Sunflower Montessori Kindergarten, Brentwood

Policies

The Policy folder is available in the Pre-School for full list and details of our policies. Please speak to the Pre-School Manager should you need any additional information

01. Safeguarding Children and Child Protection

01. Safeguarding Children and Child Protection.pdf

Safeguarding and Child Protection Policy
This policy was approved and adopted by the management of Sunflower Montessori Kindergarten.
Date of adoption:	April 2024
Review date:	September 2024
Name of signatory:	Clare Scott
Role of signatory:	Owner
Sign:

Owners

Clare Scott

Darelle Russell

Nursery Manager

Keshere Russell

1.0 Overview

2.0 Legal Framework

3.0 Types of Abuse and Definitions

4.0 Reporting procedure – what to do

5.0 Staffing and volunteers

6.0 Support to families (including following an investigation)

7.0 Allegations against staff or volunteers

8.0 Confidentiality and information sharing

9.0 Appendix

1.0 Overview

All staff are responsible for safeguarding and promoting the welfare of children.

1.0 Safeguarding and promoting the welfare of children, for the sake of this policy is defined as:

Protecting children from maltreatment
Preventing the impairment of children’s health or development
Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care.
Taking action to enable all children to have the best outcomes

1.1 The purpose of this document is to assist all staff:

to safeguard and protect children who are at risk of abuse or neglect
to promote the well-being of all children.

1.2 Sunflower Montessori Kindergarten is committed to safeguarding children, and we expect everyone who works in our nursery to share this commitment. Adults in our nursery take all welfare concerns seriously. Ultimately, all systems, processes and policies in our school operate with the best interests of the child at their heart. Sunflower Montessori Kindergarten must be a safe place for all children attending.

1.3 This policy should be read in conjunction with:

Working Together to Safeguard Children 2023
Keeping children safe in education 2024

1.4 We support the children within our care, protect them from maltreatment and have robust procedures in place to prevent the impairment of children’s health and development. Safeguarding is a much wider subject than the elements covered within this single child protection policy, therefore this document should be used in conjunction with the other nursery policies and procedures.

1.5 Our nursery will work with children, parents, external agencies and the community to ensure the welfare and safety of children and to give them the very best start in life. Children have the right to be treated with respect and to be safe from any abuse in whatever form.

1.5.1 To this end we will:

§ create an environment to encourage children to develop a positive self-image;

§ encourage children to develop a sense of independence and autonomy in a way that is appropriate to their age and stage of development;

§ provide a safe and secure environment for all children;

§ always listen to children;

§ introduce key elements of keeping children safe into our programme to promote the personal, social and emotional development of all children, so that they may grow to be strong, resilient and listened to and that they develop an understanding of why and how to keep safe;

§ 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.

1.6 Sunflower Montessori Kindergarten has a clear commitment to protecting children and promoting welfare. Should anyone believe that this policy is not being upheld, it is their duty to report the matter to the attention of the designated safeguarding officer (Keshere Russell (Manager) or Clare Scott (Owner).

2.0 Legal Framework

This policy is supported by the key principles of the Children’s Act, 1989 that the child’s welfare is paramount. Another key document is Working Together, 2018, highlighting that every assessment of a child, ‘must be informed by the views of the child’. (Working Together, 2018:21) This is echoed by Keeping Children Safe in Education, 2023 through ensuring procedures are in place in schools and settings to hear the voice of the child.

2.1 The Children Act 1989 defines a child as being up to the age of 18 years; it also defines significant harm and the roles and responsibilities of Children’s Social Care and the Police.

