Childcare practice procedures

Absence

We take steps to ensure that children are kept safe, that their wellbeing is promoted, and they do not miss out on their entitlements and opportunities.

At the very least, good attendance promotes good outcomes for children. In a small minority of cases, good attendance may also lead to early identification of more serious concerns for a child or family.

There are several reasons why a child may be absent from a setting. In most cases it is reasonable to expect that parents/carers alert the setting as soon as possible, or in the case of appointments and holidays give adequate notice. Parents are advised that they should contact the setting within one hour of the time the child would have been expected to advise of their absence. Designated persons must also adhere to Local Safeguarding Partners (LSP) requirements, procedures and contact protocols for children who are absent or missing from childcare.

• If a child who normally attends fails to arrive and no contact has been received from their parents, the designated person, takes immediate action to contact them to seek an explanation for the absence and be assured that the child is safe and well.

• Attempts to contact the child’s parents or other named carers continue throughout the day on the first day of absence.

• If no contact is made with the parents and there is no means to verify the reason for the child’s absence i.e. through a named contact on the child’s registration form, this is recorded as an unexplained absence on the child’s personal file and is followed up by the manager each day until contact is made.

• If contact has not been made within three working days, children’s services will be contacted for advice about making a referral. Other relevant services maybe contacted as per LSP procedures.

• All absences are recorded on the child’s personal file with the reason given for the absence, the expected duration and any follow up action taken or required with timescales.

• Absence records are retained for at least three years, or until the next Ofsted inspection following a cohort of children moving on to school.

If at any time further information comes to light that gives cause for concern, procedure 06.1 Responding to safeguarding or child protection concerns is immediately followed.

Safeguarding vulnerable children

• The designated person or key person attempts to contact the parents to establish why the child is absent. If contact is made and a valid reason given, the information is recorded in the child’s file.

• Any relevant professionals involved with the child are informed, e.g. social worker/family support worker.

• If contact is made and the designated person is concerned that the child is at risk, the relevant professionals are contacted immediately. The events, conversation and follow-up actions are recorded. If contact cannot be made, the designated person contacts the relevant professionals and informs them of the situation.

• If the child has current involvement with social care, the social worker is notified on the day of the unexplained absence.

• If at any time information comes to light that gives cause for concern, 06 Safeguarding children, young people and vulnerable adults procedures are followed immediately.

Safeguarding

• If a child misses three consecutive sessions and it has not been possible to make contact, the designated person calls Social Care and makes a referral if advised.

• If there is any cause for concern i.e. the child has a child protection plan in place or there have been previous safeguarding and welfare concerns, the designated person attempts to contact the child’s parent/carer immediately. If no contact is made, the child’s absence is logged on 06.1b Safeguarding incident reporting form, and Social Care are contacted immediately, and safeguarding procedures are followed.

Poor/irregular attendance

Whilst attendance at an early year’s setting is not mandatory, regular poor attendance may be indicative of safeguarding and welfare concerns that should be followed up.

• In the first instance the setting manager should discuss a child’s attendance with their parents to ascertain any potential barriers i.e. transport, working patterns etc and should work with the parent/s to offer support where possible.

• If poor attendance continues and strategies to support are not having an impact, the setting manager must review the situation and decide if a referral to a multi-agency team is appropriate.

• Where there are already safeguarding and welfare concerns about a child or a child protection plan is in place, poor/irregular attendance at the setting is reported to the Social Care worker without delay.

In the case of funded children the local authority may use their discretion, where absence is recurring or for extended periods, taking into account the reason for the absence and impact on the setting. The setting manager is aware of the local authority policy on reclaiming refunds when a child is absent from a setting.

This policy was adopted by North Duffield Under Fives

Reviewed on 15.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Health procedures

04.1 Accidents and emergency treatment

Person responsible for checking and stocking first aid box: Hannah Spence

The setting provides care for children and promotes health by ensuring emergency and first aid treatment is given as required. There are also procedures for managing food allergies in section 03 Food safety and nutrition.

• Parents consent to emergency medical treatment consent on registration.

• At least one person who has a current paediatric first aid (PFA) certificate is on the premises and available at all times when children are present [or All staff are paediatric first aiders], who regularly update their training; First Aid certificates are renewed at least every three years.

• All members of staff know the location of First Aid boxes, the contents of which are in line with St John’s Ambulance recommendations as follows:

- 20 individually wrapped sterile plasters (assorted sizes)

- 2 sterile eye pads

- 4 individually wrapped triangular bandages (preferably sterile)

- 6 safety pins

- 2 large, individually wrapped, sterile, un-medicated wound dressings

- 6 medium, individually wrapped, sterile, un-medicated wound dressings

- a pair of disposable gloves

- adhesive tape

- a plastic face shield (optional)

• No other item is stored in a First Aid box.

• Vinyl single use gloves are also kept near to (not in) the box, as well as a thermometer.

• There is a named person in the setting who is responsible for checking and replenishing the First Aid Box contents.

• A supply of ice is kept in the milk kitchen and main kitchen fridges.

• For minor injuries and accidents, First Aid treatment is given by a qualified first aider; the event is recorded on the EYlog and parents receive a copy of this digitally, it is the manager’s responsibility to download and file these forms termly and store them in a central accident log.

• In the event of minor injuries or accidents, parents are normally informed when they collect their child, unless the child is unduly upset or members of staff have any concerns about the injury. In which case they will contact the parent for clarification of what they would like to do, i.e. collect the child or take them home and seek further advice from NHS 111.

Serious accidents or injuries

• An ambulance is called for children requiring emergency treatment.

• First aid is given until the ambulance arrives on scene. If at any point it is suspected that the child has died, 06.10 Death of a child on site procedure is implemented and the police are called immediately.

• The registration form is taken to the hospital with the child.

• Parents or carers are contacted and informed of what has happened and where their child is being taken to.

• The setting managers arranges for a taxi to take the child and carer to hospital for further checks, if deemed to be necessary.

Recording and reporting

• In the event of a serious accident, injury, or serious illness, the designated person notifies the designated officer using 6.1c Confidential safeguarding incident report form as soon as possible.

• The setting’s line manager is consulted before a RIDDOR report is filed.

• If required, a RIDDOR form is completed; one copy is sent to the parent, one for the child’s file and one for the local authority Health and Safety Officer.

• The owners/directors/trustees are notified by the setting manager of any serious accident or injury to, or serious illness of, or the death of, any child whilst in their care in order to be able to notify Ofsted and any advice given will be acted upon. Notification to Ofsted is made as soon as is reasonably practicable and always within 14 days of the incident occurring. The designated person will, after consultation with the owners/directors/trustees, inform local child protection agencies of these events

Further guidance

Accident Record (Early Years Alliance 2019)

This policy was adopted by North Duffield Under Fives

Reviewed on 17.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Health procedures

04.2 Administration of medicine

The manager is responsible for administering medication to the children; ensuring consent forms are completed, medicines stored correctly and records kept.

Administering medicines during the child’s session will only be done if necessary.

If a child has not been given a prescription medicine before, especially a baby/child under two, it is advised that parents keep them at home for 48 hours to ensure no adverse effect, and to give it time to take effect. The setting managers must check the insurance policy document to be clear about what conditions must be reported to the insurance provider.

We understand babies will suffer with teething for a period and may require powders or gel on a regular basis, this is fine, but unless its ‘Ashton & parson’ or ‘Bonjela’ we will need prescribed medication from a doctor.

Consent for administering medication

• Only a person with parental responsibility (PR), or a foster carer may give consent. A childminder, grandparent, parent’s partner who does not have PR, cannot give consent.

• When bringing in medicine, the parent informs the manager or key person.

• Staff who receive the medication, check it is in date and prescribed specifically for the current condition. It must be in the original container (not decanted into a separate bottle). It must be labelled with the child’s name and original pharmacist’s label.

• Medication dispensed by a hospital pharmacy will not have the child’s details on the label but should have a dispensing label. Staff must check with parents and record the circumstance of the events and hospital instructions as relayed to them by the parents.

• Members of staff who receive the medication ask the parent to sign a consent form – this is done via the eylog, stating the following information. No medication is given without these details:

- full name of child and date of birth

- name of medication and strength

- who prescribed it

- dosage to be given

- how the medication should be stored and expiry date

- a note of any possible side effects that may be expected

- signature and printed name of parent and date

Storage of medicines

All medicines are stored safely. Refrigerated medication is stored separately or clearly labelled in the milk kitchen fridge, or in a marked box in the main kitchen fridge.

Medication is stored in the kitchen behind the locked baby gate, emergency medication is kept on the windowsill in the kitchen with immediate access.

None emergency medication is stored in the kitchen cupboard in the marked basket.

Staff are updated of this when new medication is in the setting, during their induction and again in supervision.

• The key person is responsible for ensuring medicine is handed back at the end of the day to the parent.

• For some conditions, medication for an individual child may be kept at the setting. 04.2a Healthcare plan form must be completed. Key persons check that it is in date and return any out-of-date medication to the parent.

• Parents do not access where medication is stored, to reduce the possibility of a mix-up with medication for another child, or staff not knowing there has been a change.

Record of administering medicines

A record of medication is kept in the front of our risk assessment folder which all staff are made aware of

Staff will be shown how to complete a medication record during their induction, all staff should have a good understanding of how to complete this.

The medication record is on our eylog system – it contains -

• name of child

• name and strength of medication

• the date and time of dose

• dose given and method

• signed by key person/setting manager

• verified by parent signature at the end of the day

A witness signs the medicine record to verify that they have witnessed medication being given correctly according to the procedures here.

• No child may self-administer. If children are capable of understanding when they need medication, e.g. for asthma, they are encouraged to tell their key person what they need. This does not replace staff vigilance in knowing and responding.

• The medication records are monitored to look at the frequency of medication being given. For example, a high incidence of antibiotics being prescribed for a number of children at similar times may indicate a need for better infection control.

Children with long term medical conditions requiring ongoing medication

• Risk assessment is carried out for children that require ongoing medication. This is the responsibility of the setting manager and key person. Other medical or social care personnel may be involved in the risk assessment.

• Parents contribute to risk assessment. They are shown around the setting, understand routines and activities and discuss any risk factor for their child.

• For some medical conditions, key staff will require basic training to understand it and know how medication is administered. Training needs is part of the risk assessment.

• Risk assessment includes any activity that may give cause for concern regarding an individual child’s health needs.

• Risk assessment also includes arrangements for medicines on outings; advice from the child’s GP’s is sought if necessary, where there are concerns.

• 04.2a Health care plan form is completed fully with the parent; outlining the key person’s role and what information is shared with other staff who care for the child.

• The plan is reviewed every six months (more if needed). This includes reviewing the medication, for example, changes to the medication or the dosage, any side effects noted etc.

Managing medicines on trips and outings

• Children are accompanied by their key person, or other staff member who is fully informed about their needs and medication.

• Medication is taken in a plastic box labelled with the child’s name, name of medication, copy of the consent form and a card to record administration, with details as above.

• The card is later stapled to the medicine record book and the parent signs it.

• If a child on medication has to be taken to hospital, the child’s medication is taken in a sealed plastic box clearly labelled as above.

Staff taking medication

Staff taking medication must inform their manager. The medication must be stored securely in staff cupboards or a secure area away from the children. The manager must be made aware of any contra-indications for the medicine so that they can risk assess and take appropriate action as required.

Further guidance

Medication Administration Record (Early Years Alliance 2019)

This policy was adopted by North Duffield Under Fives

Reviewed on 15.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Childcare practice procedures

09.6 Prime times – arrivals and departures

Prime times of the day make the very best of routine opportunities to promote ‘tuning-in’ to the child emotionally and to create opportunities for learning. Arrivals and departures are key times in the day when children need support from their carer to make the transition smooth and happy; these times of day also pose a certain level of risk as parents and carers come and go. All staff are aware of the potential risks and take measures to minimise them.

Arrivals

• Whenever possible the key person or back up key person always greets young children. This ensures that young children are received into the setting by a familiar and trusted adult.

• The key person who greets the child marks their presence and time of arrival in the register.

• If a child who is expected fails to arrive, this is recorded on the child’s personal file and the setting manager is immediately notified so that they can contact the child’s parents to find out why the child is absent following procedure 09.2 Absence.

• The manager ensures that the child has been signed in on the register.

• The key person/ manager greets the parents and takes time to hear information the parents need to share. They inform the parents of aspects of the day, such as if there is an agency member of staff or flexible worker in, which members of staff will be around later when parents collect their child, any planned outings, or special planned event. Any consent forms are signed.

• The key person receives the child physically and tunes in to how he or she is feeling and prepares to meet his/her needs.

• Parents should spend a few minutes with their child and key person before leaving. Many parents will be in a hurry, but this can have an unsettling effect.

• Always ensure that the parents say goodbye to their child.

• If the member of staff receiving the child is not the key person, the member of staff will hand over the information shared by the parents to the key person or manager when they arrive.

Injuries noted on arrival

• If a child is noted to have visible injuries when they arrive at the setting a pre-existing injury will be required to be completed.

Departures

• Children are prepared for home, with clean faces, hands and clothes if required.

• It is ensured that the person who has arrived to collect the child is named on the child’s records. The staff member handing over the child personally and enter the time of departure in the register.

• Only persons aged over 16 years should normally collect children. If a parent has no alternative, then this is agreed with the setting manager and a risk assessment completed and signed by the parent. In all cases the setting manager will ask the parents to ensure that in future alternative arrangements are made. If the parent is under 16 years of age a risk assessment will be completed. No child will be collected by anyone who has not reached 14 years of age. The risk assessment should take account of factors such as age/vulnerability of child, journey travelled, arrangements upon leaving the setting to go home/elsewhere.

• Practitioners verbally exchange information with parents.

• If someone other than the key person is with the child at the end of the day, the key person should pass general information to the other staff or write a note for the parents via the EYlog app. Confidential information should be shared with the setting manager to pass on.

Maintaining children’s safety and security

Arrivals and departures pose a particular threat to the safety and security of the children, particularly when parents arrive at the same time or when in shared premises. To minimise the risk of a child leaving the building unnoticed, the setting manager conducts a risk assessment that identifies potential risks and the measures put in place to minimise them, such as staff busy talking to individual parents or doors left ajar. The risk assessment is shared with their line manager and is updated as and when required.

This policy was adopted by North Duffield Under Fives

Reviewed on 15.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Food safety and nutrition procedures

03.6 Breast feeding policy and

Breast milk and formular feeding policy

We recognise the important benefits of breastfeeding for both mothers and their babies. All mothers have the right to make informed choices and staff will ensure that clear and impartial information is available to all mothers. Staff will fully support parent’s choices.

We promote the Department of Health’s recommendations on feeding infants, as follows.

• Breastmilk is the best form of nutrition for infants.

• Exclusive breastfeeding is recommended for the first six months (26 weeks) of an infant’s life.

