internet and never have unsupervised access.
    • If staffs access the internet with children for the purposes of promoting their learning, written permission is gained from parents who are shown this policy.
    • The designated person has overall responsibility for ensuring that children and young people are safeguarded and risk assessments in relation to online safety are completed.
    • Children are taught the following stay safe principles in an age appropriate way prior to using the internet;

only go on line with a grown up
be kind on line
keep information about me safely
only press buttons on the internet to things I understand
tell a grown up if something makes me unhappy on the internet

  • Designated persons will also seek to build children’s resilience in relation to issues they may face in the online world, and will address issues such as staying safe, having appropriate friendships, asking for help if unsure, not keeping secrets as part of social and emotional development in age appropriate ways.
  • If a second hand computer is purchased or donated to the setting, the designated person will ensure that no inappropriate material is stored on it before children use it.
  • All computers for use by children are located in an area clearly visible to staff.
  • Children are not allowed to access social networking sites.
  • Staff reports any suspicious or offensive material, including material which may incite racism, bullying or discrimination to the Internet Watch Foundation at www.iwf.org.uk.
  • Suspicions that an adult is attempting to make inappropriate contact with a child on-line is reported to the National Crime Agency’s Child Exploitation and Online Protection Centre at www.ceop.police.uk
  • The designated person ensures staffs have access to age-appropriate resources to enable them to assist children to use the internet safely.
  • If staff become aware that a child is the victim of cyber-bullying, they discuss this with their parents and refer them to sources of help, such as the NSPCC on 0808 800 5000 or www.nspcc.org.uk, or Childline on 0800 1111 or www.childline.org.uk

Email :

  • Children are not permitted to use email in the setting. Parents and staff are not normally permitted to use setting equipment to access personal emails.
  • Staff do not access personal or work email whilst supervising children.
  • Staff send personal information by encrypted email and share information securely at all times.

Mobile phones – children : Children do not bring mobile phones or other ICT devices with them to the setting. If a child is found to have a mobile phone or ICT device with them, this is removed and stored in [lockers or a locked drawer] until the parent collects them at the end of the session.

Mobile phones – staff and visitors :

  • Personal mobile phones are not used by our staff on the premises during working hours. They will be stored in the designated box
  • In an emergency, personal mobile phones may be used in an area where there are no children present, with permission from the manager.
  • Our staff and volunteers ensure that the setting telephone number is known to family and other people who may need to contact them in an emergency.
  • If our members of staff or volunteers take their mobile phones on outings, for use in case of an emergency, they must not make or receive personal calls, or take photographs of children.
  • Parents and visitors are requested not to use their mobile phones whilst on the premises. We make an exception if a visitor’s company or organisation operates a lone working policy that requires contact with their office periodically throughout the day. Visitors will be advised of a quiet space where they can use their mobile phone, where no children are present.
  • These rules also apply to the use of work-issued mobiles, and when visiting or supporting staff in other settings.

Cameras and videos :

  • Our staff and volunteers must not bring their personal cameras or video recording equipment 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, with written permission received by parents (see the Registration form). Such use is monitored by the manager.
  • Where parents request permission to photograph or record their own children at special events, general permission is gained from all parents for their children to be included. Parents are advised that they do not have a right to photograph anyone else’s child or to upload photos of anyone else’s children.
  • If photographs of children are used for publicity purposes, parental consent must be given and safeguarding risks minimised, for example, ensuring children cannot be identified by name or through being photographed in a sweatshirt with the name of their setting on it.

Social media :

  • Staff are advised to manage their personal security settings to ensure that their information is only available to people they choose to share information with.
  • Staff should not accept service users, children and parents as friends due to it being a breach of expected professional conduct.
  • In the event that staff names the organisation or workplace in any social media they do so in a way that is not detrimental to the organisation or its service users.
  • Staff observe confidentiality and refrain from discussing any issues relating to work
  • Staff should not share information they would not want children, parents or colleagues to view.
  • Staff should report any concerns or breaches to the designated person in their setting.
  • Staff avoids personal communication, including on social networking sites, with the children and parents with whom they act in a professional capacity. If a practitioner and family are friendly prior to the child coming into the setting, this information is shared with the manager prior to a child attending and a risk assessment and agreement in relation to boundaries is agreed.

Electronic learning journals for recording children’s progress :

  • staff seek permission from ther management team prior to using any online learning journal. A risk assessment is completed with details on how the learning journal is managed to ensure children are safeguarded.
  • Staff adhere to the guidance provided with the system at all times.

Use and/or distribution of inappropriate images :

  • Staff are aware that it is an offence to distribute indecent images. In the event of a concern that a colleague or other person is behaving inappropriately, the Safeguarding Children and Child Protection policy, in relation to allegations against staff and/or responding to suspicions of abuse, is followed.
  • Staff are aware that grooming children and young people on line is an offence in its own right and concerns about a colleague’s or others’ behaviour are reported (as above).

Further guidance: NSPCC and CEOP (Child Exploitation and Online Protection ) Keeping Children Safe Online training:
www.nspcc.org.uk/what-you-can-do/get-expert-training/keeping-children-safe-online-course/

Suitable People

Policy statement : We meet the Safeguarding and Welfare Requirements of the Early Years Foundation Stage, ensuring that our staff and volunteers are appropriately qualified, and we carry out checks for criminal and other records through the Disclosure and Barring Service (DBS) in accordance with statutory requirements.

Vetting and staff selection

  • We work towards offering equality of opportunity by using non-discriminatory procedures for staff recruitment and selection.
  • All our staff have job descriptions, which set out their roles and responsibilities and are giving a copy of the employee hand book which outlines their expected code of conduct and their statutory rights.
  • We welcome applications from all sections of the community. Applicants will be considered on the basis of their suitability for the post, regardless of disability, gender reassignment, pregnancy and maternity, race, religion or belief, sexual orientation, sex, age, marriage or civil partnership. Applicants will not be placed at a disadvantage by our imposing conditions or requirements that are not justifiable.
  • We follow the requirements of the Early Years Foundation Stage and Ofsted guidance on checking the suitability of all staff and volunteers who will have unsupervised access to children. This includes obtaining references and ensuring they have a satisfactory enhanced criminal records check with barred list(s) check through the DBS. This is in accordance with requirements under the Safeguarding Vulnerable Groups Act (2006) and the Protection of Freedoms Act (2012) for the vetting and barring scheme.
  • Where an individual is subscribed to the DBS Update Service we carry out a status check of their DBS certificate, after checking their identity and viewing their original enhanced DBS certificate to ensure that it does not reveal any information that would affect their suitability for the post.]
  • We keep all records relating to the employment of our staff and volunteers; in particular those demonstrating that suitability checks have been done, including the date of issue, name, type of DBS check and unique reference number from the DBS certificate, along with details of our suitability decision.
  • We require that all our staff and volunteers keep their DBS check up-to-date by subscribing to the DBS Update Service throughout the duration of their employment with us.
  • Our 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.
  • We obtain consent from our staff and volunteers to carry out on-going status checks of the Update Service to establish that their DBS certificate is up-to-date for the duration of their employment with us
  • 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.

Notifying Ofsted of changes – We inform Ofsted of any changes to our Registered Person (trustees/director(s)/owner(s) our provision) and/or our manager.

Training and staff development

  • Our manager and deputy hold a minimum of the CACHE Level 5 Diploma for the Children and Young People’s Workforce or an equivalent qualification and at least half of our other staff members hold the CACHE Level 2 Certificate for the Children and Young People’s Workforce or an equivalent or higher qualification.]
  • We provide regular in-service training to all our staff – whether paid staff or volunteers – through the Pre-school Learning Alliance and external agencies.
  • Our budget allocates resources to training.
  • We provide our staff with induction training in the first week of their employment. This induction includes our Health and Safety Policy and Safeguarding Children and Child Protection Policy. Other policies and procedures are 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. Our 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 our 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

  • Our staff take their holiday breaks when the setting is closed or during the holiday time when most children are away from the setting. Where a staff member may need to take time off for any reason other than sick leave or training, this is agreed with manager with sufficient notice.
  • Management organises all staff annual leave so that ratios are not compromised.
  • Where our staff are unwell and take sick leave in accordance with their contract of employment, we will organise cover to ensure ratios are maintained.
  • Sick leave is monitored and action is taken where necessary, in accordance with the individual’s contract of employment.
  • Sick leave is monitored and action is taken where necessary, in accordance with the individual’s contract of employment.
  • We have contingency plans to cover staff absences, as follows: Making use of bank staff or agency staff.

Policy statement :

We recognise that qualifications and training make an important contribution to the quality of the care and education [we/I] provide. As part of our commitment to quality, we offer placements and apprenticeship training to students undertaking early year’s 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 Person requirements of the Early Years Foundation Stage and have a satisfactory enhanced DBS check with barred list check(s). 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/my] care.

  • We require schools, colleges or universities placing students under the age of 17 years with us to vouch for their good character.
  • We supervise students under the age of 17 years at all times and do not allow them to have unsupervised access to children.
  • Students undertaking qualification courses who are placed in [our/my] setting on a short term basis are not counted in our staffing ratios.
  • Students and apprentices, over the age of 17, who are undertaking level 3 qualifications, may be considered to be counted in the ratios if the management deems them to be suitably qualified and experienced.
  • We take out employers’ liability insurance and public liability insurance, which covers both students and voluntary helpers.
  • We require students to keep to our Confidentiality and Client Access to Records 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.