2.2 Legislation related to safeguarding in schools:

- Keeping Children Safe in Education (2024)

2.3 Education

2.3.1 Primary Legislation

§ Children Act (1989 s47) https://www.legislation.gov.uk/ukpga/1989/41/section/47

§ Protection of Children Act 1999 https://www.legislation.gov.uk/ukpga/1999/14

§ The Data Protection Act 2018 https://www.legislation.gov.uk/ukpga/2018/12/contents/enacted

§ The Children Act 2004 https://www.legislation.gov.uk/ukpga/2004/31/contents

§ Safeguarding Vulnerable Groups Act (2006) https://www.legislation.gov.uk/ukpga/2006/47/contents

2.3.2 Secondary Legislation

§ Sexual Offences Act 2003 https://www.legislation.gov.uk/uksi/2012/1883/contents/made

§ Criminal Justice and Court Services Act 2000 https://www.legislation.gov.uk/ukpga/2000/43/contents

§ Equality Act 2010 https://www.legislation.gov.uk/ukpga/2010/15/contents

§ The Childcare (Disqualification) and Childcare (Early Years Provision Free of Charge) (Extended Entitlement) (Amendment) Regulations 2018 https://www.legislation.gov.uk/uksi/2018/794/contents

§ Children and Families Act 2014 https://www.legislation.gov.uk/ukpga/2014/6/contents

§ Care Act 2014 https://www.legislation.gov.uk/ukpga/2014/23/contents

§ Serious Crime Act 2015 https://www.legislation.gov.uk/ukpga/2015/9/contents

§ Counter-Terrorism and Security Act 2015 https://www.legislation.gov.uk/ukpga/2015/6/contents

2.3.3 Other statutory and guidance documents

§ Working Together to Safeguard Children 2023

§ https://assets.publishing.service.gov.uk/media/65cb4349a7ded0000c79e4e1/Working_together_to_safeguard_children_2023_-_statutory_guidance.pdf

§ What to do if you are Worried a Child is Being Abused 2015 https://assets.publishing.service.gov.uk/media/5a80597640f0b62302692fa1/What_to_do_if_you_re_worried_a_child_is_being_abused.pdf

§ Hidden Harm – Responding to the Needs of Children of Problem Drug Users (ACMD, 2003) https://assets.publishing.service.gov.uk/media/5a756e6be5274a3edd9a4dcb/hidden-harm-full.pdf

§ Information Sharing Advice for practitioners providing safeguarding services for children, young people, parents and carers (2024) https://assets.publishing.service.gov.uk/media/66320b06c084007696fca731/Info_sharing_advice_content_May_2024.pdf

§ Disclosure and Barring Service: https://www.gov.uk/government/organisations/disclosure-and-barring-service

§ Prevent duty guidance: Guidance for specified authorities in England and Wales (2023) https://assets.publishing.service.gov.uk/media/65e5a5bd3f69457ff1035fe2/14.258_HO_Prevent+Duty+Guidance_v5d_Final_Web_1_.pdf

§ Education inspection framework 2023 https://www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework-for-september-2023

§ Working Together to Safeguard Children 2023 https://assets.publishing.service.gov.uk/media/65cb4349a7ded0000c79e4e1/Working_together_to_safeguard_children_2023_-_statutory_guidance.pdf

§ Keeping children safe in education 2023 https://assets.publishing.service.gov.uk/media/64f0a68ea78c5f000dc6f3b2/Keeping_children_safe_in_education_2023.pdf

§ Early years foundation stage statutory framework (2023) https://assets.publishing.service.gov.uk/media/65aa5e42ed27ca001327b2c7/EYFS_statutory_framework_for_group_and_school_based_providers.pdf

2.0 Types of Abuse and Definitions

All staff should be aware of indicators of abuse and neglect, understanding that children can be at risk of harm inside and outside of the school, inside and outside of home.

Exercising professional curiosity and knowing what to look for is vital for the early identification of abuse and neglect so that staff are able to identify cases of children who may be in need of help or protection.

The signs and indicators listed below may not necessarily indicate that a child has been abused, but will help us to recognise that something may be wrong, especially if a child shows a number of these symptoms or any of them to a marked degree.

These definitions are from ‘Working Together to Safeguard Children’ (2023) and ‘Keeping Children Safe in Education’ (2023):

Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by harming them, or by failing to act to prevent harm. Children may be abused within a family, institution, or community setting by those known to them or a stranger. This could be an adult or adults, another child or children.