• Six months is the recommended age for the introduction of solid foods for infants.

• Breastfeeding (and/or breast milk substitutes, if used) should continue beyond the first six months, along with appropriate types and amounts of solid foods.

General

• Support is offered to promote and maximise the benefits of breastfeeding to new and expectant mothers attending the setting. Information is provided in the form of leaflets and ‘signposting’ to support groups and other sources of information.

• Publicity materials for bottle feeding and formula milk are not displayed within the setting.

• Mothers are enabled and supported to feed their babies within the setting. Every effort will be made for mothers who wish to feed their babies in private to do so.

• Toilet and baby changing areas are not offered as areas for breastfeeding as these cannot offer a hygienic environment.

• If a visitor to the setting objects to a mother breastfeeding, the ‘complainant’ will be moved to an area where s/he can no longer view the mother. The mother will not be disturbed.

• Staff co-operate with healthcare professionals and voluntary support groups to ensure a consistent approach to the promotion of breastfeeding benefits throughout the setting. This will be achieved by sharing of information and resources

Staff do not discriminate against any mother in her chosen method of feeding and will not dictate choices to mothers

Nursery Room - Infant Breast or Bottle Feeding

The children’s individual needs will be discussed with parents to ensure that they are met.

Feeds will be prepared as and when they are required by the babies and not as part of the

nursery routine.

Breast Milk

The Pre-school and Nursery participates in the active encouragement of mothers to breast

feed their babies. Therefore, the Nursery has put into place a Policy and associated

Procedures to detail those arrangements necessary for the safe storage and use of breast

milk.

Containers

• Breast milk should be brought to the Nursery in a sterilised bottle or in a sterile breast

milk bag, suitable for the purpose of refrigerated storage and clearly marked with the

infant’s full name and date

• Bottles will be returned to parents/carers at the end of each nursery day. The

containers will be washed but not sterilized.

• Parents must ensure that the container is sterilized before re-use.

Storage

Breast milk should be provided daily, unused milk will be discarded at the end of

each feed.

General Handling

Carers will ensure that the following Policy is strictly adhered to;

• Breast milk is to be kept sterile at all times

• DO NOT leave breast milk at room temperature for more than 1 hour

• DO NOT heat breast milk on the stove or in the microwave

Nursery Breast Milk Procedures

The following procedures are to be used by all staff handling, storing or using breast

milk to feed an infant:

On Delivery:

• Ensure that the parent has provided the breast milk in an airtight bottle or breast milk bag clearly

• marked with the child’s name and dated

• Breast milk is to be placed at the back of the fridge where it is the coolest prior to

feeding an Infant with breast milk

Before feeding an infant with breast milk, ensure that:

• A positive identification of the child is made, the date is checked and the correct

• breast milk is fed to the correct child

• Staff to ensure that they put on gloves and an apron when feeding a child breast milk

Warming Breast Milk

• Breast milk is to be warmed to a suitable body temperature to take the ‘edge’ off the

milk by placing it in a bottle warmer

• The milk is then to be checked for temperature to ensure that the milk is cool enough

for the baby to drink, using a temperature probe.

• DO NOT HEAT breast milk on the stove or in the microwave.

• Feeding an Infant with Breast Milk

• Feed the baby as normal using a suitable bottle and teat

• Ensure that the baby is ‘winded’ correctly.

• After feeding an infant with Breast Milk

• Unused breast milk (in that bottle) is to be discarded after 1 hour

• Record feed time and amount taken by the infant

• Discard gloves and apron

• After final feed or at the end of the day discard all thawed and unused breast milk

• stored for that child

Hygiene

Breast milk is a bodily fluid, which carries with it a (small) risk of infection and/or disease.

The Nursery Policy is to advise staff handling or carrying out the feeding of breast milk to

protect themselves against the risks of infection by;

• Implementing good hygiene practices

• Using the PPE provided (advisable but not mandatory)

• Avoiding actual contact with the breast milk

• Only employees that hold a level 2 food hygiene, and been trained in safer food

better business or have undertaken training by management will undertake feed

preparation duties

Formula Milk Policy

Those parents whom have requested their child to have formula milk at nursery must

either;

• Provide either: a carton of ready to use formula milk, a sealed pre- prepared formula

powder as originally purchased or pre pared- formula powder in a sealed airtight

container (with suitable pre- measured compartments which is named) alongside a

suitable named bottle

• In the above circumstances the Nursery Room Leader must ensure that if a parent

provides separate bottle and formula powder the parent must state in writing the

amount of boiled water that is to be used to make the formula milk i.e.

If a baby is provided with enough powder for 6 oz of milk then the written permission

must state 6 oz of water.

• This written permission can be included in either the child’s enrolment form or daily

• record book.

• Provide suitable ready-made formula milk in cartons, which can be opened at nursery

then discarded at the end of the day.

• The Formula Milk carton is to be warmed as advised on the carton itself.

Formula Milk Procedures

The following procedures are to be used by all staff, handling, storing or using

formula milk to feed a baby:

• On Delivery: Ensure that the parent has provided the powder in an airtight container /or a

carton of formula milk and a pre-sterilised bottle clearly marked with the babies name prior to

feeding a baby with formula milk

• Before feeding a child with formula milk, ensure that; A positive identification of the baby is made, and the correct formula milk is fed to the correct baby

Preparing Formula Milk

• To prepare a babies formula milk staff must;

• Put on disposable apron (advisable but not mandatory)

• Read thoroughly the parents instructions to indicate the amount of water that is to be

• boiled

• Boil the kettle and leave to cool slightly

• Wash hands

• Measure the correct quantity of water into the bottle

• Allow the water to cool for at least 20 minutes so that a reaches a temperature of

approximately 70 degrees

• Mix into the water the correct measurement of formula powder from the pre measured powder container

• Attach the sterilised teat and shake the bottle vigorously

• The milk is then to be tested using a temperature probe so that it is at body

• temperature.

• If the milk is still too warm to feed the baby with, hold the bottle under cool running

• water until it cools

• Feeding a baby with Formula Milk

• Feed the baby as normal using their bottle and teat

• Ensure that the baby is ‘winded’ correctly

• After feeding a baby with Formula Milk discard any milk that has not been used within 2 hours, Record feed time and amount taken by the baby

Staff Responsibilities

• Staff will follow the correct procedures for handling either formula or breast milk and

• will adhere to both Food Hygiene standards and Health and Safety guidelines.

• Staff will adhere to this policy and its procedures.

• Staff will ensure that the ‘Daily Formula Milk Preparation Sheet’ is filled in

• accordingly.

• Staff should record the amount of formula or breast milk consumed by the baby in

• the baby’s diary via EY Log so that the parent can be informed of the child’s intake for that day.

• During a feed: Babies will never be left unsupervised. A member of staff (if possible

• their key person) should hold the baby and sit on the armchair or upright position in the baby room.

• Staff are not required to wear gloves or aprons when feeding bottles to babies as it

is important to make them feel comfortable and to feed them in a ‘home like’ environment.

Further Information and resources

Breastfeeding and bottle-feeding advice (NHS) www.nhs.uk/conditions/baby/breastfeeding-and-bottle-feeding/

This policy was adopted by North Duffield Under Fives

Reviewed on 15.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Childcare practice policy

Alongside associated procedures in 09.1-09.15 Childcare practice, this policy was adopted by North Duffield Under Fives in October 2022

Aim

Children are safe, happy, and eager to participate and to learn.

Objectives

• Babies and young children need to form a secure attachment to their key person when they join the setting to feel safe, happy and eager to participate and learn. It is their entitlement to be settled comfortably into a new environment.

• The needs of part-time children are considered.

• There is a procedure for when children and babies do not settle and for prolonged absences.

• Introductions and induction of the parent is carried out before children start.

• Prime times of the day make the very best of routine opportunities to promote ‘tuning-in’ to the child emotionally and create opportunities for learning. We actively promote British values, inclusion, equality of opportunity and the valuing of diversity.

• We operate a positive behaviour management approach. Behaviour management procedures cover how staff should respond to all aspects of behaviour, including children who exhibit challenging behaviour towards other children. These procedures build on the Early Years Alliance’s approach to learning based on three key statements.

1. Learning is a lifelong process, which enables children and adults to contribute to and shape their world.

2. We want the curriculum we provide to help children to learn to:

- be confident and independent

- be aware of and responsive to their feelings

- make caring and thoughtful relationships with other people

- become increasingly excited by, interested in, and knowledgeable and questioning about the world around them.

3. We provide a wide range of interesting child-chosen and adult-initiated activities which:

- give children opportunities to use all their senses

- help children of different ages and stages to play together

- help children be the directors of their own learning

- help children develop an inquiring and questioning attitude to the world around them

The Early Years Foundation Stage is used as a framework to provide care and learning opportunities for babies and children under two years.

Older Children (2-5 years)

• To feel securely settled and ready to learn, children from two to five years need to form attachments with adults who care for them, primarily to a key person, but with other adults and children too. In this way children feel part of a community of learners; they can contribute to that community and receive from it. The three-stage model is applicable, but with some differences in the procedures for children moving up into the next group and for older children.

Waiting list and admissions

Our provision is accessible to children and families from all sections of the local and wider community. We aim to ensure that all sections of the community receive accessible information and that our admissions procedures are fair, clear, and open to all parents who apply for places. The availability of a place at the setting considers staff/child ratios, the age of the child and registration requirements.

• We endeavour to operate in an inclusive manner which enables all children and families to access our services.

• We also have regard for the needs of parents who are:

- looking to take up work, remain in work or extend their hours of work

- looking to commence training or education

• We work in partnership with the local authority and other agencies to ensure that our provision is accessible to all sections of the community.

• Services are widely advertised and information is accessible to all sections of the community.

• Where the number of children wanting places exceeds the number of places available a waiting list is operated using clear criteria for allocation of places as detailed in section 09.1 Waiting list and admissions procedure.

Funded places – free entitlement

All 3- and 4-year-olds in England are entitled to 15 hours free childcare each week for 38 weeks of the year. Some eligible 2 year olds are also entitled. Funded places are offered in accordance with national and local codes of practice and adherence to the relevant Provider Agreement/Contract with the local authority.

Legal References

Special Educational Needs and Disability Act 2001

Special Educational Needs and Disability Code of Practice (DfE and DHSC 2014)

Equality Act 2010

Childcare Act 2006

This policy was adopted by North Duffield Under Fives

Reviewed on 15.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Record keeping procedures

Confidentiality, recording and sharing information

Most things that happen between the family, the child and the setting are confidential to the setting. In certain circumstances information is shared, for example, a child protection concern will be shared with other professionals including social care or the police, and settings will give information to children’s social workers who undertake S17 or S47 investigations. Normally parents should give informed consent before information is shared, but in some instances, such as if this may place a child at risk, or a serious offence may have been committed, parental consent should not be sought before information is shared. Local Safeguarding Partners (LSP) procedures should be followed when making referrals, and advice sought if there is a lack of clarity about whether or not parental consent is needed before making a referral due to safeguarding concerns.

• Staff discuss children’s general progress and well-being together in meetings, but more sensitive information is restricted to designated persons and key persons and shared with other staff on a need-to-know basis.

• Members of staff do not discuss children with staff who are not involved in the child’s care, nor with other parents or anyone else outside of the organisation, unless in a formal and lawful way.

• Discussions with other professionals should take place within a professional framework, not on an informal basis. Staff should expect that information shared with other professionals will be shared in some form with parent/carers and other professionals, unless there is a formalised agreement to the contrary, i.e. if a referral is made to children’s social care, the identity of the referring agency and some of the details of the referral is likely to be shared with the parent/carer by children’s social care.

• It is important that members of staff explain to parents that sometimes it is necessary to write things down in their child’s file and explain the reasons why.

• When recording general information, staff should ensure that records are dated correctly and the time is included where necessary, and signed.

• Welfare/child protection concerns are recorded on 6.1b Safeguarding incident reporting form July 21. Information is clear and unambiguous (fact, not opinion), although it may include the practitioner’s thoughts on the impact on the child.

• Records are non-judgemental and do not reflect any biased or discriminatory attitude.

• Not everything needs to be recorded, but significant events, discussions and telephone conversations must be recorded at the time that they take place.

• Recording should be proportionate and necessary.

• When deciding what is relevant, the things that cause concern are recorded as well as action taken to deal with the concern. The appropriate recording format is filed within the child’s file.

• Information shared with other agencies is done in line with these procedures.

• Where a decision is made to share information (or not), reasons are recorded.

• Staff may use a computer to type reports, or letters. Where this is the case, the typed document is deleted from the computer and only the hard copy is kept.

• Electronic copy is downloaded onto a disc, labelled with the child’s name and stored in the child’s file. No documents are kept on a hard drive because computers do not have facilities for confidential user folders.

• The setting is registered with the Information Commissioner’s Office (ICO). Staff are expected to follow guidelines issued by the ICO, at https://ico.org.uk/for-organisations/guidance-index/

• Additional guidance in relation to information sharing about adults is given by the Social Care Institute for Excellence, at www.scie.org.uk/safeguarding/adults/practice/sharing-information

• Staff should follow guidance including Working Together to Safeguard Children (DfE 2018); Information Sharing: Advice for Practitioners Providing Safeguarding Services to Children, Young People, Parents and Carers 2018 and What to do if you’re Worried a Child is Being Abused (HMG 2015)

Confidentiality definition

• Personal information of a private or sensitive nature, which is not already lawfully in the public domain or readily available from another public source, and has been shared in a relationship, where the person giving the information could reasonably expect it would not be shared with others.

• Staff can be said to have a ‘confidential relationship’ with families. Some families share information about themselves readily; members of staff need to check whether parents regard this information as confidential or not.

• Parents sometimes share information about themselves with other parents as well as staff; the setting cannot be held responsible if information is shared beyond those parents whom the person has confided in.

• Information shared between parents in a group is usually bound by a shared agreement that the information is confidential and not discussed outside. The setting manager is not responsible should that confidentiality be breached by participants.

• Where third parties share information about an individual; staff need to check if it is confidential, both in terms of the party sharing the information and of the person whom the information concerns.

• Information shared is confidential to the setting.

• Practitioners ensure that parents/carers understand that information given confidentially will be shared appropriately within the setting (for instance with a designated person, during supervision) and should not agree to withhold information from the designated person or their line manager.

Breach of confidentiality

• A breach of confidentiality occurs when confidential information is not authorised by the person who provided it, or to whom it relates, without lawful reason to share.

• The impact is that it may put the person in danger, cause embarrassment or pain.

• It is not a breach of confidentiality if information was provided on the basis that it would be shared with relevant people or organisations with lawful reason, such as to safeguard an individual at risk or in the public interest, or where there was consent to the sharing.

• Procedure 07.1 Children’s records and data protection must be followed.

