PLAYDAYS
PRESCHOOL
POLICIES AND PROCEDURES
Our aim is :
1) To enhance the development and education of preschool age children in a friendly community-based group.
2) To provide a safe, secure and stimulating environment.
3) To work within a framework which ensures equality of opportunity for children and families.
We offer your child :
1) A specially tailored curriculum leading to approved learning outcomes in line with the Early Years Foundation Stage.
2) Individual care and attention with a dedicated named key person and a high ratio of adults to children.
3) Fun and friendship with children and other adults.
4) Opportunities for you and your family to be directly involved, in the activities of the group and in your child’s progress.
Playdays Preschool offers education and care for children aged 2 to 5 years.
CONTENTS
POLICY NAME PAGE NUMBER
Ø STAFFING 3
Ø ADMISSIONS 4
Ø SETTLING IN / ARRIVAL AND COLLECTION 5
Ø NON COLLECTION OF A CHILD 6
Ø MISSING CHILD 7
Ø OUTDOORS/OUTINGS 8
Ø FIRE 9
Ø VISITOR / STUDENT 10
Ø WORKING IN PARTNERSHIP WITH PARENTS 11
Ø WORKING IN OARTNERSHIP WITH OTHER AGENCIES 14
Ø ICT 15
Ø SPECIAL EDUCATIONAL NEEDS 16
Ø BEHAVIOUR MANAGEMENT 17
Ø SAFEGUARDING 19
Ø CHILD OBSERVATIONS 24
Ø USE OF IMAGARY 25
Ø HEALTH AND HYGEINE / RISK ASSESSMENTS / SMOKING 26
Ø ILLNESS / MEDICATION 29
Ø CURRICULUM 30
Ø CONFIDENTIALITY 32
Ø EQUALITY AND INCLUSION 33
Ø COMPLAINTS 35
Ø MOBILE PHONES / CAMERAS 36
Ø SOCIAL NETWORKING 37
Ø WHISTLEBLOWING 39
Ø CCTV 41
Ø 2 YEAR POLICY INCLUDING PROGRESS CHECK AND 2 YEAR OFFER 42
Ø DATA PROTECTION 44
Staff
All staff are CRB checked and attend regular training including First Aid, Health and Safety and Child Protection and more... Regular staff meetings provide opportunities for staff to undertake curriculum planning and to discuss any changes as well as evaluate the setting and the children’s learning and development.
Key Persons
Our key persons system gives each child a named member of staff who is responsible for their on-going care and development. Each child in the setting has a special adult to relate to, which can make settling into the group much easier. The key person is in a position to tailor the group’s curriculum to the unique needs of each individual child. The key person maintains links with parents through shared record keeping to ensure that all children are supported in reaching their full potential.
Employment
We have an equal opportunities employment policy, seeking to offer job opportunities equally to both women and men, with or without disabilities from all religious, social, ethnic and cultural groups. Any roles – paid or voluntary are exempt from the Rehabilitation of Offenders Act 1974.
Admissions Policy
It is our intention to make our Preschool accessible to children and families from all sections of the local community. In order to accomplish this, we will –
1) Ensure the existence of the Preschool is widely known in all local communities.
2) We will advertise the Preschool in places where all sections of the community can become aware of our group.
3) The Family Information Service and health professionals will be kept informed of any vacancies becoming available.
4) Through our website and signage we will inform relevant agencies of our existence
5) Priority will be given to children who already attend another sister setting to Playdays Preschool (at present – Nutkins Nursery and Bretons Preschool) after which, each years intake will be based on a first come first served basis.
6) Describe the Preschool in terms which make it clear that it welcomes mothers and fathers, other relations and other carers including child minders and people from all cultural ethnic, religious and social groups with or without disabilities.
7) Make our Equal opportunities policy widely known.
8) Keep a place vacant, where financially viable, in order to accommodate emergency admissions.
9) Monitor the gender and ethnic background of children joining the group to ensure that no accidental discrimination is taking place.
10) We do not discriminate against a child or their family or prevent entry on the basis of colour, ethnicity, religion, disability, gender or social background, such as being a member of a travelling community or an asylum seeker.
Settling In
We want children to feel safe and happy in the absence of their parents, to recognize other adults as a source of authority, help and friendship and to be able to share their new learning experience, enjoyed in the Preschool with their parents. We also want parents to feel welcome and involved from the beginning.
In order to accomplish this we aim will:
1) Encourage parents to visit us with their children before admission is planned.
2) Making it clear to families that they will be welcomed and supported by us for as long as it takes to settle their child.
3) Reassure parents whose children seem to be taking a long time to settle into Preschool.
4) Encourage parents, where appropriate, to separate from their child for brief periods at first, gradually building up to longer absences.
5) Create opportunities for the exchange of information, using among other resources, a copy of our prospectus.
6) Provide opportunities for parents to inform us of their child’s current achievements/interests.
Arrival and Collection of Children
Arriving at Playdays:
All parents/carers must let us know if someone different is collecting their child.
Two members of staff will be at the door to stop any child leaving, Once most children have arrived our door will be locked so please knock to be let in. Please bring in your child's book bag, home/school book and water bottle in every day.
Collecting your child:
Two members of staff will be at the door to stop children leaving, Children new to our routine are likely to run to you so please go to your child immediately.
Once you are reunited with your child you are responsible for their safety. Children must not run around room, accidents will happen. If using the toilets before leaving, children must be supervised.
Please remember the road is directly outside so children must be at parent’s side when leaving.
Non parent collecting child
We will not allow a child to leave our premises with any other adult unless the parent /carers has arranged this using the following safety measures:
Verbally stated to a member of staff
Use of a password only known to parent, staff and other person which will be noted and kept securely for future use
If another person will be frequently collecting child (Nan, child minder) then please introduce them to us and we will make a note in your child’s file – you can also record in the home/school book
Children not collected
If a child has not been collected staff will:
Allow a reasonable time to elapse for traffic etc – 10 minutes
Try all contact phone numbers given - please ensure we have at least 3 phone numbers.
If unsuccessful and after 30 minutes from time child due to be collected staff must inform: Havering Social Services, the local police station and Ofsted
We understand sometimes unexpected events happen to make us run late, so please phone just so we can reassure your child who will stay with 2 members of staff until you arrive.
Please ensure that you arrive on time to pick up your child unless extreme circumstances prevent you from doing so. A parent who is regularly late will be charged for this inconvenience.
Phone numbers for Havering Social Services – Duty and Referral Team - -01708 433222
Police Station – 01708 751212
Ofsted – 0300 123 1231
Early collection of your child
You can pick up your child at any time, if you know you will be early please inform us so we can give your child an early snack/drink.
One months’ notice must be given if you wish to withdraw your child from Playdays.
If your child does not attend for more than 2 weeks without prior notification, we reserve the right to offer your child’s place to another child on the waiting list.
Missing Child Policy
Children’s safety is maintained as the highest priority at all times both on and off the premises. Every attempt is made through carrying out the outings/toilet/fire drill and exit/entrance procedures that the security of the children is maintained at all times. In the unlikely event of a child going missing staff will follow this procedure:
The register thoroughly checked
One member of staff will stay with other children
A member of staff will search all rooms in the building
Other staff will search the immediate area
If the child cannot be found, parent/carers will be informed
Police and Ofsted will be informed
Obviously we never want this situation to occur and we are confident with all our safety measures in place and constant supervision during arrival and collection, toilet visits and fire drill we will prevent this ever happening.
Systems in place to minimise the risk
Register taken at the start of each session
Times of late arrivals / early departures recorded
Regular head counts carried out
New children made aware of boundaries and preschool rules
Toilet duties
Children will always be supervised by a member of staff who has passed checks by the CRB
Children never leave our room unsupervised
Children are counted leaving and on return to room
Children’s names are written down when leaving the room to use the toilet when they return.
Outings / Outdoors Policy
On occasions, children will need to venture outside to investigate the natural world, such as looking at clouds wind or collecting twigs for their art work.
These outings will consist of short trips directly outside or to the park. Other trips could be to the local library or shops.
These will take place at different times of the year, sometimes spontaneously to widen children’s learning and understanding depending on the weather and staff ratio.
A full Risk Assessment will be carried out and recorded prior to each trip.
Appropriate staff/child ratios will be upheld and children will only go with Playdays staff members, who are all CRB checked.
Permission for these trips will be obtained through a permission slip which we ask parents/carers to sign before the child starts Preschool and is kept with the child’s records and stored under the Data Protection Act.
Group visits
Any visits to further afield places such as the zoo, or to the park as a whole group for sporting activities will be risk assessed and details of the event given to parents/carers in advance.
Parents/carers will be asked to accompany their child.
Permission to take children will be sought and parents will be asked to sign a permission slip for each event.
Parents are encouraged to take part in these events when possible.
Fire drill
At the sound of the fire alarm/whistle staff will line up all children in pairs at the door
Children will be counted as we leave the building
Children will be led to a safe pre-arranged area where a register will be taken
Children will be counted again returning to our room
Staff with children in the toilets at the time of alarm will lead children to prearranged area using the shortest/safest route for registration.
Fire Safety
Fire doors are clearly marked, never obstructed and easily opened from the inside.
Smoke detectors/alarms and fire fighting appliances conform to BSEN standards and regularly checked and recorded. Our emergency evacuation procedures are:
1) Clearly displayed in the premises
2) Explained to new members of staff, volunteers and parents
3) Practiced regularly at least once every term.
4) Recorded in the fire drill record book
Visitor Policy
We recognize that the quality and variety of work which goes on in a Preschool makes it an ideal place for visitors from places of work, school and college childcare courses. Other visitors may include other professionals such as health visitors, speech or language therapists, Ofsted, Havering early years or tutors / assessors from staff undertaking training.
All visitors need to sign and date the visitor’s book, and read the notice therein when they come in and when they leave.
The needs of the children are paramount. Visitors will not be admitted in numbers, which could hinder the essential work of the Preschool.
Visitors must be made aware of the Fire procedure, Child Protection, Confidentiality and Health and Safety Policy.
Any information gained by the visitors about the children, families or other adults in the Preschool must remain confidential.
Student Placement Policy
Playdays recognize that qualifications and training make an important contribution to the quality of the care and education provided by early year’s settings. As part of our commitment to quality, we offer placements to students undertaking early year’s qualifications and training.
We require students on qualification courses to meet the 'suitable person requirements of Ofsted and have CRB checks carried out – a copy of which will be held on record.
Work experience students or those with us for a short term basis do not count in our staffing ratios. Trainee staff or those on a long term placement may be included in the ratios if they are deemed competent.
All students, work experience placements and volunteers are given a copy of the student handbook.
Working in Partnership with Parents Policy
For 'parent' please take this to include parent/carers/grandparent or whoever is the child's main carers or carers
We believe that children benefit most from early year’s education and care when parents and settings work together in partnership.
The relationship with parents should be one of mutual trust and respect. Parents should be provided with information and support. Their views and information about their child should be asked for, welcomed and taken into account. Communication with parents is at the heart of our successful partnership with parents. Although all staff know all parents and children, each child should have a key person who knows a particular group of children well and provides a point of contact for the parent. Parents should be told who their child’s key person is and key person should exchange information with the parents.
We will ensure that all parents are included.
* If information is required in another language or Braille please let us know..
Forms to be completed before starting
Registration Form and Deposit, Funding Form, Permission slips, on-entry forms.
Informing parents
The key way to inform parents is to talk them on a daily basis
Other strategies include
The information pack
Parents consultations
Settling in and end of year report
Newsletters
Children’s records
The parent notice board/s Displays and photos
The contract and registration form
Policies
Developing positive relationships and Maintaining positive relationships
* All parents and children must be greeted by a member of staff on arrival. Other staff should be supervising children.
* Encourage parents to come back after a few minutes and peep unseen or telephone if child (or parent!) is distressed. Parents might be reassured by photos on display.
* When parents collect the child at the end of the session a member of staff should be on the door to see the children out. Mention anything special a child has done or make a quick comment as they leave.
* Ensure that a parent is accurately and fully informed by a member of staff of any accident or incident and that the accident book contains correct details and is signed
* Always talk privately i.e. out of earshot of other parents concerning potentially sensitive issues. Accidents, behaviour, wet pants, concerns regarding development etc.
* If parents wish to discuss any matter in depth may suggest they come back later or make an appointment any time if necessary.
* However, if a parent is upset in any way, or needs to talk urgently, time must be given,
Involving parents
Although many of our parents work and we do not operate a regular parents rota, parents are invited to help whenever they wish.
We have an active policy of parental involvement in the Preschool. Events are organized throughout the year and all parents are invited by newsletter, reminders are sent verbally and by text message. Parents are not be made to feel guilty or pressured to come to events.
Events include:
* Curriculum meetings * Charity events such as the “Big toddle”
* Christmas Concert * Fund raising activities
* Parent Consultations * Teddy bears picnic
* Fun Day * Open Day.