Staff Qualifications, Training, Support and Skills

Policy statement :

We provide an induction for all employees and volunteers 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 employees and volunteers [including management committee members.
Familiarisation with the building, health and safety, and fire and evacuation procedures.
Ensuring our policies and procedures are read and adhered to.
Introduction to the parents, especially parents of allocated key children where appropriate.
Familiarisation with confidential information in relation to any key children where applicable.
Details of the tasks and daily routines to be completed.

  • The induction period lasts at least two weeks. The manager inducts new employees and volunteers. A member of the senior management team inducts new managers.
  • 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.
  • Following induction, we continue to support our staff to deliver high quality performance through regular supervision and appraisal of their work.
  • 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.

Policy statement :

We are able to take action to apply first aid treatment in the event of an accident involving a child or adult. Although national guidelines states that at least one adult with a current first aid certificate should be on the premises, or on an outing, at any one time (but currently all our qualified staff have a recent first aid certificate) . Newly qualified staff that achieved an early years qualification at level 2 or 3 on or after 30 June 2016 also have a paediatric first aid certificate in order to be counted in the adult: child ratios. The first aid qualification includes first aid training for infants and young children. We have evidence of due diligence when choosing first aid training and ensure that it is relevant to adults caring for young children.

Procedures :

The first aid kit : Our first aid kit is accessible at all times and contains the following items [please adjust the list to include anything else which is deemed necessary]:

    • Triangular bandages (ideally at least one should be sterile) x 4.
    • Sterile dressings:

1- Small x 3. 2- Medium x 3. 3- Large 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, the following equipment is kept near to the first aid box:

  • Pairs of disposable plastic (PVC or vinyl) gloves.
  • 1 plastic disposable apron.
  • A children’s forehead ‘strip’ thermometer.
  • Cold compress
  • Epi pen /other emergency medication for children with life threatening conditions such as epilepsy, asthma.
  • Information about who has completed first aid training and the location of the first aid box is provided to all our staff and volunteers. A list of staff and volunteers who have current PFA certificates is [displayed in the setting/made available to parents].
  • The first aid box is easily accessible to adults and is kept out of the reach of children.
  • There is a named person in the setting who is responsible for checking and replenishing the first aid box contents/I regularly check and replenish the first aid box contents.
  • Medication is only administered in line with our Administering Medicines policy.
  • In the case of minor injury or accidents, [first aid treatment is given by a qualified first aider/I will administer first aid].
  • In the event of minor injuries or accidents, we normally inform parents when they collect their child, unless the child is unduly upset or we have concerns about the injury. In which case we will contact the child’s parents for clarification of what they would like to do, i.e. whether they wish to collect the child and/or take them to their own GP.
  • An ambulance is called for children requiring emergency treatment. We contact parents immediately and inform them of what has happened and where their child has been taken.
  • Parents sign a consent form at registration allowing [a member of staff/me] to take their child to the nearest Accident and Emergency unit to be examined, treated or admitted as necessary on the understanding that they have been informed and are on their way to the hospital.

Key Person

Policy statement :

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. We are committed to the key person approach which benefits the child, the parents, the staff and the setting. It encourages secure relationships which support children to thrive, give parents confidence and make the setting a happy 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 our staff. We also want parents to have confidence in both their children’s well-being and their role as active partners with our setting. We aim to make our 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.
  • The key person role is set out in the Safeguarding and Welfare Requirements of the Early Years Foundation Stage. Each child must have a key person. These procedures set out a model for developing a key person approach that promotes effective and positive relationships for children.

Procedures :

    • We allocate a key person before the child starts.
    • The key person is responsible for:

Providing an induction for the family and for settling the child into [our/my] setting.
Completing relevant forms with parents, including consent forms.
Explaining our policies and procedures to parents with particular focus on policies such as safeguarding and our responsibilities under the Prevent Duty.
Offering unconditional regard for the child and being non-judgemental.
Working with the parents to plan and deliver a personalised plan for the child’s well-being, care and learning.
Acting as the key contact for the parents.
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.
Having links with other carers involved with the child and co-ordinating the sharing of appropriate information about the child’s development with those carers.
Encouraging positive relationships between children in her/his key group, spending time with them as a group each day.

  • 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 adults and children.

Settling-in

  • Before a child starts to attend our setting, we use a variety of ways to provide his/her parents with information. These include written information including our prospectus and policies displays about activities available within the setting, information days and evenings and individual meetings with parents.
  • Before a child is enrolled, we provide opportunities for the child and his/her parents to visit the setting.
  • The key person welcomes and looks after the child and his/her parents at the child’s first session and during the settling-in process.
  • We use pre-start visits and the first session at which a child attends to explain and complete, with his/her parents, the child’s registration records.
  • When a child starts to attend, we explain the process of settling-in with his/her parents and jointly decide on the best way to help the child to settle into the setting.(1 hour with the parent ,x2 two hour session without the parent in the room) if needed we are able to provide more flexibility with regards to settling in times.
  • Younger children will take longer to settle in, as will children who have not previously spent time away from home. Children who have had a period of absence may also need their parent to be on hand to re- settle them.
  • We judge a child to be settled when they have formed a relationship with their key person for example, the child looks for the key person when he/she arrives, goes to them for comfort, and seems pleased to be with them. The child is also familiar with where things are and is pleased to see other children and participate in activities.
  • When parents leave, we ask them to say goodbye to their child and explain that they will be coming back, and when.
  • We recognise that some children will settle more readily than others, but that some children who appear to settle rapidly are not ready to be left. We expect that the parent will honour the commitment to stay for at least the first week, or possibly longer, until their child can stay happily without them.
  • We do not believe that leaving a child to cry will help them to settle any quicker. We believe that a child’s distress will prevent them from learning and gaining the best from the setting.
  • We reserve the right not to accept a child into the setting without a parent or carer if the child finds it distressing to be left. This is especially the case with very young children.
  • Within the first four to six weeks of starting, we discuss and work with the child’s parents to begin to create their child’s record of achievement.

The progress check at age two

  • The key person carries out the progress check at age two in accordance with any local procedures that are in place and referring to the guidance A Know How Guide: The EYFS progress check at age two.
  • The progress check aims to review the child’s development and ensures that parents have a clear picture of their child’s development.
  • Within the progress check, the key person will note areas where the child is progressing well and identify areas where progress is less than expected.
  • The progress check will describe the actions that will be taken by us to address any developmental concerns including working with other professionals where appropriate as agreed with the parent(s).
  • The key person will plan activities to meet the child’s needs within the setting and will support parents to understand the child’s needs in order to enhance their development at home.

Staff: Child Ratios

Policy statement :

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 enhanced criminal records and barred list checks through the Disclosure and Barring Service 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:

1- at least one member of staff holds a full and relevant level 3 qualification and is suitably experienced in working with children under two;
2- at least half of all other staff hold a full and relevant level 2 qualification;
3- at least half of all staff have received training that specifically addresses the care of babies; and
4- where there is an under two-year-olds’ room, the member of staff in charge of that room has suitable experience of working with under twos.

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

      at least one member of staff holds a full and relevant level 3 qualification; and at least half of all other staff hold a full and relevant level 2 qualification.

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

1- at least one member of staff holds a full and relevant level 3 qualification; and
2- at least half of all other staff hold a full and relevant level 2 qualification.

    • We follow the Early Years Foundation Stage Safeguarding and Welfare Requirements where a Qualified Teacher, Early Years Professional or other suitable level 6 qualified person is working directly with children aged three and over between the hours of 8am and 4pm as follows:

1- there is at least one member of staff for every 13 children; and
2- At least one other member of staff holds a full and relevant level 3 qualification.

  • The number of children for each key person takes into account the individual needs of the children and the capacity of the individual key person to manage their cohort.
  • We only include those aged 17 years or older within our ratios. Where they are competent and responsible, we may include students on long-term placements and regular volunteers.
  • A minimum of two staff/adults are on duty at any one time; one of whom is either our manager or deputy.
  • Our manager deploys our staff, students and volunteers to give adequate supervision of indoor and outdoor areas, ensuring that children are usually within sight and hearing of staff, and always within sight or hearing of staff at all times.
  • All staff are deployed according to the needs of the setting and the children attending.
  • Our staff, students and volunteers inform their colleagues if they have to leave their area and tell colleagues where they are going.
  • Our staff, students and volunteers focus their attention on children at all times and do not spend time in social conversation with colleagues while they are working with children.
  • We assign each child 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 as well as to reiterate and keep supporting staff on what is needed to put in place to provide an enabling environment.

Health

Policy statement :

Twinnie Day Nursery places the child’s well-being at the very core of the ethos of the setting. Staff are first aid trained but it is not a compulsory part of their job to administer medicine, and we respect the agreement and decision made by each individual member of staff. We have a named co-ordinator in the Nursery who is responsible for all matters regarding First Aid.

