Policies

Our policies

Accident, Incident and Reporting policy

Policy statement

We follow the guidelines of the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR), the Health & Safety Executive (HSE) and the Statutory Framework for the Early Years Foundation Stage (EYFS) for the reporting of accidents and incidents.

Child protection matters or behavioural incidents between children are not regarded as incidents for this purpose ad there are separate procedures for these below.

ACCIDENT AND INCIDENT PROCEDURES

What is the difference between an accident and an incident?

An accident is an unfortunate event or occurrence that happens unexpectedly and unintentionally, typically resulting in an injury, for example tripping over and hurting your knee.

An incident is an event or occurrence that is related to another person, typically resulting in an injury, for example being pushed over and hurting your knee.

We know our responsibility to prevent accidents and know that when they occur, we respond quickly and appropriately to effectively manage the impact of them.  We have a Health & Safety Policy and procedures for dealing with any accidents that occur on the premises or on outings.  The Accident Record supports the recording and, where appropriate, reporting of accidents involving children as part of these procedures.

Ensuring accurate and consistent recording of accidents is important for several reasons:

  • Informing parents: Parents must be informed of any accidents involving their child. They will need to monitor their child in case symptoms arise later.  They may also wish to take their child to the doctor as a precautionary measure.  They must have as much information as possible to be able to make an informed decision.
  • Assessing risk: A full and complete record of accidents will be a key factor in undertaking risk assessment. Frequent analysis of records will enable us to identify hazardous areas or repeat incidents, and make the necessary changes in the interest of safe practice for both children and adults.
  • Potential insurance claims: Even if it is anticipated that there is no injury or that the provider is unlikely to receive an action for damages, full details must be recorded, including witness statements, in case of future action.
  • Some accidents are reportable to the HSE and Ofsted.

This book is only for the reporting of children’s accidents, not adults (a separate record book is provided).

Accident records will be completed accurately as soon as possible after the accident by the person who dealt with it.  For major accidents complete the record as normal and then refer to the RIDDOR procedures (see lower).

It is very important for children’s accidents that the record system used does not allow any records to be removed.  Confidentiality is of course important, but risk management is equally too.  Records are kept in this file to enable effective risk assessments to easily spot any reoccurring accidents and allow for accident prevention.  The Data Protection Action (2020) deems these records confidential.  For that reason, only the records of one child (although it can be several records for that child) can be entered in each section.  Parents should not be allowed to see records other than for their own child and cannot be accessible to anyone but the Directors.  Providers must inform parents of any accident or injury sustained by their child on the same day, or as soon as reasonably practicable, and of any first aid treatment given.

Ambulance request form

This form should be prepared for an emergency when an ambulance needs to be called.  All staff should know how to call the emergency services.  The form should be photocopied for use, and then kept in the child’s personal file once completed.

RIDDOR (Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (As Amended))

RIDDOR regulations impose a duty on all employers/self-employed persons to report work related accidents, diseases and dangerous occurrences to the Health and Safety Executive, or the relevant department at the local authority.  Employers must ensure all their staff are aware of the reporting procedures.

Reportable events:

  • Deaths
  • Major injuries
  • Over 7-day injuries (the injured employee/self-employed personal is unable to work due to the injury for more than 7 days).
  • Injuries to members of the public – this includes children and parents – where they are taken to hospital.
  • Work related diseases.
  • Dangerous occurrences – where there is no-one injured, but someone could have been.

In a childcare provision these may include such things as:

  • Staff member injures back from lifting nursery equipment and is off work for two weeks.
  • Parent slips on wet floor near the water tray and breaks her ankle and is taken to hospital.
  • Child falls from climbing frame and sustains head injury so is taken to hospital.
  • The ceiling falls down.
  • Scaffolding comes loose.
  • There is an outbreak of legionella.

Procedures to be followed:

  • An accident and/or incident report should be completed immediately. For accidents and/or incidents involving children, the child’s parents must be informed as soon as is reasonably practicable on the day of the incident/accident.
  • Any witness statements (from those who saw what happened) should be written and kept in a confidential file.
  • A RIDDOR report must be submitted by the employer/self-employed person to the Health and Safety Executive online at www.hse.gov.uk/forms/. Only reports concerning fatal or major injuries can be submitted via a telephone service by calling 0845 300 9923. The report will be forward to the respective enforcement body; which, for childcare providers, will usually be the relevant department at the local authority.
  • Ofsted must be informed by calling 0300 123 1231, as soon as possible within 14 days of any serious accident, injury or death that occurs to a child while the child is under the provider’s care. It is also advisable to notify Ofsted of any injuries suffered by other persons, as Ofsted may need to investigate as to whether it could impact on the childcare provided.
  • Local child protection agencies must be notified of any serious accident or injury to, or death of a child whilst under the care of the provider. Each local authority will have their own procedures and guidance, so providers should contact them for advice. Otherwise, providers should at least ensure that any reports made to Ofsted are also made to the local child protection agency.
  • The provider must undertake an internal investigation, using the details of the accident/incident record. This would include reviewing staff competence and effectiveness of procedures including risk assessments.  On concluding the investigation, an action plan for preventing any such accidents or incidents from occurring again in the future should be agreed, shared with staff and reviewed regularly.
  • An injured party (or the parents of an injured child) may consider seeking compensation. If this is the case, providers should notify their insurance company immediately; members of the Alliance should also contact Lawcall for free legal advice.

Potential insurance claims

To contact our insurance company for guidance.

