01. Safeguarding Children and Child Protection.pdf

Safeguarding children and child protection
(Including managing allegations of abuse against a member of staff)

Policy statement

Sunflower Montessori Kindergarten is committed to safeguarding all children with whom we come into contact. We will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life. All staff and volunteers are expected to share this commitment. Our safeguarding policy is based on the three key commitments of the Pre-school Learning Alliance Safeguarding Children Policy.

Definitions

Safeguarding is a relatively new term which is broader than ‘Child Protection’ as it includes ‘Prevention’ and ‘Early Help’.

Safeguarding has been defined as:

‘The action we take to promote the welfare of children and protect them from harm…is everyone’s responsibility…defined as protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes.’
Working Together to Safeguard Children 2015

Procedures We carry out the following procedures to ensure we meet the three key commitments of the Alliance Safeguarding Children Policy:

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Key commitment 1
The Alliance is committed to building a 'culture of safety' in which children are protected from abuse and harm in all areas of its service delivery.

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Staff and volunteers

• Our designated person who co-ordinates child protection issues is:

Sue Nicholas (Manager)

• Our designated officer who oversees this work is:

Anthonia Fasae (Owner)

• We ensure all staff is trained to understand our safeguarding policies and procedures and that parents are made aware of them too.
• All staff has up-to-date knowledge of safeguarding issues.
• We provide adequate and appropriate staffing resources to meet the needs of children.
• Applicants for posts within the setting are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974.
• Candidates are informed of the need to carry out 'enhanced disclosure' checks with the Disclosure and Barring Service before posts can be confirmed.
• Where applications are rejected because of information that has been disclosed, applicants have the right to know and to challenge incorrect information.
• We abide by Ofsted requirements in respect of references and Disclosure and Barring Service checks for staff and volunteers, to ensure that no disqualified person or unsuitable person works at the setting or has access to the children.
• Volunteers do not work unsupervised.
• We record information about staff qualifications, and the identity checks and vetting processes that have been completed, including:
• The Disclosure and Barring Service number;
• The date the disclosure was obtained; and
• Details of who obtained it
• We inform all staff that they are expected to disclose any convictions, cautions, court orders or reprimands and warnings which may affect their suitability to work with children (whether received before or during their employment with us).
• We abide by the Protection of Vulnerable Groups Act requirements in respect of any person who is dismissed from our employment, or resigns in circumstances that would otherwise have lead to dismissal for reasons of child protection concern.
• We have procedures for recording the details of visitors to the setting.
• We take security steps to ensure that we have control over who comes into the setting so that no unauthorised person has unsupervised access to the children.
• We take steps to ensure children are not photographed or filmed on video for any other purpose than to record their development or their participation in events organised by us. Parents sign a consent form and have access to records holding visual images of their children.

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Key commitment 2
The Alliance is committed to responding promptly and appropriately to all incidents 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 2006).

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Responding to suspicions of abuse

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

Recording suspicions of abuse and disclosures

• Where a child makes comments to a member of staff that gives cause for concern (disclosure), 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:
• should listens to the child, offers reassurance and gives assurance that she or he will take action;
• does not question the child;
• makes a written record that forms an objective record of the observation or disclosure that includes: the date and time of the observation or 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
• Where the Local Safeguarding Children Board stipulates the process for recording and sharing concerns, we include those procedures alongside this procedure and follow the steps set down by the Local Safeguarding Children Board.

Making a referral to the local authority social care team

• The Pre-school Learning Alliance's publication Safeguarding Children contains procedures for making a referral to the local children’s social care team, as well as a template form for recording concerns and making a referral. This is based on ‘What to do if you are worried a child is being abused’ (HMG 2006).
• We keep a copy of this document alongside the procedures for recording and reporting set down by our Local Safeguarding Children Board which we follow where local procedures differ from those of the Pre-School Learning Alliance.