We also have home/school activities including the Letter of the Week
Privacy and confidentiality
Any breach of confidentiality will result in disciplinary procedures.
ACCESS TO INFORMATION PROCEDURE · All records and discussions concerning individual children must be completed as strictly confidential. Members of staff must not discuss matters concerning any child with outsiders e.g. friends, relatives or parents of other children in the Preschool. Where outside agencies are involved records may only be passed on with written parental consent (e.g. school, health visitor, speech therapist, etc.) Records of children’s progress may be discussed among staff members for the benefit of the child. However, the official record should be treated as confidential. Parents should be aware and have access to all records concerning their children.
‘Friendly but not a friend’
Some parents are naturally supportive and outgoing others are reticent and less confident about being involved. All parents should be treated fairly. The relationship should be friendly but professional. Staff who have personal contact or are friends with some parents outside Preschool are strictly forbidden to discuss matters relevant to Preschool business (e.g. talking about the children in our care) outside Preschool. Equally matters not relating to Preschool business should not be discussed with parents at the Preschool.
Note: This would be considered as misconduct and a breach of confidentiality and would result in disciplinary action.
The staff and helpers at “Playdays” respect and recognise that parents/carers are generally the prime educators of children in their care We trust we will not allow our own lifestyle values to influence our attitudes towards the children or their families, and any information given to us regarding a child or family will be treated confidentially. We will be receptive to the views and ideas of all parents/carers and will take into account the different skills they have to offer. Parents/carers are welcome to help their children settle in at the pre-school if their child is upset, and may stay until all parties feel secure. We will endeavour to supply parents/carers with information about the preschool, and to inform them of our themes. If a parent/carers has any difficulty for whatever reason in understanding the written policies or any information regarding the pre-school, they are welcome to speak to the pre-school manager or deputy manager, and this will be treated in confidence.
Please inform us in confidence of any events, upsets or changes which may affect your child’s behaviour in any way. Our commitment will always be to protect children of any harm, please read our Safeguarding policy.
Working in Partnership with other agencies policy
We work in partnership with local and national agencies to promote the well-being of all children.
Procedures
– We work in partnership or in tandem with, local and national agencies to promote the well-being of children. Procedures are in place for sharing of information about children and families with other agencies.
– Information shared by other agencies with us is regarded as third party information. This is also kept in confidence and not shared without consent from that agency.
– When working in partnership with staff from other agencies, we make those individuals welcome in the setting and their professional roles are respected. We follow the protocols for working with agencies, for example on Child Protection.
– Staff from other agencies do not have unsupervised access to the child they are visiting in the setting and do not have access to any other children during their visit.
– Our staff do not casually share information or seek informal advice about any named child/family. When necessary we consult with local and national agencies who offer a wealth of advice and information that help us develop understanding of issues facing us and who can provide support and information for parents. For example, ethnic/cultural organisations, drug/alcohol agencies, or organisations promoting childcare and education.
ICT Policy
ICT stands for ‘Information, and Communication and Technology’. This means ALL the technology around us.
At Playdays we have a laptop and printer. These are used to support the children’s development in Numeracy and Literacy skills using appropriate software. There are opportunities to practice their ICT skills using drawing packages. We also have a number of programs that support Knowledge and Understanding of the World.
We have a child-friendly digital cameras that the children have free access to.
Staff use a digital camera to record evidence for their key children.
We also have several V-Tech toys and equipment, torches, keyboards and phones, programmable and remote control toys, a music step pad and more!
Keeping Safe
· Ensure children are able to see the screen without straining their necks; they should be looking straight ahead or slightly down at the screen, NOT up.
· Ensure children can put their feet flat.
· Ensure the table has enough room to move the mouse and touch the keyboard.
· Ensure all leads are out of the way and that extension leads are not stretched over children’s play areas. If sockets do not have a plug make sure they are fitted with safety plugs.
· Model safe use and involve the children about electricity, wires and keeping safe.
· Children are encouraged to share and wait for their turn.
· A timer is used to unsure that the children spend no longer than 20 minutes at the computer. Staff are always nearby to ensure that children do not spend too long at the computers.
Photographs -
· Parents sign permission slips for photos to be used in displays, within the setting and for our records. Parents can choose for the photos not to be used for any of these.
· Staff agree that photos will not be used inappropriately and should not be used for anything other than putting in Learning Journeys.
· Photographs can ONLY be taken on the settings camera. Staff must NOT use their mobile phones to take pictures of children in the setting.
Special educational needs Policy
All staff members at Playdays preschool are committed to meeting the requirements of the special educational needs (SEN) code of practice.
Our aim is for all children with SEN to reach their full potential, and to meet this Playdays will:
Welcome all children to our preschool
Ensure early identification of any child with any form of SEN through relevant monitoring, observing and recording of all children’s progress.
Provide time to meet and listen to parents continually, building a partnership where information can be shared regularly.
Children who have or are identified in having a SEN.
Playdays Preschool will;
Identify assess and review individual needs on a regular basis.
Provide a broad, balanced and purposeful early year’s curriculum.
Provide activities which can be adapted to individual needs, making the curriculum accessible to all children.
Provide additional resources and help for children with SEN when needed.
Listen to and work in partnership with parents/carers, sharing observations and planning on a regular basis, consulting and meeting any outside agencies at a time which will be most convenient to parents.
Staff will be flexible in their support, promoting joining in and inclusion.
Staff will be good role models, respecting and valuing all children.
We will develop all children’s understanding and respect for differences and for different cultures through our early year’s curriculum.
Continue working with outside agencies, including our area Senco and The Childrens Centres
Share information with the Preschool/setting that the child will transfer to making the transition as successful as possible with the permission of parent/carers.
Playdays special educational needs co-coordinator is SEE STAFF TABS
Behaviour Management Policy
Playdays Behaviour Management Co-coordinator is SEE STAFF TABS
We believe children will enjoy being in an environment in which they know what is expected of them and where they can play and develop in a safe environment without fear of harm.
To enforce this we would like children to respect each other and to respect and take care of activities and toys; i.e. not to throw toys or purposely break them.
Children will be praised for good behaviour, such as kindness, sharing, politeness and helpfulness.
Physical punishment will under no circumstances be threatened or used on children.
Adults will not shout or speak in a threatening manner.
Techniques intended to single out and humiliate individual children such as the “naughty chair” will not be used.
In cases of misbehaviour such as racial or other abuse, the unacceptability of the behaviour and attitudes will be made clear immediately by means of explanation, and if necessary the child will be redirected to an alternative activity.
In cases of misbehaviour such as bad language, the unacceptability of the behaviour will also be made clear immediately.
If a child’s unacceptable behaviour persists, the parent/carers will be informed of this and will be invited to discuss the matter further with their child.
Parents and staff will work together providing continuous response and set boundaries.
Staff and any adults in the group will work by the above and will be expected to behave in a friendly, caring and courteous way towards each other, the parents and the children, providing a positive role model for children.
Parents may find Managing unwanted behaviour procedures helpful at some stage in their child’s development.
Managing unwanted behaviour Procedures
We aim to use positive preventative strategies to avoid unwanted behaviour rather than have to deal with it. This means making sure that children are well supervised and have interesting activities. It is important that unwanted behaviour is dealt with sensitively. Intervention needs to be prompt and calm. Parents may find the following strategies helpful in dealing with unwanted behaviour at some stage in their child’s development. There are several ways in which to intervene which usually ends any situation effectively and quickly such as;
Through eye contact / facial expression. Saying a determined "No"
Explain the consequences of children's actions. Time out.
Time out is not to punish the child, but simply to allow them to calm down, an adult will talk to them about why they have been placed there and then allowed to calm down. Children will not be made to feel that they are being rejected but rather that we are helping them to avoid conflict.
Time out is a safe area in the setting where they cannot hurt themselves or others. It is where they can sit for a few minutes to calm down or to think about their actions.
Attention seeking behaviour
Children show this type of behaviour at times; it may include answering back, making noises and challenging instructions. Tantrums can also be used as a way of attention seeking.
It is often best to ignore attention-seeking behaviour unless it is dangerous. By challenging it you may be teaching the children that they can get attention in this way.
Praise children when they show appropriate behaviour to teach them that positive behaviour is the best way to gain attention. Look for the positive not the negative in children's behaviour.
Safeguarding policy and procedures
Statement of intent
Playdays Pre-School will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life.
Procedures
We carry out the following procedures: We are committed to building a 'culture of safety' in which children are protected from abuse and harm in all areas of its service delivery.
Staffing and volunteering
Our designated person/s who co-ordinate s child protection issues are
SEE STAFF TABS
Method
Responding to suspicions of abuse
We acknowledge that abuse of children can take different forms - physical, emotional, and sexual as well as neglect.
Staff in the setting take care not to influence the outcome either through the way they speak to children or by asking questions of children.
Where a child makes comments to a member of staff that gives cause for concern (disclosure), 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 a member of staff:
Making a referral to the local authority social care team
The London Safeguarding Board details procedures for making a referral to the local duty and referral team. We also refer to the “Quick Referral Flowchart” (attached). This is based on ‘What to so if you’re worried a child is being abused’ (HMG 2006).
Parents are normally the first point of contact.
We work within the Local Safeguarding Children Board guidelines
We ensure that all parents know how to complain about staff or volunteer action within the setting; or anyone living or working on the premises occupied by the setting, which may include an allegation of abuse. We follow the guidance of the Local Safeguarding Children Board when responding to any complaint that a member of staff or volunteer or anyone living or working on the premises occupied by the setting has abused a child.
Where a member of staff or a volunteer is dismissed due to engaging in activities that caused concern for the safeguarding of children or vulnerable adults, we will notify the Independent Safeguarding Authority (ISA) of relevant information so that individuals who pose a threat to children (and vulnerable groups) can be identified and barred from working with these groups.
The preschool is committed to promoting awareness of child abuse issues throughout its training and learning programmes for adults. It is also committed to empowering young children, through its early childhood curriculum, promoting their right to be strong, resilient and listened to.
Training
We seek out training opportunities for all adults involved in the setting to ensure that they are able to recognise the signs and symptoms of possible physical abuse, emotional abuse, sexual abuse and neglect and so that they are aware of the local authority guidelines for making referrals.
The layout of the rooms allows for constant supervision. No child is left alone with staff or volunteers in a one to one situation without being visible to others.
Curriculum
We introduce key elements of keeping children safe into our programme to promote the personal, social and emotional development of all children, so that they may grow to be 'strong, resilient and listened to' and so that they develop understanding of why and how to keep safe.
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 London Safeguarding Children’s Board.
Support to families
We believe in building trusting and supportive relationships with families, staff and volunteers in the group.
Children's services (Ofsted) 0300 123 1231
NSPCC 0800 800 5000
Police Station (Romford) 01708 751212
Havering Duty and Referral Team (during office hours) 01708 433222
Havering Duty and Referral Team (outside office hours) 01708 433999
Havering Safeguarding Children Board 01708 433528
Eileen Collier - LADO - 01708 433614
Child Observation Policy
In order for the preschool to continue to improve and maintain a good quality education, the staff will observe the children in the setting whilst at play. This helps to plan, prepare and organise the curriculum whilst keeping the children's records up to date.
Written parental consent is included in the preschool registration pack.
The most usual form of observations will be written. These are factual observations of the child, which include the date. These will be what the child is doing, saying and record any activities.
Staff may take the learning journeys home to update.
The staff work as a team with each individual member of staff being a key person to a number of children. Each key person is responsible for keeping their children's records up to date ensuring that they are completed showing your child's progression whilst building up a holistic picture of the child's development.
Progress reports based on these observations will be given to the parents during the year as well as annual parent/teacher meetings. However we are happy to discuss your child's progress at any time throughout the year. Transition forms will be completed when your child is moving to school and parents are asked to sign these.
Staff will respect the confidentiality of all information.
Observations will be carried out discreetly and will not interfere with the children's routine.
Use of Imagery Policy (Photos/Video)
For the purposes of this policy, imagery includes any images taken by camera (video, film and digital)
At Playdays, we recognise that it is important to celebrate the achievements and progress of children and make a record of them. Occasionally, we may also use the press so that the wider community can celebrate in these achievements and successes. Similarly we recognise that Parents/Carers may also want to keep a photographic record of their child’s achievements in Playgroup. Alongside this we also have a duty to safeguard the welfare of children generally and to protect any individual child who may be particularly vulnerable.
Staff take photos and videos of children in order to record significant steps in the learning and development of the children. These photographs are generally kept within individual children’s learning portfolios, although may also be used on wall displays. These photos are taken using the preschool camera only and printed off using a photo printer. The photos are then deleted from the computer memory. Photos will not be stored.
