Policies & Procedures

Alongside associated procedures in 01.1 to 01.22 Health and safety, this policy was adopted by North Bushey Preschool on1^stSeptember 2022 Designated Health and Safety Officer is:Kimberley Booth

Aim

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

Objectives

• We recognise that we have a corporate responsibility and duty of care towards those who work in and receive a service from our provision. Individual staff and service users also have responsibility for ensuring their own safety as well as that of others. Adherence to policies and procedures and risk assessment is the key means through which this is achieved.
• Insurance is in place (including public liability) and an up-to-date certificate is always displayed. In our window upon entering the preschool.
• Risk assessment is carried out to ensure the safety of children, staff, parents, and visitors. Legislation requires all those individuals in the given workplace to be responsible for the health and safety of premises, equipment and working practices.
• Smoking is not allowed on the premises, both indoors, outdoors and anywhere on Highwood Primary School grounds. Staff do not smoke in their work clothes and are requested not to smoke within at least one hour of working with children. The use of electronic cigarettes is not allowed on the premises nor anywhere on Highwood Primary School grounds.
• Staff must not be under the influence of alcohol or any other substance which may affect their ability to care for children. If staff are taking medication that they believe may impair them, they seek further medical advice and only work directly with children if that advice is that the medication is unlikely to impair their ability to look after children. The setting manager must be informed.
• Alcohol must not be bought onto the premises for consumption.
• A risk assessment (01.1a Generic risk assessment)and access audit (01.1b Access audit form)are carried out for each area and the procedure is modified according to needs identified for the specific environment.
• Risk assessments are monitored and reviewed by those responsible for health and safety.

Legal references

Health and Safety at Work etc Act 1974 Health and Safety (Consultation with Employees) Regulations 1996 Management of Health and Safety at Work Regulations (1992) Regulatory Reform (Fire Safety) Order 2005) Electricity at Work Regulations (1989) Regulation (EC) No 852/2004 of the European Parliament and of the Council on the hygiene of foodstuffs Manual Handling Operations Regulations (1992) (Amended 2002) Medicines Act (1968) Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) (Amendment) Regulations 2012 Control of Substances Hazardous to Health (COSHH) Regulations 2004 Health and Safety (First Aid) Regulations 1981 Childcare Act 2006

Further guidance

Dynamic Risk Management in the Early Years (Alliance 2017) Health and Safety Executive www.hse.gov.uk/risk Food Standards Agency Ministry or Housing, Communities & Local Governmentwww.communities.gov.uk It is our aim to ensure that North Bushey Preschool stays open whenever possible in our planned term time openings. However, in the event of exceptional circumstances and risk to health and safety of our children, staff and families and local community, North Bushey Preschool will not open until it is safe to do so. In order to operate we must meet the following criteria:

• The Safeguarding and Welfare Requirements of the EYFS & Ofsted.
• The requirements of our insurance policy.
• The number of qualified staff required.
• Appropriate staff: child ratios.
• The risk assessment of the physical environment of our setting.
• Our ability to safeguard the children in our care in the event of a critical incident.

An exceptional circumstance is defined as something which has happened beyond our normal level of control such as:

• Lack or failure of heating which would cause the pre-school to be unable to maintain a reasonable temperature in the building.
• Public Health incidents (e.g, a significant infectious disease incident).
• Accidental damage or vandalism to the setting making it unfit for purpose.
• Failure in supply of services (water, sewerage, electricity, gas).
• Inadequate staff and child ratios(i.e.equal to or more than 40% of our staff are absent due to illness at the same time).
• Serious injury to a child, pupil, student or member of staff.
• Criminal activity (E.g bomb threat, terror threat or action)
• The effects of a disaster in the local community
• Extreme weather conditions such as extreme heat, snow, flood or storm.

We will also close if recommendations are given by the Local Authority, Government, Ofsted and other authorities regarding health & safety requirements.

Unexpected closure before a session

On discovering that a scheduled session is not able to run, the following procedure will be implemented. The first member of staff on site will inform the manager or Deputy who will notify Pre-School Owner. If needed the emergency services will also be contacted.

• The Manager or Deputy contact parents & Carers immediately to inform of session closure and reason.
• An unexpected closure poster will be displayed on main door and email correspondence and text messages will be sent out to inform parents. We will also update our social media.
• The Manager or Deputy will inform the following organisations where necessary: Emergency services, Ofsted, Local Authority, Public Health,and the insurance company, Riddor and other relevant organisations to the incident.

Emergency closure during a session

• If necessary for full evacuation the children & staff will be evacuated to our designated safety area by our gate on Bushey Mill Lane entrance by following our fire drill policy & procedure 2.0 to evacuate swiftly and safely.
• Parents will be contacted to collect their children as soon as possible.
• In the event that we are not able to contact a parent, two members of staff will stay with the child until contact is made and the child is collected. (We may also contact Social Services for advice if we are unable to make any contact with a parent or carer).
• If we are unable to evacuate the premises for any reasons for safety we will follow our lock down procedure and will remain inside the building until the emergency services are able to support us to safely evacuate our premises. We will notify parents, emergency services following our lock down procedure.
• For emergency closure that we are able to stay inside the building safely until all children have been collected we will remain in staff to child ratio whilst children are being collected.
• We may ask parents & carers to support us with early collection times for their child to be able to keep our provision open as long as possible in certain circumstances. (E.g, Extreme heat)

During an emergency closure time our safeguarding leaders will be available via telephone or email communication. The safeguarding leaders will follow safeguarding procedures and be in contact with safeguarding partners and professionals for any safeguarding concerns and continue to attend any planned meetings. We will ensure remote learning is supported with activities to do at home, as well as being contactable via telephone or email for well being or concerns and will support our families with guidance or support we can offer. Some children, young people and adults may experience a variety of emotions in response to an emergency situation, such as anxiety, stress, or low mood. In an emergency, where possible, specialists, therapists and other health professionals who support children and young people with SEND (for example speech and language therapists, physiotherapists, occupational therapists, educational psychologists and specialist teachers), should provide interventions as usual. We will support our families with this to continue ways to plan for intervention support. Where children and young people with EHC plans are not attending their education setting because they are following public health advice, multi-agency professionals should collaborate to agree how to meet their duties to deliver the provision set out in the EHC plan. Some pupils and students with SEND may need specific help adjusting to any changes in their routines that emergency measures may involve. Staff will plan to meet these needs based on the individual pupil or child and their circumstances, for example using social stories.

Safely Re-Opening

When the Preschool is safe to re-open communication will be sent via email communication, text message to let parents, carers know. If in the event we are able to re-open but our staff ratio is still impacted we will follow guidance for excepting vulnerable children and children of critical workers first until our staff ratio allows us to fully welcome all the children to the setting.

Session fees

If we have to implement our Emergency Closure of our Setting procedure, fee payment policy will be implemended, please see our website for more detail. https://www.northbusheypreschool.com/north-bushey-pre-school/

Reference

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1080970/Emergency_planning_and_response_for_education__childcare__and_children_s_social_care_settings.pdf https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1021914/KCSIE_2021_September_guidance.pdf https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/942454/Working_together_to_safeguard_children_inter_agency_guidance.pdf https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf Promoting and supporting mental health and wellbeing in schools and colleges

• UKHSA’s Every Mind Matters
• Become’s care advice line for looked-after children
• NHS guidance resources and services for mental health, learning disabilities and autism
• Cabinet Office: preparation and planning for emergencies
• Cabinet Office: pandemic flu
• DfE: health and safety advice for schools
• Keeping children safe during community activities, after-school clubs and tuition: non-statutory guidance for providers running out-of-school settings
• DfE: preventing extremism in the education and children’s services sectors
• DfE: school security: advice on access to, and barring of individuals from, school premises
• Met Office: severe weather warning system
• Coronavirus (COVID-19) – Advice for workplaces (hse.gov.uk)
• UKHSA Health protection in education and childcare settings

The setting manager has access to, or a copy of, the fire safety procedures specific to the building and ensure they align with these procedures. The setting manager makes reasonable adjustments as required to ensure the two documents do not contradict each other.

Fire safety risk assessment

Fire safety risk assessment form is carried out in each area of the setting by a competent personusing the five steps to fire safety risk assessment as follows:

1. Identify fire hazards

• Sources of ignition.
• Sources of fuel.
• Sources of oxygen (including oxygen tanks for disabled children).

2. Identify people at risk

• People in and around the premises.
• People especially at risk including very young babies, less ambulant disabled children or those using specialised equipment, such as splints, standing frames.

3. Evaluate, remove, reduce and protect from the risk

• Evaluate the risk of the fire occurring.
• Evaluate the risk to people from a fire starting on the premises.
• Remove and reduce the hazards that may cause a fire.
• Remove and reduce the risks to people from a fire.