Informing parents

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

Liaison with other agencies

• We work within the Local Safeguarding Children Board guidelines.
• We have the current version of 'What to do if you’re worried a child is being abused' for parents and staff and ensure that all staff are familiar with what to do if they have concerns.
• We have procedures for contacting the local authority on child protection issues, including maintaining a list of names, addresses and telephone numbers of social workers, to ensure that it is easy, in any emergency, for the setting and social services to work well together.
• We notify the registration authority (Ofsted) of any incident or accident and any changes in our arrangements which may affect the wellbeing 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.
• Contact details for the local National Society for the Prevention of Cruelty to Children (NSPCC) are also kept.

Allegations against staff

• We ensure that all parents know how to complain about the behaviour or actions of staff or volunteers within the setting, which may include an allegation of abuse.
• We respond to any inappropriate behaviour displayed by members of staff or any other person working with the children, which includes:
  • Inappropriate sexual comments;
  • Excessive one-to-one attention beyond the requirements of their usual role and responsibilities, or inappropriate sharing of images
• We follow the guidance of the Local Safeguarding Children Board when responding to any complaint that a member of staff or volunteer within the setting, or anyone 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 respond to any disclosure by children or staff that abuse by a member of staff or volunteer within the setting, or anyone 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 (within 24 hours) to Essex County Local Authority's Designated Officer (LADO) to investigate. The details of LADO are as below:

LADO:            Duty
Tel:                 03330 139 797
Email:             childrens.safeguarding@essex.gov.uk (password protect all documents)

When receiving an allegation:

• Treat it seriously and keep an open mind
• Do not investigate
• Do not make assumptions or offer alternative explanations
• Do not promise confidentiality
• Record the details using the child/adult’s own words
• Note time/date/place of incident(s), persons present and what was said
• Sign and date the written record
• Do not tell the member of staff/volunteer if this might place the child at risk of significant harm or jeopardise any future investigation.
• Do refer to Essex County Council’s ‘managing allegations against people who work with children’ policy

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We also report any such alleged incident to Ofsted and what measures we have taken. We are aware that it is an offence not to do so.

• We co-operate entirely with any investigation carried out by children’s social care in conjunction with the police.
• Where the management committee and children’s social care agree it is appropriate in the circumstances, the owner will suspend the member of staff on full pay, or the volunteer, for the duration of the investigation. This is not an indication of admission that the alleged incident has taken place, but is to protect the staff as well as children and families throughout the process.

Disciplinary action

• Where a member of staff or volunteer has been dismissed due to engaging in activities that caused concern for the safeguarding of children, we will notify the Disclosure and Barring Service (DBS) 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.

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Key commitment 3
The Alliance is committed to promoting awareness of child abuse issues throughout its training and learning programmes for adults. It is also committed to empowering young children, through its early childhood curriculum, promoting their right to be strong, resilient and listened to.

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Training

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

Planning

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

Curriculum

• We introduce key elements of keeping children safe into our programme to promote the personal, social and emotional development of all children, so that they may grow to be strong, resilient and listened to and that they develop an understanding of why and how to keep safe.
• We create within the setting a culture of value and respect for 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 in the group.
• 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 care worker in relation to the setting's designated role and tasks in supporting that child and their family, subsequent to any investigation.
• Confidential records kept on a child are shared with the child's parents or those who have parental responsibility for the child in accordance with the Confidentiality and Client Access to Records procedure and only if appropriate under the guidance of the Local Safeguarding Children Board.

Legal framework
Primary legislation

• Children Act (1989 s47)
• Protection of Children Act (1999)
• Data Protection Act (1998)
• The Children Act (Every Child Matters) (2004)
• Safeguarding Vulnerable Groups Act (2006)

Secondary legislation

• Sexual Offences Act (2003)
• Criminal Justice and Court Services Act (2000)
• Equalities Act (2010)
• Data Protection Act (1998) Non Statutory Guidance

Further Guidance

• Working Together to Safeguard Children (HMG 2015 – under revision 2012)
• What to do if you are Worried a Child is Being Abused (HMG 2006)
• Framework for the Assessment of Children in Need and their Families (DoH 2000)
• The Common Assessment Framework for Children and Young People: A Guide for Practitioners (CWDC 2010)
• Statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (HMG 2007)
• Information Sharing: Guidance for Practitioners and Managers (HMG 2008)(HMG2006)
• The Disclosure and Barring Service – gov.uk>disclosure-barring-service

Other useful Pre-school Learning Alliance publications

• Safeguarding Children (2010)

 

02. The Role of the Key Person in the Setting and Settling In.pdf

The role of the key person and settling-in

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. Research shows that a key person approach benefits the child, the parents, the staff and the setting by providing secure relationships in which children thrive, parents have confidence, staff is committed and the setting is a happy and dedicated place to attend or work in.