  • As soon as possible after any accident, providers should contact their insurance. Whether or not a claim is intimated, a claim form must be completed, if a child or adult needs GP/hospital treatment.
  • Equipment which was damaged due to the incident should not be fixed, destroyed or disposed of. Instead it should be held aside, where safe and reasonable to do so, in case it is required for any potential claim; otherwise photographs should be taken.
  • Request for information should be responded to; except for acknowledging receipt of correspondence from an injured party, parent or solicitor, and advising that it has been forwarded to the insurance provider.
  • In the event of a member of the press requesting a statement from the provider, it is advisable to state “We are investigating the incident in conjunction with the appropriate authorities and we hope that (name of any injured party where appropriate) will make a good recovery”. This ensures that the provider is now admitting any liability, especially whilst the investigation is on-going. Any such interactions should be notified to the insurance provider.
  • Details of the incident should not be shared with any outside persons, or other parents, as the incident is regarded as confidential under the Data Protection Act. Reassurances can be given to any concerned party that correct procedures are being followed to investigate the incident and that once complete a statement will be issued.

Dealing with Accidents or Incidents to Children

We keep written records of all accidents, incidents, or injuries to a child together with any first aid treatment given. Any event, however minor, is recorded by completion of an “Accident/ Incident Report” and the procedure is the same for both types of events as follows:

  • An Accident/ Incident Report is completed by the member of staff who witnessed the event.
  • Each new Accident/ Incident Report is numbered linking it to a “Summary Index” at the front of our “Accident/ Incident Record File”. A Summary Index is started at the beginning of each new term.
  • The Summary Index is filled in each time an accident or incident occurs by the member of staff who completed the report.
  • The Summary Index includes the child’s name, the date of the accident or incident, details of the accident or incident, the initials of the member of staff who completed the report and of the countersign practitioner who also carries out the final checks on the report before filing it away.

The following information is recorded on the Accident/ Incident Report:

  • Whether it is an accident or incident being reported
  • Full name of child
  • Child’s date of birth
  • Date of accident or incident
  • Time of accident or incident
  • Name and signature of person who dealt with the accident or incident
  • Description of accident or incident
  • Description of care given
  • Name of person who gave care (this must be a Paediatric First Aid qualified member of staff)
  • Description of injury (if applicable)
  • Position of the injury illustrated on the body map
  • Witness signature (only if witnessed)
  • Counter signature (must be a qualified practitioner)
  • Signature of parent or carer

It is then that member of staff’s responsibility to ensure that the parent or carer is informed about the accident or incident and the report is signed by that parent or carer on the day that the accident occurred. (The name of any other child involved in an accident or incident must remain confidential).

In the event of an Accident/ Incident Report not being signed by a parent or carer on the same day, the member of staff in charge of the session (usually the Room manager must be notified by the practitioner who dealt with the report. The staff member in charge of the session then has the overall responsibility to immediately inform the parent or carer by telephone of the accident or incident, making a note of the time and date of the call on the Accident/ Incident Report. The staff member in charge of the session must then ensure that the Accident/ Incident Report is signed by the parent or carer at the next possible opportunity.

It is the responsibility of the member of staff in charge of the session to check that all Accident/ Incident Reports have been accurately completed, signed appropriately on the day, and then handed over to the Director to log onto the Accident/ Incident Record File.

Once completed and checked, Accident/ Incident Reports are filed on the child’s Personal Record (red file). The Summary Index is filed in the Accident/ Incident File. The information contained in the Summary Index enables relevant Accident/ Incident Reports to be quickly sourced by cross referencing the index number, date and child’s name. This process aids us to:

  • Review how many accidents or incidents happen in a term.
  • What types of accidents or incidents occur.
  • Identify any potential or actual hazards.
  • Identify any patterns in children having a higher rate of accidents or incidents.

We regularly review the Accident/ Incident File to ensure that any issues are addressed.

Dealing with Accidents to Children that are not Witnessed

The above procedure applies but with the following change:

If the accident, incident, or injury has not been witnessed by a member of staff or other adult, then the member of staff dealing with the accident must gain an account of what happened from the child, and any other children, if they are able to verbalise this or communicate in any other way. The member of staff must record the child’s account of events on the Accident/ Incident Report and clearly state that the accident was not witnessed.

Dealing with Prior Accidents or Incidents to Children

A “Prior Accident or Incident” is an accident or incident that happened outside the setting that has caused and injury or the seeking of medical advice.

A Prior Accident/ Incident Report is completed by the parent or carer each time they notify a member of staff about an accident or incident which has not happened in pre-school. The report is signed by the parent or carer and countersigned by a qualified practitioner.

The following information is recorded on the Prior Accident/ Incident Report:

  • Whether it is an accident or incident being reported
  • Full name of child
  • Child’s date of birth
  • Date of accident or incident
  • Time of accident or incident
  • Description of accident or incident
  • Description of care given
  • Description of injury (if applicable)
  • Position of the injury illustrated on the body map
  • Signature of parent or carer
  • Counter signature (must be a qualified practitioner)

Prior Accident/ Incident Forms run on the same “Summary Index” system and are filed in the same way as “Accident/ Incident Forms”. It is the responsibility of the member of staff in charge of the session to check that all Prior Incident/ Accident Reports have been accurately completed, signed, and filed appropriately.

Dealing with injuries to children that have not been notified to the setting by the parent or carer and that have not happened in the setting

The above procedure applies but with the following change:

If we have not been informed of a prior accident or incident by a parent or carer and an injury is noticed during a session, the parent or carer will be notified by a member of staff when they collect their child from the setting. The parent or carer will be asked to complete and sign a Prior Accident/ Incident Report by the member of staff who handed the child over.