Parents/Carers are able to take photos and videos of their children taking part in specific Playgroup activities, for private use only. The Staff, supported by the parents are responsible for ensuring that pictures and images taken of children are done so in a way that reflects the protective ethos of the Playgroup. We therefore need to ensure that parental use of photography and video is monitored and protected for the benefit of children and their parents in accordance with the following guidance:
· Parents will be informed of designated areas and times where photography/video recording will be allowed (eg. Sport’s Day).
· Parents will be asked to sign giving permissions for their child to be photographed during Playdays activities.
· If using a video camera or still camera please take all necessary steps to prevent obscuring other people’s view.
All Parents/Carers will be asked to complete a consent form and return it to Playdays. If, at a later date, they wish to make any amendments to their answers, they must put these in writing.
Health and Hygiene Policy
Food and drink
Children are offered a daily snack; most often this is a selection of fruit to choose from, a food from the carbohydrate source and a drink of milk or water.
Children have opportunities to take part in cooking preparing and tasting different foods regularly.
Parents must inform us initially on their child’s registration form of all allergies cultural or medical needs. Parents will be asked to sign a consent form for their child to receive snacks provided by the other parents in the setting.
All staff will be made aware of these needs by the manager and noted in detail in the appropriate book . They will also be displayed in a prominent place.
Parents are informed of food activities in our newsletter , on our activity plans and noticeboard.
Hygiene
All adults and children will wash hands after using the toilet, and before handling food.
Paper towels will be used
Children will dispose of used tissues hygienically.
No adult will sneeze or cough on food.
Any food contaminated by a child will be thrown away.
Surfaces will be kept clean with appropriate cleaner.
Smoking is not allowed on the premises
All food will be stored safely.
Staff and students are made aware of the need to wear rubber gloves and show particular care dealing with and disposing of bodily fluids.
Staff are aware of how infections, including HIV can be transmitted.
Soiled clothing will be stored in a tied plastic bag and returned to parent.
Soiled nappies will be put in a sealed nappy sack and returned to parent for safe disposal.
Blood and vomit will be cleaned up immediately cloths used will be disposed of safely. All affected areas will be disinfected. Any fabrics will be washed in hot water.
The Health and Safety co-ordinator is SEE STAFF TABS
The safety of young children is of paramount importance: In order to ensure the safety of both children and adults we will ensure that :
1) All children are supervised by adults at all times and are always within sight of an adult.
2) Any accidents/ incidents will be recorded in the relevant book and signed by parent/carers
3) Regular safety monitoring will include checking of any accident/Incident records
4) All adults are aware of the exit/arrival / toilet / fire drill systems
5) Children will only leave the room with authorised adults
6) Safety checks and a risk assessment is made before every session
7) Equipment is checked regularly and any broken/damaged toys/items replaced or repaired
8) Fire doors are clearly marked and never obstructed
9) All dangerous materials are stored in a locked cupboard and out of reach of children
10) Children do not have access to kitchens or cupboards storing hazardous materials
11) Adults do not walk around with hot drinks or place drinks within a child's reach.
12) Fire drills are held at least once a term and recorded
13) There is no smoking in any part of the building
14) A correctly stocked first aid box is available at all times
15) Equipment offered to the children is developmentally and age appropriate, and have the relevant safety checks / kite marks.
16) All children and adults are recorded on the daily register and head counts taken regularly.
17) Staff attend regular training sessions on Food Safety, Health and Safety, First Aid and Manual Handling.
18) Children are made aware of health and safety issues through discussions, planned activities and routines.
19) Adults are provided with guidance about safe storage, movement, lifting and erection of large pieces of equipment.
20) Windows and doors are kept secure
21) We take precautions to prevent children's fingers from being trapped in doors.
22) All floor surfaces are checked regularly to ensure they are clean, tidy and dry.
23) Heaters are protected to ensure that children cannot bun or scold themselves
24) The layout of the toys and activities are set up to allow adults and children to move safely and freely around the setting
25) All materials including paint and glue are non-toxic
26) Sand is clean and suitable for children's play
Legal Framework
Health and safety at Work Act (1974)
Management of Health and Safety at Work Regulations (1992)
Electricity at work Regulations (1989)
Control of Substances Hazardous to Health Regulations (COSHH) (2002)
Manual Handling Operations Regulations 1992
Recording and Reporting of Accidents and Incidents
Any accidents which occur in the setting are recorded in the accident book. These details include the child's name, time of accident, injury received, action taken, how the accident happened, any treatment given and is signed by the staff member who dealt with the accident and any witnesses. The child's parent/carers is then asked to countersign the book when the child is collected.
Incidents which may occur include break in, burglary, theft, fire, flood, gas leaks, attack on a member of staff or parent on the premises, death of a child, a terrorist attack, intruder or any racist incident involving staff or family at the setting,
Any incidents or accidents that require the aid of a general practitioner or hospital treatment then a report is made to the Health and Safety executive using the RIDDOR forms, as well as a notification made to Ofsted.
Risk assessment policy
We believe that the health and safety of children is of paramount importance. We make our setting a safe and healthy place for children, parents, staff and volunteers by assessing and minimising the hazards and risks to enable the children to thrive in a healthy and safe environment.
The basis of this policy is risk assessment:
§ Identification of risk: Where is it and what is it?
§ Who is at risk: Childcare staff, children, parents, etc?
§ Assessment as to the level of risk as high, medium, low. This is both the risk of the likelihood of it happening, as well as the possible impact if it did.
§ Control measures to reduce/eliminate risk: What we need to do, or ensure others will do, in order to reduce that risk?
§ Monitoring and review:
Procedures
§ Our risk assessments are carried out daily by the Health and Safety Officer. Our risk assessment process covers adults and children and includes:
o checking for and noting hazards and risks indoors and outside, and in our premises and for activities;
o assessing the level of risk and who might be affected;
o deciding which areas need attention; and
o developing an action plan that specifies the action required, the time-scales for action, the person responsible for the action and any funding required.
§ Risk assessments are reviewed annually or earlier if appropriate.
§ We maintain lists of health and safety issues, which are checked daily before the session begins as well as those that are checked on a weekly and termly basis when a full risk assessment is carried out.
Legal framework
§ Management of Health and Safety at Work Regulations 1992
Illness / Medication Policy
Unwell children
Parents are asked to keep their child at home if they appear unwell or have any infection, please tell us of any contagious illnesses so we can inform other parents and be alert in identifying possible symptoms in others.
Vomiting and diarrhoea infections can spread quickly. Children must not return to Pre-school for at least 48 hours after last attack.
When a child becomes unwell while in our care a staff member will stay with them while another contacts parent/carers by phone, (please keep your contact numbers up to date).
Emergencies
Parents give permission for a member of staff to accompany their child to hospital in an emergency situation when they complete a registration form.
All contact numbers will be tried informing Parents as soon as possible.
Health care plans
We will work in partnership with parents and relevant professionals to develop an appropriate health care plan when necessary.
Staff will be given written instructions, advice and when needed training by health professionals and parents.
Children’s medicine
Written consent will be obtained from parent/carers giving clear instruction about dosage, administration and permission for a member of staff to administer medicine to their child.
Medicines must be in their original container, clearly labeled with the child’s name, dosage and any other instructions Medicines will be kept in a lockable cupboard.
Medication book
This will record: Child name, Time or circumstances medication should be given, Date and time medication is given, Staff signature who administered medicine, Signature of parent acknowledging medicine given
Curriculum
Children will be encouraged and supported to practice skills needed to increase their personal independence.
Children will begin to understand the importance of good hygiene routines and the affects exercise and food can have on their body.
All children have the support of a key worker who will observe record and discuss in confidence a child’s progress and well being with the parent/carers.
We are committed to the policy of” Learning through Play” providing activities and resources which are fun and educational.
We plan activities which enable all children to reach stepping stones, based on the framework within the` Early years foundation stage curriculum’ 2012.
The prime areas
Communication and language
Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Physical development
Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Personal, social and emotional development
Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
The specific areas
Literacy
Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Mathematics
Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding the world
People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive arts and design
Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
Confidentiality Policy
The Pre-schools work with children and their families will sometimes bring us into contact with confidential information. To ensure that all those using and working in the pre-school can do so with confidence, we will respect confidentiality in the following ways;
• Parents will have ready access to the files and records relating to their own child but will not have access to information about any other child.
• Staff will not discuss individual children other than for the purposes of curriculum planning, assessing without parent/carers consent. We work in liason with staff outside the group including health visitors, social workers and paediatricians to meet children's specific needs with written consent from parent/ carers.
• Information given to the Pre-school Manager or key worker by parents/ carers will not be passed to any other adults without prior consent unless we feel the child is in danger of neglect or abuse.
• We are committed to the safety and well being of the children in our care.
• All children's information, records and details will be kept in a locked cupboard when not in use.
Equality and Diversity Policy
Our named equal opportunities coordinator is SEE STAFF TABS
Playdays pre-school is committed to providing equality of opportunity and anti discriminatory practice for all children and families.
We aim to:
Provide a secure environment in which all children can flourish.
Value all contributions from children and their families within our group.
Provide positive non-stereotyping resources and information about different ethnic groups and people with disabilities.
Improve our knowledge and understanding of issues of equality and diversity.
Ensure activities are inclusive to all children.
Our pre-school is open to all members of the community.
We provide information in clear, concise language whether in spoken or written form.
We will do our best to provide information in another language if needed.
We have a fair admissions system.
We will never refuse entry of a child because of a disability.
We will develop an action plan to ensure children with disabilities can participate successfully in all areas of pre-school life.
Parents are given a copy of our equality and diversity policy.
Where possible a child with a special need will be given priority on our waiting list.
Curriculum
Through a variety of activities and resources children are encouraged to develop positive attitudes towards people who are different to them. We will encourage kindness and tolerance shown to others.
We will do this by:
Making children feel valued and good about themselves
Ensure equal opportunities to all children to progress their learning
Families
• Playdays preschool recognises that many different types of families successfully love and care for children.
• 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 parent / carers to take part in the setting and contribute fully.
• For families who speak a language in addition to English we will develop means to ensure their full inclusion.
• We offer a flexible payment system for families in economic need and offer advice for financial support by referral to the Family Information Service (FIS) Telephone number 0800 678 1991.
Festivals – Co-ordinator is SEE STAFF TABS
Our aim is to show respectful awareness of all the major events in the lives of the children and families in the preschool and in our society as a whole, and to welcome the diversity of backgrounds from which they come. Children will be made aware of the festivals which are celebrated, not only by their own families but also others. Children will be encouraged to welcome a range of different festivals, together with stories, celebrations and social food and clothing as part of the diversity of life.
Resources
These will be chosen to give children a balanced view of the world and an appreciation of the rich diversity of our multi-cultural society. Materials will be selected to help children develop their self-respect and to respect other people b avoiding stereotypes and derogatory pictures or messages about groups of people.
Language
Information, written and spoken will be clearly communicated in as many languages as required, ensuring that adults and children with English as an additional language or those with sight or visual impairments are fully included.
Complaints Procedures
We aim to offer a welcome to each individual child and family and to provide a warm and caring environment within which all children can learn and develop as they play.
We believe children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. Our intention is to work in partnership with parents and the community generally and we welcome suggestions on how to improve our group at any time. Many concerns can be resolved quickly by an informal approach to the appropriate member of staff if this does not achieve the desired result, the following procedures should be used.
How to complain
A parent who is uneasy about any aspect of the group's provision should first of all talk over any worries and anxieties with the pre-school Manager. If this does not have a satisfactory outcome within a couple of weeks or if the problem recurs the parent should put the concerns or complaint in writing to the pre-school manager.
The next stage is to request another meeting with the pre-school manager. Both parent and the manager should have a friend or partner present if required and an agreed written record of the discussion should be made. Most complaints should be resolved internally or at this initial stage.
If the matter is still not sorted out to the parent’s satisfaction, it might be helpful to invite an external mediator, one who is acceptable to both parties, to 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. The Mediator will keep all discussion confidential. She will meet with the group if requested and will keep an agreed written record of any meetings that are held and of any advice s/he has given. The involvement of a Mediator represents the final stage in the complaints procedure.
Any complaint relating to an aspect of the Early Years Foundation Stage will be logged in our Complaints record and Ofsted and will be informed. We will maintain appropriate confidentiality when filling in this record and no names will be recorded.
An account of the findings of the investigation into the complaint and any action taken will be shared with the person who made the complaint within 28days.
If parents/carers are still dissatisfied, they have the right to refer the matter to OFSTED using the address or telephone number below:
OFSTED, Piccadilly Gate, Store Street, Manchester, M1 2WD
Telephone 0300 123 1231
Mobile phones and Cameras Policy
We believe our staff should be completely attentive during their hours of working, to ensure all children in the Preschool receive good quality care and education. This is why mobile phones are not to be used during working hours.
We also feel that restrictions need to be placed on staff when they access social networking sites. The Preschool has a high reputation to upkeep and comments made on sites such as ‘Facebook’ could have an impact on how parents using the Preschool view the staff.