Exception

• GDPR enables information to be shared lawfully within a legal framework. The Data Protection Act 2018 balances the right of the person about whom the data is stored with the possible need to share information about them.

• The Data Protection Act 2018 contains “safeguarding of children and individuals at risk” as a processing condition enabling “special category personal data” to be processed and to be shared. This allows practitioners to share without consent if it is not possible to gain consent, if consent cannot reasonably be gained, or if gaining consent would place a child at risk.

• Confidential information may be shared without authorisation - either from the person who provided it or to whom it relates, if it is in the public interest and it is not possible or reasonable to gain consent or if gaining consent would place a child or other person at risk. The Data Protection Act 2018 enables data to be shared to safeguard children and individuals at risk. Information may be shared to prevent a crime from being committed or to prevent harm to a child, Information can be shared without consent in the public interest if it is necessary to protect someone from harm, prevent or detect a crime, apprehend an offender, comply with a Court order or other legal obligation or in certain other circumstances where there is sufficient public interest.

• Sharing confidential information without consent is done only in circumstances where consideration is given to balancing the needs of the individual with the need to share information about them.

• When deciding if public interest should override a duty of confidence, consider the following:

• is the intended disclosure appropriate to the relevant aim?

• what is the vulnerability of those at risk?

• is there another equally effective means of achieving the same aim?

• is sharing necessary to prevent/detect crime and uphold the rights and freedoms of others?

• is the disclosure necessary to protect other vulnerable people?

The decision to share information should not be made as an individual, but with the backing of the designated person who can provide support, and sometimes ensure protection, through appropriate structures and procedures.

Obtaining consent

Consent to share information is not always needed. However, it remains best practice to engage with people to try to get their agreement to share where it is appropriate and safe to do so.

Using consent as the lawful basis to store information is only valid if the person is fully informed and competent to give consent and they have given consent of their own free will, and without coercion from others, Individuals have the right to withdraw consent at any time.

You should not seek consent to disclose personal information in circumstances where:

- someone has been hurt and information needs to be shared quickly to help them

- obtaining consent would put someone at risk of increased harm

- obtaining consent would prejudice a criminal investigation or prevent a person being questioned or caught for a crime they may have committed

- the information must be disclosed regardless of whether consent is given, for example if a Court order or other legal obligation requires disclosure

NB. The serious crimes indicated are those that may harm a child or adult; reporting confidential information about crimes such as theft or benefit fraud are not in this remit.

• Settings are not obliged to report suspected benefit fraud or tax evasion committed by clients, however, they are obliged to tell the truth if asked by an investigator.

• Parents who confide that they are working while claiming should be informed of this and should be encouraged to check their entitlements to benefits, as they it may be beneficial to them to declare earnings and not put themselves at risk of prosecution.

Consent

• Parents share information about themselves and their families. They have a right to know that any information they share will be regarded as confidential as outlined in 07.1a Privacy notice. They should also be informed about the circumstances, and reasons for the setting being under obligation to share information.

• Parents are advised that their informed consent will be sought in most cases, as well as the circumstances when consent may not be sought, or their refusal to give consent overridden.

• Where there are concerns about whether or not to gain parental consent before sharing information, for example when making a Channel or Prevent referral the setting manager must inform their line manager for clarification before speaking to parents

• Consent must be informed - that is the person giving consent needs to understand why information will be shared, what will be shared, who will see information, the purpose of sharing it and the implications for them of sharing that information.

Separated parents

• Consent to share need only be sought from one parent. Where parents are separated, this would normally be the parent with whom the child resides.

• Where there is a dispute, this needs to be considered carefully.

• Where the child is looked after, the local authority, as ‘corporate parent’ may also need to be consulted before information is shared.

Age for giving consent

• A child may have the capacity to understand why information is being shared and the implications. For most children under the age of eight years in a nursery or out of school childcare context, consent to share is sought from the parent, or from a person who has parental responsibility.

• Young persons (16-19 years) are capable of informed consent. Some children from age 13 onwards may have capacity to consent in some situations. Where they are deemed not to have capacity, then someone with parental responsibility must consent. If the child is capable and gives consent, this may override the parent’s wish not to give consent.

• Adults at risk due to safeguarding concerns must be deemed capable of giving or withholding consent to share information about them. In this case ‘mental capacity’ is defined in terms of the Mental Capacity Act 2005 Code of Practice (Office of the Public Guardian 2007). It is rare that this will apply in the context of the setting.

Ways in which consent to share information can occur

• Policies and procedures set out the responsibility of the setting regarding gaining consent to share information, and when it may not be sought or overridden.

• Information in leaflets to parents, or other leaflets about the provision, including privacy notices.

• Consent forms signed at registration (for example to apply sun cream).

• Notes on confidentiality included on every form the parent signs.

• Parent signatures on forms giving consent to share information about additional needs, or to pass on child development summaries to the next provider/school.

Further guidance

Working Together to Safeguard Children (DfE 2018) www.gov.uk/government/publications/working-together-to-safeguard-children--2

Information Sharing: Advice for Practitioners Providing Safeguarding Services to Children, Young People, Parents and Carers (HMG 2018) www.gov.uk/government/publications/safeguarding-practitioners-information-sharing-advice

What to do if you’re Worried a Child is Being Abused (HMG 2015) www.gov.uk/government/publications/what-to-do-if-youre-worried-a-child-is-being-abused--2

Mental Capacity Act 2005 Code of Practice (Office of the Public Guardian 2007) www.gov.uk/government/publications/mental-capacity-act-code-of-practice

This policy was adopted by North Duffield Under Fives

Reviewed on 15.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Working in partnership with parents and other agencies procedures

Complaints procedure for parents and service users

There is a fair way of dealing with issues as they arise in an informal way, but parents may wish to exercise their right to make a formal complaint. They are informed of the procedure to do this and complaints are responded to in a timely way. The same procedures apply to agencies who may have a grievance or complaint.

Parents

• If a parent is unhappy about any aspect of their child’s care or how he/she feels he/she has been treated, this should be discussed with the child’s key person. The key person will listen to the parent and acknowledge what he/she is unhappy about. The key person will offer an explanation and an apology if appropriate. The issue and how it was resolved is recorded in the child’s file and Complaint Investigation Record. The recording will also make clear whether the issue being raised relates to a concern about quality of the service or practice, or a complaint. For allegations relating to serious harm to a child caused by a member of staff or volunteer procedure 6.2 Allegations against staff, volunteers or agency staff will be followed.

• If the parent is not happy with the key person’s response or wishes to complain about the key person or any other member of staff, he/she will be directed to the setting manager. Some parents will want to make a written complaint; others will prefer to make it verbally, in which case the setting manager writes down the main issues of the complaint using the Complaint Investigation Record and keeps it in the child’s file.

• The setting manager will investigate the complaint and provide time to feedback to the parent within 28 days. A confidential written report of the investigation is kept in the child’s file if the complaint relates directly to a child.

• If the parent is still not satisfied, or if the complaint is about the setting manager, the setting manager is asked to forward their complaint verbally or in writing to their line manager.

• If the parent is still not satisfied, then he/she is entitled to appeal the outcome verbally or in writing to the setting manager’s line manager who will pass the matter on to owners/directors/trustees for further investigation, who will respond to the parent within a further 14 days.

• If the complainant believes that the matter has not been resolved and there has been a breach of the EYFS requirements they are entitled to make a complaint to Ofsted. The manager will assist in any complaint investigation as well as in producing documentation that records the steps that were taken in response to the original complaint.

The setting manager ensures that parents know they can complain to Ofsted by telephone or in writing at any time as follows:

Applications, Regulatory and Contact (ARC) Team, Ofsted, Piccadilly Gate, Store Street, Manchester M1 2WD or telephone: 0300 123 1231

Agencies

 If an individual from another agency wishes to make a formal complaint about a member of staff or any practice of the setting, it should be made in writing to the setting manager.

 The complaint is acknowledged in writing within 10 days of receiving it.

 The setting manager investigates the matter and meets with the individual to discuss the matter further within 28 days of the complaint being received.

 An agreement needs to be reached to resolve the matter.

 If agreement is not reached, the complainant may write to the setting manager’s line manager, who acknowledges the complaint within 5 days and reports back within 14 days.

 If the complainant is not satisfied with the outcome of the investigation, they are entitled to appeal and are referred to the owners/directors/trustees.

Ofsted complaints record

• Legislation requires settings to keep a record of complaints and disclose these to Ofsted at inspection, or if requested by Ofsted at any other time.

• The record of complaints is a summative record only.

A record of complaints will be kept for at least 3 years.

• In all cases where a complaint is upheld a review will be undertaken by the owners/directors/trustees to look for ways to improve practice where it is required.

This procedure is displayed on Parent Notice Board.

Further guidance

Complaint Investigation Record (Pre-school Learning Alliance 2015)

This policy was adopted by North Duffield Under Fives

Reviewed on 15.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Safeguarding children, young people and vulnerable adults procedures

06.9 E-safety (including all electronic devices with internet capacity)

Online Safety

It is important that children and young people receive consistent messages about the safe use of technology and are able to recognise and manage the risks posed in both the real and the virtual world.

Terms such as ‘e-safety’, ‘online’, ‘communication technologies’ and ‘digital technologies’ refer to fixed and mobile technologies that adults and children may encounter, now and in the future, which allow them access to content and communications that could raise issues or pose risks.The issues are:

Content – being exposed to illegal, inappropriate or harmful material

Contact – being subjected to harmful online interaction with other users

Conduct – personal online behaviour that increases the likelihood of, or causes, harm

I.C.T Equipment

• The setting manager ensures that all computers have up-to-date virus protection installed.

• Tablets are only used for the purposes of observation, assessment and planning and to take photographs for individual children’s learning journeys.

• Tablets remain on the premises and are stored securely at all times when not in use.

• Staff follow the additional guidance provided with the system

Internet access

• Children never have unsupervised access to the internet.

• The setting manager ensures that risk assessments in relation to e-safety are completed.

• Only reputable sites with a focus on early learning are used (e.g. CBeebies).

• Video sharing sites such as YouTube are not accessed due to the risk of inappropriate content.

• Children are taught the following stay safe principles in an age appropriate way:

- only go online with a grown up

- be kind online and 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

• Staff support children’s resilience in relation to issues they may face online, and address issues such as staying safe, appropriate friendships, asking for help if unsure, not keeping secrets as part of social and emotional development in age-appropriate ways.

• All computers for use by children are sited in an area clearly visible to staff.

• Staff report any suspicious or offensive material, including material which may incite racism, bullying or discrimination to the Internet Watch Foundation at www.iwf.org.uk.

The setting manager ensures staff have access to age-appropriate resources to enable them to assist children to use the internet safely.

Personal mobile phones – staff and visitors (includes internet enabled devices)

The use of mobile phones or such portable devices is not permitted in the setting. Though you are able to take emergency phone calls within the kitchen area at the discretion of the manager. Staff should provide family and friends with the pre-school’s main line number for emergency contact purposes.

Staff should NEVER take photographs or videos of the children using their mobile phones or personal media devices. All mobile phones are brought into setting at the owner’s risk and the setting cannot be held liable for damage or theft of these phones.

Staff found to be breaching this policy will be deemed to have carried out an act of gross misconduct and will be disciplined accordingly.

Staff should refer to their handbooks for more information on the disciplinary procedures.

Cameras and videos

• Members of staff do not bring their own cameras or video recorders to the setting.

• Photographs/recordings of children are only taken for valid reasons, e.g. to record learning and development, or for displays, and are only taken on equipment belonging to the setting.

• Camera and video use is monitored by the setting manager.

• Where parents request permission to photograph or record their own children at special events, general permission is first gained from all parents for their children to be included. Parents are told they do not have a right to photograph or upload photos of anyone else’s children.

• Photographs/recordings of children are only made if relevant permissions are in place.

• If photographs are used for publicity, parental consent is gained and safeguarding risks minimised, e.g. children may be identified if photographed in a sweatshirt with the name of their setting on it.

Cyber Bullying

If staff become aware that a child is the victim of cyber-bullying at home or elsewhere, they discuss this with the parents and refer them to help, such as: NSPCC Tel: 0808 800 5000 www.nspcc.org.uk or ChildLine Tel: 0800 1111 www.childline.org.uk

Use of social media

Staff are expected to:

- understand how to manage their security settings to ensure that their information is only available to people they choose to share information with

- ensure the organisation is not negatively affected by their actions and do not name the setting

- are aware that comments or photographs online may be accessible to anyone and should use their judgement before posting

- are aware that images, such as those on Snapshot may still be accessed by others and a permanent record of them made, for example, by taking a screen shot of the image with a mobile phone

- observe confidentiality and refrain from discussing any issues relating to work

- not share information they would not want children, parents or colleagues to view

- set privacy settings to personal social networking and restrict those who are able to access

- not accept service users/children/parents as friends, as it is a breach of professional conduct

- report any concerns or breaches to the designated person in their setting

- not engage in personal communication, including on social networking sites, with children and parents with whom they act in a professional capacity. There may be occasions when the practitioner and family are friendly prior to the child coming to the setting. In this case information is shared with the manager and a risk assessment and agreement in relation to boundaries are agreed

Use/distribution of inappropriate images

• Staff are aware that it is an offence to distribute indecent images and that it is an offence to groom children online. In the event of a concern that a colleague is behaving inappropriately, staff advise the designated person who follow procedure 06.2 Allegations against staff, volunteers or agency staff.

This policy was adopted by North Duffield Under Fives

Reviewed on 21.08.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Food safety and nutrition policy

Alongside associated procedures in 03.1-03.6 Food safety and nutrition, this policy was adopted by North Duffield Under Fives – March 2022

Aim

Our setting is a suitable, clean, and safe place for children to be cared for, where they can grow and learn. We meet all statutory requirements for food safety and fulfil the criteria for meeting the relevant Early Years Foundation Stage Safeguarding and Welfare requirements

Objectives

• We recognise that we have a corporate responsibility and duty of care for those who work in and receive a service from our provision, but individual employees and service users also have responsibility for ensuring their own safety as well as that of others. Risk assessment is the key means through which this is achieved.

• Procedure 01.3 Kitchen is followed for general hygiene and safety in food preparation areas.

• We advise parent’s to provide meals and snacks which promote health and reduce the risk of obesity and heart disease that may begin in childhood.

• We provide a small nutritional tea based on a rotational menu taking in to account dietary requirements identifying the 14 allergens

• All staff who cook/ supply the meals will be food safety and allergen trained.

• We give advice on dietary guidelines and the legal requirements for identifying food allergens based on the four food groups:

- meat, fish, and protein alternatives

- milk and dairy products

- cereals and grains

- fresh fruit and vegetables.

Staff are aware of the 14 main allergens –

1. Celery

This includes celery stalks, leaves, seeds and the root called celeriac. You can find celery in celery salt, salads, some meat products, soups and stock cubes.