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

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

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

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

Procedures

• We allocate a key person before the child starts.
• The key person is responsible for the induction of the family and for settling the child into our setting.
• The key person offers unconditional regard for the child and is non-judgemental.
• The key person works with the parent to plan and deliver a personalised plan for the child’s well-being, care and leaning.
• The key person acts as the key contact for the parents and has links with other carers involved with the child, such as a childminder, and co-ordinates the sharing of appropriate information about the child’s development with those carers.
• A key person is responsible for developmental records and for sharing information on a regular basis with the child’s parents to keep those records up-to-date, reflecting the full picture of the child in our setting and at home.
• The key person encourages positive relationships between children in her/his key group, spending time with them as a group each day.
• We provide a back-up key person so the child and the parents have a key contact in the absence of the child’s key person.
• We promote the role of the key person as the child’s primary carer in our setting, and as the basis for establishing relationships with other staff and children.

Settling-in

• Before a child starts to attend the 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 individual meetings with parents.
• During the half-term before a child is enrolled, we provide opportunities for the child and his/her parents to visit the setting.
• We allocate a key person to each child and his/her family before she/he starts to attend; 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.
• We have an expectation that the parent, carer or close relative, will stay for most of the session during the first week, gradually taking time away from their child, increasing this as and when the child is able to cope.
• 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 the setting 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.

Other useful Pre-school Learning Alliance publications

• Play is What I Do (2010)
• Statutory Framework for the Early Years Foundation Stage (2017) with supporting documentation.

 

03. Food and Drink.pdf

Food and drink

Policy statement 

Our provision regards snack and meal times as an important part of our day. Eating represents a social time for children and adults and helps children to learn about healthy eating. 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 find out from parents their children's dietary needs and preferences, including any allergies. (See the Managing Children who are Sick, Infectious or with Allergies policy.)
• We record information about each child's dietary needs in her/his registration record and parents sign the record to signify that it is correct.
• We regularly consult parents to ensure that our records of their children's dietary needs - including any allergies - are up-to-date. Parents sign the up-dated record to signify that it is correct.
• We display current information about individual children's dietary needs so that all staff and volunteers are fully informed about them.
• We implement systems to ensure that children receive only food and drink that is consistent with their dietary needs and preferences as well as their parents' wishes.
• We plan menus in advance, involving children and parents in the planning.
• We display the menus of snacks for the information of parents.
• We provide nutritious food for all 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; and
• fruits and vegetables.
• We include foods from the diet of each of the children's cultural backgrounds, providing children with familiar foods and introducing them to new ones.
• We take care not to provide food containing nuts or nut products and are especially vigilant where we have a child who has a known allergy to nuts.
• Through discussion with parents and research reading by staff, we obtain information about the dietary rules of the religious groups to which children and their parents belong, and of vegetarians and vegans, 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 and make every effort to ensure Halal meat or Kosher food is available for children who require it.
• We require staff to show sensitivity in providing for children's diets and allergies. Staff members 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 snack times so that they are social occasions in which children and staff participate.
• We use 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 inform parents who provide food for their children about the storage facilities available in the setting.
• We give parents who provide food for their children information about suitable containers for food.
• In order to protect children with food allergies, we discourage children from sharing and swapping their food with one another.
• For children who drink milk, we provide semi-skimmed pasteurised milk.

Packed lunches
Our setting 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;
• encourage parents to provide sandwiches with a healthy filling, fruit, and milk based desserts such as yoghurt or crème fraîche where we can only provide cold food from home. We discourage sweet drinks and can provide children with water or milk;
• discourage packed lunch contents that consist largely of crisps, processed foods, sweet drinks and sweet products such as cakes or biscuits. We reserve the right to return this food to the parent as a last resort;
• provide children, bringing packed lunches, with plates, cups and cutlery; and
• ensure staff sit with children to eat their lunch so that the mealtime is a social occasion.