Aim :

It is our aim to safeguard and maintain the well-being of all children within the Nursery and the staff who look after them. Twinnie Day Nursery works in partnership with parents and information sharing in this area is vital so that staff respect and are aware of cultural, ethical or religious reasons which may relate directly to the administration of medicine.

Method :

We do not administer any form of medication whether prescribed or shelf bought only with the exception of children with an approved healthcare plan for long term and life threatning conditions such as asthma,epilepsy,allergies,sickle cell anemia.

Written permission and consent is required before any healthcare plan is put in place for the administration of emergency medications such as asthama pumps and epipen which would have been prescribed by the childs doctor.

Twinnie Day Nursery will not administer antibiotics.

Policy statement :

We aim to 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 trigger.

Procedures for children who are sick or infectious :

  • If children appear unwell during the day – for example, if they have a temperature, sickness, diarrhoea or pains, particularly in the head or stomach – staff will call the parents and ask them to collect the child, or to send a known carer to collect the child on their behalf.
  • If a child has a temperature, they are kept cool, by removing top clothing and sponging their heads with cool water, but kept away from draughts.
  • The child’s temperature is taken using a thermometer, kept in the first aid box.
  • If the child’s temperature does not go down and is worryingly high, then [we will call the emergency service to reduce the risk of febrile convulsions, particularly for babies. In extreme cases of emergency, an ambulance is called and the parent informed.
  • Parents are asked to take their child to the doctor before returning them to the setting; we can refuse admittance to children who have a temperature, sickness and diarrhoea or a contagious infection or disease.
  • Where children have been prescribed antibiotics for an infectious illness or complaint, we ask parents to keep them at home for 48 hours before returning to the setting or keep them away till they complete their dose as we will not be able to administer the dozes if it is required that the child takes it during the nursery session.
  • After diarrhoea, we ask parents keep children home for 48 hours following the last episode.
  • Some activities, such as sand and water play, and self-serve / baking and cooking sessions where there is a risk of cross-contamination may be suspended for the duration of any outbreak.
  • We have a list of excludable diseases and current exclusion times below . The full list is obtainable from www.hpa.org.uk/webc/HPAwebFile/HPAweb_C/1194947358374 and includes common childhood illnesses such as measles.
  • We keep an incidence record of all outbreaks at the setting such as chicken pox, foot and mouth disease etc.

Reporting of ‘notifiable diseases’

  • If a child or adult is diagnosed as suffering from a notifiable disease under the Health Protection (Notification) Regulations 2010, the GP will report this to Public Health England.
  • When we become aware, or are formally informed of the notifiable disease, our manager informs Ofsted and contacts Public Health England, and act[s] on any advice given.

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.
  • Wear single-use vinyl gloves and aprons when changing children’s nappies, pants and clothing that are soiled with blood, urine, faeces or vomit.
  • Bag soiled clothing for parents to take home for cleaning.
  • Clear spills of blood, urine, faeces or vomit using mild disinfectant solution and mops; any cloths used are disposed of with the clinical waste.
  • Clean any tables and other furniture, furnishings or toys affected by blood, urine, faeces or vomit using a disinfectant.
  • Ensure that children do not share tooth brushes, which are also soaked weekly in sterilising solution.
  •  

Nits and head lice

  • Nits and head lice are not an excludable condition; although in exceptional cases we may ask a parent to keep the child away until the infestation has cleared.
  • On identifying cases of head lice, we inform all parents ask them to treat their child and all the family if they are found to have head lice.

Procedures for children with allergies

    • When children start at the setting we ask their parents if their child suffers from any known allergies. This is recorded on the Registration Form.
    • If a child has an allergy, we complete a risk assessment form to detail the following:

1- The allergen (i.e. the substance, material or living creature the child is allergic to such as nuts, eggs, bee stings, cats etc).
2- The nature of the allergic reactions (e.g. anaphylactic shock reaction, including rash, reddening of skin, swelling, breathing problems etc).
3- What to do in case of allergic reactions, any medication used and how it is to be used (e.g. Epipen).
4- Control measures – such as how the child can be prevented from contact with the allergen.
5- Review measures.
6- The affected child will have a health care plan and emergency procedure plan

  • This risk assessment form is kept in the child’s personal file and a copy is displayed where our staff can see it.
  • 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 :

  • If necessary, our insurance will 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 our insurance provider must be obtained to extend the insurance.
  • At all times we ensure that the administration of medication is compliant with the Safeguarding and Welfare Requirements of the Early Years Foundation Stage.
  • Oral medication:
  • Asthma inhalers are now regarded as ‘oral medication’ by insurers and so documents do not need to be forwarded to [our/my] insurance provider. Oral medications must be prescribed by a GP or have manufacturer’s instructions clearly written on them.
  • We must be provided with clear written instructions on how to administer such medication.
  • We adhere to all risk assessment procedures for the correct storage and administration of the medication.
  • We 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 [our/my] insurance provider.

Life-saving medication and invasive treatments:

These include 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). We 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 [our staff/me] to administer medication.
  • 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 documents relating to these children must first be sent to [the Pre-school Learning Alliance Insurance Department for appraisal (if you have another provider, please check their procedures with them)]. Written confirmation that the insurance has been extended will be issued by return.

Prior written consent must be obtained from the child’s parent or guardian to give treatment and/or medication prescribed by the child’s GP.

  • The key person must have the relevant medical training/experience, which may include receiving appropriate instructions from parents or guardians.
  • Copies of all letters relating to these children must first be sent to [the Pre-school Learning Alliance Insurance Department for appraisal (if you have another provider, please check their procedures with them)]. Written confirmation that the insurance has been extended will be issued by return.
  • If we are unsure about any aspect, [we/I] contact [the Pre-school Learning Alliance Insurance Department on 020 7697 2585 or email [email protected]/insert details of your insurance provider].

Policy statement :

We follow the guidelines of the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (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.

Accident records

  • Accident records will contain:
  • Details of any existing injuries that a child arrives with, including bumps and bruises
  • The time, date and nature of any accident
  • Details of the children affected
  • A written description of the type and location of any injury and a body map
  • The action taken at the time, any action taken later and who did what
  • The signature of the staff member who dealt with the incident, any witnesses and a
  • Countersignature by the parent when the child is collected.
  • The circumstances of the accident, names of any adults and children involved and any witnesses (you may need the contact details of the witnesses)

Besides injuries we also record incidents that presents with no visible wounds as symptoms may become apparent only after the event e.g. concussion.

We carry out accidents and incident evaluation at the end of every term to identify any trends or recurring causes of injuries to help us minimise the risk of occurrence.

Procedures Our accident book :

  • is kept in a safe and secure place;
  • is accessible to our staff and volunteers, who all know how to complete it; and
  • is reviewed at least half termly to identify any potential or actual hazards.

Reporting accidents and incidents

  • Ofsted is notified as soon as possible, but at least within 14 days, of any instances which involve:
  • food poisoning affecting two or more children looked after on our premises
  • a serious accident or injury to, or serious illness of, a child in our care and the action we take in response
  • The death of a child in our care
  • Local child protection agencies are informed of any serious accident or injury to a child, or the death of any child, while in our care and we act on any advice given by those agencies.
  • Any food poisoning affecting two or more children or adults on [our/my] premises is reported to the local Environmental Health Department.
  • We meet our legal requirements in respect of [the safety of our employees/my safety and the safety of my employees] and the public by complying with RIDDOR. We report to the Health and Safety Executive (HSE):
  • Any work-related accident leading to an injury to a member of the public (child or adult), for which they are taken directly to hospital for treatment.
  • Any work-related accident leading to a specified injury to [one of our employees/me or one of my employees]. Specified injuries include injuries such as fractured bones, the loss of consciousness due to a head injury, serious burns or amputations.
  • Any work-related accident leading to an injury to [one of our employees which results in them being unable to work for seven consecutive days. All work-related injuries that lead to one of our employees being incapacitated for three or more days are recorded in our accident book.
  • When one of our employees suffers from a reportable occupational disease or illness as specified by the HSE.
  • Any death, of a child or adult, that occurs in connection with a work-related accident.
  • 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.
  • Information for reporting incidents to the Health and Safety Executive is provided in the Pre-school Learning Alliance’s Accident Record publication. Any dangerous occurrence is recorded in our incident book (see below).

Incident book :

    • We have ready access to telephone numbers for emergency services, including the local police. Where we are responsible for the premises we have contact numbers for the gas and electricity emergency services, and a carpenter and plumber.
    • We ensure that our staff and volunteers carry out all health and safety procedures to minimise risk and that they know what to do in an emergency.
    • On discovery of an incident, report it to the appropriate emergency services – fire, police, ambulance – if those services are needed.
    • If an incident occurs before any children arrive, a senior member of staff present will inform management who will then decide if the premises are safe to receive children, or to offer a limited service or to close the setting.
    • Where an incident occurs whilst the children are in our care and it is necessary to evacuate the premises/area, we follow the procedures in our Fire Safety and Emergency Evacuation Policy or, when on an outing, the procedures identified in the risk assessment for the outing.
    • If a crime may have been committed, we ask all adults witness to the incident make a witness statement including the date and time of the incident, what they saw or heard, what they did about it and their full name and signature.
    • We keep an incident book for recording major incidents, including some of those that that are reportable to the Health and Safety Executive as above.
    • These incidents include:

– a break in, burglary, or theft of personal or our setting’s property
– an intruder gaining unauthorised access to our premises
– a fire, flood, gas leak or electrical failure
– an attack on an adult or child on [our/my] premises or nearby
– any racist incident involving families or [our staff/myself or my staff] on the setting’s premises
– a notifiable disease or illness, or an outbreak of food poisoning affecting two or more children looked after on [our/my] premises
– the death of a child or adult
– 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 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 our 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 our premises, through cot death in the case of a baby for example, 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.