2. Cereals containing gluten

Wheat (such as spelt and Khorasan wheat/Kamut), rye, barley and oats is often found in foods containing flour, such as some types of baking powder, batter, breadcrumbs, bread, cakes, couscous, meat products, pasta, pastry, sauces, soups and fried foods which are dusted with flour.

3. Crustaceans

Crabs, lobster, prawns and scampi are crustaceans. Shrimp paste, often used in Thai and South-East Asian curries or salads, is an ingredient to look out for.

4. Eggs

Eggs are often found in cakes, some meat products, mayonnaise, mousses, pasta, quiche, sauces and pastries or foods brushed or glazed with egg.

5. Fish

You will find this in some fish sauces, pizzas, relishes, salad dressings, stock cubes and Worcestershire sauce.

6. Lupin

Yes, lupin is a flower, but it’s also found in flour! Lupin flour and seeds can be used in some types of bread, pastries and even in pasta.

7. Milk

Milk is a common ingredient in butter, cheese, cream, milk powders & yoghurt. It can also be found in foods brushed or glazed with milk, and in powdered soups & sauces.

8. Molluscs

These include mussels, land snails, squid and whelks, but can also be commonly found in oyster sauce or as an ingredient in fish stews.

9. Mustard

Liquid mustard, mustard powder and mustard seeds fall into this category. This ingredient can also be found in breads, curries, marinades, meat products, salad dressings, sauces and soups.

10. Nuts

Not to be mistaken with peanuts (which are actually a legume and grow underground), this ingredient refers to nuts which grow on trees, like cashew nuts, almonds and hazelnuts. You can find nuts in breads, biscuits, crackers, desserts, nut powders (often used in Asian curries), stir-fried dishes, ice cream, marzipan (almond paste), nut oils and sauces.

11. Peanuts

Peanuts are actually a legume, and grow underground, which is why it’s sometimes called a groundnut. Peanuts are often used as an ingredient in biscuits, cakes, curries, desserts, sauces (such as satay sauce), as well as in groundnut oil and peanut flour.

12. Sesame Seeds

These seeds can often be found in bread (sprinkled on hamburger buns for example), breadsticks, houmous, sesame oil and tahini. They are sometimes toasted and used in salads.

13. Soya

Often found in bean curd, edamame beans, miso paste, textured soya protein, soya flour or tofu, soya is a staple ingredient in oriental food. It can also be found in desserts, ice cream, meat products, sauces and vegetarian products.

14. Sulphur Dioxide (sometimes known as sulphites)

This is an ingredient often used in dried fruit such as raisins, dried apricots and prunes. You might also find it in meat products, soft drinks, vegetables as well as in wine and beer. If you have asthma, you have a higher risk of developing a reaction to sulphur dioxide

• Following dietary guidelines to promote health also means taking account of guidelines to reduce risk of disease caused by unhealthy eating.

• Parents share information about their children’s particular dietary needs with staff when they enrol their children and on an on-going basis with their key person. This information is shared with all staff who are involved in the care of the child.

• Any foods provided by the setting for children have any allergenic ingredients identified on the menus.

• Care is taken to ensure that children with food allergies do not have contact with food products that they are allergic to.

• Risk assessments are conducted for each individual child who has a food allergy or specific dietary requirement.

Legal references

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

Food Information Regulations 2014

The Childcare Act 2006

Further guidance

Safer Food Better Business for Caterers (Food Standards Agency) https://www.food.gov.uk/business-guidance/safer-food-better-business-for-caterers

This policy was adopted by North Duffield Under Fives

Reviewed on 21.08.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Childcare practice procedures

09.13 Identification, assessment and support for children with SEND

We have regard for the Special Educational Needs and Disability (SEND) (DfE and DoH 2015) which states that local authorities must ensure that all early years providers that they fund in the maintained, private, voluntary and independent sectors are aware of the requirement on them to meet the needs of children with SEN and disabilities. When securing funded early education for two, three- and four-year-olds local authorities should promote equality and inclusion for children with disabilities or SEN; this includes removing barriers that prevent access to early education and working with parents to give each child support to fulfil their potential. During the Covid outbreak we will review and update children’s SEN support plans more frequently to ensure their progress and well-being.

The term SEN support defines arrangements for identifying and supporting children with special educational needs and/or disabilities. We are required to offer appropriate support and intervention and to promote equality of opportunity for children that we care for. Children’s SEND generally falls within the following four broad areas of need and support:

- communication and interaction

- cognition and learning

- social, emotional and mental health

- sensory and/or physical needs

Graduated approach

Initial identification and support (identifying special educational needs)

• Ongoing formative assessment forms part of a continuous process for observing, assessing, planning and reviewing children’s progress.

• Children identified as having difficulty with one or more area of development should be given support by applying some simple strategies and resources.

• For most children application of some simple differentiation approaches will be enough to build confidence and help the child develop, 9.12a SEN Support: Initial record of concern form can be used for this purpose.

• If despite applying differentiated strategies a child continues to struggle and is showing significantly more difficulty with learning than their peers or has a disability which requires specific adjustments, then the key person should raise a concern with the setting’s SENCo/setting manager and the child’s parents.

Observation and assessment of children’s SEN

Where a child appears to be behind expected levels, or their progress gives cause for concern, practitioners should consider all the information about the child’s learning and development from within and beyond the setting.

• Information can be collated from formal checks such as the progress check at age two, observations from parents and observation and assessment by the setting of the child’s progress.

• When specialist advice has been sought externally, this is used to help determine whether or not a child has a special educational need (SEN).

• The child’s key person and SENCo/Manager use this information to decide if the child has a special educational need.

• If the decision is that the child does have a SEN and the parents are not already aware of a concern, then the information is shared with them. Once parents have been informed, they should be fully engaged in the process, contributing their insights to all future actions for their child.

Planning intervention

• Everyone involved with the child should be given an opportunity to share their views. Parents should be encouraged to share their thoughts on the child’s difficulties and be involved in the decision as to what will happen next.

• A first intervention option may be to carry on with applying differentiated support and to review the child’s progress at an agreed date. If the child’s needs are more complex, then the decision maybe to go straight ahead and prepare 09.13b SEN support: Action plan with detailed evidence-based interventions being applied straight away and simultaneously external referrals made.

• If relevant, then the child should be appropriately included in development of the action plan but only at a level which reflects their stage of comprehension.

• 09.13b SEN support: Action plan described below, ensures that children that are identified, or suspected of having a SEN will receive the right level of support and encouragement with their learning and development as early as possible.

Involving the child

• The SEND Code of Practice supports the rights of children to be involved in decisions about their education.

• Inclusion of children with SEND helps build self-confidence and trust in others.

• Ascertaining children’s views may not be easy, a range of strategies will be needed.

• Accurate assessment helps identify children’s strengths and possible barriers to learning.

• The key person and setting manager/SENCo work in partnership with parents and other agencies to involve the child wherever appropriate.

• Children are involved at appropriate stages of the assessment and to their level of ability.

• Establishing effective communication is essential for the child’s involvement.

SEN action plan

• 09.13b SEN support: Action plan, should show what support is required to help achieve outcomes for the child and detail the frequency of these interventions and who will apply them and with what resources.

• A review date (at least termly) should be agreed with the parents so that the child’s progress can be reviewed against expected outcomes and next steps agreed.

• A copy of the plan is stored in the child’s file so that any other member of staff or an inspector looking at the file will see how the child is progressing and what interventions have been or are being applied.

• If a child requires specific medical interventions during their time in the setting, 04.2a Health care plan form should also be completed and integrated into the general plans to ensure the child’s medical needs are known and safely met.

• The action plan should provide an accessible summary of the child’s needs, which can be used if further assessment is required including a statutory Education Health and Care (EHC) Assessment, and development of an EHC plan.

Drawing up a SEN action plan

• If external agencies are already involved at this stage, then they should also be invited to help decide on what appropriate interventions are needed to help meet outcomes for the child. The SENCo/setting manager should take the lead in coordinating further actions including preparation of the action plan and setting short-term targets.

• Where there are significant emerging concerns (or an identified special educational need or disability) targeted action plans are formulated that relate to a clear set of expected outcomes and stretching targets.

• 09.13b SEN support: Action plan, highlights areas in which a child is progressing well; areas in which some additional support might be needed and any areas where there is a concern that a child may have a developmental delay (which may indicate a special educational need or disability). It describes the activities and strategies the provider intends to adopt to address any issues or concerns.

• Planned intervention should be based on the best possible evidence and have the required impact on progress with longer-term goals covering all aspects of learning and development and shorter-term targets meeting goals.

• The plan should focus on the needs of the child, the true characteristics, preferences, and aspirations of the child and involvement of the parents with a clear set of targets and expected outcomes for the child. Effective planning at this stage should help parents and children express their needs, wishes, and goals:

- focus on the child as an individual and not their SEN label

- be easy for children to understand and use clear ordinary language and images, rather than professional jargon

- highlight the child strengths and capacities

- enable the child, and those who know them best, to say what they have done, what they are interested in and what outcomes they are seeking in the future

- tailor support to the needs of the individual

- organise assessments to minimise demands on families

- bring together relevant professionals to discuss and agree together the overall approach

• If the child fails to make progress and multi-agency support is sought, then it is at this point that Early Help/CAF assessment should be considered.

Record keeping

If a child has or is suspected of having a SEN, a dated record should be kept of:

- the initial cause for concern and the source of this information, (the progress check at age two and/or outcomes of previous interventions). 09.13a SEN support: Initial record of concern form can also be used for this purpose drawing information from other sources

- the initial discussion with parents raising the possibility of the child’s SEN

- the views of the parents and other relevant persons including, wherever possible, the child’s views;

- the procedures followed with regard to the Code of Practice to meet the child’s SEND e.g. SEN action plan, referrals to external agencies and for statutory assessment

- evidence of the child’s progress and any identified barriers to learning

- advice from other relevant professionals; and all subsequent meetings with parents and other persons and any subsequent referrals

Records may include

- observation and monitoring sheets

- expressions of concern

- risk assessments

- access audits (01.1b)

- health care plans (including guidelines for administering medication)

- SEN action plans

- meetings with parents and other agencies

- additional information from and to outside agencies

- agreements with parents

- guidelines for the use of children’s individual equipment; Early help CAF referrals

- referral to the local authority identifying a child’s special educational needs and request for statutory Education, Health, Care (EHC) needs assessment; and a copy of an EHC plan

Seeking additional funding/enhanced/top up

If the child’s needs cannot be met from within the setting’s core funding, then it will be at this point that the evidence collated will be used to apply for top up/enhanced funding from the local authority’s inclusion fund. If a new or existing child is disabled, then the setting should check if the family is in receipt or have applied for Disability Living Allowance. If so, the setting will be able to apply to their local authority for the local Disability Access Fund.

Statutory education, health and care (EHC) assessment and plan

Statutory assessment

• If a child has not made progress, then the next steps may be for the child to undergo an Education, Health and Care Assessment.

• If a child is under compulsory school age, the local authority will conduct an EHC needs assessment if they consider that the child’s needs cannot be met within the resources normally available to the early years setting.

• Children aged under age two are eligible where an assessment has indicated that the child is likely to have SEN which requires an EHC plan when they reach compulsory school age.

• When a child’s needs appear to be sufficiently complex, or the evidence suggest specialist intervention then the local authority is likely to conclude that an EHC plan is necessary

• The local authority should fully involve the parent and must seek advice from the setting in making decisions about undertaking an EHC assessment and preparing an EHC plan.

• Settings should prepare by collating information about the child’s SEND including:

- documentation on the child’s progress in the setting

- interventions and support provided to date

- evidence of external agency assessment, support and recommendations

- parental views and wishes (and where appropriate those of the child)

The information will then be submitted to the local authority to allow them to accurately assess the child in the context of the support already given.

• The local authority must inform the child’s parents of their decision within six weeks of receiving a request for an assessment and give its reasons for their decision. If the local authority decides to conduct an assessment, it must ensure the child’s parents are fully included right from the beginning and are invited to contribute their views. If the local authority subsequently decides not to conduct an assessment it must then inform the parents of their right to appeal that decision, of the requirement for them to consider mediation should they wish to appeal.

• If the local authority decides that a statutory EHC plan is not necessary, it must notify the parents and inform the provider, giving the reasons for the decision. This notification must take place within 16 weeks of the initial request or of the child having otherwise been brought to the local authority’s attention.

• If the decision following an assessment is to compile an EHC plan the local authority should consult collaboratively with the parents in the preparation of the plan ensuring that their views and their child’s preferences are taken into account and that plans describe positively what the child can do and has achieved to date.

• Plans are evidenced based and focus on short term outcomes and long-term aspirations for the child including family and community support. Parents have the right to request a particular provision for their child to be named within their EHC plan.

• If an early years setting is named, the local authority must fund this provision. They cannot force a setting to take a child and can only name the provision in the EHC if the setting agrees.

• Local authorities should consider reviewing an EHC plan for a child under age five at least every three to six months. Such reviews would complement the duty to carry out a review at least annually but may be streamlined and not necessarily require the attendance of the full range of professionals, depending on the needs of the child. The child’s parents must be fully consulted on any proposed changes to the EHC plan and made aware of their right to appeal to the Tribunal.

External intervention and support

Where external agency intervention has been identified to help support a child with SEND then this intervention should be recommended in writing by a suitably reliable source such as a speech and language therapist, paediatrician or educational psychologist.

Further guidance

Special Educational Needs and Disability (SEND) (DfE and DoH 2015) www.gov.uk/government/publications/send-code-of-practice-0-to-25

Ready, Steady, SENCO (Pre-school Learning Alliance 2018)

This policy was adopted by North Duffield Under Fives

Reviewed on 21.08.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Standard Childcare Practice

Prime times – Snack-times and mealtimes (older children)

Snack times

• A ‘snack’ is prepared mid-morning can be organised according to the discretion of the setting manager e.g. picnic on a blanket.

• Children wash their hands before and after snack-time.

• Children are only offered semi-skimmed milk or fresh water along with their own drink from home

• Children bring a healthy snack in from home in line with our healthy pack lunch form found in the parent pack.

• Fruit or raw vegetables, such as carrot or tomato, are offered in batons, which children should be encouraged to help in preparing. Bananas and other foods are not cut as rounds, but are sliced to

• Staff join in conversation and encourage children’s independence by allowing them to pour drinks, butter toast, cut fruit etc.

• Children are encouraged to wait for their peers to finish and we use this time to engage in conversation and do our circle ‘news’ time

• Staff are aware of children’s allergies and risk assess this.

Mealtimes

• Tables are never overcrowded during mealtimes. Some social distancing is encouraged even though it is acknowledged that children will play in close proximity for the rest of the session.