Legal framework

• Regulation (EC) 852/2004 of the European Parliament and of the Council on the Hygiene of Foodstuffs

Further guidance

Safer Food, Better Business (Food Standards Agency 2011)

Other useful Pre-school Learning Alliance publications

• Nutritional Guidance for the Under Fives (Ed 2010)
• The Early Years Essential Cookbook (2009)
• Healthy and Active Lifestyles for the Early Years (2012)

04. Valuing Diversity and Promoting Equality.pdf

Valuing diversity and promoting equality

Policy statement

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

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

We understand that these factors affect the well-being of children and can impact on their learning and attainment. Our setting is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to:

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

Procedures

Admissions

Our setting is open to all members of the community.

• We advertise our service widely.
• We reflect the diversity of our society in our publicity and promotional materials.
• We provide information in clear, concise language, whether in spoken or written form.
• We provide information in as many languages as possible.
• We base our Admissions Policy on a fair system.
• We ensure that all parents are made aware of our Valuing Diversity and Promoting Equality policy.
• We do not discriminate against a child or their family, or prevent entry to our setting, on the basis of a protected characteristic as defined by the Equalities Act 2010. These are:
  • disability;
  • race;
  • gender reassignment;
  • religion or belief;
  • sex;
  • sexual orientation;
  • age;
  • pregnancy and maternity; and
  • marriage and civil partnership.
• We do not discriminate against a child with a disability or refuse a child entry to our setting for reason relating to disability.
• We ensure wherever possible that we have a balanced intake of boys and girls in the setting.
• We develop an action plan to ensure that people with impairments can participate successfully in the services offered by the setting and in the curriculum offered.
• We take action against any discriminatory behaviour by staff or parents whether by:
  • direct discrimination – someone is treated less favourably because of a protected characteristic e.g. preventing families of some racial groups from using the service;
  • indirect discrimination - someone is affected unfavourably by a general policy e.g. children must only speak English in the setting;
  • association – discriminating against someone who is associated with a person with a protected characteristic e.g. behaving unfavourably to someone who is married to a person from a different cultural background; or
  • perception – discrimination on the basis that it is thought someone has a protected characteristic e.g. assuming someone is gay because of their mannerisms or how they speak.
• Displaying of openly discriminatory and possibly offensive materials, name calling, or threatening behaviour are unacceptable on, or around, the premises and will be dealt with in the strongest manner.

Employment

• Posts are advertised and all applicants are judged against explicit and fair criteria.
• Applicants are welcome from all backgrounds and posts are open to all.
• We may use the exemption clauses in relevant legislation to enable the service to best meet the needs of the community.
• The applicant who best meets the criteria is offered the post, subject to references and checks by the Disclosure and Barring Service. This ensures fairness in the selection process.
• All job descriptions include a commitment to promoting equality and recognising and respecting diversity as part of their specifications.
• We monitor our application process to ensure that it is fair and accessible.

Training

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

Curriculum

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

Our environment is as accessible as possible for all visitors and service users. If access to the 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. We do this by: 

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

Valuing diversity in families

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

Food

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

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 in translation - to ensure that all mothers and fathers have information about, and access to, the meetings.

Monitoring and reviewing

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

Legal framework 

• The Equality Act (2010)
• Children Act (1989) and (2004)
• Special Educational Needs and Disability Act (2001)

Other useful Pre-school Learning Alliance publications

• Guide to the Equality Act and Good Practice (2011)
• All Together Now (2011)
• Where’s Dad? (2009)

 

05. Supporting Children with SEND.pdf

Supporting children with special educational needs and disability

Policy statement

We provide an environment in which all children, including those with special educational needs and disability (SEND), are supported to reach their full potential.

• We have regard for the Special Educational Needs Code of Practice (2001).
• We ensure our provision is inclusive to all children with special educational needs.
• We support parents and children with special educational needs and disability (SEND).
• We identify the specific needs of children with special educational needs and disability; and meet those needs through a range of SEND strategies.
• We work in partnership with parents and other agencies in meeting individual children's needs.
• We 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 and Disability Co-ordinator (SENDCo) and give his/her name to parents. Our SENDCo is

Sue Nicholas.