2.1 Physical abuse: a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

2.2 Fabricated illness: This is also a type of physical abuse. This is where a child is presented with an illness that is fabricated by the parent/carer. The parent/carer may seek out unnecessary medical treatment or investigation. The signs may include a parent/carer exaggerating a real illness or symptoms, complete fabrication of symptoms or inducing physical illness e.g. through poisoning, starvation, inappropriate diet. This may also be presented through false allegations of abuse or encouraging the child to appear disabled or ill to obtain unnecessary treatment or specialist support.

2.3 Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.

2.4 Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including online bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.

2.5 Neglect: the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s mental or physical health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate caregivers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

2.6 Domestic abuse: can encompass a wide range of behaviours and may be a single incident or a pattern of incidents. That abuse can be, but is not limited to, psychological, physical, sexual, financial or emotional. Children can be victims of domestic abuse. They may see, hear, or experience the effects of abuse at home. All of which can have a detrimental and long-term impact on their health, well-being, development, and ability to learn (KCSIE).

3.0 Safeguarding concerns:

3.1 Physical abuse: Action must be taken if a member of staff has reason to believe that there has been a physical injury to a child, including deliberate poisoning; where there is definite knowledge, or reasonable suspicion that the injury was inflicted or knowingly not prevented. These symptoms may include bruising or injuries in an area that is not usual for a child, e.g. fleshy parts of the arms and legs, back, wrists, ankles and face. Many children will have cuts and grazes from normal childhood injuries – these should also be logged and discussed with the nursery manager. Children and babies may be abused physically through shaking or throwing. Other injuries may include burns or scalds. These are not usual childhood injuries and should always be logged and discussed with the nursery manager.

3.2 Sexual Abuse: Action must be taken if the staff member has witnessed occasion(s) where a child indicated sexual activity through words, play, drawing, had an excessive pre-occupation with sexual matters, or had an inappropriate knowledge of adult sexual behaviour or language. This may include acting out sexual activity on dolls/toys or in the role play area with their peers, drawing pictures that are inappropriate for a child, talking about sexual activities or using sexual language or words. The child may become worried when their clothes are removed, e.g. for nappy changes. The physical symptoms may include genital trauma, discharge, and bruises between the legs or signs of a sexually transmitted disease (STD). Emotional symptoms could include a distinct change in a child’s behaviour. They may be withdrawn or overly extroverted and outgoing. They may withdraw away from a particular adult and become distressed if they reach out for them, but they may also be particularly clingy to a potential abuser so all symptoms and signs should be looked at together and assessed as a whole by the designated safeguarding lead.

3.3 Emotional abuse: Action must be taken if the staff member has reason to believe that there is a severe, adverse effect on the behaviour and emotional development of a child, caused by persistent or severe ill treatment or rejection. This may include extremes of discipline where a child is shouted at or put down on a consistent basis, lack of emotional attachment by a parent, or it may include parents or carers placing inappropriate age or developmental expectations upon them. Emotional abuse may also be imposed through the child witnessing domestic abuse and alcohol and drug misuse by adults caring for them. The child is likely to show extremes of emotion with this type of abuse. This may include shying away from an adult who is abusing them, becoming withdrawn, aggressive or clingy in order to receive their love and attention. This type of abuse is harder to identify as the child is not likely to show any physical signs.

3.4 Neglect: Action must be taken if the staff member has reason to believe that there has been persistent or severe neglect of a child (for example, by exposure to any kind of danger, including cold and starvation and failure to seek medical treatment when required on behalf of the child), which results in serious impairment of the child's health or development, including failure to thrive. Signs may include a child persistently arriving at nursery unwashed or unkempt, wearing clothes that are too small (especially shoes that may restrict the child’s growth or hurt them), arriving at nursery in the same nappy they went home in or a child having an illness that is not being addressed by the parent. A child may also be persistently hungry if a parent is withholding food or not providing enough for a child’s needs. Neglect may also be shown through emotional signs, e.g. a child may not be receiving the attention they need at home and may crave love and support at nursery. They may be clingy and emotional. In addition, neglect may occur through pregnancy as a result of maternal substance abuse.

4.0 Reporting procedure – what to do

4.1 In the first instance of any concerns, staff should address the matter with the nursery manager (Keshere Russell) or owner (Clare Scott) as a matter of urgency.