Common Inspection Framework :

As required under the Common Inspection Framework, we maintain a summary record of all accidents, exclusions, children taken off roll, incidents of poor behaviour and discrimination, including racist incidents, and complaints and resolutions.

NAPPY CHANGING POLICY

  • No child is excluded from participating in our setting who may, for any reason, not yet be toilet trained and who may still be wearing nappies or equivalent. We work with parents towards toilet training, unless there are medical or other developmental reasons why this may not be appropriate at the time.
  • Older children access the toilet when they have the need to and are encouraged to be independent.
  • We provide nappy changing facilities and exercise good hygiene practices in order to accommodate children who are not yet toilet trained.
  • Babies and young children are changed within sight of other staff whilst maintaining their dignity and privacy at all times.
  • We do not make inappropriate comments about children’s genitals when changing their nappies.
  • In addition, we ensure that nappy changing is relaxed and a time to promote independence in young children.
  • The nappy changing procedure which should be displayed above the nappy changing station.
  • Staff must wear disposable plastic aprons and disposable gloves while
  • changing wet and dirty nappies. To prevent the spread of infection, only use gloves and aprons once.
  • changing wet and dirty nappies. To prevent the spread of infection, only use gloves and aprons once.
  • Dispose of the nappy by double bagging and place in the nappy bin.
  • Take the child back to the room and return to clean the mat and wash your hands
  • The nappy changing table should be wiped down with anti-bac after each change and dried with a paper towel.
  • If the area becomes contaminated wash the area with detergent and hot water, then disinfect using a bleach based disinfectant.
  • Clean the changing area thoroughly each night
  • Always dispose of gloves and aprons before moving to another room
  • staff’s hands must be washed after this practice, even if gloves worn
  • Report any deficiencies in soap, detergent or paper towels to the manger immediately
  • If recourses permit, allocate certain staff to nappy changing duties and ensure that two are present during nappy changing and others to feeding duties.
  • All children to use the changing facility by the toilets
  • In the event of older or heavy children use the changing mat and position on the floor.
  • Parents are to provide nappies and wipes
  • Nappy changes to be recoded and information shared with parents

PROCEDURE FOR NAPPY CHANGING :

  • The child/toddler will be placed safely while staff wash their hands
  • Staff MUST wear disposable gloves & apron
  • Baby/toddler placed on the changing area
  • Wet/soiled nappy removed
  • Baby/child cleaned from front to back and barrier cream may be applied
  • Wet/soiled nappies and all cleaning materials will be double bagged and disposed of in the nappy bin.
  • Staff to remove gloves and apron
  • Child returned to room
  • Staff clean mat with disinfectant

Policy statement

At Twinnie we regard 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. We promote healthy eating using resources and materials from the Pre-school Learning Alliance. 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 ask their parents about their dietary needs and preferences, including any allergies. We record information about each child’s dietary needs in the Registration Form and parents sign the form 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 updated record to signify that it is correct.
  • We display current information about individual children’s dietary needs so that all our 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 needs and parents in the planning.
  • We display the menus of meals/snacks for parents to view.
  • 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 we are especially vigilant where we have a child who has a known allergy to nuts.
  • Through discussion with parents and research reading, we obtain information about the dietary rules of the religious groups to which children and their parents belong, and of vegetarians and vegans, as well as 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
  • We show sensitivity in providing for children’s diets and allergies. We 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 adults 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.
  • 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 young children who drink milk, we provide whole pasteurised milk. Although we slowly introduce semi-skimmed milk from the age of two years; firstly into meals and dishes, such as on cereal or in white sauces, before offering it as a drink, so that the transition is gradual.
  • For each child under three, we provide parents with daily written information about feeding routines, intake and preferences.

Packed lunches : Where we cannot provide cooked meals and children are required to bring packed lunches, we

  • ensure perishable contents of packed lunches are refrigerated or contain an ice pack to keep food cool;
  • inform parents of our policy on healthy eating;
  • inform parents of whether we have facilities to microwave cooked food brought from home;
  • encourage parents to provide sandwiches with a healthy filling, fruit, and milk based deserts, such as yoghurt or crème fraîche, where they can only provide cold food from home. We discourage sweet drinks and can provide children with water or diluted fresh fruit juice;
  • Packed lunch contents that consist largely of crisps, processed foods, sweet drinks and sweet products such as cakes or biscuits are discouraged We reserve the right to return this food to the parent as a last resort;
  • We provide children bringing packed lunches with plates, cups and cutlery; and
  • We ensure that adults sit with children to eat their lunch so that the mealtime is a social occasion.

Policy statement : We provide and serve food for children on the following basis

Snacks.

Meals.

Packed lunches.

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. (Local authorities will advise on whether individual providers are required to register.)

Procedures :

Our staff with responsibility for food preparation/I] understand the principles of Hazard Analysis and Critical Control Point (HACCP) as it applies to [our/my] setting. This is set out in Safer Food, Better Business [for Caterers (for groups)/for Childminders (which groups will also find helpful)] (Food Standards Agency 2011). The basis for this is risk assessment of the purchase, storage, preparation and serving of food to prevent growth of bacteria and food contamination.

  • All our staff follow the guidelines of Safer Food, Better Business.
  • All our staff who are involved in the preparation and handling of food have received training in food hygiene
  • 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 and 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 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 [our/my] setting, [the manager/I] will contact the Environmental Health Department to report the outbreak and will comply with any investigation.
  • We notify Ofsted as soon as reasonably practicable of any confirmed cases of food poisoning affecting two or more children looked after on the premises, and always within 14 days of the incident.

Managing Behaviour

Policy statement

We believe that children flourish best when their personal, social and emotional needs are understood, supported and met and where there are clear, fair and developmentally appropriate expectations for their behaviour.

As children develop, they learn about boundaries, the difference between right and wrong, and to consider the views and feelings, and needs and rights, of others and the impact that their behaviour has on people, places and objects. The development of these skills requires adult guidance to help encourage and model appropriate behaviours and to offer intervention and support when children struggle with conflict and emotional situations. In these types of situations key staff can help identify and address triggers for the behaviour and help children reflect, regulate and manage their actions. We appoint a member of staff as behaviour coordinator to oversee and advise on the team’s responses to challenging behaviour.

Procedures : In order to manage children’s behaviour in an appropriate way we will:

  • attend relevant training to help understand and guide appropriate models of behaviour;
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  • implement the setting’s behaviour procedures including the stepped approach;
  • have the necessary skills to support other staff with behaviour issues and to access expert advice, if necessary;
  • ensure all staff complete the Promoting Positive Behaviour programme, on Educare (http://pre-school.educare.co.uk/Login.aspx)

Stepped approach : Step 1

  • We will ensure that EYFS guidance relating to ‘behaviour management’ is incorporated into relevant policy and procedures;
  • We will be knowledgeable with, and apply the setting’s procedures on Promoting Positive Behaviour;
  • We will undertake an annual audit of the provision to ensure the environment and practices supports healthy social and emotional development. Findings from the audit are considered by management and relevant adjustments applied. (A useful guide to assessing the well-being of children can be found at www.kindengezin.be/img/sics-ziko-manual.pdf)
  • ensure that all staff are supported to address issues relating to behaviour including applying initial and focused intervention approaches (see below).

Step 2

  • We address unwanted behaviours using the agreed and consistently applied initial intervention approach. If the unwanted behaviour does not reoccur or cause concern then normal monitoring will resume.
  • Behaviours that result in concern for the child and/or others will be discussed between the key person, the behaviour coordinator and Special Educational Needs Coordinator (SENCO) or/and manager. During the meeting, the key person will use their knowledge and assessments of the child to share any known influencing factors (new baby, additional needs, illness etc.) in order to place the behaviour into context. Appropriate adjustments to practice will be agreed and if successful normal monitoring resumed.
  • If the behaviour continues to reoccur and remains a concern then the key person and SENCO should liaise with parents to discuss possible reasons for the behaviour and to agree next steps. If relevant and appropriate, the views of the child relating to their behaviour should be sought and considered to help identify a cause. If a cause for the behaviour is not known or only occurs whilst in the setting then the behaviour coordinator will suggest using a focused intervention approach to identify a trigger for the behaviour.
  • If a trigger is identified then the SENCO and key person will meet with the parents to plan support for the child through developing an action plan. If relevant, recommended actions for dealing with the behaviour at home should be agreed with the parent/s and incorporated into the plan. Other members of the staff team should be informed of the agreed actions in the action plan and help implement the actions. The plan should be monitored and reviewed regularly by the key person and SENCO until improvement is noticed.
  •  

All incidents and intervention relating to unwanted and challenging behaviour by children should be clearly and appropriately logged in the room incident.