• Pack lunches are not placed on the table

• Children wash their hands and sit down

• Children given their sandwich or savoury options first on a plate and then are encouraged to self select from the pack lunch their fruit, yogurt and then treat

• Staff have their lunch with children. Staff who are eating with the children role-model healthy eating and best practice at all times, for example not drinking cans of fizzy drinks in front of the children.

• Children are given time to eat at their own pace and are not hurried to fit in with adults’ tasks and breaks. They are not made to eat what they do not like and are only encouraged to try new foods slowly.

• In order to protect children with food allergies or specific dietary requirements, children are discouraged from sharing and swopping their food with one another. We have a clear risk assessment in place for children with allergies.

• If children do not eat their savoury, they are not denied their treat. Food is not used as a reward or punishment. Though we will model healthy choices.

• Mealtimes are relaxed opportunities for social interaction between children and the adults who care for them.

• Each meal time children are encouraged to use cutlery themselves with assistance from staff if they need to cut their own food, staff will demonstrate and encourage children to try themselves.

• Children go to the bathroom and wash their hands and faces after each meal. Cleaning teeth no sooner than 1 hour after lunch is recommended where hygiene procedures pose no risk (see procedure 04.6 Oral health)/ It is not always recommended for groups in shared premises.

• Information for parents is displayed on the parent’s notice board, including:

- Ten Steps for Healthy Toddlers https://infantandtoddlerforum.org/media/upload/pdf-downloads/HR_toddler_booklet_green.pdf

This policy was adopted by North Duffield Under Fives

Reviewed on 03.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Safeguarding children, young people and vulnerable adults procedures

Missing child

In the building

• As soon as it is noticed that a child is missing, the member of staff informs the designated person who initiates a search within the setting.

• If the child is found on-site, the designated person checks on the welfare of the child and investigates the circumstances of the incident.

• If the child is not found on site, one member of staff searches the immediate vicinity, if there is no sign of the child, the police are called immediately.

• The parents are then called and informed.

• The designated person contacts their designated officer, to inform them of the situation and seek assistance.

Off-site (outing or walk)

• As soon as it is noticed that a child is missing, the senior staff present carries out a headcount.

• One member of staff searches the immediate vicinity.

• If the child is not found, the senior staff calls the police and then contacts the designated person.

• The designated person informs the parents.

• Members of staff return the children to the setting as soon as possible if it is safe to do so. According to the advice of the police, one senior member of staff should remain at the site where the child went missing and wait for the police to arrive.

• The designated person contacts the designated officer, who attends the setting.

Recording and reporting

• A record is made on 06.1a Child welfare and protection summary and 06.1b Safeguarding incident reporting form. The manager as designated person completes and circulates 06.1c Confidential safeguarding incident report form to the designated officer on the same day that the incident occurred.

The investigation

• Ofsted are informed as soon as possible (and at least within 14 days).

• The designated officer carries out a full investigation.

• The designated person and the designated officer speak with the parents together and explain the process of the investigation

• Each member of staff present during the incident writes a full report using 06.1b Safeguarding incident reporting form, which is filed in the child’s file. Staff do not discuss any missing child incident with the press.

This policy was adopted by North Duffield Under Fives

Reviewed on 21.08.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Health procedures

04.6 Oral health

The setting provides care for children and promotes health through promoting oral health and hygiene, encouraging healthy eating, healthy snacks and tooth brushing.

• Fresh drinking water is available at all times and easily accessible.

• Sugary drinks are not served.

• In partnership with parents, babies are introduced to an open free-flowing cup at 6 months and from 12 months are discouraged from using a bottle.

• Only water and milk are served with morning and afternoon snacks.

• Children are offered healthy nutritious snacks with no added sugar.

• Parents are discouraged from sending in confectionary as a snack or treat.

• Staff follow the Infant & Toddler Forum’s Ten Steps for Healthy Toddlers.

Pacifiers/dummies

• Parents are advised to stop using dummies/pacifiers once their child is 12 months old.

• Dummies that are damaged are disposed of and parents are told that this has happened

Further guidance

Infant & Toddler Forum: Ten Steps for Healthy Toddlers www.infantandtoddlerforum.org/toddlers-to-preschool/healthy-eating/ten-steps-for-healthy-toddlers/

This policy was adopted by North Duffield Under Fives

Reviewed on 21.08.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Health procedures

04.5 Poorly children

• If a child appears unwell during the day, for example has a raised temperature, sickness, diarrhoea* and/or pains, particularly in the head or stomach then the setting manager calls the parents and asks them to collect the child or send a known carer to collect on their behalf.

• If a child has a raised temperature, they are kept cool by removing top clothing, sponging their heads with cool water and kept away from draughts.

• A child’s temperature is taken and checked regularly, using Fever Scans or other means i.e. ear thermometer.

• If a baby’s temperature does not go down, and is worryingly high, then Calpol may be given after gaining verbal consent from the parent where possible. This is to reduce the risk of febrile convulsions, particularly for babies under 2 years old. Parents sign the medication record when they collect their child.**

• In an emergency an ambulance is called and the parents are informed.

• Parents are advised to seek medical advice before returning them to the setting; the setting can refuse admittance to children who have a raised temperature, sickness and diarrhoea or a contagious infection or disease.

• Where children have been prescribed antibiotics for an infectious illness or complaint, parents are asked to keep them at home for 48 hours.

• After diarrhoea or vomiting, parents are asked to keep children home for 48 hours following the last episode.

• Some activities such as sand and water play and self-serve snack will be suspended for the duration of any outbreak.

• The setting has information about excludable diseases and exclusion times.

• The setting manager notifies their line manager if there is an outbreak of an infection (affects more than 3-4 children) and keeps a record of the numbers and duration of each event.

• The setting manager has a list of notifiable diseases and contacts Public Health England (PHE) and Ofsted in the event of an outbreak.

• If staff suspect that a child who falls ill whilst in their care is suffering from a serious disease that may have been contracted abroad such as Ebola, immediate medical assessment is required. The setting manager or deputy calls NHS111 and informs parents.

HIV/AIDS procedure

HIV virus, like other viruses such as Hepatitis, (A, B and C), are spread through body fluids. Hygiene precautions for dealing with body fluids are the same for all children and adults.

• Single use vinyl gloves and aprons are worn when changing children’s nappies, pants and clothing that are soiled with blood, urine, faeces or vomit.

• Protective rubber gloves are used for cleaning/sluicing clothing after changing.

• Soiled clothing is rinsed and bagged for parents to collect.

• Spills of blood, urine, faeces or vomit are cleared using mild disinfectant solution and mops; cloths used are disposed of with clinical waste.

• Tables and other furniture or toys affected by blood, urine, faeces or vomit are cleaned using a disinfectant.

• Baby mouthing toys are kept clean and plastic toys cleaned in sterilising solution regularly.

Nits and head lice

• Nits and head lice are not an excludable condition; although in exceptional cases parents may be asked to keep the child away from the setting until the infestation has cleared.

• On identifying cases of head lice, all parents are informed and asked to treat their child and all the family, using current recommended treatments methods if they are found.

*Diarrhoea is defined as 3 or more liquid or semi-liquid stools in a 24-hour period. (www.gov.uk/government/publications/health-protection-in-schools-and-other-childcare-facilities/chapter-9-managing-specific-infectious-diseases#diarrhoea-and-vomiting-gastroenteritis)

**Paracetamol based medicines (e.g. Calpol)

The use of paracetamol-based medicine may not be agreed in all cases. A setting cannot take bottles of non-prescription medicine from parents to hold on a ‘just in case’ basis, unless there is an immediate reason for doing so. We do not normally keep such medicine on the premises as we are not allowed to ‘prescribe’. However, given the risks to very young babies of high temperatures, insurers may allow minor infringement of the regulations as the risk of not administering may be greater. Ofsted is normally in agreement with this. In all cases, parents of children under two years must sign to say they agree to the setting administering paracetamol-based medicine in the case of high temperature on the basis that they are on their way to collect. Such medicine should never be used to reduce temperature so that a child can stay in the care of the setting for a normal day.

The use of emergency medicine does not apply to children over 2 years old. A child over two who is not well, and has a temperature, must be kept cool and the parents asked to collect straight away.

Whilst the brand name Calpol is referenced, there are other products which are paracetamol or Ibuprofen based pain and fever relief such as Nurofen for children over 3 months.

Further guidance

Good Practice in Early Years Infection Control (Pre-school Learning Alliance 2009)

Medication Administration Record (Early Years Alliance 2019)

Guidance on infection control in schools and other childcare settings (Public Health Agency) https://www.publichealth.hscni.net/sites/default/files/Guidance_on_infection_control_in%20schools_poster.pdf

This policy was adopted by North Duffield Under Fives

Reviewed on 03.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Childcare practice procedures

09.15 Progress check at age two

• The key person is central to the progress check and must be the person completing it.

• Settings should take guidance from their local authority as to when the progress check at age two is completed; if no such guidance is provided, the progress check is completed when the child is between 26 and 30 months old. The child should be attending the setting for at least 1 term before the check is completed.

• Once the timing of the child’s progress check is confirmed, parents are invited to discuss their child’s progress at a mutually convenient time.

• The setting must seek to engage both parents and make allowance for parents who do not live with their child to be involved.

Completing the progress check at age two

• On-going observational assessment informs the progress check and must be referred to.

• Children’s contributions are included in the report. Staff must be ‘tuned in’ to the ways in which very young children, or those with speech or other developmental delay or disability, communicate/

• Where any concerns about a child’s learning and development are raised these are discussed with the parents, the SENCo and the setting manager.

• If concerns arise about a child’s welfare, they must be addressed through 06 Safeguarding children, young people and vulnerable adults procedures.

The key person must be clear about the aims of the progress check as follows:

• to review a child’s development in the three prime areas of the EYFS

• to ensure that parents have a clear picture of their child’s development

• to enable practitioners to understand the child’s needs and, with support from practitioners, enhance development at home

• note areas where a child is progressing well and identify any areas where progress is less than expected

• describe actions the provider intends to take to address any developmental concerns (working with other professionals as appropriate)

This policy was adopted by North Duffield Under Fives

Reviewed on 03.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Promoting inclusion, equality and valuing diversity policy

Alongside associated procedures in 05.1 Promoting inclusion, equality and diversity, this policy was adopted by North Duffield Under Fives on October 2022

All early years settings must consider and meet relevant employer and service provider duties as set out in the Equality Act (2010). Those in receipt of funding must eliminate discrimination including indirect, direct discrimination, discrimination and harassment based on association and perception and discrimination for reason relating to a disability or by failing to make a reasonable adjustment to any provision, criterion, or practice. This duty is anticipatory. Settings must advance equality of opportunity and foster good relations with individuals and groups with protected characteristics namely disability, race (ethnicity), religion and belief, sexual orientation, sex (gender), gender reassignment, age, pregnancy and maternity, marriage, and civil partnership.

Aim

Our provision actively promotes inclusion, equality of opportunity and the valuing of diversity.

Objectives

We support the definition of inclusion as stated by the Early Childhood Forum:

‘Inclusion is the process of identifying, understanding and breaking down the barriers to participation and belonging.’

We interpret this as consisting of several tasks and processes in relation not only to children but also to parents and visitors in the setting. These tasks and processes include awareness and knowledge of relevant barriers to inclusion for those with a protected characteristic namely:

- disability

- gender reassignment

- pregnancy and maternity

- race

- religion or belief

- sexual orientation

- sex (gender)

- age

- marriage or civil partnership (in relation to employment)

This includes unlawful behaviour towards people with protected characteristics. Unlawful behaviour being direct discrimination, indirect discrimination, associative discrimination, discrimination by perception, harassment, and victimisation (in addition, we are aware of the inequality that users facing socio-economic disadvantaged may also encounter). We will not tolerate behaviour from an adult which demonstrates dislike and prejudice towards groups and individuals living outside the UK (xenophobia). This also applies to the same behaviour towards specific groups of people and individuals who are British Citizens residing in the UK.

We promote understanding of discrimination - through training and staff development - the causes and effects of discrimination on both adults and children and the long- term impact of discrimination; the need to protect children from discrimination and ensure that childcare practice is both accessible and inclusive; the need for relevant support to allow children to develop into confident adults with a strong positive self-identity.

• Developing practice that includes:

- Developing an environment which reflects the ‘kaleidoscope’ of factors that can provide settings with a myriad of influences and ideas for exploring and celebrating difference.

- Ensuring that barriers to inclusion are identified and removed or minimised wherever possible; for example, we complete 01.1b Access audit form.

- Understanding, supporting and promoting the importance of identity for all children and recognising that this comprises multiple facets which are shaped by a ‘kaleidoscope’ of factors including British values, ‘race’\ethnicity and culture, gender, difference of ability, social class, language, religion and belief, and family form and lifestyle, which combine uniquely in the identity of each individual; for example, we welcome and promote bi/multi-lingualism and the use of alternative communication formats such as sign language, and we promote gender equality while at the same time recognising the differences in play preferences and developmental timetables of girls and boys.

- Recognising that this ‘kaleidoscope’ also reflects negative images which may be internalised and negatively affect the development of self-concept, self-esteem, and confidence.

- Promoting a welcoming atmosphere that genuinely appreciate British values, different cultural and personal perspectives, without stereotyping and prejudicing cultures and traditions on raising children, by always involving parents.

- Promoting community cohesion and creating an environment that pre-empts acts of discrimination so that they do not arise.

- Recruitment of staff to reflect cultural and language diversity, disabled staff, and staff of both genders.

- Addressing discrimination as it occurs from children in a sensitive, age-appropriate manner to ensure that everyone involved understands the situation and are offered reassurance and support to achieve resolution.

- Challenging discriminatory behaviour from parents, staff or outside agencies or individuals that affect the well-being of children and the early years community.

- Creating an ethos within which staff work confidently within a culturally complex environment; learning when to change or adapt practice in the setting and having the confidence to challenge practice (including parental) that is not in the child’s best interest, seeking support and intervention from agencies where appropriate.

- Ensuring that practitioners work closely with the Special Educational Needs Coordinator to make sure that the additional needs of all children are identified and met.

- We are aware of anti-discriminatory legislation and able to use it to shape the service and support parents and children against discrimination in the local community, for example, against asylum seekers, the Travelling community and same sex parents.

- We regularly monitor and review our practice including long-term preventative measures to ensure equality such as auditing of provision, formulating an equality plan, applying impact measurements and positive actions. In addition, short term measures such as recognition and assessment of children’s additional support needs (e.g. impairment, home language, family hardship, specific family beliefs and practices), day-to-day activities, provision of suitable support and resources, activity programme and curriculum., assessment, recognition of special educational needs and developing inclusive relationships.