Dealing with Accidents to Staff, Volunteers or Other Adults

We keep written records of all accidents or injuries to staff, volunteers, or other adults together with any first aid treatment given.

The accident is recorded in the “Accident Book” by the adult who has had the accident or if this is not possible, by the First Aider on site. The Directors must also be informed.

The Accident Book is kept in a safe and secure place. It is regularly reviewed to identify any potential or actual hazards or any other issues that need to be addressed.

Our accident log:

  • Is kept in a safe and secure place;
  • Is accessible to staff and volunteers, with managers consent
  • Is reviewed at least half termly to identify any potential or actual hazards.

Reporting accidents and incidents

Ofsted is notified as soon as possible, but at least within 14 days of any instances which involve:

  • Food poisoning affecting two or more children looked after on our premises.
  • A serious accident or injury to, or serious illness of, a child in our care and the action we take in response; and
  • The death of a child in our care.

Local child protection agencies are informed of any serious accident or injury to a child, or the death of any child, while in our care and we act on any advice given by those agencies.

Any food poisoning affecting two or more children or adults on our premises is reported to the local Environmental Health Department.

We meet our legal requirements in respect of the safety of our employees and the public by complying with RIDDOR. We report to the Health and Safety Executive:

  • Any work-related accident leading to an injury to a child or adult, for which they are taken to hospital.
  • Any work-related injury to a member of staff, which results in them being unable to work for seven consecutive days.
  • When a member of staff suffers from a reportable work-related disease or illness.
  • Any death, of a child or adult, that occurs in connection with activities relating to our work; and
  • Any dangerous occurrences. This may be an event that causes injury or fatalities or an event that does not cause an accident but could have done, such as a gas leak.

Information for reporting incidents to the Health and Safety Executive is provided in the Pre-school Learning Alliance’s Accident Record publications.  Any dangerous occurrence is recorded on our incident log (see below).

Our incident log:

  • We have ready access to telephone numbers for emergency services, including the local police.
  • We keep an incident log for recording major incidents, including those that are reportable to the Health and Safety Executive as above.
  • These incidents include:
  • A break in, burglary, or theft of personal or the setting’s property.
  • An intruder gaining unauthorised access to the premises.
  • A fire, flood, gas leak or electrical failure.
  • An attack on member of staff or parent on the premises or nearby.
  • Any racist incident involving staff or family on the setting’s premises.
  • A notifiable disease or illness, or an outbreak of food poisoning affecting two or more children looked after on the premises.
  • Any breach of agreed procedure
  • The death of a child or adult, and
  • A terrorist attack, or threat of one.
  • On the incident log we record the date and time of the incident, nature of the event, who was affected, what was done about it or if it was reported to the police, and if so a crime number. Any follow up, or insurance claim made, is also recorded.
  • In the unlikely event of a terrorist attack, we follow the advice of the emergency services regarding evacuation, medical aid and contacting children’s families. Our standard Fire Safety and Emergency Evacuation Policy will be followed, and staff will take charge of all the children.  The incident is recorded when the threat is averted.
  • The incident log is not for recording issues of concern involving a child. This is recorded in the child’s own file.

Reporting of food poisoning

  • Food poisoning can occur for several reasons; not all cases of sickness or diarrhoea are because of food poisoning and not all cases of sickness or diarrhoea are reportable.
  • Where children and/or adults have been diagnosed by a GP or hospital doctor to be suffering from food poisoning and where it seems possible that the source of the outbreak is within the setting, the manager(s) will contact the Environmental Health Department to report the outbreak and will comply with any investigation.
  • Any confirmed cases of food poisoning affecting two or more children looked after on the premises are notified to Ofsted as soon as reasonably practicable, and always within 14 days of the incident.

INCIDENTS to ADULTS and DANGEROUS OCCURRENCES PROCEDURES

Dealing with Incidents to Adults and Dangerous Occurrences

We meet our legal requirements for the health and safety of all adults and children by following the RIDDOR guidelines and reporting any incidents and dangerous occurrences to the HSE (and any other appropriate professional bodies).

An incident may be an event that causes injury or fatalities or an event that does not cause injury but could have done so, such as a gas leak. Any dangerous occurrence is recorded in our “Incident Book” (please see below).

  • We have ready access to telephone numbers for emergency services should an incident occur. For areas of the premises, we are responsible for, we have contact numbers for suitable services such as gas and electric emergency services.
  • As we rent our land from Brayton Academy, we also ensure that we have access to the person responsible there and share information with them about any dangerous occurrences. We inform the Academy as soon as practical if any major incidents or emergencies occur at Brayton Headstart Preschool and they should do the same if an incident takes place on the Academy grounds.
  • On discovery of an incident, we report it to the appropriate emergency services – fire, police, and ambulance – if those services are needed.
  • If an incident occurs before any children arrive, we risk assess this situation and decide if the premises are safe to receive children. We may decide to offer a limited service or to close the setting.
  • Where an incident occurs whilst the children are in our care, and it is necessary to evacuate the premises we follow the procedures in our Emergency Evacuation Procedure.
  • If a crime may have been committed, we ask all adults who witness the incident to make a witness statement including the date and time of the incident, what they saw or heard, what they did about it and their full name and signature.