4. Record, plan, inform, instruct, train

• Record significant findings and action taken.
• Prepare an emergency plan.
• Inform and instruct relevant people; inform and co-operate with others.
• Provide training.

5. Review

• Keep assessment under review and revise when necessary.

The fire safety risk assessment focuses on the following for each area:

• Electrical plugs, wires, sockets.
• Electrical items.
• Gas boilers.
• Flammable materials, including furniture, furnishings, paper etc.
• Flammable chemicals(which are also covered in COSHH).
• Means of escape.
• Any other, as identified.

Fire safety precautions include:

• All electrical equipment is checked by a qualified electrician annually.
• Any faulty electrical equipment is taken out of use and recorded as such or condemned (whichever is necessary).
• Sockets are covered. This is different to using plug sockets inserts, a socket cover, covers the whole socket, including the switch and is safe to use.
• Water and electrical items do not come into contact; staff do not touch electrical items with wet hands.
• All fire safety equipment is checked annually.
• Gas boilers and cookers are checked and serviced annually by a Gas Safe registered engineer.
• If matches are used in the kitchen, they are kept in a drawer.
• Oxygen tanks.

Fire Drills

• Fire Drills (to include emergency evacuation procedures and lock down) are held at least termly.
• Drills are recorded, including:
• date of drill
• staff involved and numbers of children
• how long it took to evacuate
• any reason for a delay in achieving the target time and how this will be remedied

Fire precautions

• Fire exit signs are the green ‘running man’ signs and are in place and clearly visible.
• Fire exits by doors are those that show a green light at night.
• Fire doors are not locked during normal working hours.
• Fire evacuation notices are in every room; these are displayed in print large enough to read from a short distance. They say where the assembly point is.
• Fire alarms are in place and tested monthly, and where necessary supplemented with visual warnings. This is recorded.
• Smoke alarms are in place and tested monthly. This is recorded.
• A fire blanket is in place in the kitchen (and any other location where there is a cooker).
• Fire extinguishers are in place and are appropriate

Further guidance

Dynamic Risk Management (Pre-school Learning Alliance 2017)

Fire Safety Record (Early Years Alliance 2019)

Fire Safety Risk Assessment:Educational Premises (HMG 2006): www.gov.uk/government/publications/fire-safety-risk-assessment-educational-premises

Alongside associated procedures in 03.1-03.6 Food safety and nutrition, this policy was adopted by North Bushey Preschool on 1^st September 2022

Aim

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

Objectives

• We recognise that wehave a corporate responsibility and duty of care for those who work in and receive a service from ourprovision, but individual employees and service users also have responsibility for ensuring their own safety as well as that of others. Risk assessment is the key means through which this is achieved.
• Procedure 01.3 Kitchen is followed for general hygiene and safety in food preparation areas.
• We provide nutritionalsnacks which promote health and reduce the risk of obesity and heart disease that may begin in childhood.
• We follow the main advice on dietary guidelines and the legal requirements for identifying food allergens when planning menus based on the four food groups:
• meat, fish, and protein alternatives
• milk and dairy products
• cereals and grains
• fresh fruit and vegetables.
• Following dietary guidelines to promote health also means taking account of guidelines to reduce risk of disease caused by unhealthy eating.
• Parents share information about their children’s particular dietary needs with staff when they enrol their children and on an on-going basis with their key person. This information is shared with all staff who are involved in the care of the child.
• Foods provided by the setting for children have any allergenic ingredients identified on the menus.
• Care is taken to ensure that children with food allergies do not have contact with food products that they are allergic to.
• Risk assessments are conducted for each individual child who has a food allergy or specific dietary requirement.

Legal references

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

Food Information Regulations 2014

The Childcare Act 2006

Further guidance

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

Alongside associated procedures in 04.1-04.7Health, this policy was adopted by North Bushey Preschool on 1^st September 2022

Aim

Our provision is a suitable, clean, and safe place for children to be cared for, where they can grow and learn. They meet all statutory requirements for promoting health and hygiene and fulfil the criteria for meeting the relevant Early Years Foundation Stage Safeguarding and Welfare requirements.

Objectives

Wepromote health through:

• ensuring emergency and first aid treatment is given where necessary
• ensuring that medicine necessary to maintain health is given correctly and in accordance with legal requirements
• identifying allergies and preventing contact with the allergenic substance
• identifying food ingredients that contain recognised allergens and displaying this information for parents
• promoting health through taking necessary steps to prevent the spread of infection and taking appropriate action when children are ill
• promoting healthy lifestyle choices through diet and exercise
• supporting parents right to choose complementary therapies
• recognising the benefits of baby and child massage, by parents or staff carrying out massage under conditions that maintain the personal safety of children
• pandemic flu planning or illness outbreak management as per DfE and World Health Organisation (WHO) guidance

Legal references

Medicines Act (1968)

Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 2013 (RIDDOR)

Control of Substances Hazardous to Health (COSHH) Regulations (2002) 

Health and Safety (First Aid) Regulations 1981

Food Information Regulations 2014

Further guidance

Accident Record (Early Years Alliance 2019)

Alongside associated procedures in 05.1Promoting inclusion, equality and diversity, this policy was adopted by North Bushey Preschool on 1^st September 2022

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

Aim

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

Objectives

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

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

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

• disability
• gender reassignment
• pregnancy and maternity
• race
• religion or belief
• sexual orientation
• sex (gender)
• age
• marriage or civil partnership (in relation to employment)

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

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

• Developing practice that includes:
• Developing an environment which reflects the ‘kaleidoscope’ of factors that can provide settings with a myriad of influences and ideas for exploring and celebrating difference.
• Ensuring that barriers to inclusion are identified and removed or minimised wherever possible; for example, we complete 01.1b Access audit form.
• Understanding, supporting and promoting the importance of identity for all children and recognising that this comprises multiple facets which are shaped by a ‘kaleidoscope’ of factors including British values, ‘race’\ethnicity and culture, gender, difference of ability, social class, language, religion and belief, and family form and lifestyle, which combine uniquely in the identity of each individual; for example, we welcome and promote bi/multi-lingualism and the use of alternative communication formats such as sign language, and we promote gender equality while at the same time recognising the differences in play preferences and developmental timetables of girls and boys.
• Recognising that this ‘kaleidoscope’ also reflects negative images which may be internalised and negatively affect the development of self-concept, self-esteem, and confidence.
• Promoting a welcoming atmosphere that genuinely appreciateBritish values, different cultural and personal perspectives, without stereotyping and prejudicing cultures and traditions on raising children, by always involving parents.
• Promoting community cohesion and creating an environment that pre-empts acts of discrimination so that they do not arise.
• Recruitment of staff to reflect cultural and language diversity, disabled staff, and staff of both genders.
• Addressing discrimination as it occurs from children in a sensitive, age-appropriate manner to ensure that everyone involved understands the situation and are offered reassurance and support to achieve resolution.
• Challenging discriminatory behaviour from parents, staff or outside agencies or individuals that affect the well-being of children and the early years community.
• Creating an ethos within which staff work confidently within a culturally complex environment; learning when to change or adapt practice in the setting and having the confidence to challenge practice (including parental) that is not in the child’s best interest, seeking support and intervention from agencies where appropriate.
• Ensuring that practitioners work closely with the Special Educational Needs Coordinator to make sure that the additional needs of all children are identified and met.
• We are aware of anti-discriminatory legislation and able to use it to shape the service and support parents and children against discrimination in the local community, for example, against asylum seekers, the Travelling community and same sex parents.
• We regularly monitor and review our practice including long-term preventative measures to ensure equality such as auditing of provision, formulating an equality plan, applying impact measurements and positive actions. In addition, short term measures such as recognition and assessment of children’s additional support needs (e.g. impairment, home language, family hardship, specific family beliefs and practices), day-to-day activities, provision of suitable support and resources, activity programme and curriculum., assessment, recognition of special educational needs and developing inclusive relationships.

Legal references

General Data Protection Regulation 2018

Children and Families Act 2014 Part 3

Special Educational Needs and Disability Code of Practice 2014

Disability Equality Duty 2011

Equality Act 2010

Prevent Strategy 2015

Further guidance

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

Alongside associated procedures in 06.1-06.10 Safeguarding children, young people and vulnerable adults, this policy was adopted by North Bushey Preschool on 1^st September 2022.

Designated person/lead for safeguarding is: Lisa Beacham

Designed person/Officer is: Kimberley Booth

Aim

We are committed to safeguarding children, young people and vulnerable adults and will do this by putting young people and vulnerable adult’s right to be ‘strong, resilient and listened to ‘at the heart of all our activities.