Ø Personal electronic devices eg: mobile phones, camera/phones, i.pods, etc are not allowed to be used whilst in the room. Should you need to make or receive a call – please first check with the person in charge and use the phone outside of the area where the children are.
Ø Mobile phones are not to be used during your working hours.
Ø Mobile phones must not be used unless on a designated break or agreed as above.
Ø Mobile phones should be turned off and stored safely in the designated area during the hours of your working day
Ø Staff must not post any reference to the company on any internet site. This includes the use of the company name.
Ø Staff must not post anything onto social networking sites such as ‘Facebook’ that could be construed to have any impact on the Preschool’s reputation – see Social Networking Policy.
Ø Staff must not post anything onto social networking sites that would offend any other member of staff or parent using the Preschool
Ø If staff choose to allow parents to view their page on social networking sites then this relationship must remain professional at all times
Ø Please note the “Whistleblowing” section of the policies – If you see another member of staff using their phone during working hours, in front of the children please advise a senior member of staff straight away.
If any of the above points are found to be happening then the member of staff involved will face disciplinary action, which could result in dismissal.
Social Networking Policy
This social networking policy applies to all staff members employed by the preschool – Both Paid and Voluntary.
Social media, professional networking sites, rapid-fire communications, blog sites, and personal Web sites are all useful technologies; realizes this fact. Every employee has an opportunity to express and communicate on-line in many ways, and we do not wish to discourage an on-line presence. Above all else, everyone needs to use good judgement on what material makes its way on-line.
This policy will set forth guidelines that employees should follow for all on-line communications in reference to the preschool.
This policy includes (but is not limited to) the following specific technologies:
Personal blogs
Twitter
Facebook
MySpace
Personal Web sites
Digg
Responsibility
Any material presented on line in reference to the preschool by any employee is the responsibility of the poster. At no times should any posts be made in reference to Children, Parents or other professionals that employees may come in to contact with through work. At no time must any photographs or materials be published that identify the setting or Children and pictures of staff may only be used with the express permission of the staff members concerned. Any member of staff found to be posting remarks or comments that breach confidentiality and or are deemed to be of a detrimental nature to the company or other employees or posting/publishing photographs of the setting, children or staff unless staff permission has been gained may face disciplinary action in line with the company disciplinary procedures.
The Preschool employees are encouraged to use the following guidelines in social networking practices:
Remember that no information sent over the web is totally secure and as such if you do not wish the information to be made public refrain from sending it over a social network site.
Even though you may think you are anonymous or use an alias you may be recognised.
Maintain professionalism, honesty, and respect.
Apply a "good judgement" test for every activity related to the setting - Could you be guilty of leaking information, discussing confidential information? Is it negative commentary regarding the setting or its employees? Activity showing good judgement would include statements of fact about the setting, and its products and services, facts about already-public information, or information on the Web site.
Further, if any employee becomes aware of social networking activity that would be deemed distasteful or fail the good judgement test, please contact your Manager
Any on-line communication regarding proprietary information such as lay-offs, strategic decisions, or reduction of working hours deemed inappropriate for uncoordinated public exchange is forbidden.
WHISTLEBLOWING – GUIDANCE
Definition:
Whistleblowing is raising a concern about malpractice within an organisation.
The policy provides individuals in the workplace with protection from victimisation or punishment where they raise a genuine concern about misconduct or malpractice in the organisation. The policy is underpinned by the Public Interest Disclosure Act 1998, which encourages people to raise concerns about misconduct or malpractice in the workplace, in order to promote good governance and accountability in the public interest. The Act covers behaviour, which amounts to:
The Public Interest Disclosure Act 1998 legislation and this policy offers protection only if the:
For protection under the legislation external disclosure must also meet one or more of the
following conditions:
If an employee or volunteer feels the matter cannot be discussed or resolved with the manager or the owner he or she should contact the Local Authority Designated Officer (LADO) or OFSTED on 0300 123 3155 for advice on what steps to follow.
Steps to take if concerned
If you are concerned about a colleagues practice then:
CCTV POLICY
The CCTV Scheme has been registered with the Information Commissioner under the terms of the Data Protection Act 1998 and will seek to comply with the requirements both of the Data Protection Act and the Commissioner's Code of Practice. The preschool will treat the system and all information, documents and recordings obtained and used as data protected by the Act.
Cameras will be used to monitor activities within the centre and the grounds to identify adverse activity actually occurring, anticipated or perceived, and for the purpose of securing the safety and wellbeing of the school’s students and staff, together with its visitors.
Static cameras are positioned to ensure they do not focus on private homes, gardens and other areas of private property.
At no time will a camera be directed to follow or track an individual as all the currently deployed cameras are fixed.
The centre has several CCTV cameras throughout the building, one of which is in the main room which Playdays Preschool use. The others are dotted around the centre, including the outside area, corridors and room 2. There are no CCTV cameras in the toilet/changing area.
The cameras feed into the office at the Community Centre. The office is locked when not in use by the staff at the HHCC, all of which have CRB checks in place.
The images are kept for 48 hours, after which they are automatically re-recorded over.
The CCTV system is owned and operated by the Community Centre.
Recordings may only be viewed by authorised personnel and the Police.
Recordings required as evidence will be properly recorded, witnessed and packaged before
copies are released to the police.
Two year old Policy
We aim to provide the highest quality education and care for all our children. We aim to offer a warm welcome to each individual child and family and to provide a warm and caring environment within which all children can learn and develop as they play.
How your child plays, learns, speaks, and acts offers important clues about your child’s development. Developmental milestones are things most children can do by a certain age. We undertake developmental checks on all children between the ages of 2 – 3 years.
The Early Years Foundation Stage (EYFS) requires that parents and carers must be supplied with a short written summary of their child’s development in the three prime learning and development areas of the EYFS: Personal, Social and Emotional Development, Physical Development and Communication and Language. This should be completed when the child is aged between 24-36 months.
The aims of the progress check are to:
The setting will allow a settling in period for the child to enable their key person and other practitioners to build up good knowledge of the child’s development, abilities and interests before completing the progress check. (Normally six to eight weeks).
If a child has a period of ill health or a significant event in their family (e.g. family breakdown, bereavement or the arrival of a sibling) it may be appropriate to delay the check.
If a child has a period of absence or irregular attendance.
Where possible, we will carry out the progress check in time for parents to share it with the health visitor at the two year old health and development review.
If the child has already had the health visitor 2 year old check the setting is still required to carry out the EYFS 2 year old check.
Children attending more than one setting or changing settings
In the case of children who are attending more than one setting, the progress check will normally be carried out by the child’s key person at the setting where the child spends the greatest amount of time each week.
However, the setting carrying out the progress check will consider whether it would be helpful to get the views of other practitioners working with the child at the other setting or settings.
If a child moves between settings between 24 and 36 months, leaders and managers of the respective settings will agree which provider will complete the check. It will usually be the setting where the child has spent the most time to date.
Preparing the progress check for a child with identified disabilities or special educational need
If the progress check is for a child with an identified disability, medical need or special educational need the setting will take into account if the child is already being supported by other professionals. Then the setting will agree with parents how the views and contributions of those professionals can be sought.
The focus will be on what the child can do, their unique and individual characteristics and their development to date, rather than describing their development in terms of their need or disability.
Information sharing
The setting will include in the child induction process the sharing of both the child’s health visitor contact details.
The progress check is a statutory requirement of the EYFS. The setting will seek the consent of parents to share information from the check directly with relevant professionals.
We are able to offer the 2 year offer for children the term after they are 2 years old, subject to criteria. This will allow 15 hours per week, term time only to be funded.
The lead professional for 2 Year Offer children is SEE STAFF TABS
Data Protection Policy
The Aim of this policy is to ensure that parents understand their right to see information held about their child, and to ensure that parents understand what information is kept and who may have access to it.
We hold information on children to:-
- support their development
- monitor their progress
- provide appropriate care
- assess how well the setting itself is doing
This information includes contact details, attendance information, characteristics such as ethnic group, special educational needs and any relevant medical information. (Parent/carer data supplied will also be kept on record by the setting).
Early Years Settings are sometimes required to pass on some of this information to other groups such as:-
- Local Authorities (LA’s)
- Department for Children, Schools and Families (DCSF)
- The Qualifications and Curriculum Authority (QCA)
- Her Majesty’s Chief Inspector for Schools
- Ofsted
- The National Assessment Agency (NAA)
- The Secretary of State for Children, Schools and Families
Children have rights under the Data Protection Act 1998, including a general right to be given access to personal data held about them.
Information about staff, children and families:
All paperwork is kept in locked filing cabinets and locked filing boxes so that only the appropriate person can have access. If Learning journeys are taken home by the children’s key person to be updated they are taken straight home and kept securely so that no other person can view them. They are brought straight back in the next day and are always available.
All computers are password protected and the password can be changed as appropriate.
A parent has the right to see the information that we (or any other organisation) holds about their child.
Essential information (such as safeguarding documentation) will be kept in locked fireproof storage.
POLICIES AND PROCEDURES
Our aim is :
1) To enhance the development and education of preschool age children in a friendly community-based group.
2) To provide a safe, secure and stimulating environment.
3) To work within a framework which ensures equality of opportunity for children and families.
We offer your child :
1) A specially tailored curriculum leading to approved learning outcomes in line with the Early Years Foundation Stage.
2) Individual care and attention with a dedicated named key person and a high ratio of adults to children.
3) Fun and friendship with children and other adults.
4) Opportunities for you and your family to be directly involved, in the activities of the group and in your child’s progress.
Playdays Preschool offers education and care for children aged 2 to 5 years.
CONTENTS
POLICY NAME PAGE NUMBER
Ø STAFFING 3
Ø ADMISSIONS 4
Ø SETTLING IN / ARRIVAL AND COLLECTION 5
Ø NON COLLECTION OF A CHILD 6
Ø MISSING CHILD 7
Ø OUTDOORS/OUTINGS 8
Ø FIRE 9
Ø VISITOR / STUDENT 10
Ø WORKING IN PARTNERSHIP WITH PARENTS 11
Ø WORKING IN OARTNERSHIP WITH OTHER AGENCIES 14
Ø ICT 15
Ø SPECIAL EDUCATIONAL NEEDS 16
Ø BEHAVIOUR MANAGEMENT 17
Ø SAFEGUARDING 19
Ø CHILD OBSERVATIONS 24
Ø USE OF IMAGARY 25
Ø HEALTH AND HYGEINE / RISK ASSESSMENTS / SMOKING 26
Ø ILLNESS / MEDICATION 29
Ø CURRICULUM 30
Ø CONFIDENTIALITY 32
Ø EQUALITY AND INCLUSION 33
Ø COMPLAINTS 35
Ø MOBILE PHONES / CAMERAS 36
Ø SOCIAL NETWORKING 37
Ø WHISTLEBLOWING 39
Ø CCTV 41
Ø 2 YEAR POLICY INCLUDING PROGRESS CHECK AND 2 YEAR OFFER 42
Ø DATA PROTECTION 44
Staff
All staff are CRB checked and attend regular training including First Aid, Health and Safety and Child Protection and more... Regular staff meetings provide opportunities for staff to undertake curriculum planning and to discuss any changes as well as evaluate the setting and the children’s learning and development.
Key Persons
Our key persons system gives each child a named member of staff who is responsible for their on-going care and development. Each child in the setting has a special adult to relate to, which can make settling into the group much easier. The key person is in a position to tailor the group’s curriculum to the unique needs of each individual child. The key person maintains links with parents through shared record keeping to ensure that all children are supported in reaching their full potential.
Employment
We have an equal opportunities employment policy, seeking to offer job opportunities equally to both women and men, with or without disabilities from all religious, social, ethnic and cultural groups. Any roles – paid or voluntary are exempt from the Rehabilitation of Offenders Act 1974.
Admissions Policy
It is our intention to make our Preschool accessible to children and families from all sections of the local community. In order to accomplish this, we will –
1) Ensure the existence of the Preschool is widely known in all local communities.
2) We will advertise the Preschool in places where all sections of the community can become aware of our group.
3) The Family Information Service and health professionals will be kept informed of any vacancies becoming available.
4) Through our website and signage we will inform relevant agencies of our existence
5) Priority will be given to children who already attend another sister setting to Playdays Preschool (at present – Nutkins Nursery and Bretons Preschool) after which, each years intake will be based on a first come first served basis.
6) Describe the Preschool in terms which make it clear that it welcomes mothers and fathers, other relations and other carers including child minders and people from all cultural ethnic, religious and social groups with or without disabilities.
7) Make our Equal opportunities policy widely known.
8) Keep a place vacant, where financially viable, in order to accommodate emergency admissions.
9) Monitor the gender and ethnic background of children joining the group to ensure that no accidental discrimination is taking place.
10) We do not discriminate against a child or their family or prevent entry on the basis of colour, ethnicity, religion, disability, gender or social background, such as being a member of a travelling community or an asylum seeker.