Legal references

General Data Protection Regulation 2018

Children and Families Act 2014 Part 3

Special Educational Needs and Disability Code of Practice 2014

Disability Equality Duty 2011

Equality Act 2010

Prevent Strategy 2015

Further guidance

Guide to the Equality Act and Good Practice (Pre-school Learning Alliance 2015)

This policy was adopted by North Duffield Under Fives

Reviewed on 03.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Childcare practice procedures

Promoting positive behaviour

Positive behaviour is located within the context of the development of children’s personal, social and emotional skills and well-being. A key person who understands children’s needs, their levels of development, personal characteristics, and specific circumstances, supports this development. This ensures children’s individual needs are understood and supported. Settling into a new environment is an emotional transition for young children especially as they learn to develop and master complex skills needed to communicate, negotiate and socialise with their peers. Skills such as turn taking and sharing often instigate minor conflicts between children as they struggle to deal with powerful emotions and feelings. During minor disputes, key persons help children to reflect and regulate their actions and, in most instances, children learn how to resolve minor disputes themselves. However, some incidents are influenced by factors, requiring a strategic approach especially if the behaviour causes harm or distress to the child or others. These situations are managed by the SENCO/key person using a stepped approach which aims to resolve the issue and/or avoid the behaviour escalating and causing further harm.

This is an unsettling time for young children. Practitioners are alert to the emotional well-being of children who may be affected by the disruption to their normal routine. Where a child’s behaviour gives cause for concern, practitioners take into consideration the many factors that may be affecting them. This is done in partnership with the child’s parents/carers and the principles of this procedure are adhered to

The setting manager/SENCO will:

- ensure that all new staff attend training on behaviour management such as Understanding and Addressing Behyaviour in the Early Years (EduCare)

• help staff to implement procedure 09.12 Promoting positive behaviour in their everyday practice

• advise staff on how to address behaviour issues and how to access expert advice if needed

Rewards and sanctions

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 immediate results for the adult but do not teach a child how to act when a ‘prize’ is not being given or provide the skills to manage situations and emotions themselves. Instead, a child is taught to be ‘compliant’ and respond to meet adult expectations to obtain a reward (or for fear of a sanction). If used the type of rewards and their functions must be carefully considered.

Children are never labelled, criticised, humiliated, punished, shouted at or isolated by removing them from the group to be left in ‘time out’ or on a ‘naughty chair’. If a child is distressed or causing harm to others, it may help to remove them from the immediate environment where the incident occurred. They should be taken to a quiet area by their key person for up to 5 minutes to help them calm down. If appropriate, the key person can use this time to help the child reflect on what has happened. Physical punishment of any kind is never used or threatened which could adversely affect a child's well-being. If staff become aware that another person has given corporal punishment to a child, they follow 06 Safeguarding children, young people and vulnerable adults procedures. Physical intervention to safeguard a child/children must be carried out as per the guidance in this procedure.

Step 1

• The setting manager, SENCo and other relevant staff members are knowledgeable with, and apply the procedure 09.12 Promoting positive behaviour.

• Unwanted behaviours are addressed using an agreed and consistently applied approach to deescalate situations

• Behaviours that result in concern for the child and/or others must be discussed by the key person, SENCo/setting manager. During the meeting the key person must use their all-round knowledge of the child and family to share any known influencing factors such as a new baby in the family, child and/or parental illness, underlying additional needs to help place the child’s behaviour into context.

• Appropriate adjustments to practice must be agreed within the setting. If relevant, a risk assessment should be carried out.

• If the adjustments are successful and the unwanted behaviour does not reoccur or cause concern then normal monitoring can resume.

Step 2

• If the behaviour remains a concern, then the key person and SENCo must liaise with the parents to try to discover possible reasons for the behaviour and to agree next steps. If relevant and appropriate the views of the child must 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 setting manager/SENCo must suggest using a focused intervention approach to identifying a trigger for the behaviour such as the ABC approach, i.e. Antecedents – what happened before; Behaviour – what was the behaviour observed; Consequences – what happened after the event.

• If a trigger is identified, then the SENCo and key person must meet with the parents to plan support for the child through a graduated approach via SEN support.

• Aggressive behaviour by children towards other children will result in a staff member intervening immediately to stop the behaviour and prevent escalation using the agreed initial intervention approach. If the behaviour has been significant or may have a detrimental effect on the child, the parents of the victim of the behaviour and the parents of the perpetrator must be informed. If the setting has applied a physical intervention, they must follow the guidance as set out below. The designated person completes 6.1b Safeguarding incident reporting form and contact Ofsted if appropriate. A record of discussions is recorded and parents are asked to sign.

• Parents must also be asked to sign risk assessments where the risk assessment relates to managing the behaviour of a specific child.

• If relevant, actions for dealing with the behaviour at home are agreed with parents and incorporated into the action plan. Other staff are informed of the agreed interventions and help implement the actions. The plan must be monitored and reviewed regularly by the key person/SENCo until improvement is noticed.

• Incidents and intervention relating to unwanted/challenging behaviour by children must be clearly and appropriately logged on 09.13b SEN Support - Action plan.

Step 3

If despite applying initial intervention to deescalate situations and focused interventions to identify triggers the child’s behaviour continues to occur and/or is of significant concern, the SENCo and key person invite the parents to a meeting to discuss external referral and next steps for supporting the child. It may be agreed that the setting request support from the Early Help team and/or other specialist services such as the Area SENCo. This will help address most developmental or welfare concerns. If the behaviour is part of other welfare concerns that include a concern that the child may be suffering or likely to suffer significant harm, safeguarding procedures 06 Safeguarding children, young people and vulnerable adults procedures must be followed immediately.

• Advice provided by external agencies is incorporated in 09.13b SEN Support: Action Plan and regular multi-disciplinary meetings held to review the child’s progress.

• If a review determines a statutory assessment may be needed then all relevant documentation must be collected in preparation for an Education Health and Care Assessment which may lead onto an Education, Health and Care Plan.

Use of physical intervention

Staff will already use different elements of physical contact with a child as part of their interaction in the setting especially when they are comforting a child or giving first aid. However, physical intervention to keep a child or other children safe is different and should only be applied in exceptional circumstances.

The EYFS states that it physical intervention from a staff member towards a child may be used for the purposes of “averting immediate danger of personal injury to any person (including the child) or to manage a child’s behaviour if it is absolutely necessary”.

Staff must do all they can to avoid using a physical intervention because this is not the preferred way of addressing children’s behaviour.

To offer protection to children a range of appropriate graded interventions may be needed before physical intervention is applied. Most single incidents such as a child throwing a book on the floor or kicking a chair usually only require a verbal intervention from a member of staff. In other situations, an intervention can be applied through mechanical and environmental means such as locking doors and stair gates. This usually stops a situation escalating. However, there will be some situations where a child places themselves or others in danger which requires an immediate need for the use of both verbal and physical intervention. f a single or persistent incident requires a physical intervention such as physical handling from a staff member towards a child, then this is used intentionally to restrict a child’s movement against their will. In most cases this can be applied through the use of the adult’s body gently and safely blocking the child from access to danger or to prevent danger.

To physically intervene, a practitioner may use “reasonable force” to protect a child from injuring themselves or others. Legally a practitioner may also use reasonable force to prevent a child from damaging property. However, we would expect that in instances of damaging physical property a child would only experience a physical intervention if the broken property presented a risk or is high value.

If a situation arises which requires urgent physical hands-on intervention this is best applied by the staff who knows the child well such as their key person who is more able to calm them or use other known methods for defusing situations without physical intervention.

Physical handling

We use the principle of applying reasonable minimal force and handling in proportion to the situation. Staff use as little force as necessary to maintain safety. This intervention should only be used for as short a period as possible to keep the child safe and maintain well-being by aiming for:

- keeping the child’s safety and well-being paramount

- a calm, gentle but firm approach and application of the intervention

- never restricting the child’s ability to breathe

- side-by-side contact with the child

- no gap between theirs or the child’s body

- keeping the adults back as straight as possible

- avoiding close head-to-head positioning to avoid injury to the child and themselves (head butting)

- only holding the child by their ‘long’ bones to avoid grasping at the child’s joints where pain and damage are most likely to occur

- avoiding lifting the child unless necessary

- reassuring the child and talking about what has happened

- only applying a physical intervention on a disabled child if training or preferred method is provided from a reputable external source e.g. British Institute of Learning Disabilities www.bild.org.uk/

Risks

There are risks associated with any physical intervention and handling of a child. The younger and more vulnerable a child may be, the greater risk to the child of using physical intervention towards them. However, there are also risks to children associated with not intervening physically; for instance, if a practitioner did not take hold of a child by the wrist, they may have run into the path of a fast-moving car.

Before intervening physically to protect a child from immediate harm a practitioner needs to decision make in a split second, considering the following factors. This is described as dynamic risk assessment.

• What is the immediate risk to this child if I do not intervene now?

• What might the risks be if I do intervene? If this was my child, what would I want someone looking after them to do in this situation?

• What is the minimum level of intervention that will be effective here? How can I do this as gently as possible for as short a time as possible and how am I going to manage myself to stay calm?

Recording

Any instance of physical intervention is fully recorded immediately and reported to the designated person as soon as possible on 6.1b Safeguarding incident reporting form, ensuring that it is clearly stated when and how parents were informed. Parents are asked to sign a copy of the form which is then kept on the child’s file. The designated person decides who will notify the parent and when, ensuring that the parent signs to say they have been notified. An individual risk assessment should be completed after any physical intervention with a child which considers the risks and likelihood of such behaviour re-occurring and how this will be managed. The risk assessment should be agreed and signed by parents.

Temporary suspension (fixed term)

Any decision to temporarily suspend a child must be carefully considered lawful, reasonable and fair. If despite following the stepped approach for behaviour it is necessary to temporarily suspend a child, for no more than five days, on the grounds of health and safety, the following steps are followed.

• The setting manager provides a written request to suspend a child to their line manager; the request must detail the reason why the child must be suspended and the length of time of the proposed suspension.

• If the line manager approves, the parents must be invited to a meeting to discuss next steps. Parents are invited to bring a representative along. Notes must be taken at the meeting and shared later with the parents. The meeting must aim for a positive outcome for the child and not to suspend.

• If no acceptable alternative to suspension is found then the setting manager must give both verbal and written notice of time related suspension to the parent, meanwhile the setting manager must ensure that continued resolution is sought and suitable adjustments are in place for the child’s return.

Suspension of a disabled child

We have a statutory duty not to discriminate against a child on the basis of a protected characteristic. This includes suspending a child based on a disability. Ignorance of the law or claiming it was unknown that a child was disabled is no defence. However, if the child’s behaviour places themselves or others at risk then the setting must take actions to avoid further harm. Time limited suspension may be applied to keep the child and/or others safe whilst finding a solution. Suspension is only used if reasonable steps and planned adjustments are first used to help resolve the situation. Without this action, suspension of a child with SEND may constitute disability discrimination (Equality Act 2010). A decision to suspend a disabled child must be clearly evidenced, specific, measurable, achievable, realistic and targeted. Plans and intervention must be recorded on the child’s file and 9.12b SEN Support - Action plan. If little or no progress is made during the suspension period, the following steps are taken.

• The setting manager sends a written/electronic invite to the parents, a local authority representative and any relevant external agencies to attend a review meeting. Each attendee must be made aware that the meeting is to avoid the situation escalating further and to find a positive solution.

• After the meeting the setting manager continues to maintain weekly contact with the parents and local authority to seek a solution.

• Suitable arrangements offer the parent continued support and advice during the suspension. The setting manager reviews the situation fortnightly and provides their line manager with a monthly update.

Expulsion

In some exceptional circumstances a child may be expelled due to:

- a termination of their childcare agreement as explained in 9.1d Childcare terms and conditions

- if despite applying a range of interventions (including reasonable adjustments), the setting has been unable to adequately meet the child’s needs or cannot protect the health, safety and well-being of the child and/or others.

Challenging unwanted behaviour from adults in the setting

We do not tolerate behaviour demonstrating dislike, prejudice, discriminatory attitudes or action towards any individual/group. This includes those living outside the UK (xenophobia). This also applies to behaviour towards specific groups of people and individuals who are British Citizens residing in the UK.

Allegations of discriminatory remarks or behaviour 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. Where a parent makes discriminatory or prejudice remarks to staff at any time, or other persons 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 is 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 discriminatory or prejudice ways; the third stage may be considering withdrawing the child’s place.

This policy was adopted by North Duffield Under Fives

Reviewed on 03.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Safeguarding children, young people and vulnerable adults’ policy

Alongside associated procedures in 06.1-06.10 Safeguarding children, young people and vulnerable adults, this policy was adopted by North Duffield Under Fives on March 2022

Designated person/lead for safeguarding is: Hannah Spence

Designed officer is: Jenny Bourke

Statement of Intent

Our setting 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.

 Our designated person who co-ordinates child, young person and vulnerable adult protection issues is:

Hannah Spence

 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.

 Our designated officer who oversees this work is:

Hannah Spence

Our Deputy safeguarding officer is

Jenny Bourke

 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 the person who deputises for them) understands LSP safeguarding procedures, attends relevant LSP 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 LSP 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 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;

- be fully checked for suitability if they are 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 or equivalent 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).

 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 have 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.

 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 LSP 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, mental health, domestic violence and serious violence; child abuse linked to beliefs in spirit possession; sexual exploitation of children, child on child abuse, child criminal exploitation, county lines, 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 LSP 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.

 We are aware of recent lockdowns and COVID-19 restrictions have placed families at increased pressure, whether that be financial, emotional or social pressures or any other pressures they find themselves under– we understand how this can have an impact on the family home life and that of the child, this is something we aim to support families with and pay extra attention to the children’s well-being post lockdown.

 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 LSP 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 Partners.

 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 Partners 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 Partners.

Making a referral to the local authority children's 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.

Where there are significant immediate concerns about the safety of a child, you should contact the police on 999.

Everyone has a responsibility to refer a child when it is believed or suspected that a child:

• Has suffered significant harm and /or;

• Is likely to suffer significant harm and/or;

• Has developmental and welfare needs which are likely only to be met through provision of family support services (with agreement of the child’s parent).

If you believe the situation is urgent but does not require the police, please call 01609 780780 to make a telephone contact.

Should your call be outside of business hours (Monday – Friday / 9am-5pm) please still call 01609 780780 to speak to the Emergency Duty Team.

A written referral using the universal referral form must be completed and submitted within 24 hours of your telephone call.

You do not need to make a telephone contact prior to submitting a written referral should the situation not be urgent.

To make a written referral, a universal referral form must be completed. You must ensure that all relevant information, including parental consent or clear reasons why this has not been obtained, is provided to ensure that the referral can be progressed as effectively as possible. You will receive acknowledgement of your contact being received. Should you not receive this please follow up to ensure your information has been received.

The DSL has access to the referral form and will complete this within the setting.

 NYSCP (safeguardingchildren.co.uk)

 We keep a copy of this document alongside the procedures for recording and reporting set down by our Local Safeguarding Partners which we follow where local procedures differ from those of the Pre-school Learning Alliance.