Step 3

  • If, despite applying the initial intervention and focused intervention approaches, the behaviour continues to occur and/or is of significant concern, then the behaviour coordinator and SENCO will invite the parents to a meeting to discuss external referral and next steps for supporting the child in the setting.
  • It may be agreed that the Common Assessment Framework (CAF) or Early Help process should begin and that specialist help be sought for the child – this support may address either developmental or welfare needs. If the child’s behaviour is part of a range of welfare concerns that also include a concern that the child may be suffering or likely to suffer significant harm, follow the Safeguarding and Children and Child Protection Policy (1.2). It may also be agreed that the child should be referred for an Education, Health and Care assessment. (See Supporting Children with SEN policy 9.2)
  • Advice provided by external agencies should be incorporated into the child’s action plan and regular multi-disciplinary meetings held to review the child’s progress.

Initial intervention approach

  • We use an initial problem solving intervention for all situations in which a child or children are distressed on in conflict. All staff use this intervention consistently.
  • This type of approach involves an adult approaching the situation calmly, stopping any hurtful actions, acknowledging the feelings of those involved, gathering information, restating the issue to help children reflect, regain control of the situation and resolve the situation themselves.
  • High Scope’s Conflict Resolution process provides this type of approach but equally any other similar method would be suitable. Periodically the effectiveness of the approach will be checked.

Focused intervention approach

  • The reasons for some types of behaviour are not always apparent, despite the knowledge and input from key staff and parents.
  • Where We have considered all possible reasons, then a focused intervention approach should then be applied.
  • This approach allows [me/the key person and behaviour coordinator] to observe, reflect, and identify causes and functions of unwanted behaviour in the wider context of other known influences on the child.
  • We follow the ABC method which uses key observations to identify a) an event or activity (antecedent) that occurred immediately before a particular behaviour, b) what behaviour was observed and recorded at the time of the incident, and c) what the consequences were following the behaviour. Once analysed, the focused intervention should help determine the cause (e.g. ownership of a toy or fear of a situation) and function of the behaviour (to obtain the toy or avoid a situation) and suitable support will be applied.
  •  

Use of rewards and sanctions :

  • All children need consistent messages, clear boundaries and guidance to intrinsically manage their behaviour through self-reflection and control.
  • Rewards such as excessive praise and stickers may provide an immediate change in the behaviour but will not teach children how to act when a ‘prize’ is not being given or provide the child with the skills to manage situations and their emotions. Instead, a child is taught how to be ‘compliant’ and respond to meet adult’s own expectations in order to obtain a reward (or for fear of a sanction). If used then the type of rewards and their functions must be carefully considered before applying.
  • Children should never be labelled, criticised, humiliated, punished, shouted at or isolated by removing them from the group and left alone in ‘time out’ or on a ‘naughty chair’. However, if necessary children can be accompanied and removed from the group in order to calm down and if appropriate helped to reflect on what has happened.

Use of physical intervention :

  • The term physical intervention is used to describe any forceful physical contact by an adult to a child such as grabbing, pulling, dragging, or any form of restraint of a child such as holding down. Where a child is upset or angry, staff will speak to them calmly, encouraging them to vent their frustration in other ways by diverting the child’s attention.
  • Staff should not use physical intervention – or the threat of physical intervention, to manage a child’s behaviour unless it is necessary to use ‘reasonable force in order to prevent children from injuring themselves or others or damage property‘ (EYFS).’
  • If ‘reasonable force’ has been used for any of the reasons shown above, parents are to be informed on the same day that it occurs. The intervention will be recorded as soon as possible within the child’s file, which states clearly when and how parents were informed.
  • Corporal (physical) punishment of any kind should never be used or threatened.

Challenging Behaviour/Aggression by children towards other children :

  • Any aggressive behaviour by children towards other children will result in a staff member intervening immediately to challenge and prevent escalation.
  • If the behaviour has been significant or may potentially have a detrimental effect on the child, the parents of the child who has been the victim of behaviour and the parents of the child who has been the perpetrator should be informed.
  • The designated person will contact children’s social services if appropriate and will consider whether notifying the police if appropriate.
  • The designated person will make a written record of the incident, which is kept in the child’s file; in line with the Safeguarding children, young people and vulnerable adults policy.
  • The designated person should complete a risk assessment related to the child’s challenging behaviour to avoid any further instances.
  • The designated person should meet with the parents of the child who has been affected by the behaviour to advise them of the incident and the setting’s response to the incident.
  • Ofsted should be notified if appropriate.
  • Relevant health and safety procedures and procedures for dealing with concerns and complaints should be followed.
  • Parents should also be asked to sign risk assessments where the risk assessment relates to managing the behaviour of a specific child.
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Challenging unwanted behaviour from adults in the setting :

  • Settings will not tolerate behaviour from an adult which demonstrates a dislike, prejudice and/or discriminatory attitude or action towards any individual or group. This includes negativity towards groups and individuals living outside the UK (xenophobia). This also applies to the same behaviour if directed towards specific groups of people and individuals who are British Citizens residing in the UK.
  • Allegations of discriminatory remarks or behaviour including xenophobia made in the setting by any adult will be taken seriously. The perpetrator will be asked to stop the behaviour and failure to do so may result in the adult being asked to leave the premises and in the case of a staff member, disciplinary measures being taken.
  • Where a parent makes discriminatory or prejudiced remarks to staff at any time, or other people while on the premises, this is recorded on the child’s file and is reported to the setting manager. The procedure is explained and the parent asked to comply while on the premises. An ‘escalatory’ approach will be taken with those who continue to exhibit this behaviour. The second stage comprises a letter to the parent requesting them to sign a written agreement not to make discriminatory remarks or behave in a discriminatory or prejudiced manner; the third stage may be considering withdrawing the child’s place.

Policy statement : When a child either bites another child or a member of staff whilst at nursery the following policy should be used to deal with the situation.

The child who has been bitten :
  • They should be inspected immediately for any visible injury. Any unbroken
  • skin injury should be treated with a cold compress to alleviate any swelling.
  • If the child has a broken skin injury a dry compress should be applied until any bleeding has subsided. Then a suitable dry dressing used to cover the wound.
  • The incident should be recorded on an incident form as soon as possible,
  • Where possible this should be completed by any member of staff who has witnessed or was in close vicinity of the incident. The member of staff is expected to sign and date the incident form.
  • Any witnesses should be recorded on the incident form. This form should then be passed onto either the manager or proprietor and kept in the office.
  • The child’s parents or guardian should be informed at the first available opportunity.
  • They should not be shown the incident form as this will name the child who has bitten their child.
  • Due to confidentiality purposes and possible conflict this information shall not be disclosed.
The child who has caused the bite :
  • This child should be taken aside and told that they should not have done that.
  • The words naughty or bad should NOT be used to deal with the situation. The incident should be reported to the parents and staff should explain that the nursery accepts this could be a one off incident and in many children this behaviour will not be repeated.
  • If the child shows any intention to bite another child at nursery on a second occasion, or actually bites for a second time, then the room leader should approach the child’s parents or guardian and inform them of the situation. The parents of the child who has bitten another child can be told the name of the injured child if they ask for this information. If they do not ask then this information will not be provided.
  • The main purpose of keeping the named children confidential is to prevent any possible conflict between the two parties.
  • Any discussions of this nature should be done in a private matter, away form other parents and children. The office is a suitable place for informing parents.
Recurrent biting :
  • If a child continues to bite on more than one occasion, the child who is biting should be immediately removed to stop any further harm coming to the children around him/ her.
  • Holding is permissible to stop further occurrences in the short term. Further help should be immediately sought and management informed.
  • Any problems arising from a biting incident that is not discussed in this policy should be addressed by either the nursery manager or Deputy Manager

Health and safety

Policy statement :

At Twinnie we believe 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, staff and volunteers 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.
  • All member of staff are responsible for ensuring that the nursery`s health and safety standards are met at all times is:
  • We display the necessary health and safety poster in the staff room and preschool room

Insurance cover We have public liability insurance and employers’ liability insurance. The certificate for public liability insurance is displayed in the office area of the nursery.