4.2 In the event that either of the above named people cannot be contacted staff must follow the procedures outlined below:

4.2.1 Call MASH team first. Referrals will be triaged. If Child Protection concern, this will be passed immediately to the Assessment Team and a social worker will be allocated.

4.2.1.1 Where a child is at immediate risk of significant harm, please call the Children & Families Hub on 0345 603 7627 and ask for the 'Priority Line', or call the Police on 999.

4.2.1.2 During out of hours (Monday to Thursday 5pm to 9am, Friday and Bank Holidays 4:30pm to 9am), please call: 0345 606 1212 or email: Emergency.DutyTeamOutOfHours@essex.gov.uk

4.2.1.3 LADO: Duty, Tel: 03330 139 797, Email: childrens.safeguarding@essex.gov.uk

4.2.2 With regard to any form of abuse, if we consider a child is at immediate risk of harm, we will contact the police on 999.

4.3 Please see Appendix A at the bottom of this document for further information regarding key contacts.

4.4 Recording suspicions of abuse and disclosures

4.4.1 Staff will make an objective record (supported by the nursery manager) of any observation or disclosure and include:

§ Child's name

§ Child's address

§ Age of the child and date of birth

§ Date and time of the observation or the disclosure

§ Exact words spoken by the child

§ Exact position and type of injuries or marks seen

§ Exact observation of an incident including any other witnesses

§ Name of the person to whom the concern was reported, with date and time; and the names of any other person present at the time.

4.4.2 These records should be signed by the person reporting this and the nursery manager/owner, dated and kept in a separate confidential file.

4.4.3 If a child starts to talk to an adult about potential abuse it is important not to promise the child complete confidentiality. This promise cannot be kept. It is vital that the child is allowed to talk openly and disclosure is not forced or words put into the child’s mouth. As soon as possible after the disclosure it is vital details are logged down accurately.

4.4.4 It may be necessary that through discussion with all concerned, the matter needs to be raised with the Local Authority/OFSTED. Staff involved may be asked to supply details of any information/concerns they have with regard to a child. The nursery expects all members of staff to co-operate with the relevant authorities in any way necessary to ensure the safety of the children.

4.4.5 Staff must not make any comments either publicly or in private about a parent’s or staff’s supposed or actual behaviour.

5.0 Staffing and volunteers

5.1 It is the policy of the nursery to provide a secure and safe environment for all children. The nursery will therefore not allow an adult to be left alone with a child who has not received their enhanced DBS disclosure clearance.

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

5.3 All staff will attend child protection training within their first six months of employment, and receive initial basic training during their induction period. This will include the procedures for spotting signs and behaviours of abuse and abusers, recording and reporting concerns and creating a safe and secure environment for the children in the nursery. We ensure that all staff are aware of the procedures for reporting and recording any concerns they may have about the provision.

5.4 We have named person(s) within the nursery that co-ordinate child protection and welfare issues. These persons undertake specific training and access regular updates to developments within this field.

5.5 If named person receives an allegation they will:

- Treat it seriously and keep an open mind;

- Do not make assumptions or offer alternative explanations;

- Do not promise confidentiality;

- Record the details using the child/adult’s own words;

- Note time/date/place of incident(s), persons present and what was said;

- Sign and date the written record;

- Do not tell the member of staff/volunteer if this might place the child at risk of significant harm or jeopardise any future investigation;

- Refer to relevant policies.

5.6 Confidentiality: All suspicions and investigations are kept confidential and shared only with those who need to know.

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

5.8 We co-operate entirely with any investigation carried out by children’s social care in conjunction with the police.

5.9 Where the management and children’s social care agree it is appropriate in the circumstances, the owner will suspend the member of staff on full pay, or the volunteer, for the duration of the investigation. This is not an indication of admission that the alleged incident has taken place but is to protect the staff as well as children and families throughout the process. For more information please see section 7.

5.10 Disciplinary action

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

6.0 Support to families (including following an investigation)

We believe in building trusting and supportive relationships with families, staff and volunteers in the group.

6.1 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.

6.2 We will continue to welcome the child and the family whilst investigations are being made in relation to any alleged abuse.