Incident Book

We keep an “Incident Book” for recording all the incidents and dangerous occurrences detailed below, including those that are reportable to the HSE as above. In the Incident Book, the management team ensures that we record the date and time of the incident, the nature of the event, who was affected and how it was dealt with. If the incident is reported to the police, we make a note of the crime reference number. Any follow up or insurance claim made is also recorded. The Incident Book is not for recording issues of concern involving a child. This is recorded in the child’s Personal File on the computer.

In the event of any incident, we will also call the Academy as soon as practical as part of our shared information policy. They will also inform all other professional bodies, such as Ofsted, the HE Team and the LA.

Legal Framework

  • Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1995 (As Amended)

Further guidance

  • RIDDOR Guidance and Reporting Form: hse.gov.uk/riddor
  • Links to Child Protection and Safeguard Policy
  • Links to Emergency and Lockdown policy

Other useful Pre-School Learning Alliance publications

  • Accident Record (2010)
  • Reportable Incident Record (2012) 

 

 

Administering medicines policy

Policy Statement

While it is not our policy at Brayton Headstart Pre-school to care for sick children, who should be at home until they are well enough to return to the setting, we will agree to administer medication as part of maintaining their health and well-being or when they are recovering from an illness.

In many cases, it is possible for children’s GPs to prescribe medicine that can be taken at home in the morning and evening.  As far as possible, administering medicines will only be done where it would be detrimental to the child’s health if not given in the setting.  If a child has not had a medication before, it is advised that the parent keeps the child at home for the first 48 hours to ensure there are no adverse effects, as well as to give time for the medication to take effect.

These procedures are written in line with guidance in Managing Medicines in Schools and Early Years Settings; the Directors at Brayton Headstart Preschool are responsible for ensuring all staff understand and follow these procedures.

All staff are responsible for the correct administration of medicine to children, this will be the key person where possible.  This includes ensuring that parent consent forms have been completed, that medicines are stored correctly and that records are kept according to procedures. In the absence of the key person, either the Room Manager or Directors within this setting are responsible for ensuring the medication process takes place.

Procedures

  • Children taking prescribed medication must be well enough to attend the setting.
  • Only medication prescribed by a doctor (or other medically qualified person) is administered. It must be in-date and prescribed for the current condition.
  • Children’s prescribed medicines are stored in their original containers, are clearly labelled and are inaccessible to the children.
  • Parents give prior written permission for the administration of medication. The staff receiving the medication must ask the parent to sign a consent form stating the following information.  No medication may be given without these details being provided:
  • The full name of the child and date of birth:
  • The name of the medication and strength.
  • Who prescribed it.
  • The dosage to be given in the setting.
  • The time of the last dose.
  • How the medication should be stored and its expiry date.
  • Any possible side effects that may be expected; and
  • The signature of the parent, their printed name and date.

Staff at Brayton Headstart Preschool will not administer any medicines without the above being adhered to.

  • The administration of medicine is recorded accurately in our record folder each time it is given and is signed by the key person/manager(s). Parents are shown the record at the end of the day and asked to sign the record to acknowledge the administration of medicine. The medication record folder records the:
    • Name of the child.
    • Name and strength of the modification.
    • Date and time of the dose.
    • Dose given and method.
    • Signature of the key person/manager(s); and
    • Parent’s signature.

Storage of medicines

  • All medication is stored safely in a safe cupboard or refrigerated as required. The cupboard & refrigerator are not used solely for storing medicines – medications are kept in a marked plastic box.
  • It is the responsibility for all staff to ensure medicine is handed back at the end of the day to the parent.
  • For some conditions, medication may be kept in the setting to be administered on a regular or as-and-when-required basis. Staff check that any medication held in the setting, is in date and return any out-of-date medication back to the parent.

Any medicines kept at Brayton Headstart Preschool will be either placed in a plastic labelled box in the refrigerator or within the first aid cupboard, out of reach of children.

  • If the administration of prescribed medication requires medical knowledge, individual training is provided for the relevant member of staff by a health professional.
  • If rectal diazepam is given, another member of staff must be present and co-signs the record book.
  • No child may self-administer. Where children are capable of understanding when they need medication, for example with asthma, they should be encouraged to tell their key person what they need.  However, this does not replace staff vigilance in knowing and responding when a child requires medication.

Children who have long term medical conditions and who may require ongoing medication

  • A risk assessment is carried out for each child with long term medical conditions that require ongoing medication. This is the responsibility of the manager alongside the key person.  Other medical or social care personnel may need to be involved in the risk assessment.
  • Parents will also contribute to a risk assessment. They should be shown around the setting, understand the routines and activities and point out anything which they think may be a risk factor for their child.
  • For some medical conditions, key staff will need to have training in a basic understanding of the condition, as well as how the medication is to be administered correctly. The training needs for staff form part of the risk assessment.
  • The risk assessment includes vigorous activities and any other activity that may give cause for concern regarding an individual child’s health needs.
  • The risk assessment includes arrangements for taking medicines on outings and advice sought from the child’s GP if necessary, where there are concerns.
  • A health care plan for the child is drawn up with the parents; outlining the key person’s role and what information must be shared with other staff who care for the child.
  • The health care plan should include the measures to be taken in an emergency.
  • The health care plan is reviewed every six months, or more frequently if necessary. This includes reviewing the medication, e.g., changes to the medication or the dosage, any side effects noted etc.
  • Parents receive a copy of the health care plan and each contributor, including the parent, signs it.