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 LSP 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 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 Partners 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 Partners 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.

 We 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.

 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, 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 Partners 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 Duty Designated Officer (LADO) to investigate and/or offer advice:

01609 533080

 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.

 Designated persons receive appropriate training, as recommended by the Local Safeguarding Partners, 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. 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 Partners.

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 Partners.

COVID-19

All staff remain alert to any signs that during the current COVID-19 outbreak a child in their care is suffering from or likely to be suffering from harm. This include signs of neglect that may be caused by extraordinary circumstances due to measures to curb the spread of the virus.

Other policies this links to –

Responding to safeguarding children

Safer recruitment

Staff Code of conduct

Whistle blowing Policy

Employment

E-safety

Terrorist and threat attacks

Closed circuit Tv

Allegations against staff

Visitors and intruders

Uncollected child

Missing Child

Incapacitated Parent

Confidentiality policy

Complaints procedure

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)

 Statutory framework for the Early Years Foundation Stage – Setting standards for learning, development, and care for children from birth to five (September 2021) Section 3 – The safeguarding and welfare requirements.



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, 2018)

 What to do if you’re Worried a Child is Being Abused (HMG, 2015)

 The Education Inspection Framework (EIF, 2019)

 Early Years Inspection Handbook for Ofsted Registered Provision (May 2019)

 Guidance for safer working practice for those working with children and young people in education settings (May 2019)

 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

 Keeping Children Safe in Education 2020

 Revised Prevent Duty Guidance for England and Wales (HMG, 2015)

 Inspecting Safeguarding in Early Years, Education and Skills Settings, (Ofsted, 2019)

 North Yorkshire Safeguarding Children Partnership (NYSCP)Child Protection and Practice Guidance

 Vulnerability Checklist

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

This policy was adopted by North Duffield Under Fives

Reviewed on 03.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Childcare practice procedures

Prime times – Settling in and transitions

To feel securely settled and ready to learn, children need to form attachments with the adults who care for them, primarily a key person, but others too. In this way they feel part of a community; they are able to contribute to that community and receive from it. Very young children, especially two- to three-year-olds, approach separation from their parent with anxieties, older children have a more secure understanding of ‘people permanence’ and are able to approach new experiences with confidence; but also need time to adjust and feel secure. It is the entitlement of all children to be settled comfortably into a new environment.

We follow a three-stage model of settling in based on three key needs:

1. Proximity - Babies and young children feel safest when a familiar adult, such as a parent, is present when they are getting used to a new carer and new surroundings. In this way they can become confident in engaging with those experiences independently later on.

2. Secure base – Because the initial need for proximity of the parent has been met, babies and young children gradually begin to feel secure with a key person in a new surrounding so that they are able to participate independently for small periods of time.

3. Dependency – Babies and young children are able to separate from parents’ and main carers when they have formed a secure attachment to their key person who knows and understands them best and on whom they can depend for their needs to be met.

Settling-in for babies, children under two and those with SEND

• Start times for babies are staggered to allow sufficient one to one time with each child and parent.

• Babies should at least be at stage 2 of settling before the key person begins settling another child.

• Where a number of babies need to start – key persons can start settling one child in the morning and another in the afternoon. In their first week, children who are settling in will not stay all day.

• If a child has been identified as having SEND then the key person/SENCO and parents will need to identify and address potential barriers to settling in e.g. timings of medication and invasive procedures, specific routines and levels of support.

Promoting proximity

• For the first few days, the parent attends with the baby and does not leave for any time.

• One to two hours is sufficient for a baby and parent to attend on any one day initially.

• On the first day, the key person shows the parent around, introduces members of staff, and explains how the day is organised, making the parent and child feel welcome and comfortable.

• The key person always greets the parent and child. (Shift patterns may need to be adjusted when settling in.)

• The parent is invited to play with their child and the key person spends time with them. As much time as possible is allowed for the key person to do this.

• Over subsequent days, depending how the child is responding, the parent is invited to attend other significant times of the day, including lunch, sleep and afternoon play.

• At this time, the key person does not change or feed the baby but observes the parent’s handling of the baby and how the baby responds.

• The key person will engage the baby in eye contact but not rush to handle or hold the baby if this causes them distress.

• The key person observes to see if the baby is recognising them, beginning to explore the environment (if able), noting what they seem to like and making sure it is available the next day.

Promoting secure base

• When the young child has experienced different times of the day, these are then fitted together to establish continuity of the day.

• The parent now attends with the baby for the whole morning including lunch time. During this time, the key person and parent establish how the baby is getting to know the key person. They note when the baby seems distressed and when the baby is happy and build on this.

• If the baby is responding to the situation with smiles and eagerness to be held, then the baby is ready for the parent to spend short periods of time away in another part of the building. If signs of distress are still apparent then the separation will be approached more slowly, starting with the parent staying in the room, but taking a ‘back seat’, while the key person spends time with the baby.

• When the parent leaves, they always say goodbye and say they are coming back. Parents should never slip away without the baby noticing; this leads to greater distress.

• Gradually, time out of the room is extended from 10 to 20 minutes, and then 30 minutes.

• When baby can comfortably cope with 30 minutes, the key person and parent plan the next stage.

• Parents can be asked to bring in a recently worn tee shirt or scarf that smells of them. Babies will often settle if they can smell the familiar smell of the parent. Some parents may agree to send in a recording of a song that they sing to get their baby to sleep, especially if it is in their home language.

Promoting dependency

• Attachment can be seen when the baby shows signs that they are happy to transfer their need to be dependent onto the key person. Key persons look for signs such as the baby being pleased to see them, looking for them when distressed, holding out their arms to be held, establishing eye contact, responding to play, feeding and taking comfort from the key person.

• Parents can now leave their baby for longer, until the baby can cope with a longer day.

• After 4-6 weeks, the key person reviews the settling in plan with the parent and discusses how well the child has settled. They discuss problems that may have arisen and plan how they will be overcome. They plan for the next few weeks and set a time to review. As babies and toddlers grow and change so rapidly, meeting every 6 weeks is recommended.

Part-time babies and toddlers

• Part-time babies have the same needs when settling in as full-time babies. However, part-time attendance means that there may be gaps between times the baby is in one week to the next.

• During settling in the baby and parent attend every day, even on the days when they will not usually, until the baby is settled and comfortably attached to the key person. Then the normal pattern of attendance should commence.

• A settling in review takes place after 6 weeks for the key person and parent to discuss how well the baby has settled, formed an attachment and adapted to the setting. Any adverse changes of behaviour at home (or in the setting) are addressed as a sign of separation difficulty.

When babies do not seem to settle

• It is not good for babies to be in a setting when they are acutely distressed and anxious. A baby who is not securely attached and settled is overwhelmed with fear. They are unable to participate in any activity and do not learn. It is not in their immediate or long-term interest to attempt to prolong what is an agonising experience for them.

• A highly distressed baby will need 1:1 attention consistently; their distress will upset other babies and put stress on staff. If this is the case, the key person discusses with the manager or deputy.

• Attempts are made to reduce anxiety and distress through a planned approach with the parent.

• The 3 stages of settling-in are reviewed and the plan is pitched back at the appropriate stage.

• Particular triggers of distress are discussed to see what can be done to alleviate it.

• If all attempts have been made and the baby or toddler still cannot cope without the parent, then the place is offered only with the parent attending. In some cases it may be appropriate to withdraw the place and help the parent consider alternatives. For a child ‘in need’ this may need to be discussed with the social care worker, where one is allocated to the child, health visitor or referring agency.

When a parent is unable or refuses to take part in settling in

• Information about the ‘settling in’ plan is given at the first visit and the reasons are explained.

• If the parent feels that this will be difficult – perhaps another close relative can come in instead.

• Genuine difficulties need to be handled sensitively, but generally speaking this is not an issue where the parent has a choice not to attend with their child. A parent who refuses to take part in settling in may have the offer of the place withdrawn.

Prolonged absences

• If babies or toddlers are absent from the setting for any for periods of time beyond one or two weeks, their attachment to their key persons will have decreased and will need to be built up again.

• Parents are made aware of the need to ‘re-settle’ their children and a plan is agreed.

Moving up from baby room to the main room

• One-year olds are not moved to the main room before their second birthday or before they can cope; they are given the opportunity to visit the main group as part of a normal day and participate in play and join in at mealtimes, becoming familiar with adults, children and the environment.

• When approaching their second birthday, and when a vacancy arises, a new key person is identified. The key person discusses the plan for the child moving up with the parents.

• The baby room key person and the parents agree how the child will be settled; ideally parents spend time with their child and new key person before the move takes place.

• The current key person will spend time with the child in the new group, liaising with the new key person and ensuring that the child is familiar with all the main times of the day.

• The child gradually spends more time with the new key person until they can cope in their new room.

Two-year-olds starting a setting for the first time

• A two-year-old may have little or no experience of group care. As part of gathering information from parents, it is important to find out about the child’s experience of non-parental care, for example grandparents, or childminder; this informs staff as to how a child may respond to a new situation.

• The three-stage approach involving Proximity, Secure Base and Dependency/Independence is applied to two-year-olds as to younger children.

• After the induction meeting with the setting manager or deputy and key person, a settling-in plan is drawn up. Where possible, a home visit is carried out for the same purpose.

• To settle in a two-year-old, the setting will go through the same process of gradually increasing the time a child attends with a parent/carer during the proximity stage.

• On the first day, the parent attends with the child, and stays for the morning (less if the child becomes tired). On day two, the parent stays longer and on day three stays until, and including lunch

• It is evident that the child is developing a sense of secure base when he or she shows interest in activities and begins to engage with the key person and other children. Then the parent/ carer may gradually start to spend short periods of time in another room to see how the child responds, this time increases until the child can manage a whole session without the parent.

• Separation causes anxiety in two-year-olds, as they have no concept of where their parents have gone. Parents should always say goodbye and tell them when they will return. Patience with the process will ensure children are happy and eager to come to play and be cared for in the setting.

Three- and four-year-olds

• Most children of this age can move through the stages more quickly and confidently.

• Some children take longer, and their needs for proximity and secure base stages should be accommodated as much as possible.

• Some children appear to leap to dependency/independence within a couple of days. In most cases, they will revert to the need for proximity and secure base. It can be difficult to progress to true dependency/independence and this can be frustrating.

• After the parent attends for an induction meeting with the setting manager or deputy and key person, (or in some circumstances a home visit), a settling-in plan is drawn up.

• On the first day, the parent attends with the child and stays for the morning (less if the child becomes tired), on day two, longer and the next day stays until and including lunch (if full day care).

• If the child shows interest in the activities and is beginning to engage with the key person and other children, the parent spends time in the parent room (if available) to see how the child responds.

• Parents are encouraged to explain to their child where they are going, and that they will return.

• If by the fifth day, the child is able to spend more time without the parent, the child may be ready for a short day or session the following week, progressing to a full day or session very soon.

For children whose first language is not English

• For many children learning English as an additional language, the stage of proximity takes longer as the child is dependent upon the parents’ input to make sense of what is going on.

• If the parent does not speak English, efforts are made to source an interpreter for induction; it will be helpful for them to see around the setting and be clear about their role in interpreting in the play area.

• The settling-in programme is explained to the parent, and it is emphasised how important it is that they stay with the child and talk to him/her in the home language to be able to explain things.

• Through the interpreter, the key person will try to gauge the child’s level of skills in their home language; this will give the key person an idea of the child’s interests and levels of understanding.

• The need for the parent to converse in the child’s home language is important.

• The key person makes the parent feel welcome using smiles and gestures.

• With the parent, make a list of key words in the child’s home language; sometimes it is useful to write the word as you would pronounce it. These words will be used with the child and parents will be addressed with ‘hello’ and ‘goodbye’ in their language.

• The key person prepares for the child’s visits by having a favourite toy or activity ready for the child to provide a means to interact with the child.

• Children will be spoken to as per any other child, using gestures and facial expressions to help.

• When the child feels happy to spend time with the key person (secure base), the parent should spend time outside of the room.

• Progress with settling in will be done as with any other child; it just takes a little longer to reach dependency/independence.

This policy was adopted by North Duffield Under Fives

Reviewed on 03.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Childcare practice procedures

09.3 Prime times – The role of the key person

‘Each child must be assigned a key person’ (EYFS 2021)

Babies and young children need to form a secure attachment to key person when they join the setting to feel safe, happy, and eager to participate and learn.

The key person role

• A key person builds an on-going relationship with the child and his/her parents and is committed to that child’s well-being while in the setting.

• Every child that attends is allocated a key person before they begin settling in - it is not the responsibility of the child to choose their own key person.

• Where possible a ‘back up’ key person is also identified for each child so that they can fulfil the role in the absence of the main key person, for example, during annual leave or sickness.

• The key person conducts the progress check at age two for their key children.

• The role is fully explained to parents on induction and the name of the child’s key person and ‘back up’ key person is recorded on the child’s registration form.

• The key person is central to settling a child into the setting. The setting manager and key person explain the need for a settling in process and agree a plan with the parents.

• Shift patterns and staff absence can affect a child who is just settling in; where possible, settling in should be matched to when the key person is on duty.

• The number of children for each key person takes into account the individual needs of children and the capacity of the key person to manage their cohort; it is also influenced by part-time places and part time staff. The setting manager should aim for consistency i.e. matching part-time staff to part-time children; full-time children should not be divided between key persons during the week.

• Names of key persons and their key groups are displayed clearly in the lobby.

• The key person spends time daily with his or her key group to ensure their well-being.

Parents

• Key persons are the first point of contact for parents with regard to matters concerning their child and any concerns parents may have are addressed with the key person in the first instance.

• Key persons support parents in their role as the child’s first and most enduring educators.

• The key person is responsible for the child’s developmental records, completing the progress check at age two, and for sharing information about progress with the child’s parents.

Learning and development

• The key person helps to ensure that every child’s learning and care is tailored to meet their individual needs. This is achieved through regular observation and assessment of children, using information gathered about their achievements, interests and learning styles to plan for each individual child’s learning and development.

• If a child’s progress in any of the prime areas gives cause for concern, the key person must discuss this with the setting manager or SENCO and the child’s parents.

Prime times

The key person role is explained further in the prime time procedures (09.4/6/7/8/10/14); the key person also maintains other responsibilities for key children including administering medication and signing accident records.

Safeguarding children

• The key person has a responsibility towards their key children to report any concern about their development, welfare or child protection matter to the setting manager and to follow the procedures in this respect.

• Regular supervision with the setting manager provides further opportunities to discuss the progress and welfare of key children.

The manager will have a good understanding of each child’s needs and interests and will act as a back up keyworker in the absence of the child’s keyworker.