The Early Years Alliance ‘three key commitments’ are broad statements against which policies and procedures across the organisation will be drawn to provide a consistent and coherent strategy for safeguarding children young people and vulnerable adults in all services provided. The three key commitments are:

1. The Alliance is committed to building ‘a culture of safety’ in which children, young people and vulnerable adults are protected from abuse and harm in all areas of its service delivery.
2. The Alliance is committed to responding promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in ‘What to do if you are worried a child is being abused’ (HMG 2015) and ‘No Secrets (updated by the Care Act 2014) and Working Together 2018.
3. The Alliance is committed to promoting awareness of child abuse issues throughout its training and learning programmes for adults. It is also committed to empowering children, young people, and vulnerable adults, through its curriculum, promoting their right to be ‘strong, resilientandlistened to’.

NB: A ‘young person’ is defined as 16–19-year-old. In an early years setting, they may be a student, worker, or parent.

A ‘vulnerable adult’ (see guidance to the Care Act 2014) as: 'a person aged 18 years or over, who is in receipt of or may need community care services by reason of 'mental or other disability, age or illness and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation'. In early years, this person may be a service user, parent of a service user, or a volunteer.

Key Commitment 1

• We have a ‘designated person’, sometimes known as the designated lead for safeguarding, who is responsible for carrying out child, young person, or adult protection procedures.
• There designated person reports to a ‘designated officer’ responsible for overseeing all child, young person or adult protection matters.
• The ‘designated person’ and the ‘designated officer’ ensure they have links with statutory and voluntary organisations regarding safeguarding children.
• The ‘designated person’ and the ‘designated officer’ ensure they have received appropriate training on child protection matters and that all staff are adequately informed and/or trained to recognise possible child abuse in the categories of physical, emotional and sexual abuse and neglect.
• The ‘designated person’ and the ‘designated officer’ ensure all staff are aware of the additional vulnerabilities that affect children that arise from inequalities of race, gender, disability, language, religion, sexual orientation or culture and that these receive full consideration in child, young person or adult protection related matters.
• The ‘designated person’ and the ‘designated officer’ ensure that staff are aware and receive training in social factors affecting children’s vulnerability including
• social exclusion
• domestic violence and controlling or coercive behaviour
• mental Illness
• drug and alcohol abuse (substance misuse)
• parental learning disability
• radicalisation
• The ‘designated person’ and the ‘designated officer’ ensure that staff are aware and receive training in other ways that children may suffer significant harm and stay up to date with relevant contextual safeguarding matters:
• abuse of disabled children
• fabricated or induced illness
• child abuse linked to spirit possession
• sexually exploited children
• children who are trafficked and/or exploited
• female genital mutilation
• extra-familial abuse and threats
• children involved in violent offending, with gangs and county lines.
• The ‘designated person’ and the ‘designated officer’ ensure they are adequately informed in vulnerable adult protection matters.

Key Commitment 2

• There are procedures in place to prevent known abusers from coming into the organisation as employees or volunteers at any level.
• Safeguarding is the responsibility of every person undertaking the work of the organisation in any capacity.
• There are procedures for dealing with allegations of abuse against a member of staff, or any other person undertaking work whether paid or unpaid for the organisation, where there is an allegation of abuse or harm of a child. Procedures differentiate clearlybetween an allegation, a concern about quality of care or practice and complaints.
• There are procedures in place for reporting possible abuse of children or a young person in the setting.
• There are procedures in place for reporting safeguarding concerns where a child may meet the s17 definition of a child in need (Children Act 1989) and/or where a child may be at risk of significant harm, and to enable staff to make decisions about appropriate referrals using local published threshold documents.
• There are procedures in place to ensure staff recognise children and families who may benefit from early help and can respond appropriately using local early help processes and Designated persons should ensure all staff understand how to identify and respond to families who may need early help.
• There are procedures in place for reporting possible abuse of a vulnerable adult in the setting.
• There are procedures in place in relation to escalating concerns and professional challenge.
• There are procedures in place for working in partnership with agencies involving a child, or young person or vulnerable adult, for whom there is a protection plan in place.These procedures also take account of working with families with a ‘child in need’ and with families in need of early help, who are affected by issues of vulnerability such as social exclusion, radicalisation, domestic violence, mental illness, substance misuse and parental learning disability.
• These procedures take account of diversity and inclusion issues to promote equal treatment of children and their families and that take account of factors that affect children that arise from inequalities of race, gender, disability, language, religion, sexual orientation, or culture.
• There are procedures in place for record keeping, confidentiality and information sharing, which are in line with data protection requirements.
• We follow government and LSCB guidance in relation to extremism.
• The procedures of the Local Safeguarding Partners must be followed.

Key Commitment 3

• All staff receive adequate training in child protection matters and have access to the setting’s policy and procedures for reporting concerns of possible abuse and the safeguarding procedures of the Local Safeguarding Partners.
• All staff have adequate information on issues affecting vulnerability in families such as social exclusion, domestic violence, mental illness, substance misuse and parental learning disability, together with training that takes account of factors that affect children that arise from inequalities of race, gender, disability, language, religion, sexual orientation, or culture.
• We useavailable curriculum materials for young children, taking account of information in the Early Years Foundation Stage, that enable children to be strong, resilient,and listened to.
• All services seek to build the emotional and social skills of children and young people who are service users in an age-appropriate way, including increasing their understanding of how to stay safe.
• We adhere to the EYFS Safeguarding and Welfare requirements.

Legal references

Primary legislation

Children Act 1989 – s 47

Protection of Children Act 1999

Care Act 2014

Children Act 2004 s11

Children and Social Work Act 2017

Safeguarding Vulnerable Groups Act 2006

Counter-Terrorism and Security Act 2015

General Data Protection Regulation 2018

Data Protection Act 2018

Modern Slavery Act 2015

Sexual Offences Act 2003

Serious Crime Act 2015

Criminal Justice and Court Services Act (2000)

Human Rights Act (1998)

Equalities Act (2006)

Equalities Act (2010)

Disability Discrimination Act (1995)

Data Protection Act (2018)

Freedom of Information Act (2000)

Further Guidance

Working Together to Safeguard Children (HMG 2018)

Statutory Framework for the Early Years Foundation Stage 2021

What to Do if You’re Worried a Child is Being Abused (HMG 2015)

Prevent duty guidance for England and Wales: guidance for specified authorities in England and Wales on the duty of schools and other providers in the Counter-Terrorism and Security Act 2015 to have due regard to the need to prevent people from being drawn into terrorism’(HMG 2015)

Keeping ChildrenSafe in Education 2018

EducationInspection Framework (Ofsted 2019)

The framework for the assessment of children in need and their families (DoH 2000)

The Common Assessment Framework (2006)

Statutory guidance on inter-agency working to safeguard and promote the welfare of children (DfE 2015)

Further guidance

Information sharing advice for safeguarding practitioners (DfE 2018)

The Team Around the Child (TAC) and the Lead Professional (CWDC2009)

The Common Assessment Framework (CAF) – guide for practitioners (CWDC2010)

The Common Assessment Framework (CAF) – guide for managers (CWDC 2010)

Multi-Agency Statutory Guidance on Female Genital Mutilation (HMG. 2016)

Multi-Agency Public Protection Arrangements (MAPPA) (Ministry of Justice, National Offender Management Service and HM Prison Service 2014)

Safeguarding Children from Abuse Linked to a Belief in Spirit Possession (HMG200)

Safeguarding Children in whom Illness is Fabricated or Induced (HMG2007)

Safeguarding Disabled Children: Practice Guidance (DfE 2009)

Safeguarding Children who may have been Trafficked (DfE and Home Office 2011)

Child sexual exploitation: definition and guide for practitioners (DfE 2017)

Handling Cases of Forced Marriage:Multi-Agency Practice Guidelines (HMG2014) 

Responding to safeguarding or child protection concerns

The designated Lead Person isLisa Beacham. The designated Lead/Officer isKimberley Booth.

Safeguarding roles

• All staffrecognise and know how to respond to signs and symptoms that may indicate a child is suffering from or likely to be suffering from harm. They understand that they have a responsibility to act immediately by discussing their concerns with the designated personor a named back-up designated person.
• The manager and deputy are the designated person and back-up designated person,responsible for co-ordinating action taken by the setting to safeguard vulnerable children and adults.
• All concerns about the welfare of children in the setting should be reported to the designated person or the back-up designated person.
• The designated person ensures that all practitioners are alert to the indicators of abuse and neglect and understand how to identify and respond to these.
• The setting should not operate without an identified designated person at any time.
• The line manager of the designated person is the designated officer.
• The designated person informs the designated officer about serious concerns as soon as they arise and agree the action to be taken, seeking further clarification if there are any doubts that the issue is safeguarding.
• If it is not possible to contact the designated officer, action to safeguard the child is taken first and the designated officer is informed later. If the designated officer is unavailable advice is sought from their line manager or equivalent – Sally Zou.
• Issues which may requirenotifying to Ofsted are notified to the designated officer to make a decision regarding notification. The designated person must remain up to date with Ofsted reporting and notification requirements.
• If there is an incident, which may require reporting to RIDDOR the designated officer immediately seeks guidance from the owners/directors/trustees. There continues to be a requirement that the designated officer follows legislative requirements in relation to reporting to RIDDOR. This is fully addressed in section 01 Health and Safety procedures.
• All settings follow procedures of their Local Safeguarding Partners (LSP) for safeguarding and any specific safeguarding procedures such as responding to radicalisation/extremism concerns. Procedures are followed for managing allegations against staff, as well as for responding to concerns and complaints raised about quality or practice issues, whistle-blowing and escalation.