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.
  • We keep records of these induction training sessions and new staff and volunteers are asked to sign the records to confirm that they have taken part.
  • We explain health and safety issues 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 our staff meetings and as often as possible
  • We operate a no-smoking policy within the setting.
  • We make children aware of health and safety issues through discussions, planned activities and routines.
  • We carry out a daily risk assessment at the start and close of business

Windows :

  • We ensure that windows are protected from accidental breakage or vandalism from people outside the building.
  • We ensure that any blind cords are secured safely and do not pose a strangulation risk for young children.
Doors :
  • We take precautions to prevent children’s fingers from being trapped in doors.
  • Our main doors cannot be opened from the outside of the nursery only from the inside
Floors and walkways :
  • All our floor surfaces are checked daily to ensure they are clean and not uneven, wet or damaged. Any wet spills are mopped up immediately.
  • Walkways and stairs are left clear and uncluttered.
  • Safety gates are in place at all rooms
Electrical/gas equipment :
  • We ensure that 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, wires and leads are properly guarded and we teach the children not to touch them.
  • We check storage heaters daily to make sure they are not covered.
  • There are sufficient sockets in our setting to prevent overloading.
  • We switch electrical devices off from the plug after use.
  • We ensure that the temperature of hot water is controlled to prevent scalds.
  • Lighting and ventilation is adequate in all areas of our setting, including storage areas.
Storage :
  • All our resources and materials, which are used by the children, are stored safely.
  • All our equipment and resources are stored or stacked safely to prevent them accidentally falling or collapsing.
Outdoor area :
  • Our outdoor area is securely fenced. All gates and fences are childproof and safe.
  • Our outdoor area is checked for safety and cleared of rubbish, animal droppings and any other unsafe items before it is used.
  • Adults and children are alerted to the dangers of poisonous plants, herbicides and pesticides.
  • Our outdoor sand pit is covered when not in use and is cleaned regularly.
  • We check that children are suitably attired for the weather conditions and type of outdoor activities; ensuring that sun cream is applied and hats are worn during the summer months.
  • We supervise outdoor activities at all times; and particularly children on climbing equipment.
Hygiene :
  • We seek information from the Public Health England 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 the play room(s), kitchen, rest area, toilets and nappy changing areas. Children do not have access to the kitchen.
  • 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 disposal facilities for 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; and ensuring individual use of flannels

Activities, resources and repairs :
  • Before purchase we check equipment and resources to ensure that they are safe for the ages and stages of the children currently attending the setting.
  • We keep a full inventory of all items in the setting for audit and insurance purposes.
  • The layout of our play equipment allows adults and children to move safely and freely between activities.
  • All our equipment is regularly checked for cleanliness and safety, and any dangerous items are repaired or discarded.
  • We make safe and separate from general use any areas that are unsafe because of repair is needed.
  • All our materials, including paint and glue, are non-toxic.
  • We ensure that sand is clean and suitable for children’s play.
  • Physical play is constantly supervised.
  • We teach children to handle and store tools safely.
  • We check children who are sleeping at regular intervals of at least every ten minutes. This is recorded with the times checked and the initials of the person undertaking the check.
  • If children fall asleep in-situ, it may be necessary to move or wake them to make sure they are comfortable.
  • 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 it cannot be repaired it is discarded. Large pieces of equipment are discarded only with [the consent of the manager and the management team
Jewellery and accessories :
  • Our staff do not wear jewellery or fashion accessories, such as high heels, that may pose a danger to themselves or children.
  • Parents must ensure that any jewellery worn by children poses no danger; particularly earrings which may get pulled, bracelets which can get caught when climbing or necklaces that may pose a risk of strangulation.
  • We ensure that hair accessories are removed before children sleep or rest.
Safety of adults :
  • We ensure that adults are provided with guidance about the safe storage, movement, lifting and erection of large pieces of equipment.
  • We provide safe equipment for adults to use when they need to reach up to store equipment or to change light bulbs.
  • We ensure that all warning signs are clear and in appropriate languages.
  • We ensure that adults do not remain in the building on their own.
  • We record the sickness of staff and their involvement in accidents. The records are reviewed termly to identify any issues that need to be addressed.
Control of substances hazardous to health :
  • Our staff implement the current guidelines of the Control of Substances Hazardous to Health Regulations (COSHH).
  • We keep a record of all substances that may be hazardous to health – such as cleaning chemicals, or gardening chemicals if used and where they are stored.
  • Hazardous substances are stored safely away from the children.
  • We carry out a risk assessment for all chemicals used in the setting. This states what the risks are and what to do if they have contact with eyes or skin or are ingested.
  • We keep all cleaning chemicals in their original containers.
  • We keep the chemicals used in the setting to the minimum in order to ensure health and hygiene is maintained.
  • Environmental factors are taken into account when purchasing, using and disposing of chemicals.
  • All members of staff are vigilant and use chemicals safely.
  • Members of staff wear protective gloves when using cleaning chemicals.
Policy statement :

At Twinnie we maintain the highest possible security of our premises to ensure that each child is safely cared for during their time with [us/me].

Procedures : Children’s personal safety

  • All employed staff would have been checked for criminal records via an enhanced disclosure with children’s barred list check through the Disclosure and Barring Service.
  • Adults do not normally supervise children on their own.
  • All children are supervised by adults at all times.
  • Whenever children are on the premises at least two adults are present.
  • We carry out risk assessments to ensure children are not made vulnerable within any part of our premises, nor by any activity.
Security :
  • Systems are in place for the safe arrival and departure of children.
  • The times of the children’s arrivals and departures are recorded.
  • The arrival and departure times of adults – [staff,] volunteers and visitors – are recorded.
  • Our systems prevent unauthorised access to our premises.
  • Our systems prevent children from leaving our premises unnoticed.
  • We only allow access to visitors with prior appointments.
  • Our staffs check the identity of any person who is not known before they enter the premises.
  • We keep front doors and gates locked shut at all times. Back doors are kept locked shut at all times where they may lead to a public or unsupervised area.
  • The personal possessions of staff and volunteers are securely stored during sessions.
Policy statement

Children benefit from being taken outside of the premises on visits or trips to local parks, or other suitable venues, for activities which enhance their learning experiences. [Where applicable: Our/My setting does not have direct access to outdoor provision on the premises and will need to take children out daily.] [We/I] ensure that there are procedures to keep children safe on outings; all [staff and] volunteers are aware of and follow the procedures as laid out below.

Procedures :
  • All off site activity has a clearly identified educational purpose with specific learning and development outcomes.
  • There is a designated lead for each excursion who is clear about their responsibility as designated lead.
  • We ask parents to sign a general consent on registration for their children to be taken out on local short outings as a part of the daily activities of the setting. This general consent details the venues used for daily activities.
  • We assess the risks for each local venue used for daily activities, which is reviewed regularly.
  • We always ask parents to sign specific consent forms before major outings; and the risks are assessed before the outing takes place.
  • Our manager and all staff taking part in the outing sign off every risk assessment.
  • Children with allergies or other specific needs have a separate risk assessment completed i.e. child with allergies visiting a supermarket.
  • An excursion will not go ahead if concerns are raised about its viability at any point.
  • Any written outing risk assessments are made available for parents to see.
  • A minimum of two staff accompany children on outings. Unless the whole setting is on an outing, a minimum of two staff also remain behind with the rest of the children.
  • Named children are assigned to individual staff member to ensure that each child is well supervised, that no child goes astray and that there is no unauthorised access to children./I ensure that all children on the outing are well supervised, that no child goes astray and that there is no unauthorised access to children.]
  • Staff frequently count their designated children and ensure hands are held when on the street and crossing the road.
  • Parents who accompany us on outings are responsible for their own child only. Where parents have undergone vetting with us as volunteers, they may be included in the adults to child ratio and have children allocated to them.
  • Outings are recorded in an outings record book kept in the setting, stating:

    – The date and time of the outing.
    – The venue and mode of transport used.
    – The names of the staff members assigned to each of the children.
    – The time of return.

  • We take a setting mobile phone on outings, as well as supplies of tissues, wipes, spare clothing and nappies, medicines required for individual children, a mini first aid kit, 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. We apply sun cream to children as needed and ensure they are dressed appropriately for the type of outing and weather conditions.
  • We take a list of children with [us/me] with contact numbers of parents/carers, as well as an accident book and a copy of our Missing Child Policy.
  • We provide children with badges or ‘high viz’ vests to wear that contain the name and setting telephone number – but not the name of the child.
  • Records are kept of the vehicles used to transport children, with named drivers and appropriate insurance cover.
  • We ensure that seat belts are worn whilst travelling in vehicles and that booster seats and child safety seats are used as appropriate to the age of the child.
  • As a precaution, we ensure that children do not eat when travelling in vehicles.
  • We ensure that contracted drivers are from reputable companies, do not have unsupervised access to the children and are not included in the ratios.
Policy statement :

At Twinnie we believe 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.

Risk assessment means :

Taking note of aspects of your workplace and activities that could cause harm, either to yourself or to others, and deciding what needs to be done to prevent that harm, making sure this is adhered to.

The law does not require that all risk is eliminated, but that ‘reasonable precaution’ is taken. This is particularly important when balancing the need for children to be able to take appropriate risks through physically challenging play. Children need the opportunity to work out what is not safe and what they should do when faced with a risk.

Health and safety risk assessments inform procedures. Staff and parents should be involved in reviewing risk assessments and procedures – they are the ones with first-hand knowledge as to whether the control measures are effective – and they can give an informed view to help update procedures accordingly.