Settling In
We want children to feel safe and happy in the absence of their parents, to recognize other adults as a source of authority, help and friendship and to be able to share their new learning experience, enjoyed in the Preschool with their parents. We also want parents to feel welcome and involved from the beginning.
In order to accomplish this we aim will:
1) Encourage parents to visit us with their children before admission is planned.
2) Making it clear to families that they will be welcomed and supported by us for as long as it takes to settle their child.
3) Reassure parents whose children seem to be taking a long time to settle into Preschool.
4) Encourage parents, where appropriate, to separate from their child for brief periods at first, gradually building up to longer absences.
5) Create opportunities for the exchange of information, using among other resources, a copy of our prospectus.
6) Provide opportunities for parents to inform us of their child’s current achievements/interests.
Arrival and Collection of Children
Arriving at Playdays:
All parents/carers must let us know if someone different is collecting their child.
Two members of staff will be at the door to stop any child leaving, Once most children have arrived our door will be locked so please knock to be let in. Please bring in your child's book bag, home/school book and water bottle in every day.
Collecting your child:
Two members of staff will be at the door to stop children leaving, Children new to our routine are likely to run to you so please go to your child immediately.
Once you are reunited with your child you are responsible for their safety. Children must not run around room, accidents will happen. If using the toilets before leaving, children must be supervised.
Please remember the road is directly outside so children must be at parent’s side when leaving.
Non parent collecting child
We will not allow a child to leave our premises with any other adult unless the parent /carers has arranged this using the following safety measures:
Verbally stated to a member of staff
Use of a password only known to parent, staff and other person which will be noted and kept securely for future use
If another person will be frequently collecting child (Nan, child minder) then please introduce them to us and we will make a note in your child’s file – you can also record in the home/school book
Children not collected
If a child has not been collected staff will:
Allow a reasonable time to elapse for traffic etc – 10 minutes
Try all contact phone numbers given - please ensure we have at least 3 phone numbers.
If unsuccessful and after 30 minutes from time child due to be collected staff must inform: Havering Social Services, the local police station and Ofsted
We understand sometimes unexpected events happen to make us run late, so please phone just so we can reassure your child who will stay with 2 members of staff until you arrive.
Please ensure that you arrive on time to pick up your child unless extreme circumstances prevent you from doing so. A parent who is regularly late will be charged for this inconvenience.
Phone numbers for Havering Social Services – Duty and Referral Team - -01708 433222
Police Station – 01708 751212
Ofsted – 0300 123 1231
Early collection of your child
You can pick up your child at any time, if you know you will be early please inform us so we can give your child an early snack/drink.
One months’ notice must be given if you wish to withdraw your child from Playdays.
If your child does not attend for more than 2 weeks without prior notification, we reserve the right to offer your child’s place to another child on the waiting list.
Missing Child Policy
Children’s safety is maintained as the highest priority at all times both on and off the premises. Every attempt is made through carrying out the outings/toilet/fire drill and exit/entrance procedures that the security of the children is maintained at all times. In the unlikely event of a child going missing staff will follow this procedure:
The register thoroughly checked
One member of staff will stay with other children
A member of staff will search all rooms in the building
Other staff will search the immediate area
If the child cannot be found, parent/carers will be informed
Police and Ofsted will be informed
Obviously we never want this situation to occur and we are confident with all our safety measures in place and constant supervision during arrival and collection, toilet visits and fire drill we will prevent this ever happening.
Systems in place to minimise the risk
Register taken at the start of each session
Times of late arrivals / early departures recorded
Regular head counts carried out
New children made aware of boundaries and preschool rules
Toilet duties
Children will always be supervised by a member of staff who has passed checks by the CRB
Children never leave our room unsupervised
Children are counted leaving and on return to room
Children’s names are written down when leaving the room to use the toilet when they return.
Outings / Outdoors Policy
On occasions, children will need to venture outside to investigate the natural world, such as looking at clouds wind or collecting twigs for their art work.
These outings will consist of short trips directly outside or to the park. Other trips could be to the local library or shops.
These will take place at different times of the year, sometimes spontaneously to widen children’s learning and understanding depending on the weather and staff ratio.
A full Risk Assessment will be carried out and recorded prior to each trip.
Appropriate staff/child ratios will be upheld and children will only go with Playdays staff members, who are all CRB checked.
Permission for these trips will be obtained through a permission slip which we ask parents/carers to sign before the child starts Preschool and is kept with the child’s records and stored under the Data Protection Act.
Group visits
Any visits to further afield places such as the zoo, or to the park as a whole group for sporting activities will be risk assessed and details of the event given to parents/carers in advance.
Parents/carers will be asked to accompany their child.
Permission to take children will be sought and parents will be asked to sign a permission slip for each event.
Parents are encouraged to take part in these events when possible.
Fire drill
At the sound of the fire alarm/whistle staff will line up all children in pairs at the door
Children will be counted as we leave the building
Children will be led to a safe pre-arranged area where a register will be taken
Children will be counted again returning to our room
Staff with children in the toilets at the time of alarm will lead children to prearranged area using the shortest/safest route for registration.
Fire Safety
Fire doors are clearly marked, never obstructed and easily opened from the inside.
Smoke detectors/alarms and fire fighting appliances conform to BSEN standards and regularly checked and recorded. Our emergency evacuation procedures are:
1) Clearly displayed in the premises
2) Explained to new members of staff, volunteers and parents
3) Practiced regularly at least once every term.
4) Recorded in the fire drill record book
Visitor Policy
We recognize that the quality and variety of work which goes on in a Preschool makes it an ideal place for visitors from places of work, school and college childcare courses. Other visitors may include other professionals such as health visitors, speech or language therapists, Ofsted, Havering early years or tutors / assessors from staff undertaking training.
All visitors need to sign and date the visitor’s book, and read the notice therein when they come in and when they leave.
The needs of the children are paramount. Visitors will not be admitted in numbers, which could hinder the essential work of the Preschool.
Visitors must be made aware of the Fire procedure, Child Protection, Confidentiality and Health and Safety Policy.
Any information gained by the visitors about the children, families or other adults in the Preschool must remain confidential.
Student Placement Policy
Playdays recognize that qualifications and training make an important contribution to the quality of the care and education provided by early year’s settings. As part of our commitment to quality, we offer placements to students undertaking early year’s qualifications and training.
We require students on qualification courses to meet the 'suitable person requirements of Ofsted and have CRB checks carried out – a copy of which will be held on record.
Work experience students or those with us for a short term basis do not count in our staffing ratios. Trainee staff or those on a long term placement may be included in the ratios if they are deemed competent.
All students, work experience placements and volunteers are given a copy of the student handbook.
Working in Partnership with Parents Policy
For 'parent' please take this to include parent/carers/grandparent or whoever is the child's main carers or carers
We believe that children benefit most from early year’s education and care when parents and settings work together in partnership.
The relationship with parents should be one of mutual trust and respect. Parents should be provided with information and support. Their views and information about their child should be asked for, welcomed and taken into account. Communication with parents is at the heart of our successful partnership with parents. Although all staff know all parents and children, each child should have a key person who knows a particular group of children well and provides a point of contact for the parent. Parents should be told who their child’s key person is and key person should exchange information with the parents.
We will ensure that all parents are included.
* If information is required in another language or Braille please let us know..
Forms to be completed before starting
Registration Form and Deposit, Funding Form, Permission slips, on-entry forms.
Informing parents
The key way to inform parents is to talk them on a daily basis
Other strategies include
The information pack
Parents consultations
Settling in and end of year report
Newsletters
Children’s records
The parent notice board/s Displays and photos
The contract and registration form
Policies
Developing positive relationships and Maintaining positive relationships
* All parents and children must be greeted by a member of staff on arrival. Other staff should be supervising children.
* Encourage parents to come back after a few minutes and peep unseen or telephone if child (or parent!) is distressed. Parents might be reassured by photos on display.
* When parents collect the child at the end of the session a member of staff should be on the door to see the children out. Mention anything special a child has done or make a quick comment as they leave.
* Ensure that a parent is accurately and fully informed by a member of staff of any accident or incident and that the accident book contains correct details and is signed
* Always talk privately i.e. out of earshot of other parents concerning potentially sensitive issues. Accidents, behaviour, wet pants, concerns regarding development etc.
* If parents wish to discuss any matter in depth may suggest they come back later or make an appointment any time if necessary.
* However, if a parent is upset in any way, or needs to talk urgently, time must be given,
Involving parents
Although many of our parents work and we do not operate a regular parents rota, parents are invited to help whenever they wish.
We have an active policy of parental involvement in the Preschool. Events are organized throughout the year and all parents are invited by newsletter, reminders are sent verbally and by text message. Parents are not be made to feel guilty or pressured to come to events.
Events include:
* Curriculum meetings * Charity events such as the “Big toddle”
* Christmas Concert * Fund raising activities
* Parent Consultations * Teddy bears picnic
* Fun Day * Open Day.
We also have home/school activities including the Letter of the Week
Privacy and confidentiality
Any breach of confidentiality will result in disciplinary procedures.
ACCESS TO INFORMATION PROCEDURE · All records and discussions concerning individual children must be completed as strictly confidential. Members of staff must not discuss matters concerning any child with outsiders e.g. friends, relatives or parents of other children in the Preschool. Where outside agencies are involved records may only be passed on with written parental consent (e.g. school, health visitor, speech therapist, etc.) Records of children’s progress may be discussed among staff members for the benefit of the child. However, the official record should be treated as confidential. Parents should be aware and have access to all records concerning their children.
‘Friendly but not a friend’
Some parents are naturally supportive and outgoing others are reticent and less confident about being involved. All parents should be treated fairly. The relationship should be friendly but professional. Staff who have personal contact or are friends with some parents outside Preschool are strictly forbidden to discuss matters relevant to Preschool business (e.g. talking about the children in our care) outside Preschool. Equally matters not relating to Preschool business should not be discussed with parents at the Preschool.
Note: This would be considered as misconduct and a breach of confidentiality and would result in disciplinary action.
The staff and helpers at “Playdays” respect and recognise that parents/carers are generally the prime educators of children in their care We trust we will not allow our own lifestyle values to influence our attitudes towards the children or their families, and any information given to us regarding a child or family will be treated confidentially. We will be receptive to the views and ideas of all parents/carers and will take into account the different skills they have to offer. Parents/carers are welcome to help their children settle in at the pre-school if their child is upset, and may stay until all parties feel secure. We will endeavour to supply parents/carers with information about the preschool, and to inform them of our themes. If a parent/carers has any difficulty for whatever reason in understanding the written policies or any information regarding the pre-school, they are welcome to speak to the pre-school manager or deputy manager, and this will be treated in confidence.
Please inform us in confidence of any events, upsets or changes which may affect your child’s behaviour in any way. Our commitment will always be to protect children of any harm, please read our Safeguarding policy.
Working in Partnership with other agencies policy
We work in partnership with local and national agencies to promote the well-being of all children.
Procedures
– We work in partnership or in tandem with, local and national agencies to promote the well-being of children. Procedures are in place for sharing of information about children and families with other agencies.
– Information shared by other agencies with us is regarded as third party information. This is also kept in confidence and not shared without consent from that agency.
– When working in partnership with staff from other agencies, we make those individuals welcome in the setting and their professional roles are respected. We follow the protocols for working with agencies, for example on Child Protection.
– Staff from other agencies do not have unsupervised access to the child they are visiting in the setting and do not have access to any other children during their visit.
– Our staff do not casually share information or seek informal advice about any named child/family. When necessary we consult with local and national agencies who offer a wealth of advice and information that help us develop understanding of issues facing us and who can provide support and information for parents. For example, ethnic/cultural organisations, drug/alcohol agencies, or organisations promoting childcare and education.
ICT Policy
ICT stands for ‘Information, and Communication and Technology’. This means ALL the technology around us.
At Playdays we have a laptop and printer. These are used to support the children’s development in Numeracy and Literacy skills using appropriate software. There are opportunities to practice their ICT skills using drawing packages. We also have a number of programs that support Knowledge and Understanding of the World.
We have a child-friendly digital cameras that the children have free access to.
Staff use a digital camera to record evidence for their key children.
We also have several V-Tech toys and equipment, torches, keyboards and phones, programmable and remote control toys, a music step pad and more!
Keeping Safe
· Ensure children are able to see the screen without straining their necks; they should be looking straight ahead or slightly down at the screen, NOT up.
· Ensure children can put their feet flat.
· Ensure the table has enough room to move the mouse and touch the keyboard.
· Ensure all leads are out of the way and that extension leads are not stretched over children’s play areas. If sockets do not have a plug make sure they are fitted with safety plugs.
· Model safe use and involve the children about electricity, wires and keeping safe.
· Children are encouraged to share and wait for their turn.