This policy was adopted by North Duffield Under Fives

Reviewed on 03.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Health and safety procedures

Threats and abuse towards staff and volunteers

The setting is responsible for protecting the health and safety of all staff and volunteers in its services and has a duty of care in relation to their physical and emotional well-being. We believe that violence, threatening behaviour and abuse against staff are unacceptable and will not be tolerated. Where such behaviour occurs, we will take all reasonable and appropriate action in support of our staff and volunteers.

• Staff and volunteers have a right to expect that their workplace is a safe environment, and that prompt and appropriate action will be taken on their behalf if they are subjected to abuse, threats, violence or harassment by parents, service users and other adults as they carry out their duties.

• The most common example of unreasonable behaviour is abusive or intimidating and aggressive language. If this occurs, the ultimate sanction, where informal action is not considered to be appropriate or has proved to be ineffective, is the withdrawal of permission to be on the premises.

• Where a person recklessly or intentionally applies unlawful force on another or puts another in fear of an immediate attack, it is an offence in law which constitutes an assault. We would normally expect the police to be contacted immediately.

There are three categories of assault, based on the severity of the injury to the victim.

1. Common Assault - involving the threat of immediate violence or causing minor injury (such as a graze, reddening of the skin or minor bruise).

2. Actual Bodily Harm - causing an injury which interferes with the health or comfort of the victim (such as multiple bruising, broken tooth or temporary sensory loss).

3. Grievous Bodily Harm - causing serious injury (such as a broken bone or an injury requiring lengthy treatment).

There is also an aggravated form of assault based upon the victim’s race, religion, disability or sexual orientation and other protected characteristics as defined in the Equality Act 2010 which carries higher maximum penalties.

It is important to note that no physical attack or injury needs to have occurred for a common assault to have taken place. It is sufficient for a person to have been threatened with immediate violence and put in fear of a physical attack for an offence to have been committed.

Any staff member or volunteer who feels under threat or has been threatened, assaulted, or intimidated in the course of their work must report this immediately to their manager who will follow the setting manager’s procedures and guidance for responding.

999 should always be used when the immediate attendance of a police officer is required. The police support the use of 999 in all cases where:

- there is danger to life

- there is a likelihood of violence

- an assault is, or is believed to be, in progress

- the offender is on the premises

- the offence has just occurred, and an early arrest is likely

If it is not possible to speak when making a 999 call because it alerts an offender, cough quietly or make a noise on the line, then follow the prompts to dial 55 (mobiles only) for a silent call. Police may be able to trace the call and attend the premises.

Harassment and intimidation

Staff may find themselves subject to a pattern of persistent unreasonable behaviour from individual parents or service users. This behaviour may not be abusive or overtly aggressive but could be perceived as intimidating and oppressive. In these circumstances staff may face a barrage of constant demands or criticisms on an almost daily basis, in a variety of formats for instance, email or telephone. They may not be particularly taxing or serious when viewed in isolation but can have a cumulative effect over a period of undermining their confidence, well-being, and health. In extreme cases, the behaviour of the parent or other service user may constitute an offence under the Protection from Harassment Act 1997, whereby:

A person must not pursue a course of conduct:

(a) which amounts to harassment of another, and

(b) which he knows or ought to know amounts to harassment of the other.

If so, the police have powers to act against the offender. Such situations are rare but, when they do arise, they can have a damaging effect on staff and be very difficult to resolve. If the actions of a parent appear to be heading in this direction, staff should speak to their manager who will take appropriate action to support. This may include the manager sending a letter to the aggressor, warning them that their behaviour is unacceptable and may result in further action being taken against them. All incidents must be recorded and reported to the setting’s line manager using form.

Banning parents and other visitors from the premises

• Parents and some other visitors normally have implied permission to be on the premises at certain times and for certain purposes, and they will not therefore be trespassers unless the implied permission is withdrawn.

• If a parent or other person continues to behave unreasonably on the premises a letter will be sent to them from the owners/directors/trustees, withdrawing the implied permission for them to be there.

• Further breaches may lead to prosecution of the person concerned by the police and they are treated as a trespasser.

• Full records are kept of each incident, in the Reportable Incident Record, including details of any person(s) who witnessed the behaviour of the trespasser(s), since evidence will need to be provided to the Court.

Dealing with an incident

• We would normally expect all cases of assault, and all but the most minor of other incidents, to be regarded as serious matters which should be reported to the setting manager and/or the police and followed up with due care and attention.

• A record of the incident must be made whether the police are involved or not.

• Whilst acknowledging that service users i.e. parents and families, may themselves be under severe stress, it is never acceptable for them to behave aggressively towards staff and volunteers. Individual circumstances along with the nature of the threat are considered before further action is taken.

• All parties involved should consider the needs, views, feelings and wishes of the victim at every stage. We will ensure sympathetic and practical help, support and counselling is available to the victim both at the time of the incident and subsequently.

• A range of support can be obtained:

- from the setting manager, owners/directors/trustees and/or a staff colleague

- from Victim Support on giving evidence in court

• In non-urgent cases, where the incident is not thought to be an emergency, but police involvement is required, all staff and volunteers are aware of the non-emergency police contact number for the area.

• 999 calls receive an immediate response. Unless agreed at the time, non-emergency calls are normally attended within 8 hours (24 hours at the latest).

• When they attend the setting or service, the police will take written statements from the victim (including a ‘Victim Personal Statement’) and obtain evidence to investigate the offence in the most appropriate and effective manner.

• The police will also consider any views expressed by the setting manager and owner/directors/trustees as to the action they would like to see taken. The manager should speak to the victim and be aware of his or her views before confirming with the police how they wish them to proceed.

• In some cases the victim may be asked by the police if he/she wishes to make a complaint or allegation against the alleged offender. It is important to ensure that the victim can discuss the matter with their line manager, a colleague or friend before deciding on their response. It is helpful for the victim to be assured that, if there is a need subsequently to give evidence in court, support can be provided if it is not already available from Victim Support.

• The decision regarding whether an individual is prosecuted is made by the police or Crown Prosecution Service (CPS) based on the evidence and with due regard to other factors.

• After the incident has been dealt with, a risk assessment is done to identify preventative measures that can be put in place to minimise or prevent the incident occurring again.

Harassment or intimidation of staff by parents/visitors

• The setting manager should contact their line manager for advice and support.

• Where the parent’s behaviour merits it, the setting manager, with another member of staff present, should inform the parent clearly but sensitively that staff feel unduly harassed or intimidated and are considering making a complaint to the police if the behaviour does not desist or improve. The parent should be left in no doubt about the gravity of the situation and that this will be followed up with a letter drafted by the setting manager but sent to their line manager for approval before being issued.

• The setting manager and/or their line manager might wish to consider advising the parent to make a formal complaint. Information about how to complain is clearly displayed for parents and service users.

• If the investigation concludes that the parent’s expectations and demands are unreasonable, and that they are having a detrimental effect on staff, the findings can strengthen the setting manager’s position in further discussions with the parent and subsequently, if necessary, with the police.

Complaints relating to potential breaches of the EYFS Safeguarding and Welfare requirements will be managed according to the 10.2 Complaints procedure for parents and service users.

Further guidance

Complaint Investigation Record (Pre-school Learning Alliance 2015)

Report Incident Record (Pre-school Learning Alliance 2015)

This policy was adopted by North Duffield Under Fives

Reviewed on 03.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Childcare practice procedures Transition to school

Moving on to school is a major transition in a child’s life involving separation from familiar adults and children. Older children have a more secure understanding of ‘people permanence’ and are able to approach new experiences with confidence. However, they need preparation if they are to approach transition to school with confidence and an awareness of what to expect.

Partnership with schools

• Details of the school that a child will be attending are recorded in the child’s file along with the name of the reception class teacher.

• Every effort is made to forge and maintain strong links with all schools that children may attend. The setting manager will approach schools in order to open lines of communication where these have not previously existed.

• Details of the school’s transition or settling in procedures are kept by the setting and are referred to so that members of staff are familiar with them and can develop a consistent approach to transition with teachers, parents and children.

• Teachers are welcomed into the setting and sufficient time is made for them to spend both with the child, their parents and with the key person, to discuss and share information that will support the child’s transition to school.

• A child’s EYFS profile and learning journey record is forwarded to the school along with other information that will aid transition and settling in. Parents receive a copy of this.

• Any action plans relating to a child’s additional needs are also shared, where this is in place.

• Other formal documentation such as safeguarding information is prepared in line with procedure 07.6 Transfer of records.

Partnership with parents

• Key persons discuss transition to school with parents and set aside time to discuss learning and development summaries. Parents are encouraged to contribute to summaries.

• Key persons will discuss with parents how they are preparing their child for school and will share information about how the setting is working in partnership with the school to aid transition.

• Key persons will make clear to parents the information that will be shared with the school, for example, information regarding child protection and work that has taken place to ensure the child’s welfare.

Increasing familiarity for children

• Where the setting is on, or adjacent to a school site, there will be opportunities for children to become familiar with staff and school premises, for example shared use of outdoor and indoor spaces, activities and resources.

• Where possible, the key person will take the child to visit the new school, if this is the school’s transition policy.

• If there are several schools in a catchment area, or the setting is not within a reasonable distance of the school, other means of familiarisation will be explored. This could be through videos, photographs or other information about the school that can be shown within the setting. Staff may borrow resources from the schools and will use these with the children.

Preparing children for leaving

• Children and parents form bonds with adults and children in the setting and will need preparation for separating from the relationships they have formed.

• The child’s last day should be prepared for in advance and marked with a special celebration or party that acknowledges that the child is moving on.

• Parents should not be discouraged from bringing the child for the occasional brief visit, as separations often take time to complete. Sometimes children need the reassurance that their nursery/pre-school is still there and that they are remembered.

This policy was adopted by North Duffield Under Fives

Reviewed on 03.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Safeguarding children, young people and vulnerable adults procedures

06.4 Uncollected child

If a child is not collected by closing time, or the end of the session and there has been no contact from the parent, or there are concerns about the child’s welfare then this procedure is followed.

• The designated person is informed of the uncollected child as soon as possible and attempts to contact the parents by phone.

• If the parents cannot be contacted, the designated person uses the emergency contacts to inform a known carer of the situation and arrange collection of the child.

• After one hour, the designated person contacts the local social care out-of-hours duty officer if the parents or other known carer cannot be contacted and there are concerns about the child’s welfare or the welfare of the parents.

• The designated person should arrange for the collection of the child by social care.

• Where appropriate the designated person should also notify police.

Members of staff do not:

- go off the premises to look for the parents

- leave the premises to take the child home or to a carer

- offer to take the child home with them to care for them in their own home until contact with the parent is made

• Staff make a record of the incident in the child’s file using , usually a practitioner. A record of conversations with parents should be made, with parents being asked to sign and date the recording.

• This is logged on the child’s personal file along with the actions taken. 06.1c Confidential safeguarding incident report form should also be completed if there are safeguarding and welfare concerns about the child, or if Social Care have been involved due to the late collection.

• If there are recurring incidents of late collection, a meeting is arranged with the parents to agree a plan to improve time-keeping and identify any further support that may be required.

This policy was adopted by

North Duffield Under Fives

Reviewed on 03.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.

Working in partnership with parents and other agencies procedures

10.1 Working in partnership with parents and other agencies

We believe that families are central in all services we provide for young children. They are involved in all aspects of their child’s care, their views are actively sought and they are actively involved in the running of the setting in various ways.

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

Families

• Parents are provided with written information about the setting, including the setting’s safeguarding actions and responsibilities under the Prevent Duty

• Parents are made to feel welcome in the setting; they are greeted appropriately, there is adult seating and provision for refreshment.

• Every effort is made to accommodate parents who have a disability or impairment.

• The expectations we make on parents are made clear at the point of registration.

• There is a clear expectation that parents will participate in settling their child at the commencement of a place according to an agreed plan.

• There is sufficient opportunity for parents to share necessary information with staff and this is recorded and stored to protect confidentiality.

• Key persons support parents in their role as the child’s first and most enduring educators.

• Key persons regularly meet with parents to discuss their child’s progress and to share concerns if they arise.

• Key persons work with parents to carry out an agreed plan to support a child’s special educational needs.

• Key persons work with parents to carry out any agreed tasks where a child protection plan is in place.

• According to the nature of the setting, there is provision for families to be involved in activities that promote their own learning and well-being.

• Parents are involved in the social and cultural life of the setting and actively contribute.

• As far as possible the service is provided in a flexible way to meet the needs of parents without compromising the needs of children.

• Parents are involved in regular assessment of their child’s progress, including the progress check at age two, as per procedure 09.15 Progress check at age two.

• There are effective means for communicating with parents on all relevant matters and 10.2 Complaints procedure for parents and service users is referred to when necessary.

• Every effort is made to provide an interpreter for parents who speak a language other than English and to provide translated written materials.

• Information about a child and their family is kept confidential within the setting. The exception to this is where there is cause to believe that a child may be suffering, or is likely to suffer, significant harm, or where there are concerns regarding their child’s development that need to be shared with another agency. Parental permission will be sought unless there are reasons not to, to protect the safety of the child.

• Parental consent is sought to administer medication, take a child for emergency treatment, take a child on an outing and take photographs for the purposes of record keeping.

• Parents’ views are sought regarding changes in the delivery of the service

• Parents are actively encouraged to participate in decision making processes via a parent forum.

• There are opportunities for parents to take active roles in supporting their child’s learning in the setting: informally through helping out or activities with their child, or through structured projects engaging parents and staff in their child’s learning.

Agencies

• We work in partnership or in tandem with local and national agencies to promote the wellbeing of children.

• Procedures are in place for sharing of information about children and families with other agencies, as out in procedures 07.2 Confidentiality, recording and sharing information.

• Information shared by other agencies (third party information) is also kept in confidence and not shared without consent from that agency.

• When working in partnership with staff from other agencies, individuals are made to feel welcome in the setting and professional roles are respected.

• Staff follow the protocols for working with agencies, for example on child protection.

• Staff from other agencies do not have unsupervised access to the child they are visiting in the setting and do not have access to any other children during their visit.

• Staff do not casually share information or seek informal advice about any named child/family.

• We consult with and signpost to local and national agencies who offer a wealth of advice and information promoting staff understanding of issues facing them in their work and who can provide support and information for families. For example, ethnic/cultural organisations, drug/alcohol agencies, welfare rights advisors or organisations promoting childcare and education, or adult education.

Schools

• Settings work in partnership with schools to assist children’s transition as per procedure 09.14 Prime times – transition to school., and share information as per procedure 07.6 Transfer of records.

• The setting manager actively seeks to forge partnership with local schools with the aim of sharing best practice and creating a consistent approach.

This policy was adopted by

North Duffield Under Fives

Reviewed on 03.09.2023

Signed on behalf of the provider

Name of signatory Hannah Spence

Role of signatory Manager

Co-signed Chair Emma Swires-Kemp

This policy will be reviewed yearly or sooner if necessary.