Managing medicines on trips or outings

  • If children are going on outings, staff accompanying the children must include the key person for the child with a risk assessment, or another member of staff who is fully informed about the child’s needs and/or medication.
  • Medication for a child is taken in a sealed plastic box clearly labelled with the child’s name and the name of the medication. Inside the box is a copy of the consent form and a card to record when it must be given, including all the details that need to be recorded in the medication record as stated above.
  • On returning to the setting the card is stapled to the medicine record book and the parent signs it.
  • If a child on medication must be taken to hospital, the child’s medication is taken in a sealed plastic box clearly labelled with the child’s name and the name of the medication. Inside the box is a copy of the consent form signed by the parent.
  • As a precaution, children should not eat when travelling in vehicles.

Staff taking medication and/or other substances

Practitioners must not be under the influence of alcohol or any other substances which may affect ability to care for children. All staff have a responsibility to work with children only where they are fit to do so.

Staff must not work with children where they are infectious or too unwell to meet children’s needs. This includes circumstances where any medication taken affects their ability to care for children, for example, where it makes a person drowsy.

If any staff member believes that their condition, including any condition caused by taking medication, is affecting their ability they must inform their manager and seek medical advice. The setting management team will decide if a staff member is fit to work, including circumstances where other staff members notice changes in behaviour suggesting a person may be under the influence of medication.

This decision will include any medical advice obtained by the individual or from an occupational health assessment. Where staff may occasionally or regularly need medication, any such medication must be kept in a container in the office, where staff may easily access the medication such as an asthma inhaler and should be labelled with the name of the member of staff.

If staff require medication for example, asthma, they should complete an asthma form and make other staff aware in case of emergency situations. This is so staff can act to ensure the health and safety of their colleague. Any staff medication on the setting premises must be stored in the settings safe, out of reach of children always (see our HEALTH AND SAFETY POLICY 2. GENERAL STANDARDS) .

Legal Framework

  • The Human Medicines Regulations (2012)

Further Guidance

  • Managing Medicines in Schools and Early Years Settings (DfES 2005)

Other useful Pre-school Learning Alliance publications

  • Medication Record (2010)
  • Daily Register and Outings Record (2012)
Admissions policy

Admissions of children Policy

It is our intention to make our setting accessible to children and families from all sections of the local community.  We aim to ensure that all sections of our community have access to the setting through open, fair, and clearly communicated procedures. We aim to increase the extent to which all children can participate in the curriculum and wider life of our preschool where all children are able to improve their physical environment and enable children to take better advantage of their entitled education through the facilities and services we provide.

Procedures

  • We ensure that the existence of our setting is widely advertised in places accessible to all sections of the community.
  • We ensure that information about our setting is accessible and provided in written and spoken form.
  • We arrange our waiting list on a first come basis considering the child’s birth date to where possible, prioritise the funded children. In addition, our policy may consider the following:
  • Funded 2-year-olds requiring a place (please note, we will only take a maximum of 8 x 2-year-old children per session).
  • Looked after children
  • Children already attending who wish to increase their hours.
  • Siblings already attending the setting.
  • The term after a child’s birthday, some parents/carers may be able to apply for 15 extra funded hours on top of the universal 15 hours for 3- and 4-year-olds. The eligibility checks are carried out by the parent/carer and HMRC. We will continue to abide by the admission rules set out in this policy. If there is availability, and Headstart can offer extra hours, parents/carers must accept full responsibility for the placement and be aware that if you do not produce the correct code for your extra funded hours by the date set out in the payment policy that you will be charged for a minimum of 4 weeks at the hours you have accepted.
  • We describe our setting and its practices in terms that make it clear that it welcomes fathers and mothers, other relations, and other carers, including childminders.
  • We describe how our practices treat each child and their family, having regard to their needs arising from their gender, special educational needs, disabilities, social background, religion, and ethnicity or from English being a newly acquired additional language.
  • We describe how our practices enable children and/or parents with disabilities to take part in the life of the setting.
  • We monitor the gender and ethnic background of children joining the group to ensure that our intake is representative of social diversity.
  • We make our Valuing Diversity and Promoting Equality Policy widely known.
  • We consult with families about the opening times of the setting to ensure we accommodate a broad range of families’ needs.
  • We are flexible about attendance patterns to accommodate the needs of individual children and families, providing these do not disrupt the pattern of continuity in the setting that provides stability for all the children.
  • Our Local Offer reflects our commitment to inclusive practice when admitting children with Special Educational Needs.

    Attendance of children

    While we acknowledge that accessing Early Years Provision is not a legal requirement for children under the age of 5 years, we understand that we have a responsibility to monitor patterns of attendance in case there are any safeguarding concerns.

    Procedures

    • We take daily registers clearly marking attendance, holidays, absence and explained absence
    • The company Directors will review these registers regularly to assess for patterns in any non-attendance and signs to confirm this has been done.
    • By building open and trusting relationships with parents we are generally told about any planned absences (medical appointments, holidays, family trips etc). These will be clearly marked in the register and diary.
    • If a child does not turn up for a session, we will:
      • Check the emails / diary for any explanation of the absence.
      • Make telephone contact with the parent / carer an hour after the session start time (to allow for late arrivals). This contact will be documented.
      • If an explanation for the absence is provided the register will be amended accordingly.
      • If no contact is made and no concerns are held as to the welfare of the child or family, we would discuss the absence at the next session.
      • In the cases of children subject to the Prevention services or deemed as vulnerable we will continue to attempt to make contact throughout the day. We would also contact the professional involved with the family.
    • Any patterns in non-attendance highlighted at the review will be discussed with the families involved.

    PROCEDURE FOR THE ADMISSION OF VISITORS TO THE SETTING

    All expected visitors to be documented in the diary and staff to be notified via the white board in the main room.  The room manager will also be informed by the Directors.