· A timer is used to unsure that the children spend no longer than 20 minutes at the computer. Staff are always nearby to ensure that children do not spend too long at the computers.
Photographs -
· Parents sign permission slips for photos to be used in displays, within the setting and for our records. Parents can choose for the photos not to be used for any of these.
· Staff agree that photos will not be used inappropriately and should not be used for anything other than putting in Learning Journeys.
· Photographs can ONLY be taken on the settings camera. Staff must NOT use their mobile phones to take pictures of children in the setting.
Special educational needs Policy
All staff members at Playdays preschool are committed to meeting the requirements of the special educational needs (SEN) code of practice.
Our aim is for all children with SEN to reach their full potential, and to meet this Playdays will:
Welcome all children to our preschool
Ensure early identification of any child with any form of SEN through relevant monitoring, observing and recording of all children’s progress.
Provide time to meet and listen to parents continually, building a partnership where information can be shared regularly.
Children who have or are identified in having a SEN.
Playdays Preschool will;
Identify assess and review individual needs on a regular basis.
Provide a broad, balanced and purposeful early year’s curriculum.
Provide activities which can be adapted to individual needs, making the curriculum accessible to all children.
Provide additional resources and help for children with SEN when needed.
Listen to and work in partnership with parents/carers, sharing observations and planning on a regular basis, consulting and meeting any outside agencies at a time which will be most convenient to parents.
Staff will be flexible in their support, promoting joining in and inclusion.
Staff will be good role models, respecting and valuing all children.
We will develop all children’s understanding and respect for differences and for different cultures through our early year’s curriculum.
Continue working with outside agencies, including our area Senco and The Childrens Centres
Share information with the Preschool/setting that the child will transfer to making the transition as successful as possible with the permission of parent/carers.
Playdays special educational needs co-coordinator is SEE STAFF TABS
Behaviour Management Policy
Playdays Behaviour Management Co-coordinator is SEE STAFF TABS
We believe children will enjoy being in an environment in which they know what is expected of them and where they can play and develop in a safe environment without fear of harm.
To enforce this we would like children to respect each other and to respect and take care of activities and toys; i.e. not to throw toys or purposely break them.
Children will be praised for good behaviour, such as kindness, sharing, politeness and helpfulness.
Physical punishment will under no circumstances be threatened or used on children.
Adults will not shout or speak in a threatening manner.
Techniques intended to single out and humiliate individual children such as the “naughty chair” will not be used.
In cases of misbehaviour such as racial or other abuse, the unacceptability of the behaviour and attitudes will be made clear immediately by means of explanation, and if necessary the child will be redirected to an alternative activity.
In cases of misbehaviour such as bad language, the unacceptability of the behaviour will also be made clear immediately.
If a child’s unacceptable behaviour persists, the parent/carers will be informed of this and will be invited to discuss the matter further with their child.
Parents and staff will work together providing continuous response and set boundaries.
Staff and any adults in the group will work by the above and will be expected to behave in a friendly, caring and courteous way towards each other, the parents and the children, providing a positive role model for children.
Parents may find Managing unwanted behaviour procedures helpful at some stage in their child’s development.
Managing unwanted behaviour Procedures
We aim to use positive preventative strategies to avoid unwanted behaviour rather than have to deal with it. This means making sure that children are well supervised and have interesting activities. It is important that unwanted behaviour is dealt with sensitively. Intervention needs to be prompt and calm. Parents may find the following strategies helpful in dealing with unwanted behaviour at some stage in their child’s development. There are several ways in which to intervene which usually ends any situation effectively and quickly such as;
Through eye contact / facial expression. Saying a determined "No"
Explain the consequences of children's actions. Time out.
Time out is not to punish the child, but simply to allow them to calm down, an adult will talk to them about why they have been placed there and then allowed to calm down. Children will not be made to feel that they are being rejected but rather that we are helping them to avoid conflict.
Time out is a safe area in the setting where they cannot hurt themselves or others. It is where they can sit for a few minutes to calm down or to think about their actions.
Attention seeking behaviour
Children show this type of behaviour at times; it may include answering back, making noises and challenging instructions. Tantrums can also be used as a way of attention seeking.
It is often best to ignore attention-seeking behaviour unless it is dangerous. By challenging it you may be teaching the children that they can get attention in this way.
Praise children when they show appropriate behaviour to teach them that positive behaviour is the best way to gain attention. Look for the positive not the negative in children's behaviour.
Safeguarding policy and procedures
Statement of intent
Playdays Pre-School will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life.
Procedures
We carry out the following procedures: We are committed to building a 'culture of safety' in which children are protected from abuse and harm in all areas of its service delivery.
Staffing and volunteering
Our designated person/s who co-ordinate s child protection issues are
SEE STAFF TABS
- Our designated officer who oversees this work is Claire Lakin
- We ensure all staff and parents are made aware of our safeguarding policies and procedures.
- We provide adequate and appropriate staffing resources to meet the needs of children.
- Applicants for posts within Pre-School are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974.
- Candidates are informed of the need to carry out 'enhanced disclosure' checks with the Criminal Records Bureau before posts can be confirmed.
- Where applications are rejected because of information that has been disclosed, applicants have the right to know and to challenge incorrect information.
- We abide by Ofsted requirements in respect of references and Criminal Record Bureau checks for staff and volunteers, to ensure that no disqualified person or unsuitable person works at the setting or has access to the children.
- Volunteers do not work unsupervised.
- We abide by the Protection of Vulnerable Groups Act requirements in respect of any person who is dismissed from our employment, or resigns in circumstances that would otherwise have led to dismissal for reasons of child protection concern.
- We have procedures for recording the details of visitors to the setting.
- We take security steps to ensure that we have control over who comes into the setting so that no unauthorised person has unsupervised access to the children.
Method
Responding to suspicions of abuse
We acknowledge that abuse of children can take different forms - physical, emotional, and sexual as well as neglect.
- When children are suffering from physical, sexual or emotional abuse, or may be experiencing neglect, this may be demonstrated through the things they say (direct or indirect disclosure) or through changes in their appearance, their behaviour, or their play.
- Where such evidence is apparent, member of staff makes a dated record of the details of the concern and discusses what to do with the setting leader or manager who is acting as the 'designated person'. The information is stored on the child's personal file.
- We refer concerns to the local authority children’s social care department and co-operate fully in any subsequent investigations. This is the Duty and Referral Team at Havering – (during office hours) 01708 433222, (outside office hours) 01708 433999. This is done initially by telephone, followed by a Common Assessment Framework (If applicable). ALL CONCERNS SHOULD BE REFERRED TO THE DUTY AND REFERRAL TEAM, even if an allocated Social Worker or Family Support Worker is in place. ALL TELEPHONE CALLS, CONCERNS, VISITS ETC MUST BE WRITTEN DOWN.
Staff in the setting take care not to influence the outcome either through the way they speak to children or by asking questions of children.
- We use the detailed procedures and reporting format contained in the London Child Protection Procedures (2010) when making a referral to children’s social care or other appropriate agencies.
Where a child makes comments to a member of staff that gives cause for concern (disclosure), 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 a member of staff:
- Listens to the child, offers reassurance and gives assurance that she or he will take action;
- Does not question the child;
- Makes a written record that forms an objective record of observation or disclosure that includes:
- The date and time of the observation or disclosure;
- The exact words spoken by the child as far as possible;
- The name of the person to whom the concern was reported, with date and time; and
- The names of any other persons present at the time.
Making a referral to the local authority social care team
The London Safeguarding Board details procedures for making a referral to the local duty and referral team. We also refer to the “Quick Referral Flowchart” (attached). This is based on ‘What to so if you’re worried a child is being abused’ (HMG 2006).
- We keep a copy of this document and follow the detailed guidelines given.
- All members of staff are familiar with the Child protection record and follow the procedures for recording and reporting.
Parents are normally the first point of contact.
- If a suspicion of abuse is recorded, parents are informed at the same time as the report is made, except where the guidance of the Local Safeguarding Children Board does not allow this.
- This will usually be the case where the parent is the likely abuser. In these cases the investigating officers will inform the parents.
We work within the Local Safeguarding Children Board guidelines
- We have a copy of ‘What to do if you’re worried a child is being abused’ for parents and staff and all staff are familiar with what to do if they have concerns.
- We have procedures for contacting the local authority in child protection issues, including maintaining a list of names, addresses and telephone numbers of social workers, to ensure that it is easy in any emergency for the setting and social services to work well together.
- We notify the registration authority (Ofsted) of any incident and any changes in our arrangements which may affect the wellbeing of children.
- Contact details for the local National Society for the Prevention of Cruelty to Children (NSPCC) are also kept.
- If a referral is made to the local authority social care department, we act within the area’s Safeguarding Children and Child Protection guidance in deciding whether we must inform the child’s parents at the same time.
We ensure that all parents know how to complain about staff or volunteer action within the setting; or anyone living or working on the premises occupied by the setting, which may include an allegation of abuse. We follow the guidance of the Local Safeguarding Children Board when responding to any complaint that a member of staff or volunteer or anyone living or working on the premises occupied by the setting has abused a child.
- We respond to any disclosure by children or staff that abuse by a member of staff or volunteer or anyone living or working on the premises occupied by the setting may have taken, or is taking place, by first recording the details of any such alleged incident.
- We refer any such complaint immediately to the local authority's LADO department to investigate. We also report any such alleged incident to Ofsted and what measures we have taken. We are aware that it is an offence not to do this.
- We co-operate entirely with any investigation carried out by social services in conjunction with the police.
- Where the management committee and children’s social care agree it is appropriate in the circumstances, the preschool 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.
Where a member of staff or a volunteer is dismissed due to engaging in activities that caused concern for the safeguarding of children or vulnerable adults, we will notify the Independent Safeguarding Authority (ISA) of relevant information so that individuals who pose a threat to children (and vulnerable groups) can be identified and barred from working with these groups.
The preschool is committed to promoting awareness of child abuse issues throughout its training and learning programmes for adults. It is also committed to empowering young children, through its early childhood curriculum, promoting their right to be strong, resilient and listened to.
Training
We seek out training opportunities for all adults involved in the setting to ensure that they are able to recognise the signs and symptoms of possible physical abuse, emotional abuse, sexual abuse and neglect and so that they are aware of the local authority guidelines for making referrals.
- We ensure that all staff know the procedures for reporting and recording their concerns in the setting.
The layout of the rooms allows for constant supervision. No child is left alone with staff or volunteers in a one to one situation without being visible to others.
Curriculum
We introduce key elements of keeping children safe into our programme to promote the personal, social and emotional development of all children, so that they may grow to be 'strong, resilient and listened to' and so that they develop understanding of why and how to keep safe.
- We create within the setting a culture of value and respect for the individual, having positive regard for children's heritage arising from their colour, ethnicity, languages spoken at home, cultural and social background.
- We ensure that this is carried out in a way that is developmentally appropriate for the children.
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 London Safeguarding Children’s Board.
Support to families
We believe in building trusting and supportive relationships with families, staff and volunteers in the group.
- We make clear to parents our role and responsibilities in relation to child protection, such as for the reporting of concerns, providing information, monitoring of the child and liaising at all times with the local children’s social care team.
- We will continue to welcome the child and the family whilst investigations are being made in relation to any alleged abuse.
- We follow the Child Protection Plan as set by the child’s social care worker in relation to the setting’s designated role and tasks in supporting that child and their family subsequent to any investigation.
- Confidential records kept on a child are shared with the child’s parents or those who have parental responsibility for the child in accordance with the Confidentiality and Client Access to Records procedure and only if appropriate under the guidance of the Local Safeguarding Children Board.
- Children Act (1989 s47)
- Protection of Children Act (1999)
- Data Protection Act (1998
- The Children Act (Every Child Matters) (2004)
- Safeguarding Vulnerable Groups Act (2006)
- Sexual Offences Act (2003)
- Criminal Justice and Court Services Act (2000)
- Human Rights Act (1999)
- Race Relations (Amendment) Act (2000)
- Race Relations (Amendment) Act (1976) Regulations
- Equalities Act (2006)
- Data Protection Act (1998) Non Statutory Guidance
- Working together to Safeguard Children (revised HMG 2006)
- What to do if you’re Worried a Child is Being Abused (HMG 2006)
- Framework for the Assessment of Children in Need and their Families (DoH 2000)
- The Common Assessment Framework (2006)
- Statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (HMG 2007)
- Information Sharing: Practitioners’ Guide (HMG 2006)
- Independent Safeguarding Authority: www.isa-gov.org.uk
Children's services (Ofsted) 0300 123 1231
NSPCC 0800 800 5000
Police Station (Romford) 01708 751212
Havering Duty and Referral Team (during office hours) 01708 433222
Havering Duty and Referral Team (outside office hours) 01708 433999
Havering Safeguarding Children Board 01708 433528
Eileen Collier - LADO - 01708 433614
Child Observation Policy
In order for the preschool to continue to improve and maintain a good quality education, the staff will observe the children in the setting whilst at play. This helps to plan, prepare and organise the curriculum whilst keeping the children's records up to date.