Responding to marks or injuries observed

• If a member of staff observes or is informed by a parent/carer of a mark or injury to a child that happened at home or elsewhere, the member of staff makes a record of the information given to them by the parent/carer in the child’s personal file, which is signed by the parent/carer.
• The member of staff advises the designated person as soon as possible if there are safeguarding concerns about the circumstance of the injury.
• If there are concerns about the circumstances or explanation given, by the parent/carer and/or child, the designated person decides the course of action to be taken after reviewing 01a Child welfare and protection summary and completing 06.1b Safeguarding incident reporting form.
• If the mark or injury is noticed later in the day and the parent is not present, this is raised with the designated person.
• If there are concerns about the nature of the injury, and it is unlikely to have occurred at the setting, the designated person decides the course of action required and06.1b Safeguarding incident reporting formis completed as above, taking into consideration any explanation given by the child.
• If there is a likelihood that the injury is recent and occurred at the setting, this is raised with the designated person.
• If there is no cause for further concern, a record is made in the Accident Record,with a note that the circumstances of the injury are not known.
• If the injury is unlikely to have occurred at the setting, this is raised with the designated person
• The parent/carer is advised at the earliest opportunity.
• If the parent believes that the injury was caused at the setting this is still recorded in the Accident Record and an accurate record made of the discussion is made on the child’s personal file.

Responding to the signs and symptoms of abuse

• Concerns about the welfare of a child are discussed with the designated person without delay.
• A written record is made of the concern on 06.1b Safeguarding incident reporting form as soon as possible.
• Concerns that a child is in immediate danger or at risk of significant harm are responded to immediately and if a referral is necessary this is made on the same working day.

Responding to a disclosure by a child

• When responding to a disclosure from a child, the aim is to get just enough information to take appropriate action.
• The practitioner listens carefully and calmly, allowing the child time to express what they want to say.
• Staff do not attempt to question the child but if they are not sure what the child said, or what they meant, they may prompt the child further by saying ‘tell me more about that’ or ‘show me again’.
• After the initial disclosure, staff speak immediately to the designated person. They do not further question or attempt to interview a child.
• If a child shows visible signs of abuse such as bruising or injury to any part of the body and it is age appropriate to do so, the key person will ask the child how it happened.
• When recording a child’s disclosure on 06.1b Safeguarding incident reporting form, their exact words are used as well as the exact words with which the member of staff responded.
• If marks or injuries are observed, these are recorded on a body diagram.

Decision making (all categories of abuse)

• The designated person makes a professional judgement about referring to other agencies, including Social Care using the Local Safeguarding Partnership (LSP) threshold document:
• Level 1: Child’s needs are being met. Universal support.
• Level 2: Universal Plus. Additional professional support is needed to meet child’s needs.
• Level 3: Universal Partnership Plus. Targeted Early Help. Coordinated response needed to address multiple or complex problems.
• Level 4: Specialist/Statutory intervention required. Children in acute need, likely to be experiencing, or at risk of experiencing significant harm.
• Staff are alert to indicators that a family may benefit from early help services and should discuss this with the designated person, also completing 06.1b Safeguarding incident reporting form if they have not already done so.

Seeking consent from parents/carers to share information before making a referral for early help (Tier 2/3*)

Parents are made aware of the setting’s Privacy Notice which explains the circumstances under which information about their child will be shared with other agencies. When a referral for early help is necessary, the designated person must always seek consent from the child’s parents to share information with the relevant agency.

• If consent is sought and withheld and there are concerns that a child may become at risk of significant harm without early intervention, there may be sufficient grounds to over-ride a parental decision to withhold consent.
• If a parent withholds consent, this information is included on any referral that is made to the local authority. In these circumstances a parent should still be told that the referral is being made beforehand (unless to do so may place a child at risk of harm).

*Tier2:Children with additional needs, who may be vulnerable and showing early signs of abuse and/or neglect; their needs are not clear, not known or not being met.Tier 3: Children with complex multiple needs, requiring specialist services in order to achieve or maintain a satisfactory level of health or development or to prevent significant impairment of their health and development and/or who are disabled.

Informing parents when making a child protection referral

In most circumstances consent will not be required to make a child protection referral, because even if consent is refused, there is still a professional duty to act upon concerns and make a referral. When a child protection referral has been made, the designated person contacts the parents (only if agreed with social care) to inform them that a referral has been made, indicating the concerns that have been raised, unless social care advises that the parent should not be contacted until such time as their investigation, or the police investigation, is concluded.Parents are not informed prior to making a referral if:

• there is a possibility that a child may be put at risk of harm by discussion with a parent/carer, or if a serious offence may have been committed, as it is important that any potential police investigation is not jeopardised
• there are potential concerns about sexual abuse, fabricated illness, FGM or forced marriage
• contacting the parent puts another person at risk; situations where one parent may be at risk of harm, e.g. abuse; situations where it has not been possible to contact parents to seek their consent may cause delay to the referral being made

The designated person makes a professional judgment regarding whether consent (from a parent) should be sought before making a child protection referral as described above. They record their decision about informing or not informing parents along with an explanation for this decision. Advice will be sought from the appropriate children’s social work team if there is any doubt. Advice can also be sought from the designated officer.

Referring

• The designated person or back-up follows their LSP procedures for making a referral.
• If the designated person or their back-up is not on site, the most senior member of staff present takes responsibility for making the referral to social care.
• If a child is believed to be in immediate danger, or an incident occurs at the end of the session and staff are concerned about the child going home that day, then the Police and/or social care are contacted immediately.
• If the child is ‘safe’ because they are still in the setting, and there is time to do so, the senior member of staff contacts the setting’s designated officer for support.
• Arrangements for cover (as above) when the designated person and back-up designated person are not on-site are agreed in advance by the setting manager and clearly communicated to all staff.

Further recording

• Information is recorded using 06.1b Safeguarding incident reporting form,and a short summary entered on 01a Child welfare and protection summary. Discussion with parents and any further discussion with social care is recorded. If recording a conversation with parents that is significant, regarding the incident or a related issue, parents are asked to sign and date it a record of the conversation.It should be clearly recorded what action was taken, what the outcome was and any follow-up.
• If a referral was made, copies of all documents are kept and stored securely and confidentially (including copies in the child’s safeguarding file.
• Each member of staff/volunteer who has witnessed an incident or disclosure should also make a written statement on 06.1b Safeguarding incident reporting form,as above.
• The referral is recorded on 01a Child welfare and protection summary.
• Follow up phone calls to or from social care are recorded in the child’s file; with date, time, the name of the social care worker and what was said.
• Safeguarding records are kept up to dateandmade available for confidential access by the designated officer to allow continuity of support during closures or holiday periods.

Reporting a serious child protection incident using 06.1c Confidential safeguarding incident report form

• The designated person is responsible for reporting to the designated officer and seeking advice if required prior to making a referral as described above.
• For child protection concerns at Tier 3 and 4** it will be necessary for the designated person to complete 06.1c Confidential safeguarding incident report form and send it to the designated officer.
• Further briefings are sent to the designated officerwhen updates are received until the issue is concluded.

**Tier 3: Children with complex multiple needs, requiring specialist services in order to achieve or maintain a satisfactory level of health or development or to prevent significant impairment of their health and development and/or who are disabled. Tier 4: Children in acute need, who are suffering or are likely to suffer significant harm.

Professional disagreement/escalation process

• If a practitioner disagrees with a decision made by the designated person not to make a referral to social care they must initially discuss and try to resolve it with them.
• If the disagreement cannot be resolved with the designated person and the practitioner continues to feel a safeguarding referral is required then they discuss this with the designated officer.
• If issues cannot be resolved the whistle-blowing policy should be used, as set out below.
• Supervision sessions are also used to discuss concerns but this must not delay making safeguarding referrals.