    Only members of Brayton Headstart Staff are to answer the door and admit visitors to the setting and will follow the following procedures:

    • Staff member to make other room staff aware they are going to answer the door.
    • Internal door to be closed behind staff on their exit from the main room – if this door is open as part of free flow to the all-weather garden, then all children are to be kept away from the doorway and staff are to be made aware the front door will be opened.
    • Upon opening of the door visitor to show their ID (if applicable) and state reason for their visit.
    • If the staff member is satisfied with the ID check and reason for visit the visitor is to be welcomed into the setting and staff will sign them into the visitors book. The visitor can then be shown into the office or main room as applicable.
    • Mobile phones to be left in bags/box or switched off. The phone may also be left in the office.
    • If the staff member is unsure of the ID shown, they are to ask for the phone number of the company the visitor represents and ask the visitor to remain outside while the company is rung to check the visitors ID.
    • If the staff member is at all unsure as to the purpose of the visit, the visitor is to be asked to wait outside and the staff member in charge asked to see to them.

    Points to remember:

    • All visitors to be escorted around the premises and remain in sight and always hearing of staff.
    • Any maintenance to be completed by registered professionals and outside of the settings opening hours where possible
    • All staff have the right to refuse entry to the setting of any visitor they deem unsuitable in line with our safeguarding policy and procedures.
    Animals in the setting policy

    Policy Statement

    Children learn about the natural world, its animals and other living creatures, as part of the Learning and Development Requirements of the Early Years Foundation Stage.  This may include contact with animals, or other living creatures, either in the setting or on visits.  We aim to ensure that this is in accordance with sensible hygiene and safety controls.

    Procedures

    Animals in the setting as pets

    • We take account of the views of parents and children when selecting an animal or creature to keep as a pet in the setting.
    • We carry out a risk assessment with a knowledgeable person accounting for any hygiene or safety risks posed by the animal or creature.
    • We provide suitable housing for the animal or creature and ensure this is cleaned out regularly and is kept safely.
    • Children are taught correct handling and care of the animal or creature and are supervised.
    • Children wash their hands after handling the animal or creature and do not have contact with animal soil or soiled bedding.
    • If animals or creatures are brought in by visitors to show the children, they are the responsibility of their owner.
    • The owner carries out a risk assessment, detailing how the animal or creature is to be handled and how any safety or hygiene issues will be addressed.

    Legal Framework

    • The Management of Health and Safety at Work Regulations (1999)

    Further Guidance

    • Health and Safety Regulation … A Short Guide (HSE 2003)
    Behaviour policy

    Achieving Children’s Positive Behaviour

    Policy Statement

    At Brayton Headstart Preschool, we believe that children flourish best when their personal, social, and emotional needs are met and where there are clear and appropriate expectations for their behaviour.

    As children develop, they learn about boundaries, the difference between right and wrong, and to consider the views and feelings, and needs and rights, of others and the impact that their behaviour has on people, places, and objects. The development of these skills requires adult guidance to help encourage and model appropriate behaviours and to offer intervention and support when children struggle with conflict and emotional situations. In these types of situations key staff can help identify and address triggers for the behaviour and help children reflect, regulate, and manage their actions.

    Procedures

    At Brayton Headstart Preschool, all staff have an overall responsibility for supporting each individual child’s personal, social, and emotional development. Monika Wood has responsibility for issues concerning behaviour relating to her Special Educational Needs Co-Ordinator (SENCO) Role.

    We require all staff to:

    keep themselves up to date with legislation, research and thinking on promoting positive behaviour and handling children’s behaviour where it may require additional support.

    access relevant sources on promoting positive behaviour within our programme for supporting personal, social, and emotional development; and a record is kept of staff attendance when on training courses.

    • We recognise that codes for interacting with other people vary between cultures and require staff to be aware of, and respect those used by members of the setting.
    • We require all staff, volunteers, and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.
    • New staff and volunteers are required to familiarise themselves with the setting’s Achieving Positive Behaviour Policy and its guidelines for behaviour.
    • We expect all members within the setting- children, parents, staff, volunteers, and students- to keep to the guidelines, requiring these to be applied consistently.
    • We work in partnership with children’s parents. Parents are regularly informed about their child(ren)’s behaviour by their key worker. We will work with parents to address recurring inconsiderate behaviour, using our assessment of behaviour sheet and the iceberg model to help us understand the cause and to decide jointly how to respond appropriately.

    Strategies with children who engage in inconsiderate behaviour.

    • We require all staff, volunteers, and students to use positive strategies for handling any inconsiderate behaviour, by helping children to find a solution in ways which are appropriate for the child’s age and stage of development.
    • We ensure that there is a wide range of provision and resources as well as sufficient activities available so that children are meaningfully occupied.
    • We acknowledge considerate behaviour such as kindness and willingness to share and take turns.
    • We support each child in developing their self-esteem, confidence, and feelings of competence.
    • We support each child in developing a sense of belonging in our setting, so that they feel valued and welcome.
    • We avoid creating situations in which children receive adult attention only in return for inconsiderate behaviour.
    • When children behave in inconsiderate ways, we help them to understand the outcomes of their actions and support them in learning how to cope more appropriately.
    • We never use physical or corporal punishment, such as smacking and shaking, and children are never threatened with these.
    • We only use physical restraint if it prevents physical injury to children or adults and/or serious damage to property.  Details of such an event (what happened, what action was taken and by whom, and the names of the witnesses) are brought to the attention of the manager or deputy manager. The child’s parents are informed on the same day.
    • We do not use techniques intended to single out or humiliate individual children.
    • In cases of serious misbehaviour, such as racial or other abuse, we make clear immediately the unacceptability of the behaviour and attitudes, by means of explanations rather than personal blame.
    • We do not shout or raise our voices in a threatening way to respond to children’s inconsiderate behaviour.