Written parental consent is included in the preschool registration pack.
The most usual form of observations will be written. These are factual observations of the child, which include the date. These will be what the child is doing, saying and record any activities.
Staff may take the learning journeys home to update.
The staff work as a team with each individual member of staff being a key person to a number of children. Each key person is responsible for keeping their children's records up to date ensuring that they are completed showing your child's progression whilst building up a holistic picture of the child's development.
Progress reports based on these observations will be given to the parents during the year as well as annual parent/teacher meetings. However we are happy to discuss your child's progress at any time throughout the year. Transition forms will be completed when your child is moving to school and parents are asked to sign these.
Staff will respect the confidentiality of all information.
Observations will be carried out discreetly and will not interfere with the children's routine.
Use of Imagery Policy (Photos/Video)
For the purposes of this policy, imagery includes any images taken by camera (video, film and digital)
At Playdays, we recognise that it is important to celebrate the achievements and progress of children and make a record of them. Occasionally, we may also use the press so that the wider community can celebrate in these achievements and successes. Similarly we recognise that Parents/Carers may also want to keep a photographic record of their child’s achievements in Playgroup. Alongside this we also have a duty to safeguard the welfare of children generally and to protect any individual child who may be particularly vulnerable.
Staff take photos and videos of children in order to record significant steps in the learning and development of the children. These photographs are generally kept within individual children’s learning portfolios, although may also be used on wall displays. These photos are taken using the preschool camera only and printed off using a photo printer. The photos are then deleted from the computer memory. Photos will not be stored.
Parents/Carers are able to take photos and videos of their children taking part in specific Playgroup activities, for private use only. The Staff, supported by the parents are responsible for ensuring that pictures and images taken of children are done so in a way that reflects the protective ethos of the Playgroup. We therefore need to ensure that parental use of photography and video is monitored and protected for the benefit of children and their parents in accordance with the following guidance:
· Parents will be informed of designated areas and times where photography/video recording will be allowed (eg. Sport’s Day).
· Parents will be asked to sign giving permissions for their child to be photographed during Playdays activities.
· If using a video camera or still camera please take all necessary steps to prevent obscuring other people’s view.
All Parents/Carers will be asked to complete a consent form and return it to Playdays. If, at a later date, they wish to make any amendments to their answers, they must put these in writing.
Health and Hygiene Policy
Food and drink
Children are offered a daily snack; most often this is a selection of fruit to choose from, a food from the carbohydrate source and a drink of milk or water.
Children have opportunities to take part in cooking preparing and tasting different foods regularly.
Parents must inform us initially on their child’s registration form of all allergies cultural or medical needs. Parents will be asked to sign a consent form for their child to receive snacks provided by the other parents in the setting.
All staff will be made aware of these needs by the manager and noted in detail in the appropriate book . They will also be displayed in a prominent place.
Parents are informed of food activities in our newsletter , on our activity plans and noticeboard.
Hygiene
All adults and children will wash hands after using the toilet, and before handling food.
Paper towels will be used
Children will dispose of used tissues hygienically.
No adult will sneeze or cough on food.
Any food contaminated by a child will be thrown away.
Surfaces will be kept clean with appropriate cleaner.
Smoking is not allowed on the premises
All food will be stored safely.
Staff and students are made aware of the need to wear rubber gloves and show particular care dealing with and disposing of bodily fluids.
Staff are aware of how infections, including HIV can be transmitted.
Soiled clothing will be stored in a tied plastic bag and returned to parent.
Soiled nappies will be put in a sealed nappy sack and returned to parent for safe disposal.
Blood and vomit will be cleaned up immediately cloths used will be disposed of safely. All affected areas will be disinfected. Any fabrics will be washed in hot water.
The Health and Safety co-ordinator is SEE STAFF TABS
The safety of young children is of paramount importance: In order to ensure the safety of both children and adults we will ensure that :
1) All children are supervised by adults at all times and are always within sight of an adult.
2) Any accidents/ incidents will be recorded in the relevant book and signed by parent/carers
3) Regular safety monitoring will include checking of any accident/Incident records
4) All adults are aware of the exit/arrival / toilet / fire drill systems
5) Children will only leave the room with authorised adults
6) Safety checks and a risk assessment is made before every session
7) Equipment is checked regularly and any broken/damaged toys/items replaced or repaired
8) Fire doors are clearly marked and never obstructed
9) All dangerous materials are stored in a locked cupboard and out of reach of children
10) Children do not have access to kitchens or cupboards storing hazardous materials
11) Adults do not walk around with hot drinks or place drinks within a child's reach.
12) Fire drills are held at least once a term and recorded
13) There is no smoking in any part of the building
14) A correctly stocked first aid box is available at all times
15) Equipment offered to the children is developmentally and age appropriate, and have the relevant safety checks / kite marks.
16) All children and adults are recorded on the daily register and head counts taken regularly.
17) Staff attend regular training sessions on Food Safety, Health and Safety, First Aid and Manual Handling.
18) Children are made aware of health and safety issues through discussions, planned activities and routines.
19) Adults are provided with guidance about safe storage, movement, lifting and erection of large pieces of equipment.
20) Windows and doors are kept secure
21) We take precautions to prevent children's fingers from being trapped in doors.
22) All floor surfaces are checked regularly to ensure they are clean, tidy and dry.
23) Heaters are protected to ensure that children cannot bun or scold themselves
24) The layout of the toys and activities are set up to allow adults and children to move safely and freely around the setting
25) All materials including paint and glue are non-toxic
26) Sand is clean and suitable for children's play
Legal Framework
Health and safety at Work Act (1974)
Management of Health and Safety at Work Regulations (1992)
Electricity at work Regulations (1989)
Control of Substances Hazardous to Health Regulations (COSHH) (2002)
Manual Handling Operations Regulations 1992
Recording and Reporting of Accidents and Incidents
Any accidents which occur in the setting are recorded in the accident book. These details include the child's name, time of accident, injury received, action taken, how the accident happened, any treatment given and is signed by the staff member who dealt with the accident and any witnesses. The child's parent/carers is then asked to countersign the book when the child is collected.
Incidents which may occur include break in, burglary, theft, fire, flood, gas leaks, attack on a member of staff or parent on the premises, death of a child, a terrorist attack, intruder or any racist incident involving staff or family at the setting,
Any incidents or accidents that require the aid of a general practitioner or hospital treatment then a report is made to the Health and Safety executive using the RIDDOR forms, as well as a notification made to Ofsted.
Risk assessment policy
We believe that the health and safety of children is of paramount importance. We make our setting a safe and healthy place for children, parents, staff and volunteers by assessing and minimising the hazards and risks to enable the children to thrive in a healthy and safe environment.
The basis of this policy is risk assessment:
§ Identification of risk: Where is it and what is it?
§ Who is at risk: Childcare staff, children, parents, etc?
§ Assessment as to the level of risk as high, medium, low. This is both the risk of the likelihood of it happening, as well as the possible impact if it did.
§ Control measures to reduce/eliminate risk: What we need to do, or ensure others will do, in order to reduce that risk?
§ Monitoring and review:
Procedures
§ Our risk assessments are carried out daily by the Health and Safety Officer. Our risk assessment process covers adults and children and includes:
o checking for and noting hazards and risks indoors and outside, and in our premises and for activities;
o assessing the level of risk and who might be affected;
o deciding which areas need attention; and
o developing an action plan that specifies the action required, the time-scales for action, the person responsible for the action and any funding required.
§ Risk assessments are reviewed annually or earlier if appropriate.
§ We maintain lists of health and safety issues, which are checked daily before the session begins as well as those that are checked on a weekly and termly basis when a full risk assessment is carried out.
Legal framework
§ Management of Health and Safety at Work Regulations 1992
Illness / Medication Policy
Unwell children
Parents are asked to keep their child at home if they appear unwell or have any infection, please tell us of any contagious illnesses so we can inform other parents and be alert in identifying possible symptoms in others.
Vomiting and diarrhoea infections can spread quickly. Children must not return to Pre-school for at least 48 hours after last attack.
When a child becomes unwell while in our care a staff member will stay with them while another contacts parent/carers by phone, (please keep your contact numbers up to date).
Emergencies
Parents give permission for a member of staff to accompany their child to hospital in an emergency situation when they complete a registration form.
All contact numbers will be tried informing Parents as soon as possible.
Health care plans
We will work in partnership with parents and relevant professionals to develop an appropriate health care plan when necessary.
Staff will be given written instructions, advice and when needed training by health professionals and parents.
Children’s medicine
Written consent will be obtained from parent/carers giving clear instruction about dosage, administration and permission for a member of staff to administer medicine to their child.
Medicines must be in their original container, clearly labeled with the child’s name, dosage and any other instructions Medicines will be kept in a lockable cupboard.
Medication book
This will record: Child name, Time or circumstances medication should be given, Date and time medication is given, Staff signature who administered medicine, Signature of parent acknowledging medicine given
Curriculum
Children will be encouraged and supported to practice skills needed to increase their personal independence.
Children will begin to understand the importance of good hygiene routines and the affects exercise and food can have on their body.
All children have the support of a key worker who will observe record and discuss in confidence a child’s progress and well being with the parent/carers.
We are committed to the policy of” Learning through Play” providing activities and resources which are fun and educational.
We plan activities which enable all children to reach stepping stones, based on the framework within the` Early years foundation stage curriculum’ 2012.
The prime areas
Communication and language
Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Physical development
Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Personal, social and emotional development
Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
The specific areas
Literacy
Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Mathematics
Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding the world
People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive arts and design
Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
Confidentiality Policy
The Pre-schools work with children and their families will sometimes bring us into contact with confidential information. To ensure that all those using and working in the pre-school can do so with confidence, we will respect confidentiality in the following ways;
• Parents will have ready access to the files and records relating to their own child but will not have access to information about any other child.
• Staff will not discuss individual children other than for the purposes of curriculum planning, assessing without parent/carers consent. We work in liason with staff outside the group including health visitors, social workers and paediatricians to meet children's specific needs with written consent from parent/ carers.
• Information given to the Pre-school Manager or key worker by parents/ carers will not be passed to any other adults without prior consent unless we feel the child is in danger of neglect or abuse.
• We are committed to the safety and well being of the children in our care.
• All children's information, records and details will be kept in a locked cupboard when not in use.
Equality and Diversity Policy
Our named equal opportunities coordinator is SEE STAFF TABS
Playdays pre-school is committed to providing equality of opportunity and anti discriminatory practice for all children and families.
We aim to:
Provide a secure environment in which all children can flourish.
Value all contributions from children and their families within our group.
Provide positive non-stereotyping resources and information about different ethnic groups and people with disabilities.
Improve our knowledge and understanding of issues of equality and diversity.
Ensure activities are inclusive to all children.
Our pre-school is open to all members of the community.
We provide information in clear, concise language whether in spoken or written form.
We will do our best to provide information in another language if needed.
We have a fair admissions system.
We will never refuse entry of a child because of a disability.
We will develop an action plan to ensure children with disabilities can participate successfully in all areas of pre-school life.
Parents are given a copy of our equality and diversity policy.
Where possible a child with a special need will be given priority on our waiting list.
Curriculum
Through a variety of activities and resources children are encouraged to develop positive attitudes towards people who are different to them. We will encourage kindness and tolerance shown to others.
We will do this by:
Making children feel valued and good about themselves
Ensure equal opportunities to all children to progress their learning
Families
• Playdays preschool recognises that many different types of families successfully love and care for children.
• 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 parent / carers to take part in the setting and contribute fully.
• For families who speak a language in addition to English we will develop means to ensure their full inclusion.
• We offer a flexible payment system for families in economic need and offer advice for financial support by referral to the Family Information Service (FIS) Telephone number 0800 678 1991.
Festivals – Co-ordinator is SEE STAFF TABS
Our aim is to show respectful awareness of all the major events in the lives of the children and families in the preschool and in our society as a whole, and to welcome the diversity of backgrounds from which they come. Children will be made aware of the festivals which are celebrated, not only by their own families but also others. Children will be encouraged to welcome a range of different festivals, together with stories, celebrations and social food and clothing as part of the diversity of life.
Resources
These will be chosen to give children a balanced view of the world and an appreciation of the rich diversity of our multi-cultural society. Materials will be selected to help children develop their self-respect and to respect other people b avoiding stereotypes and derogatory pictures or messages about groups of people.
Language
Information, written and spoken will be clearly communicated in as many languages as required, ensuring that adults and children with English as an additional language or those with sight or visual impairments are fully included.
Complaints Procedures
We aim to offer a welcome to each individual child and family and to provide a warm and caring environment within which all children can learn and develop as they play.