• We ensure that the provision for children with special educational needs and disability is the responsibility of all members of the setting.
• We ensure that our inclusive admissions practice ensures equality of access and opportunity.
• We use the graduated response system for identifying, assessing and responding to children's special educational needs and disability.
• We work closely with the parents of children with special educational needs and disability to create and maintain a positive partnership.
• We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children's education.
• We provide parents with information on sources of independent advice and support.
• We liaise with other professionals involved with children with special educational needs and their families, including in connection with transfer arrangements to other settings and schools.
• We provide a broad, balanced and differentiated curriculum for all children with special educational needs and disability.
• We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs) for children with special educational needs.
• We ensure that children with special educational needs and disability are appropriately involved at all stages of the graduated response, taking into account their levels of ability.
• We have systems in place for supporting children during the Early Years Action process (stage 2 on Continuum of Needs)
• We have systems in place for working with other agencies through each stage of the Common Assessment Framework (CAF), Early Years Action Plus (stage 3 of Continuum of Need), Statutory Assessment and the Statementing process (stage 4 of the Continuum of Need).
• We use a system for keeping records of the assessment, planning, provision and review for children with special educational needs.
• We provide resources (human and financial) to implement our Supporting Children with Special Educational Needs and Disability Policy.
• We provide in-service training for parents, practitioners and volunteers.
• We raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff.
• We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. Individual Education 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.

Further guidance

• Issues in Earlier Intervention: Identifying and Supporting Children with Additional Needs (DSCF 2010)
• The Team Around the Child (TAC) and the Lead Professional: A Guide for Managers (CWDC 2009)
• The Common Assessment Framework for Children and Young People: A Guide for Managers (CWDC 2009)
• Special Educational Needs Code of Practice (DfES 2001)

Other useful: Pre-school Learning Alliance publications

• The role of Early Years Special Educational Needs and Disability Co-ordinator (SENDCo) (2006)

 

06. Admissions.pdf

Admissions

Policy statement

It is our intention to make our setting accessible to children and families from all sections of the local community. We aim to ensure that all sections of our community have access to the setting through open, fair and clearly communicated procedures.

Procedures

• We ensure that the existence of our setting is widely advertised in places accessible to all sections of the community.
• We ensure that information about our setting is accessible, in written and spoken form. We will provide translated written materials where language needs of families suggest this is required as well as access to an interpreter. Where necessary, we will try to provide information in Braille, or through British Sign Language.
• We arrange our waiting list in birth order. In addition our policy may take into account the following:
• the vicinity of the home to the setting; and
• siblings already attending the setting.
• We keep a place vacant, if this is financially viable, to accommodate an emergency admission.
• We describe our setting and its practices in terms that make it clear that it welcomes both fathers and mothers, other relations and other carers, including childminders.
• We describe how our practices treat each child and their family, having regard to their needs arising from their gender, special educational needs, disabilities, social background, religion, ethnicity or from English being a newly acquired additional language.
• We describe how our practices enable children and/or parents with disabilities to take part in the life of the setting.
• We monitor the gender and ethnic background of children joining the group to ensure that our intake is representative of social diversity.
• We make our Valuing Diversity and Promoting Equality Policy widely known.
• We consult with families about the opening times of the setting to ensure we accommodate a broad range of family needs.
• We are flexible about attendance patterns to accommodate the needs of individual children and families, providing these do not disrupt the pattern of continuity in the setting that provides stability for all the children. 

Other useful Pre-school Learning Alliance publications

• Seasonal Hello Posters (T834)

 

07. Parental Involvement.pdf

Parental involvement

Policy statement

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

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

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

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

The Children’s Act (1989) defines parental responsibility as all the rights, duties, powers and responsibilities and authority which by law a parent of a child has in relation to the child and his property. (For a full explanation of who has parental responsibility, refer to the Pre-school Learning Alliance publication Safeguarding Children).