    Children under three years

    • When children under three years old behave in inconsiderate ways we recognise that the strategies for supporting them will need to be developmentally appropriate and differ from those for older children.
    • Common inconsiderate or hurtful behaviours of young children include tantrums, biting or fighting. Staff need to respond in a calm and patient manner, offering comfort to intense emotions, helping children to manage their feelings and talk about them to help resolve issues and promote understanding.
    • If tantrums, biting or fighting are frequent, we try to find out the underlying issue using the ‘iceberg’ model to help.
    • We focus on ensuring a child’s attachment figure within the setting, to their key person, who will build a strong relationship to promote security to the child and his/her family.

    Rough and Tumble Play and Fantasy Aggression

    Children often engage in play that has aggressive themes, such as a superhero and weapon play. Some children appear pre-occupied with these themes, but their behaviour is not necessarily a precursor to hurtful behaviour or bullying; although it may be inconsiderate at times and may need addressing using strategies above.

    • We recognise that teasing and rough and tumble play are normal for young children and acceptable within limits. We regard these kinds of play as pro-social and not as problematic or aggressive.
    • We will develop strategies to contain play that are agreed with the children and understood by them, with acceptable behavioural boundaries to ensure children are not hurt.
    • We recognise that fantasy play also contains many violently dramatic strategies e.g., blowing up and shooting and that themes often refer to goodies and baddies. We will allow this and offer opportunities to explain to children the concepts of right and wrong.
    • We can tune in to the content of the play, to perhaps suggest alternative strategies for heroes or heroines, making the most of the ‘teachable moments’ to encourage empathy and lateral thinking & to explore alternative scenarios and strategies for conflict resolution.

    Hurtful Behaviour

    Within our setting we take hurtful behaviour very seriously. Most children under the age of five will at some stage hurt or say something hurtful to another child, especially if their emotions are high at the time. It is not helpful to label this behaviour as ‘bullying’. For children under five, hurtful behaviour is momentary, spontaneous, and often without conscience of the feelings of the person whom they hurt.

    • We recognise that young children behave in hurtful ways towards others because they have not yet developed the means to manage intense feelings that sometimes overwhelm them.
    • We understand that self-management of intense emotions, especially anger, happens when the brain has developed neurological system to manage the physiological processes that take place when trigger activate responses of anger or fear.
    • Therefore we help this process by offering support, calming the child who is angry as well as the one who has been hurt by the behaviour. By helping the child to return to a normal state, we are helping the brain to develop the physiological response system that will help the child to be able to manage his or her own feelings.
    • We do not engage in a punitive response to a young child’s rage as this will have the opposite effect.
    • Our way of responding to pre-verbal children is to calm then through holding and cuddling. (This may differ if a child has a special educational need). Verbal children will also respond to cuddling to calm them down, but we will offer an explanation and discuss the incident with them to their level of understanding.
    • We help young children to learn to empathise with others, understanding that they have feelings too and that their actions impact on others’ feelings. “When you hit Billy, you hurt him, and he didn’t like it and it made him cry”.
    • We help young children develop pro-social behaviour such as resolving conflict over who had a toy. “Shall we find another car?” and “look Billy is not crying anymore so shall we all be friends?”.
    • We are aware that the same problems may happen over and over before skills such as sharing and take turning develop. For both biological maturation and cognitive development to take place. Children will need repeated experiences with problem solving, supported and patient adults and clear boundaries.
    • We support social skills through modelling behaviour and through activities. (Role-play and stories). We build self-esteem and confidence in each child, recognising their emotional needs through close and committed relationships with them.
    • We help a child to understand the effect that their hurtful behaviour has on another child; we do not force children to say sorry but encourage this where they are genuinely sorry and wish to show this to the person they have hurt.
    • When hurtful behaviour becomes problematic, we work with parents to identify the cause and find a solution together. The main reason for young children to engage in excessive hurtful behaviour are that:
      • they do not feel securely attached to someone who can interpret and meet their needs- this may be in the home, and it may also be in the setting.
      • the child may have insufficient language or English is the child’s second language. This may lead to the child been unable to express themselves and may make them feel frustrated.
      • the child is exposed to levels of aggressive behaviour at home and may be at risk emotionally or may be experiencing child abuse.
      • the child has developmental condition and that affects how they behave.
    • Where this does not work, we use the Special Educational Needs Code of Practice to support the child and family. Making appropriate referrals to the SENCO who may write up a cause for concern form depending on the findings of the assessment of behaviour and observations that are carried out.

    Bullying

    At Brayton Headstart Preschool we take bullying very seriously. It is however, very unlikely that a child under five will be at the centre of bulling. Bullying involves the persistent physical or verbal abuse of another child or children. It is characterised by the intent to hurt, often planned, and accompanied by an awareness of the impact of the bullying behaviour. Due to the cognitive development, children under five years are unlikely to bully.  However, we would follow these steps in the unlikely event of bullying:

    • We show the children who have been bullied that we are able to listen to concerns and act upon them.
    • We intervene to stop the child who is bullying from harming other children.
    • We explain to the child who is doing the bullying why his/her behaviour is unacceptable.
    • We do not label children who bully as ‘bullies’
    • We discuss what happened with parents of the child that did the bullying and work out a plan with them as to how to handle the child’s behaviour.
    • We recognise that children who bully may be experiencing bullying themselves or be subjected to abuse or other circumstances causing them to express their anger in a negative way towards others.
    • We discuss what has happened with the parents of the child who did the bullying and work out with them a plan for handling the child’s behaviour; and we share what has happened with the parents of the child who has been bullied, explaining that the child who did the bullying is being helped to adopt more acceptable ways of behaving.