6.3 We follow the Child Protection Plan as set by the child’s social care worker in relation to the setting's designated role and tasks in supporting that child and their family, subsequent to any investigation.

6.4 Confidential records kept on a child are shared with the child's parents or those who have parental responsibility for the child.

7.0 Allegations against staff or volunteers

Whistleblowing - All staff must be aware of their duty to raise concerns, where they exist, about the attitude or actions of colleagues.

7.1 At Sunflower Montessori Kindergarten we recognise the possibility that adults working in the school may harm children. Any concerns about the conduct of adults in the school should be taken to the owner (Clare Scott) without delay or where that is not possible, to the Local Authority Designated Officer (LADO); any concerns about the owner should go to the Chair of Governors and the LADO.

7.2 We understand that a child or 3rd party may make an allegation against a member of staff.

7.3 We understand that an allegation is wider than just those where it is considered that there is reasonable cause to believe that a child has suffered or is at risk of suffering significant harm. Some allegations may indicate that a staff member is unsuitable to work with children.

7.4 We will be guided by Working Together to Safeguard Children 2023 which defines an allegation as when an adult has:

- behaved in a way that has harmed a child, or may have harmed a child;

- possibly committed a criminal offence against or related to a child;

- behaved towards a child or children in a way that indicates that they are unsuitable to work with children.

7.5 If such an allegation is made, the member of staff receiving the allegation, or having the concern, will immediately inform the owner; this must be done on the same working day.

7.6 The owner on all such occasions will discuss immediately, on the same working day, the content of the allegation with LADO, before taking any further action.

7.7 If the allegation made to a member of staff concerns the owner, the member of staff will immediately inform the LADO; this must be done on the same working day.

8.0 Confidentiality and information sharing

8.1 We recognise that all matters relating to child protection are confidential.

8.2 The owner will disclose personal information about a student to other members of staff on a need to know basis only.

8.3 However, all staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children.

8.4 When considering sharing information the staff will:

8.4.1 Remember that GDPR is not a barrier to sharing information, it provides the framework.

8.4.2 Be open & honest with the person from the outset about how information may be shared.

8.4.3 Seek advice, do not fail to share information because you are unsure what to do.

8.4.4 Share with consent where appropriate & respect the wishes of those who refuse consent unless you believe that there is a risk of harm to child if the information is not shared.

8.4.5 Consider safety and well-being of the child and base information sharing decisions on this.

8.4.6 Ensure all information shared is Necessary, Proportionate, Relevant, Accurate, Timely & Secure. Ensure any third party or hearsay information is identified and that you have consent to share it.

8.4.7 Keep a record of your decision and reasons for it. Record what you have shared, with whom and the purpose.

9.0 Appendix

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

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

The role of the key person and settling-in

Policy statement

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

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

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

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

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

Procedures

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

Settling-in

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

The progress check at age two

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

Other useful Pre-school Learning Alliance publications

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

03. Food and Drink

03. Food and Drink.pdf

Food and drink

Policy statement

Our provision regards snack and meal times as an important part of our day. Eating represents a social time for children and adults and helps children to learn about healthy eating. We promote healthy eating using resources and materials from the Pre-school Learning Alliance. At snack and meal times, we aim to provide nutritious food, which meets the children's individual dietary needs.