Whistleblowing

The whistle blowing procedure must be followed in the first instance if:

• a criminal offence has been committed, is being committed or is likely to be committed
• a person has failed, is failing or is likely to fail to comply with any legal obligation to which he or she is subject. This includes non-compliance with policies and procedures, breaches of EYFS and/or registration requirements
• a miscarriage of justice has occurred, is occurring or is likely to occur
• the health and safety of any individual has been, is being or is likely to be endangered
• the working environment has been, is being or is likely to be damaged;
• that information tending to show any matter falling within any one of the preceding clauses has been, is being or is likely to be deliberately concealed

There are 3 stages to raising concerns as follows:

1. If staff wish to raise or discuss any issues which might fall into the above categories, they should normally raise this issue with their manager/Designated Person.
2. Staff who are unable to raise the issue with their manager/Designated Person should raise the issue with their line manager’s manager/officer –North Bushey Preschool Owner –Sally Zou.
3. If staffare still concerned after the investigation, or the matter is so serious that they cannot discuss it with a line manager, they should raise the matter withNorth Bushey Preschool Owner – Sally Zou.

Ultimately,if an issue cannot be resolved and the member of staff believes a child remains at risk because the setting or the local authority have not responded appropriately, the NSPCC have introduced a whistle-blowing helpline 0800 0280285 for professionals who believe that:

• their own or another employer will cover up the concern
• they will be treated unfairly by their own employer for complaining
• if they have already told their own employer and they havenot responded

Female genital mutilation (FGM)

Practitioners should be alert to symptoms that would indicate that FGM has occurred, or may be about to occur, and take appropriate safeguarding action. Designated persons should contact the police immediately as well as refer to children’s services local authority social work if they believe that FGM may be about to occur.

It is illegal to undertake FGM or to assist anyone to enable them to practice FGM under the Female Genital Mutilation Act 2003, it is an offence for a UK national or permanent UK resident to perform FGM in the UK or overseas. The practice is medically unnecessary and poses serious health risks to girls. FGM is mostly carried out on girls between the ages of 0-15, statistics indicate that in half of countries who practise FGM girls were cut before the age of 5. LSCB guidance must be followed in relation to FGM, and the designated person is informed regarding specific risks relating to the culture and ethnicity of children who may be attending their setting and shares this knowledge with staff.

Symptoms of FGM in very young girls may include difficulty walking, sitting or standing; painful urination and/or urinary tract infection; urinary retention; evidence of surgery; changes to nappy changing or toileting routines; injury to adjacent tissues; spends longer than normal in the bathroom or toilet; unusual and /or changed behaviour after an absence from the setting (including increased anxiety around adults or unwillingness to talk about home experiences or family holidays); parents are reluctant to allow child to undergo normal medical examinations; if an older sibling has undergone the procedure a younger sibling may be at risk; discussion about plans for an extended family holiday

Further guidance

NSPCC 24-hour FGM helpline: 0800 028 3550 or email fgmhelp@nspcc.org.uk

Government help and advice: www.gov.uk/female-genital-mutilation

Children and young people vulnerable to extremism or radicalisation

Early years settings, schools and local authorities have a duty to identify and respond appropriately to concerns of any child or adult at risk of being drawn into terrorism. LSP’s have procedures which cover how professionals should respond to concerns that children or young people may be at risk of being influenced by or being made vulnerable by the risks of extremism.

There are potential safeguarding implications for children and young people who have close or extended family or friendship networks linked to involvement in extremism or terrorism.

• The designated person is required to familiarise themselves with LSP procedures, as well as online guidance including:
• Channel Duty guidance: Protecting people vulnerable to being drawn into terrorism gov.uk/government/publications/channel-and-prevent-multi-agency-panel-pmap-guidance
• Prevent Strategy (HMG 2011) gov.uk/government/publications/prevent-strategy-2011
• The prevent duty: for schools and childcare providers gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty
• The designated person should follow LSP guidance in relation to how to respond to concerns regarding extremism and ensure that staff know how to identify and raise any concerns in relation to this with them.
• The designated person must know how to refer concerns about risks of extremism/radicalisation to their LSP safeguarding team or the Channel panel, as appropriate.
• The designated person should also ensure that they and all other staff working with children and young people understand how to recognise that someone may be at risk of violent extremism.
• The designated person also ensures that all staff complete The Prevent Duty in an Early Years Environmentand Understanding Children’s Rights and Equality and Inclusion in Early Years Settingsonline EduCare courses.
• If available in the area, the designated person should complete WRAP (or equivalent) training and support staff to access the training as offered by local authorities. WRAP training covers local arrangements for dealing with concerns that a child may be at risk of extremism and/or radicalisation.
• The designated person should understand the perceived terrorism risks in relation to the area that they deliver services in.

Parental consent for radicalisation referrals

LSP procedures are followed in relation to whether parental consent is necessary prior to making a referral about a concern that a child or adult may be at risk of being drawn into terrorism. It is good practice to seek the consent of the person, or for very young children, the consent of their parent/carer prior to making a referral, but it is not a requirementto seek consent before referring a concern regarding possible involvement in extremism or terrorism if it may put a child at risk, or if an offence may have been or may be committed. Advice should be sought from line managers and local agencies responsible for safeguarding, as to whether or not consent should be sought on a case-by-case basis. Designated persons should be mindful that discussion regarding potential referral due to concerns may be upsetting for the subject of the referral and their family. Initial advice regarding whether an incident meets a threshold for referral can be sought from the relevant local agency without specific details such as names of the family being given in certain circumstances.

Consent is required prior to any individual engaging with a Channel intervention. Consent is usually sought by Channel partners, but LSP procedures should be followed regarding this.

If there is a concern that a person is already involved in terrorist activity this must be reported to the Anti-Terrorist Hot Line 0800 789 321-Text/phone 0800 0324 539. Police can be contacted on 101.

Concerns about children affected by gang activity/serious youth violence

Practitioners should be aware that children can be put at risk by gang activity, both through participation in and as victims of gang violence. Whilst very young children will be very unlikely to become involved in gang activity they may potentially be put at risk by the involvement of others in their household in gangs, such as an adult sibling or a parent/carer. Designated persons should be familiar with their LSP guidance and procedures in relation to safeguarding children affected by gang activity and ensure this is followed where relevant.

Forced marriage/Honour based violence

Forced marriage is a marriage in which one or both spouses do not consent to the marriage but are forced into it. Duress can include physical, psychological, financial, sexual and emotional pressure. In the cases of some vulnerable adults who lack the capacity to consent coercion is not required for a marriage to be forced. A forced marriage is distinct from an arranged marriage. An arranged marriage may have family involvement in arranging the marriages, but crucially the choice of whether to accept the arrangement remains with the prospective spouses.

Forced marriage became criminalised in 2014. There are also civil powers for example a Forced Marriage Protection Order to protect both children and adults at risk of forced marriage and offers protection for those who have already been forced into marriage.

Risks in relation to forced marriage are high and it is important that practitioners ensure that anyone at risk of forced marriage is not put in further danger. If someone is believed to be at risk it is helpful to get as much practical information as possible, bearing in mind the need for absolute discretion, information that can be helpful will include things likes, names, addresses, passport numbers, national insurance numbers, details of travel arrangements, dates and location of any proposed wedding, names and dates of birth of prospective spouses, details of where and with whom they may be staying etc. Forced marriage can be linked to honour-based violence, which includes assault, imprisonment and murder. Honour based violence can be used to punish an individual for undermining what the family or community believes to be the correct code of behaviour.

In an emergency police should be contacted on 999.

Forced Marriage Unit can be contacted either by professionals or by potential victims seeking advice in relation to their concerns. The contact details are below.

• Telephone: +44 (0) 20 7008 0151
• Email: fmu@fco.gov.uk
• Email for outreach work: fmuoutreach@fco.gov.uk

Further guidance

Accident Record (Early Years Alliance 2019)

Multi-agency practice guidelines: Handling cases of Forced Marriage (HMG 2014) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/322307/HMG_MULTI_AGENCY_PRACTICE_GUIDELINES_v1_180614_FINAL.pdf 

Uncollected child

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

• The designated person is informed of the uncollected child as soon as possible and attempts to contact the parents by phone.
• If the parents cannot be contacted, the designated personuses the emergency contacts to inform a known carer of the situation and arrange collection of the child.
• After one hour, the designated person contacts the local social care out-of-hours duty officer if the parents or other known carer cannot be contacted and there are concerns about the child’s welfare or the welfare of the parents.
• The designated person should arrange for the collection of the child by social care.
• Where appropriate the designated person should also notify police.

Members of staff do not:

• go off the premises to look for the parents
• leave the premises to take the child home or to a carer
• offer to take the child home with them to care for them in their own home until contact with the parent is made
• Staff make a record of the incident in the child’s file using , usually a practitioner. A record of conversations with parents should be made, with parents being asked to sign and date the recording.
• This is logged on the child’s personal filealong with the actions taken.06.1c Confidential safeguarding incident report form should also be completed if there aresafeguarding and welfare concerns about the child, or if Social Care have been involved due to the late collection.