  • This policy is based on the five steps below:
  • Identification of a risk: Where is it and what is it?
  • Who is at risk: Childcare staff, children, parents, cooks, cleaners etc?
  • Assessment as to whether the level of a risk is high, medium, low. This takes into account both the likelihood of it happening, as well as the possible impact if it did.
  • Control measures to reduce/eliminate risk: What will you need to do, or ensure others will do, in order to reduce that risk?
  • Monitoring and review: How do you know if what you have said is working, or is thorough enough? If it is not working, it will need to be amended, or maybe there is a better solution.
Procedures :
  • Our management undertake training and ensure our staff and volunteers have adequate training in health and safety matters.
  • Our risk assessment process covers adults and children and includes:

    – determining where it is helpful to make some written risk assessments in relation to specific issues, to inform staff practice, and to demonstrate how we are managing risks if asked by parents and/or carers and inspectors;
    – checking for and noting hazards and risks indoors and outside, in relation to our premises and activities;
    – assessing the level of risk and who might be affected;
    – deciding which areas need attention; and
    – developing an action plan that specifies the action required, the time-scales for 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.
  • Our managers ensures that checks, such as electricity and gas safety checks, and any necessary work to the setting premises are carried out annually and records are kept.
  • Our managers ensure that staff members carry out risk assessments that include relevant aspects of fire safety, food safety for all areas of the premises.
  • Our managers ensures that staff members carry out risk assessments for work practice including:

    – changing children;
    – preparation and serving of food/drink for children;
    – children with allergies;
    – cooking activities with children;
    – supervising outdoor play and indoor/outdoor climbing equipment;
    – putting babies or young children to sleep;
    – assessment, use and storage of equipment for disabled children;
    – the use and storage of substances which may be hazardous to health, such as cleaning chemicals;
    – visitors to the setting who are bring equipment or animals as part of children’s learning experiences; and
    – following any incidents involving threats against staff or volunteers.

  • Our managers ensures that staff members/I] carry out risk assessments for off-site activities if required, including:

    – children’s outings (including use of public transport)
    – other off-site duties such as attending meetings, banking etc.

  • We take precautions to reduce the risks of exposure to Legionella (Legionnaires disease). Our ensure that we are familiar with the HSE guidance and risk assess accordingly/have seen the risk assessment relevant to the premises from the landlord.
Policy statement :

At Twinnie we ensure the highest possible standard of fire precautions are in place. The person in charge and our 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. A Fire Safety Log Book is used to record the findings of risk assessment, any actions taken or incidents that have occurred and our fire drills. Downloadable Fire Safety Log Books are widely available free of charge on line. provision: We ensure our policy is in line with the procedures specific to our building, making reasonable adjustments as required.]

Procedures : Fire safety risk assessment

  • The basis of fire safety is risk assessment, carried out by a ‘competent person’.
  • The manager has received training in fire safety sufficient to be competent to carry out the risk assessment; this will [be written where there are more than five staff and will] follow the Government guidance Fire Safety Risk Assessment – Educational Premises (HMG 2006).

    – Our fire safety risk assessment focuses on the following for each area of the setting:
    – Electrical plugs, wires and sockets.
    – Electrical items.
    – Gas boilers.
    – Cookers.
    – Matches.
    – Flammable materials – including furniture, furnishings, paper etc.
    – Flammable chemicals.
    – Means of escape.
    – Anything else identified.

Fire safety precautions taken :
  • We ensure that fire doors are clearly marked, never obstructed and easily opened from the inside.
  • We ensure that smoke detectors/alarms and fire fighting appliances conform to BS EN standards, are fitted in appropriate high risk areas of the building and are checked as specified by the manufacturer.
  • We have all electrical equipment checked annually by a qualified electrician. Any faulty electrical equipment is taken out of use and either repaired or replaced.
  • 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 of the servicing of fire safety equipment.

Emergency evacuation procedure : All Staff Members , On hearing the fire alarm:

  • Calmly call children in your care together
  • Visually check the space around you is empty
  • Leave the building via the nearest, safe emergency exit
  • Must assemble at the designated fire assembly point
  • Headcount the children in your care, alerting the fire officer if any are missing
  • Remain outside the building until the fire officer deems the premises as safe

Fire drills : We hold fire drills termly and record the following information about each fire drill in the Fire Safety Log Book:

  • The date and time of the drill.
  • Number of adults and children involved.
  • How long it took to evacuate.
  • Whether there were any problems that delayed evacuation.
  • Any further action taken to improve the drill procedure.

Policy statement : We comply with health and safety regulations and the Safeguarding and Welfare Requirements of the Early Years Foundation Stage in making [our/my] setting a no-smoking environment – both indoors and outdoors.

Procedures :

  • All staff, parents and volunteers are made aware of our No-smoking Policy.
  • No-smoking signs are displayed prominently.
  • The No-smoking Policy is stated in information for parents and staff.
  • 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 scheduled break and off the premises.
  • Staff who smoke during working hours and travelling to and from work must not do so whilst wearing a setting uniform, or must at least cover the uniform.
  • E-cigarettes are [permitted/not permitted] to be used on the premises. [If permitted, describe any conditions or restrictions.]
  • Staff who smoke or use e-cigarettes during their scheduled breaks go to [insert suitable non-enclosed locations], or well away from the premises.
  • Staff who smoke during their break make every effort to reduce the effects of odour and passive smoking for children and colleagues
  • Smoking is not permitted in any vehicles belonging to the setting.
  • Staff are made aware that failure to adhere to this policy and procedures may result in disciplinary action.
  • It is a criminal offence for employees to smoke in smoke-free areas, with a fixed penalty of £50 or prosecution and a fine of up to £200.

Policy statement : This setting believes that the health and safety of all staff is of paramount importance and that all staff have the right to work in a safe environment. We support safe working both on and off the premises, acknowledging the needs and diversity of children and their family.

Procedures : General

  • All staff in the building early in the morning, or late in the evening, ensure doors and windows are locked.
  • Where possible, at least the first two members of staff to arrive in the building arrive together, and the last two members of staff in the building leave together.
  • Visitors are generally only allowed access with prior appointments and only admitted once their identity has been verified.
  • Minimal petty cash is kept on the premises.
  • When taking cash to the bank, members of staff are aware of personal safety. Managers carry out a risk assessment and develop an agreed procedure appropriate to the setting, staff and location.
  • Members of staff make a note in the diary of meetings they are attending, who they are meeting and when they are expected back.
  • Managers have good liaison with local police and ask for advice on safe practice where there are issues or concerns.

Dealing with agitated parents in the setting :

  • If a parent appears to be angry, mentally agitated or possibly hostile, two members of staff will lead the parent away from the children to a less open area, but will not shut the door behind them.
  • If the person is standing, staff will remain standing.
  • Members of staff will try to empathise and ensure that the language they use can be easily understood.
  • Staff will speak in low, even tones, below the voice level of the parent.
  • Members of staff will make it clear that they want to listen and seek solutions.
  • If the person makes threats and continues to be angry, members of staff make it clear that they will be unable to discuss the issue until the person stops shouting or being abusive, while avoiding potentially inflammatory expressions such as ‘calm down’ or ‘be reasonable’.
  • If threats or abuse continues, members of staff will explain that the police will be called and emphasise the inappropriateness of such behaviour in front of children.
  • After the event, details are recorded in the child’s personal file together with any decisions made with the parents to rectify the situation and any correspondence regarding the incident.

Equal Opportunities

Policy statement : We are committed to ensuring that our service is fully inclusive in meeting the needs of all children. We recognise that children and their families come from a wide range of backgrounds with individual needs, beliefs and values. They may grow up in family structures that include one or two parents of the same or different sex. Children may have close links or live with extended families of grandparents, aunts, uncles and cousins; while other children may be more removed from close kin, or may live with other relatives or foster carers. Some children come from families who experience social exclusion, severe hardship; discrimination and prejudice because of their ethnicity, disability and/or ability, the languages they speak, their religious or personal beliefs, their sexual orientation and marital status. Some individuals face discrimination linked to their gender and some women are discriminated against because of their pregnancy and maternity status. We understand that all these factors can affect the well-being of children within these families and may adversely impact on children’s learning, attainment and life outcomes.

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

  • promote equality and value diversity within [our/my] service and foster good relations with the local community;
  • actively include all families and value the positive contribution they make to our service;
  • promote a positive non-stereotyping environment that promotes dignity, respect and understanding of difference in all forms;
  • provide a secure and accessible environment in which every child feels safe and equally included;
  • improve our knowledge and understanding of issues relating to anti-discriminatory practice,
  • challenge and eliminate discriminatory actions on the basis of a protected characteristic as defined by the Equality Act (2010) namely: age; gender; gender reassignment; marital status; pregnancy and maternity; race; disability; sexual orientation; and religion or belief.
  • where possible, take positive action to benefit groups or individuals with protected characteristics who are disadvantaged, have a disproportional representation within the service or need different things from the service.

Procedures : Admissions , Twinnie is open and accessible to all members of the community.