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

Before a child starts to attend the setting, we find out from parents their children's dietary needs and preferences, including any allergies. (See the Managing Children who are Sick, Infectious or with Allergies policy.)
We record information about each child's dietary needs in her/his registration record and parents sign the record to signify that it is correct.
We regularly consult parents to ensure that our records of their children's dietary needs - including any allergies - are up-to-date. Parents sign the up-dated record to signify that it is correct.
We display current information about individual children's dietary needs so that all staff and volunteers are fully informed about them.
We implement systems to ensure that children receive only food and drink that is consistent with their dietary needs and preferences as well as their parents' wishes.
We plan menus in advance, involving children and parents in the planning.
We display the menus of snacks for the information of parents.
We provide nutritious food for all snacks, avoiding large quantities of saturated fat, sugar and salt and artificial additives, preservatives and colourings.
We include a variety of foods from the four main food groups:
meat, fish and protein alternatives;
dairy foods;
grains, cereals and starch; and
fruits and vegetables.
We include foods from the diet of each of the children's cultural backgrounds, providing children with familiar foods and introducing them to new ones.
We take care not to provide food containing nuts or nut products and are especially vigilant where we have a child who has a known allergy to nuts.
Through discussion with parents and research reading by staff, we obtain information about the dietary rules of the religious groups to which children and their parents belong, and of vegetarians and vegans, as well as about food allergies. We take account of this information in the provision of food and drinks.
We provide a vegetarian alternative on days when meat or fish are offered and make every effort to ensure Halal meat or Kosher food is available for children who require it.
We require staff to show sensitivity in providing for children's diets and allergies. Staff members do not use a child's diet or allergy as a label for the child or make a child feel singled out because of her/his diet or allergy.
We organise snack times so that they are social occasions in which children and staff participate.
We use snack times to help children to develop independence through making choices, serving food and drink and feeding themselves.
We provide children with utensils that are appropriate for their ages and stages of development and that take account of the eating practices in their cultures.
We have fresh drinking water constantly available for the children. We inform the children about how to obtain the water and that they can ask for water at any time during the day.
We inform parents who provide food for their children about the storage facilities available in the setting.
We give parents who provide food for their children information about suitable containers for food.
In order to protect children with food allergies, we discourage children from sharing and swapping their food with one another.
For children who drink milk, we provide semi-skimmed pasteurised milk.

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

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

Legal framework

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

Further guidance

Safer Food, Better Business (Food Standards Agency 2011)

Other useful Pre-school Learning Alliance publications

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

04. Valuing Diversity and Promoting Equality

04. Valuing Diversity and Promoting Equality.pdf

Valuing diversity and promoting equality

Policy statement

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

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

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

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

Procedures

Admissions

Our setting is open to all members of the community.

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

Employment

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

Training

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

Curriculum

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

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

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

Valuing diversity in families

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

Food

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

Meetings

Meetings are arranged to ensure that all families who wish to may be involved in the running of the setting.
We positively encourage fathers to be involved in the setting especially those fathers who do not live with the child.
Information about meetings is communicated in a variety of ways - written, verbal and in translation - to ensure that all mothers and fathers have information about, and access to, the meetings.

Monitoring and reviewing

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

Legal framework

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

Other useful Pre-school Learning Alliance publications

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

05. Supporting Children with SEND

05. Supporting Children with SEND.pdf

Supporting children with special educational needs and disability

Policy statement

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

We have regard for the Special Educational Needs Code of Practice (2001).
We ensure our provision is inclusive to all children with special educational needs.
We support parents and children with special educational needs and disability (SEND).
We identify the specific needs of children with special educational needs and disability; and meet those needs through a range of SEND strategies.
We work in partnership with parents and other agencies in meeting individual children's needs.
We monitor and review our policy, practice and provision and, if necessary, make adjustments.

Procedures

We designate a member of staff to be the Special Educational Needs and Disability Co-ordinator (SENDCo) and give his/her name to parents. Our SENDCo is

Sue Nicholas.

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

Further guidance

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

Other useful: Pre-school Learning Alliance publications

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

06. Admissions

06. Admissions.pdf

Admissions

Policy statement

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

Procedures

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

Other useful Pre-school Learning Alliance publications

Seasonal Hello Posters (T834)

07. Parental Involvement

07. Parental Involvement.pdf

Parental involvement

Policy statement

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

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

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

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

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

Procedures

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

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

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

Other useful Pre-school Learning Alliance publications

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

08. Making a Complaint

08. Making a Complaint.pdf

Making a complaint

Policy statement

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

Procedures

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

Making a complaint

Stage 1

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

Stage 2

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

Stage 3

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

Stage 4

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

Stage 5

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

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

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

0300 123 1231

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

Records

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

Other useful Pre-school Learning Alliance publications

Complaints Investigations Record (2012)

09. Settling in

09. Settling in.pdf

Settling in

Policy statement

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

Aims

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

Procedures

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

Guidelines

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

Policies

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