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

Late collection charge

We would like to invite our parents/carers to respect our operating time as our staff have families to care for after school. In the inevitable case of late collections, we reserve the right to charge each additional 15 minutes at £10 and if parents are going to be 20 or more minutes late, you will be charged with the whole hour, which is £25.

Your late collection charge needs to be settled within 7 days and we will handle any failed payment in the same procedures for non-payment fees. 

Key person supervision

Staff taking on the role of key person must have supervision meetings in line with this procedure.

Structure

• Supervision meetings are held every 4-6 weeks for key persons. For part-time staff this may be less frequent but at least every 6-8 weeks
• Key persons are supervised by the setting manager or deputy.
• Supervision meetings are held in a confidential space suitable for the task
• Key persons should prepare for supervision by having the relevant information to hand.

Content

The child focused element of supervision meetings must include discussion about:

• the development and well-being of the supervised’s key children and offer staff opportunity to raise concerns in relation to any child attending.Safeguarding concerns must always reported to the designated person immediately and not delayed until a scheduled supervision meeting
• reflection on the journey a child is making and potential well-being or safeguarding concerns for the children they have key responsibility for
• promoting the interests of children.
• coaching to improve professional effectivenessbased on a review of observed practice/teaching
• reviewing plans and agreements from previous supervisions including any identified learning needs for the member of staff
• During supervision staff can discuss any concerns they have about inappropriate behaviour displayed by colleagues, but must never delay until a scheduled supervision to raise concerns.
• Staff are reminded of the need to disclose any convictions, cautions, court orders, reprimands and warnings which may affect their suitability to work with children that have occurred during their employment. New information is referred immediately to the designated officer.

Recording

• Key person supervision discussions are recorded and is retained by the supervisor and a copy provided to the key person.
• The key person and supervisor must sign and date the minutes of supervision within 4-6 weeks of it happening and disagreements over recorded content must be minuted.
• Each member of staff has a supervision file that is stored securely at all times.
• Concerns raised during supervision about an individual child’s welfare may result in safeguarding concerns not previously recognised as such, these are recorded on 06.1b Safeguarding incident reporting form and placed on the child’s file. The reasons why the concerns have not previously been considered are explored.
• Additional safeguarding or welfare decisions made in relation to a child during supervision are recorded on the individual case file. The supervisor (if not the designated person) should ensure the recording is made and the designated person is notified.

Checking continuing suitability

• Supervisors check with staff if there is any new information pertaining to their suitability to work with children. This only needs to be recorded on the supervision meeting record.
• Where staff are on zero hours contracts or are employed as and when needed, their line manager completes the staff suitability self-declaration formquarterly, and/or at the beginning of every new period of work.
• Regarding the use of agency staff/support workers/self-employed persons there is an expectation that as part of the agreement with agencies they have sought information regarding their employee’s suitability to work with children. Line managers must review this regularly.
• The position for students on placement is the same as that for agency staff

Exceptional Circumstances

Where exceptional circumstances prevent staff from conducting supervision as outlined in this procedure, the line manager is informed in writing, a copy placed on the supervision file and the appropriate actions agreed to ensure that the setting meets its obligations within the EYFS.

Further guidance

Recruiting Early Years Staff (Pre-school Learning Alliance 2016)

People Management in the Early Years (Pre-school Learning Alliance 2016)

Alongside associated procedures in 07.1-07.4 Record keeping, this policy was adopted by North Bushey Preschool on 1^st September 2022

Aim

We have record keeping systems in place for the safe and efficient management of the setting and to meet the needs of the children; that meet legal requirements for the storing and sharing of information within the framework of the GDPR and the Human Rights Act.

Objectives

• Children’s records are kept in personal files, divided into appropriate sections, and stored separately from their developmental records.
• Children’s personal files contain registration information as specified in procedure 07.1 Children’s records and data protection.
• Children’s personal files contain other material described as confidential asrequired, such as Common Assessment Framework assessments, Early Support information or Education, Healthand Care Plan (EHCP, case notes including recording of concerns,discussions with parents, and action taken, copies of correspondence andreports from other agencies.
• Ethnicity data is only recorded where parents have identified the ethnicity of their child themselves.
• Confidentiality is maintained by secure storage of files in a locked cabinet with access restricted to those who need to know. Client access to records is provided for within procedure 07.4 Client access to records.
• Staff know how and when to share information effectively if they believe a family may require a particular service to achieve positive outcomes
• Staff know how to share information if they believe a child is in need or at risk of suffering harm.
• Staff record when and to whom information has been shared, why information was shared and whether consent was given. Where consent has not been given and staff have taken the decision, in line with guidelines, to override the refusal for consent, the decision to do so is recorded.
• Guidance and training for staff specifically covers the sharing of information between professions, organisations, and agencies as well as within them, and arrangements for training takes account of the value of multi-agency as well as single agency working.

Records

The following information and documentation are also held:

• name, address and contact details of the provider and all staff employed on the premises
• name address and contact details of any other person who will regularly be in unsupervised contact with children
• a daily record of all children looked after on the premises, their hours of attendance and their named key person
• certificate of registration displayed and shown to parents on request
• records of risk assessments
• record of complaints

Legal references

General Data Protection Regulation 2018

Freedom of Information Act 2000

Human Rights Act 1998

Statutory Framework for the Early Years Foundation Stage (DfE 2021)

Data Protection Act 2018

Further guidance

Information Sharing: Advice for practitioners providing safeguarding services to children, young people, parents and carers. (HMG2018)

Alongside associated procedures in 08.1-08.3 Staff, volunteers and students, this policy was adopted by North Bushey Preschool on 1^st September 2022

Aim

Staff are deployed to meet the care and learning needs of children and ensure their safety and well-being. There are effective systems in place to ensure that adults looking after children are suitable to do so.

Objectives

• All staff and volunteers who work more than occasionally with the children have enhanced DBS disclosure checks.
• All staff and volunteers working with children have appropriate training, skills, and knowledge.
• All staff, students and volunteers are deployed in accordance with the procedures.
• There is a complaints procedure and staff, and volunteers know how to complain and who they complain to.
• Ofsted are notified of staff changes or changes to the setting’s name or address.
• Parents are involved with their children’s learning and their views are considered.

Legal references

Protection of Children Act 1999

Safeguarding Vulnerable Groups Act 2006

Childcare Act 2006

Further guidance

Recruiting Early Years Staff (Pre-school Learning Alliance 2016)

People Management in the Early Years (Pre-school Learning Alliance

Alongside associated procedures in 09.1-09.15 Early years practice, this policy was adopted by North Bushey Preschool on 1^st September 2022

Aim

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

Objectives

• Babies and young children need to form a secure attachment to their key person when they join the setting to feel safe, happy and eager to participate and learn. It is their entitlement to be settled comfortably into a new environment.
• The needs of part-time children are considered.
• There is a procedure for when children do not settle and for prolonged absences.
• Introductions and induction of the parent is carried out before children start.
• Prime times of the day make the very best of routine opportunities to promote ‘tuning-in’ to the child emotionally and create opportunities for learning. We actively promote British values, inclusion, equality of opportunity and the valuing of diversity.
• We operate a positive behaviour management approach. Behaviour management procedures cover how staff should respond to all aspects of behaviour, including children who exhibit challenging behaviour towards other children.These procedures build on theEarly Years Alliance’s approach to learning based on three key statements.
  1. Learning is a lifelong process, which enables children and adults to contribute to and shape their world.
  2. We want the curriculum we provide to help children to learn to:
• be confident and independent
• be aware of and responsive to their feelings
• make caring and thoughtful relationships with other people
• become increasingly excited by, interested in, and knowledgeable and questioning about the world around them.
  3. We provide a wide range of interesting child-chosen and adult-initiated activities which:
• give children opportunities to use all their senses
• help children of different ages and stages to play together
• help children be the directors of their own learning
• help children develop an inquiring and questioning attitude to the world around them

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

Older Children (2-5years)

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

Waiting list and admissions

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

• We endeavour to operate in an inclusive manner which enables all children and families to access our services.
• We also have regard for the needs of parents who are:
• looking to take up work, remain in work or extend their hours of work
• looking to commence training or education
• We work in partnership with the local authority and other agencies to ensure that our provision is accessible to all sections of the community.
• Services are widely advertised and information is accessible to all sections of the community.
• Where the number of children wanting places exceeds the number of places available a waiting list is operated using clear criteria for allocation of places as detailed in section 09.1Waiting list and admissions procedure.

Funded places – free entitlement

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

Legal References

Special Educational Needs and Disability Act 2001

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

Equality Act 2010

Childcare Act 2006 

About our childcare and early education

Welcome to North Bushey Preschool and thank you for registering your child with us.