Procedures 

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

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

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

Other useful Pre-school Learning Alliance publications

• Safeguarding Children (2010)
• Complaint Investigation Record (2012)
• Engaging Mothers and Fathers (2010)
• Looking at Learning Together (2005)
• The First and Foremost series (2008)

 

08. Making a Complaint.pdf

Making a complaint

Policy statement

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

Procedures 

All settings are required to keep a written record of any complaints that reach stage two and above. This is to be made available to parents, as well as to Ofsted inspectors. A full procedure is set out in the Pre-school Learning Alliance publication Complaint Investigation Record (2012) which acts as the 'summary log' for this purpose. 

Making a complaint

Stage 1

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

Stage 2

• If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complaint in writing to the setting leader and the management team.
• For parents who are not comfortable with making written complaints, there is a template form for recording complaints in the Complaints Investigation Record; the form may be completed with the person in charge and signed by the parent.
• The setting stores written complaints from parents in the child's personal file. However, if the complaint involves a detailed investigation, the setting leader may wish to store all information relating to the investigation in a separate file designated for this complaint.
• When the investigation into the complaint is completed, the setting leader or manager meets with the parent to discuss the outcome.
• Parents must be informed of the outcome of the investigation within 28 days of making the complaint.
• When the complaint is resolved at this stage, the summative points are logged in the Complaint Investigation Record.

Stage 3

• If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the setting leader and the owner. The parent may have a friend or partner present if they prefer and the leader should have the support of the management team
• An agreed written record of the discussion is made, as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it.
• This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, the summative points are logged in the Complaint Investigation Record.

Stage 4

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

Stage 5

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

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

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

0300 123 1231

• These details are displayed on our setting's notice board.
• If a child appears to be at risk, our setting follows the procedures of the Local Safeguarding Children Board.
• In these cases, both the parent and setting are informed and the setting leader works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint, followed by appropriate action.

Records

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

Other useful Pre-school Learning Alliance publications

• Complaints Investigations Record (2012)

 

09. Settling in.pdf

Settling in

Policy statement

We believe that a settling in period is important when a child is entering a new environment and getting used to a large group of people, both children and adults. It may be the first time that a child has been away from home and/or separated from parents/carers. It can be bewildering for a child to be given so much choice and to deal with new expectations. Children need to feel confident and secure if they are to be able to learn. Staff and parents/carers need to form a relationship in order that they can feel confident about leaving their child and sharing relevant information. Finally, it is an opportunity for parents/carers to observe the practice of the nursery and learn about our philosophy. 

Aims

• To enable children to feel secure, confident and happy so that they can make the most of learning opportunities
• To ensure families feel welcome, valued and confident, and that links between home and nursery are established and strengthened. 

Procedures

• Parents and children are invited into the nursery prior to their starting date to spend time in the setting. This enables parents to meet staff and discuss any specific concerns they may have. At this point, parents will also be given our “All About Me” document to complete, which gives us information about the child so that we can plan their next steps. This forms part of the child’s Learning Journey which will be added to throughout their time at the setting.
• This initial visit allows the child to learn the layout of the setting, the daily routine and to meet their key person, other staff and the children who will be attending sessions with them.
• For insurance purposes, we require the parent/carer to remain with their child for these settling in periods. In most cases, two settling in sessions will be sufficient, lasting approximately an hour each, but we are happy to increase these if requested.
• We will work with a parent/carer to make the child’s transition from home to nursery as smooth as possible. This may require a parent/carer staying for part of the time in the first few sessions. The individual needs of every child should be met and flexibility is all-important.
• The child’s key person and the manager are always available to discuss any concerns a parent/carer may have.

Guidelines

• Communication between parents/carers, child and staff members is vital
• Children should participate in whole group sessions, such as circle time, only when they are ready to do so. Parents are welcome to stay to offer support initially.
• The length of time a parent is to leave a child should be fully discussed and agreed upon. He/she may wish to collect their child early for the first few sessions
• Parents are encouraged to say goodbye and reassure their child that he/she will return
• We are happy for parents to call the nursery to check on their child.
• Parents should return punctually at the required time.
• Parents’ right to confidentiality will be respected. Information will be shared on a need to know basis with parental involvement.