We believe children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. Our intention is to work in partnership with parents and the community generally and we welcome suggestions on how to improve our group at any time. Many concerns can be resolved quickly by an informal approach to the appropriate member of staff if this does not achieve the desired result, the following procedures should be used.
How to complain
A parent who is uneasy about any aspect of the group's provision should first of all talk over any worries and anxieties with the pre-school Manager. If this does not have a satisfactory outcome within a couple of weeks or if the problem recurs the parent should put the concerns or complaint in writing to the pre-school manager.
The next stage is to request another meeting with the pre-school manager. Both parent and the manager should have a friend or partner present if required and an agreed written record of the discussion should be made. Most complaints should be resolved internally or at this initial stage.
If the matter is still not sorted out to the parent’s satisfaction, it might be helpful to invite an external mediator, one who is acceptable to both parties, to 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. The Mediator will keep all discussion confidential. She will meet with the group if requested and will keep an agreed written record of any meetings that are held and of any advice s/he has given. The involvement of a Mediator represents the final stage in the complaints procedure.
Any complaint relating to an aspect of the Early Years Foundation Stage will be logged in our Complaints record and Ofsted and will be informed. We will maintain appropriate confidentiality when filling in this record and no names will be recorded.
An account of the findings of the investigation into the complaint and any action taken will be shared with the person who made the complaint within 28days.
If parents/carers are still dissatisfied, they have the right to refer the matter to OFSTED using the address or telephone number below:
OFSTED, Piccadilly Gate, Store Street, Manchester, M1 2WD
Telephone 0300 123 1231
Mobile phones and Cameras Policy
We believe our staff should be completely attentive during their hours of working, to ensure all children in the Preschool receive good quality care and education. This is why mobile phones are not to be used during working hours.
We also feel that restrictions need to be placed on staff when they access social networking sites. The Preschool has a high reputation to upkeep and comments made on sites such as ‘Facebook’ could have an impact on how parents using the Preschool view the staff.
Ø Personal electronic devices eg: mobile phones, camera/phones, i.pods, etc are not allowed to be used whilst in the room. Should you need to make or receive a call – please first check with the person in charge and use the phone outside of the area where the children are.
Ø Mobile phones are not to be used during your working hours.
Ø Mobile phones must not be used unless on a designated break or agreed as above.
Ø Mobile phones should be turned off and stored safely in the designated area during the hours of your working day
Ø Staff must not post any reference to the company on any internet site. This includes the use of the company name.
Ø Staff must not post anything onto social networking sites such as ‘Facebook’ that could be construed to have any impact on the Preschool’s reputation – see Social Networking Policy.
Ø Staff must not post anything onto social networking sites that would offend any other member of staff or parent using the Preschool
Ø If staff choose to allow parents to view their page on social networking sites then this relationship must remain professional at all times
Ø Please note the “Whistleblowing” section of the policies – If you see another member of staff using their phone during working hours, in front of the children please advise a senior member of staff straight away.
If any of the above points are found to be happening then the member of staff involved will face disciplinary action, which could result in dismissal.
Social Networking Policy
This social networking policy applies to all staff members employed by the preschool – Both Paid and Voluntary.
Social media, professional networking sites, rapid-fire communications, blog sites, and personal Web sites are all useful technologies; realizes this fact. Every employee has an opportunity to express and communicate on-line in many ways, and we do not wish to discourage an on-line presence. Above all else, everyone needs to use good judgement on what material makes its way on-line.
This policy will set forth guidelines that employees should follow for all on-line communications in reference to the preschool.
This policy includes (but is not limited to) the following specific technologies:
Personal blogs
MySpace
Personal Web sites
Digg
Responsibility
Any material presented on line in reference to the preschool by any employee is the responsibility of the poster. At no times should any posts be made in reference to Children, Parents or other professionals that employees may come in to contact with through work. At no time must any photographs or materials be published that identify the setting or Children and pictures of staff may only be used with the express permission of the staff members concerned. Any member of staff found to be posting remarks or comments that breach confidentiality and or are deemed to be of a detrimental nature to the company or other employees or posting/publishing photographs of the setting, children or staff unless staff permission has been gained may face disciplinary action in line with the company disciplinary procedures.
The Preschool employees are encouraged to use the following guidelines in social networking practices:
Remember that no information sent over the web is totally secure and as such if you do not wish the information to be made public refrain from sending it over a social network site.
Even though you may think you are anonymous or use an alias you may be recognised.
Maintain professionalism, honesty, and respect.
Apply a "good judgement" test for every activity related to the setting - Could you be guilty of leaking information, discussing confidential information? Is it negative commentary regarding the setting or its employees? Activity showing good judgement would include statements of fact about the setting, and its products and services, facts about already-public information, or information on the Web site.
Further, if any employee becomes aware of social networking activity that would be deemed distasteful or fail the good judgement test, please contact your Manager
Any on-line communication regarding proprietary information such as lay-offs, strategic decisions, or reduction of working hours deemed inappropriate for uncoordinated public exchange is forbidden.
WHISTLEBLOWING – GUIDANCE
Definition:
Whistleblowing is raising a concern about malpractice within an organisation.
The policy provides individuals in the workplace with protection from victimisation or punishment where they raise a genuine concern about misconduct or malpractice in the organisation. The policy is underpinned by the Public Interest Disclosure Act 1998, which encourages people to raise concerns about misconduct or malpractice in the workplace, in order to promote good governance and accountability in the public interest. The Act covers behaviour, which amounts to:
- A criminal offence
- Failure to comply with any legal obligation
- A miscarriage of justice
- Danger to health and safety of an individual and/or environment
- Deliberate concealment of information about any of the above.
The Public Interest Disclosure Act 1998 legislation and this policy offers protection only if the:
- Internal disclosure is made in good faith and there is reasonable suspicion that the alleged malpractice has occurred is occurring or is likely to occur.
- Disclosure to a Regulator (e.g. Ofsted and LSCB,) meets the above criteria and the member of staff concerned honestly and reasonably believes the allegations are substantially true.
For protection under the legislation external disclosure must also meet one or more of the
following conditions:
- The employee believed s/he would be victimised if s/he raised the matter internally
- There is no prescribed regulator and the employee believed the evidence would be concealed or destroyed
- The concern had already been raised with the employer or regulator and had not been dealt with adequately or appropriately
- The concern is of an exceptionally serious nature.
If an employee or volunteer feels the matter cannot be discussed or resolved with the manager or the owner he or she should contact the Local Authority Designated Officer (LADO) or OFSTED on 0300 123 3155 for advice on what steps to follow.
Steps to take if concerned
If you are concerned about a colleagues practice then:
- Speak to your Manager
- If still not happy with the outcome contact the Owner on 07595603498
- If you are still dissatisfied with the outcome contact your Local Authority Designated Officer on 01708434343
CCTV POLICY
The CCTV Scheme has been registered with the Information Commissioner under the terms of the Data Protection Act 1998 and will seek to comply with the requirements both of the Data Protection Act and the Commissioner's Code of Practice. The preschool will treat the system and all information, documents and recordings obtained and used as data protected by the Act.
Cameras will be used to monitor activities within the centre and the grounds to identify adverse activity actually occurring, anticipated or perceived, and for the purpose of securing the safety and wellbeing of the school’s students and staff, together with its visitors.
Static cameras are positioned to ensure they do not focus on private homes, gardens and other areas of private property.
At no time will a camera be directed to follow or track an individual as all the currently deployed cameras are fixed.
The centre has several CCTV cameras throughout the building, one of which is in the main room which Playdays Preschool use. The others are dotted around the centre, including the outside area, corridors and room 2. There are no CCTV cameras in the toilet/changing area.
The cameras feed into the office at the Community Centre. The office is locked when not in use by the staff at the HHCC, all of which have CRB checks in place.
The images are kept for 48 hours, after which they are automatically re-recorded over.
The CCTV system is owned and operated by the Community Centre.
Recordings may only be viewed by authorised personnel and the Police.
Recordings required as evidence will be properly recorded, witnessed and packaged before
copies are released to the police.
Two year old Policy
We aim to provide the highest quality education and care for all our children. We aim to offer a warm welcome to each individual child and family and to provide a warm and caring environment within which all children can learn and develop as they play.
How your child plays, learns, speaks, and acts offers important clues about your child’s development. Developmental milestones are things most children can do by a certain age. We undertake developmental checks on all children between the ages of 2 – 3 years.
The Early Years Foundation Stage (EYFS) requires that parents and carers must be supplied with a short written summary of their child’s development in the three prime learning and development areas of the EYFS: Personal, Social and Emotional Development, Physical Development and Communication and Language. This should be completed when the child is aged between 24-36 months.
The aims of the progress check are to:
- Review a child’s development in the three prime areas of the EYFS.
- Share this information with parents at an agreed time to ensure they have a clear picture of their child’s development.
- Enable us to understand the child’s needs and plan activities and experiences to meet them in the setting.
- Enable parents to understand the child’s needs and enhance development at home, with support from the setting.
- Note areas where the child is progressing well and identify any areas where progress is less than expected.
- Describe actions the setting intends to take to address any developmental concerns (including working with other professionals where appropriate).
- Be completed by a practitioner who knows the child well and works directly with them in the setting - this will normally be the child’s key person.
- Arise from the ongoing observational assessments carried out as part of everyday practice in the setting.
- Be based on skills, knowledge, understanding and behaviour that the child demonstrates consistently and independently.
- Take account of the views and contributions of parents, and the child if appropriate.
- Take into account the views of other practitioners and, where relevant, other professionals working with the child.
- Be clear and easy to read, avoiding unfamiliar jargon, acronyms or terminology (with interpretation and translation available where appropriate).
- Present a truthful yet sensitive reflection of what the child can do and their achievements to date.
- Identify areas where the child is progressing at a slower pace than expected.
- Recognise parents’ in-depth knowledge of their child by incorporating their observations and comments, and explain how their child’s learning and development will be supported in the setting.
The setting will allow a settling in period for the child to enable their key person and other practitioners to build up good knowledge of the child’s development, abilities and interests before completing the progress check. (Normally six to eight weeks).
If a child has a period of ill health or a significant event in their family (e.g. family breakdown, bereavement or the arrival of a sibling) it may be appropriate to delay the check.
If a child has a period of absence or irregular attendance.
Where possible, we will carry out the progress check in time for parents to share it with the health visitor at the two year old health and development review.
If the child has already had the health visitor 2 year old check the setting is still required to carry out the EYFS 2 year old check.
Children attending more than one setting or changing settings
In the case of children who are attending more than one setting, the progress check will normally be carried out by the child’s key person at the setting where the child spends the greatest amount of time each week.
However, the setting carrying out the progress check will consider whether it would be helpful to get the views of other practitioners working with the child at the other setting or settings.
If a child moves between settings between 24 and 36 months, leaders and managers of the respective settings will agree which provider will complete the check. It will usually be the setting where the child has spent the most time to date.
Preparing the progress check for a child with identified disabilities or special educational need
If the progress check is for a child with an identified disability, medical need or special educational need the setting will take into account if the child is already being supported by other professionals. Then the setting will agree with parents how the views and contributions of those professionals can be sought.
The focus will be on what the child can do, their unique and individual characteristics and their development to date, rather than describing their development in terms of their need or disability.
Information sharing
The setting will include in the child induction process the sharing of both the child’s health visitor contact details.
The progress check is a statutory requirement of the EYFS. The setting will seek the consent of parents to share information from the check directly with relevant professionals.
We are able to offer the 2 year offer for children the term after they are 2 years old, subject to criteria. This will allow 15 hours per week, term time only to be funded.
The lead professional for 2 Year Offer children is SEE STAFF TABS
Data Protection Policy
The Aim of this policy is to ensure that parents understand their right to see information held about their child, and to ensure that parents understand what information is kept and who may have access to it.
We hold information on children to:-
- support their development
- monitor their progress
- provide appropriate care
- assess how well the setting itself is doing
This information includes contact details, attendance information, characteristics such as ethnic group, special educational needs and any relevant medical information. (Parent/carer data supplied will also be kept on record by the setting).
Early Years Settings are sometimes required to pass on some of this information to other groups such as:-
- Local Authorities (LA’s)
- Department for Children, Schools and Families (DCSF)
- The Qualifications and Curriculum Authority (QCA)
- Her Majesty’s Chief Inspector for Schools
- Ofsted
- The National Assessment Agency (NAA)
- The Secretary of State for Children, Schools and Families
Children have rights under the Data Protection Act 1998, including a general right to be given access to personal data held about them.
Information about staff, children and families:
All paperwork is kept in locked filing cabinets and locked filing boxes so that only the appropriate person can have access. If Learning journeys are taken home by the children’s key person to be updated they are taken straight home and kept securely so that no other person can view them. They are brought straight back in the next day and are always available.
All computers are password protected and the password can be changed as appropriate.
A parent has the right to see the information that we (or any other organisation) holds about their child.
Essential information (such as safeguarding documentation) will be kept in locked fireproof storage.