We know how important your child is and aim to deliver the highest quality of care and education to help them to achieve their best.

This documentaims to provide you with an introduction to North Bushey Preschool,  our routines, our approach to supporting your child’s learning and development and how we aim to work together with you to best meet your child’s individual needs.This should be read alongside our Childcare and early education Terms and Conditions for a full description of our services.

Our setting aims to:

• provide high quality care and education for children
• work in partnership with parents to help children to learn and develop
• add to the life and well-being of the local community
• offer children and their parents a service that promotes equality and values diversity

Parents

You are regarded as members of our setting who have full participatory rights. These include a right to be:

• valued and respected
• kept informed
• consulted
• involved
• included at all levels

Children's development and learning

We aim to ensure that each child:

• is in a safe and stimulating environment
• is given generous care and attention, because of our ratio of qualified staff to children, as well as volunteer helpers
• has the chance to join in with other children and adults to live, play, work and learn together
• is helped to take forward her/his learning and development by being helped to build on what she/he already knows and can do
• has a personal key person who makes sure each child makes satisfying progress
• is in a setting that sees parents as partners in helping each child to learn and develop
• is in a setting in which parents help to shape the service it offers

The Early Years Foundation Stage

Provision for the development and learning of children from birth to five years is guided by the Early Years Foundation Stage. Our provision reflects the four overarching principles of the Statutory Framework for the Early Years Foundation Stage (DfE 2021):

• A Unique Child

Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.

• Positive Relationships

Children learn to be strong and independent through positive relationships.

• Enabling Environments

Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between educators, parents and/or carers.

• Learning and Development
• Children develop and learn at different rates. The framework covers the education and care of all children in early years provision including children with special educational needs and disabilities (SEND).

How we provide for learning and development

Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all the children with interesting activities that are appropriate for their age and stage of development.

The Areas of Learning and Development comprise:

• Prime Areas
• Personal, social and emotional development.
• Physical development.
• Communication and language.
• Specific Areas
• Understanding the world.
• Expressive arts and design.

For each area, the level of progress that children are expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what it is expected that children will know, and be able to do, by the end of the reception year of their education.

We refer to non-statutory curriculum guidance to support our professional judgment as we assess each child’s progress and level of development as they progress towards the Early Learning Goals. We have regard to these when we assess children and plan for their learning by creating a curriculum that is ambitious and meets every child’s needs. Our educational programmes support children to develop the knowledge, skills and understanding they need for:

Personal, social and emotional development

• self-regulation
• managing self
• building relationships

Physical development

• gross motor skills
• fine motor skills

Communication and language

• listening,attention and understanding
• speaking

Literacy

• comprehension
• word reading
• writing

Mathematics

• number
• numerical patterns

Understanding the world

• past and present
• people, cultureand communities
• the natural world

Expressive arts and design

• creating with materials
• being imaginative and expressive

Our approach to learning and development and assessment

Learning through play

Being active and playing supports young children’s learning and development through doing and talking. This is how children learn to think about and understand the world around them. We use the EYFS statutory education programmes to plan and provide opportunities which will help children to make progress in all areas of learning. This programme is made up of a mixture of activities that children plan and organise for themselves and activities planned and led by practitioners.

Characteristics of effective learning

We understand that all children engage with other people and their environment through the characteristicsof effective learning that are described in the Early Years Foundation Stage as:

• playing and exploring - engagement
• active learning - motivation
• creating and thinking critically - thinking

We aim to provide for the characteristics of effective learning by observing how a child engages with learning and being clearabout what we can do and provide to support each child to remain an effective and motivated learner.

Assessment

We assess how young children are learning and developing by observing them. We useinformation that we gain from observations of the children, tounderstand their progress and where this may be leading them. We believe that parents know their childrenbest and we will ask you to contribute to assessment by sharing information about what your child likes to doat home and how you, as parents, are supporting development.

Wemay make periodic assessment summaries of children’s achievement based on our on-going observations. These help us to build a picture of a child’s progress during their time with us and form part of children’s records of achievement/learning journeys. We undertake these assessment summaries at regular intervals, as well as at times of transition, such as when a child moves into a different group or when they go on to school.

The progress check at age two

The Early Years Foundation Stage requires that we supply parents and carers with a short-written summary of their child’s development in the three prime areas of learning and development - personal, social and emotional development; physical development; and communication and language - when a child is aged between 24 - 36 months. Your child’s key person is responsible for completing the check using information from on-going observations carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.

Records of achievement/learning journeys

We keep a record of achievement/learning journey for each child. Your child's record of achievement/learning journey helps us to celebrate together her/his achievements and to work together to provide what your child needs for her/his well-being and to make progress.

Your child's key person will work in partnership with you to keep this record. To do this you and she/he will collect information about your child's needs, activities, interests and achievements. This information will enable the key person to identify your child's progress. Together, we will then decide on how to further support your child’s learning and development.

Working together for your children

We maintain the ratio of adults to children in the setting that is set by the Safeguarding and Welfare Requirements. We also have volunteer parent helpers, where possible, to complement these ratios. This helps us to:

• give time and attention to each child
• talk with the children about their interests and activities
• help children to experience and benefit from the activities we provide
• allow the children to explore and be adventurous in safety

How parents take part in the setting

Our setting recognises parents as the first and most important educators of their children. Allour staff see themselves as partners with parents in providing care and education for their children. There are many ways in which parents take part in making our setting a welcoming and stimulating place for children and parents, such as:

• exchanging knowledge about their children's needs, activities, interests and progress with our staff
• contributing to the progress check at age two
• helping at sessions of the setting
• sharing their own special interests with the children
• helping to provide and look after the equipment and materials used in the children's play activities
• being part of the management of the setting, where appropriate
• taking part in events and informal discussions about the activities and curriculum provided by the setting
• joining in community activities, in which the setting takes part
• building friendships with other parents in the setting

Joining in

Our setting has a rota which parents can join if they would like to help at a particular session or sessions of the setting. Helping at the session enables parents to see what the day-to-day life of our setting is like and to join in helping the children to get the best out of their activities.

Parents can also offer to take part in a session by sharing their own interests and skills with the children. We welcome parents to drop into the setting to see it at work or to speak with the staff/me.

Key person and your child

Our setting uses a key person approach. This means that each member of staff has a group of children for whom she/he is particularly responsible.Your child's key person will be the person who works with you to make sure that the childcare that we provide is right for your child's particular needs and interests. When your child first starts at the setting, she/he will help your child to settle and throughout your child's time at the setting, she/he will help your child to benefit from our activities.

Learning opportunities for adults

As well as gaining childcare qualifications, our staff take part in further training to help them to keep up-to date with thinking about early years care and education. We also keep up-to-date with best practice, as a member of the Early Years Alliance, through Under 5 magazine and other publications produced by the Alliance. The current copy of Under 5 is available for you to read. Occasionally,we hold learning events for parents. These usually look at how adults can help children to learn and develop in their early years.

The setting's timetable and routines

Our setting believes that care and education are equally important in the experience which we offer children. The routines and activities that make up the day in our setting are provided in ways that:

• help each child to feel that she/he is a valued member of the setting
• ensure the safety of each child
• help children to gain from the social experience of being part of a group
• provide children with opportunities to learn and help them to value learning

The session

We organise our sessions so that the children can choose from, and work at, a range of activities and, in doing so, build up their ability to select and work through a task to its completion. The children are also helped and encouraged to take part in adult-led small and large group activities, which introduce them to new experiences and help them to gain new skills, as well as helping them to learn to work with others. Outdoor activities contribute to all areas of learning and development, including their health and their knowledge of the world around them. The children have the opportunity, and are encouraged, to take part in outdoor child-chosen and adult-led activities, as well as those provided in the indoor playroom.

Snacks and meals

We make snacks and meals a social time at which children and adults eat together. We plan the menus for snacks so that they provide the children with healthy and nutritious food. Please tell us about your child's dietary needs, particularly any known allergies or food intolerance and we will plan accordingly.

Clothing

We provide protective clothing for the children when they play with messy activities. We encourage children to gain the skills that help them to be independent and look after themselves. These include taking themselves to the toilet and taking off, and putting on, outdoor clothes. Clothing that is easy for them to manage will help them to do this.

Policies

Our staff can explain our policies and procedures to you. Copies of which are available to view on our website or parents table, and we can also provide policies and procedures on request.

Our policies help us to make sure that the service we provide is of high quality and that being a member of the setting is an enjoyable and beneficial experience for each child and her/his parents.

Our staff and parents work together to adopt the policies and they all have the opportunity to take part in the annual review of the policies. This review helps us to make sure that the policies are enablingour setting to provide a quality service for its members and the local community.