  • We base our Admissions Policy on a fair system.
  • We do not discriminate against a child or their family in our service provision, including preventing their entry to our setting based on a protected characteristic as defined by the Equality Act (2010).
  • We advertise our service widely.
  • We provide information in clear, concise language, whether in spoken or written form and provide information in other languages (where ever possible).
  • We reflect the diversity of our community and wider society in [our/my] publicity and promotional materials.
  • We provide information on offer of provision for children with special educational needs and disabilities.
  • We ensure that all parents are made aware of [our/my] Valuing Diversity and Promoting Inclusion and Equality Policy.
  • We make reasonable adjustments to ensure that disabled children can participate successfully in the services and in the curriculum offered by the setting.
  • We ensure, wherever possible, that we have a balanced intake of boys and girls in the setting.
  • We take action against any discriminatory, prejudice, harassing or victimising behaviour by [our/my] staff, volunteers or parents whether by:
    • Direct discrimination – someone is treated less favourably because of a protected characteristic e.g. preventing families of a specific ethnic group from using the service;
    • indirect discrimination – someone is affected unfavourably by a general policy e.g. children must only speak English in the setting;
    • discrimination arising from a disability – someone is treated less favourably because of something connected with their disability e.g. a child with a visual impairment is excluded from an activity;
    • 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. making assumptions about someone’s sexual orientation.
  • We will not tolerate behaviour from an adult who demonstrates dislike or prejudice towards individuals who are perceived to be from another country (xenophobia).
  • Displaying of openly discriminatory xenophobic and possibly offensive or threatening materials, name calling, or threatening behaviour are unacceptable on, or around, our premises and will be dealt with immediately and discreetly by asking the adult to stop using the unacceptable behaviour and inviting them to read and to act in accordance with the relevant policy statement and procedure. Failure to comply may lead to the adult being excluded from the premises.

Employment :

  • We advertise posts 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 suitability checks. This ensures fairness in the selection process.
  • All our 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.

Training :

  • We seek out training opportunities for our volunteers to enable them to develop anti-discriminatory and inclusive practices.
  • We ensure that our confident and fully trained in administering relevant medicines and performing invasive care procedures on children when these are required.
  • We review our practices to ensure that we are fully implementing [our/my] policy for Valuing Diversity and Promoting Equality.

Curriculum : The curriculum offered in our setting encourages children to develop positive attitudes about themselves as well as about people who are different from themselves. It encourages development of confidence and self esteem, empathy, critical thinking and reflection.

We ensure that our practice is fully inclusive by:

  • creating an environment of mutual respect and tolerance;
  • modelling desirable behaviour to children and helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable;
  • positively reflecting the widest possible range of communities within resources;
  • avoiding use of stereotypes or derogatory images within our books or any other visual materials;
  • celebrating locally observed festivals and holy days;
  • ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning;
  • ensuring that disabled children with and without special educational needs are fully supported;
  • ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages

We will ensure that our environment is as accessible as possible for all visitors and service users. We do this by:

  • undertaking an access audit to establish if the setting is accessible to all disabled children and adults. If access to the setting is found to treat disabled children or adults less favourably, then we make reasonable adjustments to accommodate the needs of disabled children and adults.
  • fully differentiating the environment, resources and curriculum to accommodate a wide range of learning, physical and sensory needs.
    • 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 encourage their full inclusion.
    • We offer a flexible payment system for families experiencing financial difficulties 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 where ever possible.
  • 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.
  • Meetings
  • Meetings are arranged to ensure that all families who wish to may be involved in the running of the setting.
  • We positively encourage fathers to be involved in the setting, especially those fathers who do not live with the child.
  • Information about meetings is communicated in a variety of ways – written, verbal and where resources allow in translation – to ensure that all mothers and fathers have information about, and access to, the meetings.

Monitoring and reviewing :

  • So that our policies and procedures remain effective We monitor and review them annually to ensure our strategies meet our overall aims to promote equality, inclusion and to value diversity.
  • We provide a complaints procedure and a complaints summary record for parents to see.

Public Sector Equality Duty :

  • We have regard to the Duty to eliminate discrimination, promote equality of opportunity, foster good relations between people who share a protected characteristic and those who do not.

Policy statement : At Twinnie we provide an environment in which all children with special educational needs (SEN) are supported to reach their full potential.

  • We have regard for the Special Educational Needs and Disability Code of Practice (2014).
  • We have in place a clear approach for identifying, responding to, and meeting children’s SEN1.
  • We support and involve parents (and where relevant children), actively listening to, and acting on their wishes and concerns.
  • We work in partnership with the local authority and other external agencies to ensure the best outcomes for children with SEN and their families.
  • We regularly monitor and review our policy, practice and provision and, if necessary, make adjustments.

Procedures :

  • We designate a member of staff to be the Special Educational Needs Co-ordinator (SENCO) and give his/her name to parents. Our SENCO is: Emma Jacobs
  • The SENCO works closely with our manager and all colleagues and has responsibility for the day-to-day operation of Supporting Children with Special Educational Needs Policy and for co-ordinating provision for children with SEN by providing additional support to staff as well.
  • We ensure that the provision for children with SEN is the responsibility of all members of the setting.
  • We ensure that our inclusive admissions practice ensures equality of access and opportunity.
  • We provide a broad, balanced and differentiated curriculum for all children.
  • We apply SEN support to ensure early identification of children with SEN.
  • We use the graduated approach system (assess, plan, do and review) applied in increasing detail and frequency to ensure that children progress.
  • We ensure that parents are involved at all stages of the assessment, planning, provision and review of their children’s special education including all decision making processes
  • where appropriate, we take into account children’s views and wishes in decisions being made about them, relevant to their level understanding.

This includes disabled children with special educational needs

  • We provide parents with information on local sources of support and advice e.g. Local Offer, Information, Advice and Support Service.
  • We liaise and work with other external agencies to help improve outcomes for children with SEN.
  • We have systems in place for referring children for further assessment e.g. Common Assessment Framework/Early Help Assessment and Education, Health and Care (EHC) assessment.
  • We ensure that all our staff are aware of our Supporting Children with Special Educational Needs Policy and the procedures for identifying, assessing and making provision for children with SEN. We provide in-service training for parents practitioners] and volunteers.
  • We raise awareness of our special education provision via our website and or promotional materials.
  • We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. action plan reviews, [staff and management meetings,] parental and external agency’s views, inspections and complaints. This information is collated, evaluated and reviewed annually.
  • We provide a complaints procedure.
  • We monitor and review our policy annually.

Policy statement : We actively promote inclusion, equality of opportunity, the valuing of diversity and British values. Under the Equality Act 2010, which underpins standards of behaviour and incorporates both British and universal values we have a legal obligation not to directly or indirectly discriminate against, harass or victimise those with protected characteristics. We make reasonable adjustments to procedures, criteria and practices to ensure that those with protected characteristics are not at a substantial disadvantage. As we are in receipt of public funding we also have a public sector equality duty to eliminate unlawful discrimination, advance equality of opportunity, foster good relations and publish information to show compliance with the duty.

Social and emotional development is shaped by early experiences and relationships and incorporates elements of equality and British and universal values. The Early Years Foundation Stage (EYFS) supports children’s earliest skills so that they can become social citizens in an age-appropriate way, that is, so that they are able to listen and attend to instructions; know the difference between right and wrong; recognise similarities and differences between themselves and others; make and maintain friendships; develop empathy and consideration of other people; take turns in play and conversation; avoid risk and take notice of rules and boundaries; learn not to hurt/upset other people with words and actions; understand the consequences of hurtful/discriminatory behaviour.

Procedures : British Values

The fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in the 2014 EYFS and are further clarified below, based on the Fundamental British Values in the Early Years guidance (Foundation Years 2015):

  • Democracy, or making decisions together (through the prime area of Personal, Social and Emotional Development)
  • As part of the focus on self-confidence and self-awareness, practitioners encourage children to see their role in the bigger picture, encouraging them to know that their views count, to value each other’s views and values, and talk about their feelings, for example, recognising when they do or do not need help.
  • Practitioners support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children are given opportunities to develop enquiring minds in an atmosphere where questions are valued.
  • Rule of law, or understanding that rules matter (through the prime area of Personal, Social and Emotional Development)
  • Practitioners ensure that children understand their own and others’ behaviour and its consequence.
  • Practitioners collaborate with children to create rules and the codes of behaviour, for example, the rules about tidying up, and ensure that all children understand rules apply to everyone.
  • Individual liberty, or freedom for all (through the prime areas of Personal, Social and Emotional Development, and Understanding the World)
  • Children should develop a positive sense of themselves. Staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning.
  • Practitioners encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example discussing in a small group what they feel about transferring into Reception Class.
  • Mutual respect and tolerance, or treating others as you want to be treated (through the prime areas of Personal, Social and Emotional Development, and Understanding the World)
  • Practitioners create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.
  • Children should acquire tolerance, appreciation and respect for their own and other cultures; know about similarities and differences between themselves and others, and among families, faiths, communities, cultures and traditions.
  • Practitioners encourage and explain the importance of tolerant behaviours, such as sharing and respecting other’s opinions.
  • Practitioners promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural or racial stereotyping.

In our setting it is not acceptable to :

  • actively promote intolerance of other faiths, cultures and races
  • fail to challenge gender stereotypes and routinely segregate girls and boys
    • isolate children from their wider community
    • fail to challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs

Prevent Strategy :

  • All staff have undergone the prevent duty training.
  • Under the Counter-Terrorism and Security Act 2015 we also have a duty “to have due regard to the need to prevent people from being drawn into terrorism”
  • We ask that parents inform us when they have to take their children on the holiday of which a copy is kept in the Childs file.
  • We would inform the authority of any suspicious behaviour displayed by staff, children or parents that is in line with the anti terrorism control

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