Information we hold about you and your child

We have procedures in place for the recording and sharing of information [data] about you and your child that is compliant with the principles of the General Data Protection Regulations (2018) as follows:

The data is we collect is:

1. processed fairly, lawfully and in a transparent manner in relation to the data subject [you and your family]
2. collected for specified, explicit and legitimate purposes and not further processed for other purposes incompatible with those purposes
3. adequate, relevant and limited to what is necessary in relation to the purposes for which data is processed
4. accurate and, where necessary, kept up-to-date
5. kept in a form that permits identification of data subjects [you and your family] for no longer than is necessary for the purposes for which the personal data is processed
6. processed in a way that ensures appropriate security of the personal data including protection against unauthorised or unlawful processing and against accidental loss, destruction or damage, using appropriate technical or organisational measures

When you register your child with us, we will provide you with a privacy notice that gives you further details of how we fulfil our obligations with regard to your data.

Safeguarding children

Our setting has a duty under the law to help safeguard children against suspected or actual ‘significant harm’. Our employment practices ensure that people looking after children are suitable to fulfil the requirements of their role and help to protect children against the likelihood of abuse in our setting and wehave a procedure for managing complaints or allegations against a member of staff.

Our way of working with children and their parents ensures that we are aware of any problems that may emerge and can offer support, including referral to appropriate agencies when necessary, to help families in difficulty.

Special educational needs

To make sure that our provision meets the needs of each individual child, we take account of any special educational needs a child may have. We work to the requirements of the Special Educational Needs and Disability Code of Practice: 0 to 25 years (2015).

Our Special Educational Needs Co-ordinator is

Sophie Wilson

The management of our setting

Our Preschool Manager is   Kimberley Booth.         Our Preschool Deputy is Lisa Beacham. 

The setting is owned and governed by

Sally Zou

Fees

The fees are £22.00 per session payable monthly in advance. Fees must still be paid if children are absent without notice for a short period of time. If your child has to be absent over a long period of time, talk to Sally Zou who is the owner/director/ or our manager Kimberley Booth.

For your child to keep her/his place at our setting, you must pay the fees. We are in receipt of nursery education funding for two-, three- and four-year-olds; where funding is not received, then fees apply.

Starting at our setting

The first days

We want your child to feel happy and safe with us. To make sure that this is the case, our staff will work with you to decide on how to help your child to settle into the setting. Our policy on the role of the key person and Settling-in is enclosed with this document or is available fromNorth Bushey Preschool.

We hope that you and your child enjoy being members of our setting and that you both find taking part in our activities interesting and stimulating. Our staff arealways ready and willing to talk with you about your ideas, views or to respond to any questions. 

Promoting positive behaviour

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

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

The setting manager/SENCOwill:

• ensure that all new staff attend training on behaviour management such as Understanding and Addressing Behaviour in the Early Years (EduCare)
• help staff to implement procedure 09.12 Promoting positive behaviourin their everyday practice
• advise staff onhow to address behaviour issues and how to access expert advice if needed

Rewards and sanctions

Children need consistent messages, clear boundaries and guidance to intrinsically manage their behaviour through self-reflection and control. We may adapt this with children with SEND.

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

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

Step 1

• The setting manager, SENCo and other relevant staff members are knowledgeable with, and apply the procedure 09.12 Promoting positive behaviour.
• Unwanted behaviours are addressed using an agreed and consistently applied approach to deescalate situations
• Behaviours that result in concern for the child and/or others must be discussed by the key person, SENCo/setting manager. During the meeting the key person must use their all-round knowledge of the child and family to share any known influencing factors such as a new baby in the family, child and/or parental illness, underlying additional needs to help place the child’s behaviour into context.
• Appropriate adjustments to practice must be agreed within the setting. If relevant, a risk assessment should be carried out.
• If the adjustments are successful and the unwanted behaviour does not reoccur or cause concern then normal monitoring can resume.

Step 2

• If the behaviour remains a concern, then the key person and SENCo must liaise with the parents to try to discover possible reasons for the behaviour and to agree next steps. If relevant and appropriate the views of the child must be sought and considered to help identify a cause.
• If a cause for the behaviour is not known or only occurs whilst in the setting,then the setting manager/SENCo must suggest using a focused intervention approach to identifying a trigger for the behaviour such as the ABC approach, i.e. Antecedents – what happened before; Behaviour – what was the behaviour observed; Consequences – what happened after the event.
• If a trigger is identified, then the SENCo and key person must meet with the parents to plan support for the child through a graduated approach via SEN support.
• Aggressive behaviour by children towards other children will result in a staff member intervening immediately to stop the behaviour and prevent escalation using the agreed initial intervention approach. If the behaviour has been significant or may have a detrimental effect on the child, the parents of the victim of the behaviour and the parents of the perpetrator must be informed. If the setting has applied a physical intervention, they must follow the guidance as set out below. The designated person completes1bSafeguarding incident reporting form and contact Ofsted if appropriate. A record of discussions is recorded and parents are asked to sign.
• Parents must also be asked to sign risk assessments where the risk assessment relates to managing the behaviour of a specific child.
• If relevant, actions for dealing with the behaviour at home are agreed with parents and incorporated into the action plan. Other staff are informed of the agreed interventions and help implement the The plan must be monitored and reviewed regularly by the key person/SENCo until improvement is noticed.
• Incidents and intervention relating to unwanted/challenging behaviour by children must be clearly and appropriately logged on 09.13b SEN Support - Action plan.

Step 3

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

• Advice provided by external agencies is incorporated in09.13b SEN Support: Action Plan and regular multi-disciplinary meetings held to review the child’s progress.
• If a review determines a statutory assessment may be needed then all relevant documentation must be collected in preparation for an Education Health and Care Assessment which may lead onto an Education, Health and Care Plan.

Use of physical intervention

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

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

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

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

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

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

Physical handling

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

• keeping the child’s safety and well-being paramount
• a calm, gentle but firm approach and application of the intervention
• never restricting the child’s ability to breathe
• side-by-side contact with the child
• no gap between theirs or the child’s body
• keeping the adults back as straight as possible
• avoiding close head-to-head positioning to avoid injury to the child and themselves (head butting)
• only holding the child by their ‘long’ bones to avoid grasping at the child’s joints where pain and damage are most likely to occur
• avoiding lifting the child unless necessary
• reassuring the child and talking about what has happened
• only applying a physical intervention on a disabled child if training or preferred method is provided from a reputable external source e.g. British Institute of Learning Disabilities bild.org.uk/

Risks

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

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

• What is the immediate risk to this child if I do not intervene now?
• What might the risks be if I do intervene? If this was my child, what would I want someone looking after them to do in this situation?
• What is the minimum level of intervention that will be effective here? How can I do this as gently as possible for as short a time as possible and how am I going to manage myself to stay calm?

Recording

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

Temporary suspension (fixed term)

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

• The setting manager provides a written request to suspend a child to their line manager; the request must detail the reason why the child must be suspended and the length of time of the proposed suspension.
• If the line manager approves, the parents must be invited to a meeting to discuss next steps. Parents are invited to bring a representative along. Notes must be taken at the meeting and shared later with the parents. The meeting must aim for a positive outcome for the child and not to suspend.
• If no acceptable alternative to suspension is found then the setting manager must give both verbal and written notice of time related suspension to the parent, meanwhile the setting manager must ensure that continued resolution is sought and suitable adjustments are in place for the child’s return.

Suspension of a disabled child

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

• The setting manager sends a written/electronic invite to the parents, a local authority representative and any relevant external agencies to attend a review meeting. Each attendee must be made aware that the meeting is to avoidthe situation escalating further and to find a positive solution.
• After the meeting the setting manager continues to maintain weekly contact with the parents and local authority to seek a solution.
• Suitable arrangements offer the parent continued support and advice during the suspension. The setting manager reviews the situation fortnightly and provides their line manager with a monthly update.

Expulsion

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

• a termination of their childcare agreement as explained in 9.1d Childcare terms and conditions
• if despite applying a range of interventions (including reasonable adjustments), the setting has been unable to adequately meet the child’s needs or cannot protect the health, safety and well-being of the child and/or others.

Challenging unwanted behaviour from adults in the setting

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

Allegations of discriminatory remarks or behaviour made in the setting by any adult will be taken seriously. The perpetrator will be asked to stop the behaviour and failure to do so may result in the adult being asked to leave the premises. Where a parent makes discriminatory or prejudice remarks to staff at any time, or other persons while on the premises, this is recorded on the child’s file and is reported to the settingmanager. The procedure is explained and the parent is asked to comply while on the premises. An ‘escalatory’ approach will be taken with those who continue to exhibit this behaviour. The second stage comprises a letter to the parent requesting them to sign awritten agreement not to make discriminatory remarks or behave in discriminatory or prejudice ways; the third stage may be considering withdrawing the child’s place.

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Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book.