     Key Points to Consider

     Practitioners need to ensure that they are meeting the individual needs of the unique child. This may include reviewing if staff expectations are appropriate to the development stage of the child.

     “Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as a checklist. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development” EYFS 2012.

     Some reasons for inconsiderate behaviour:

     Tired – disturbed sleep

    • Unwell – Short or long term.
    • Bored – not stimulated or low expectations
    • Grieving – family member/pet/friend/marriage break up
    • Frustrated – unrealistic staff expectations/ child’s skills not matching what they want to do/ English as a second language
    • Recently undergone any form of transition – house move/ new baby/ break up of relationship
    • Hungry – timings of food or drink not matched to child’s needs

     Child having a Special Educational Need

     There can be many more reasons why a child is behaving in a certain way. If you feel there are concerns, please speak to the child’s Key Worker or Monika Wood (SENCO). 

     Further Guidance

     Special Educational Needs Code of Practice (DfES 2014)

    • Valuing Diversity and Promoting Equality Policy
    • Key Points to Consider
    • Assessment of Behaviour
    • Fountain affection of behaviour & Positive Triangle
    • Links to Child Protection and Safeguard policy

     Other useful Pre-school Learning Alliance publications.

     The Social Child (2007)

    • Reflecting on Behaviour (2010)
    Safeguarding and child protection policy

    The policy and procedures are coordinated by both Directors, Monika Wood and Amanda Prickett, with the support from the whole staff team at Brayton Headstart Preschool. As an Ofsted regulated preschool, we comply with the local child Safeguarding procedures, and it is our duty to record and report to children services any concerns regarding the possible abuse of children in our care (emotional, physical, sexual or neglect). If an allegation is made against a member of staff in the preschool, the correct procedure if followed (see allegation against a member of staff policy & procedure). The policies are reviewed alongside the Early Years Foundation Stage (EYFS) statutory framework and the DfE ‘Keeping Children Safe in Education (KCSIE) 2021’ statutory guidance.

    Since 1st September 2021, we follow the new early years foundation stage (EYFS) framework and will be working to the new framework.

    Working Together to Safeguard Children

    “Working Together to Safeguard Children”: A Guide to inter-agency working to safeguard and promote the welfare of children.” 

    We are an important part of the wider safeguarding system for children. This system is described in statutory guidance Working Together to Safeguard Children.

    This is the statutory guidance for organisations and agencies who work with or carry out work related to children in the UK. The guidance aims to set the goal posts for inter-agency working and for promoting the welfare of children from all backgrounds, in all settings.

    At Brayton Headstart Preschool, we recognise our responsibility to be aware of and to follow the expectations outlined in the guidance. Like all guidance Working Together comes under review regularly and the guidance is refreshed periodically. This is what makes it so important for us to keep up to date with the changes.

    Note¹: Working Together 2018 replaces Local Safeguarding Children Boards, with Local Safeguarding Partners within each local authority. The Safeguarding Partners for each area are the Local Authority; Police and NHS Clinical Commissioning Group (CCG) operating in the authority’s area. These three Safeguarding Partners are charged with supporting and enabling local organisations and agencies to work together in a system where:

    • children are safeguarded and their welfare promoted
    • partner organisations and agencies collaborate, share, and co-own the vision for how to achieve improved outcomes for vulnerable children
    • there is early identification and analysis of new safeguarding issues and emerging threads

    The Legal framework for this policy

    • The Children Act 1989, 2004
    • The Education Act ,1996, 2002 (Section 175)
    • Working together to safeguard children, 2013, 2018, 2020
    • Safeguarding Vulnerable Groups Act, 2006
    • Counter-Terrorism Act and Security Act, 2015
    • Safeguarding Children and Safer Recruitment in Education Guidance DfES, 2007
    • Every Child Matters
    • Multi-Agency Practise Guidelines
    • Female Genital Mutilation Act 2003
    • Serious Crime Act 2015

    Note²: Early years foundation stage (EYFS) statutory framework: These are the standards we must meet for the learning, development, and care of children from birth to 5. The new early years foundation stage (EYFS) framework was published on the 31 March 2021 and is used by all Ofsted registered early years providers in England from 1 September 2021. Development Matters is the non-statutory curriculum guidance for the new EYFS framework that everyone can use from September 2021.

    Keeping children safe in education (KCSIE) 2022: summary of changes The Department for Education (DfE) has updated the statutory safeguarding and child protection guidance for schools and colleges in England, Keeping children safe in education (KCSIE). The guidance sets out what schools and colleges in England must do to safeguard and promote the welfare of children and young people under the age of 18. This policy has been reviewed in line with the latest changes to the guidance, which came into force on 1st September 2021

    Note3: The term “practitioner” or “adult” in this policy refers to ALL persons working at or in the setting in either a paid or unpaid capacity.

    The term “allegation” means where it is alleged that a person who works with children has:

    • Behaved in a way that has harmed a child or may have harmed a child.
    • Possibly committed a criminal offence against or related to a child; or
    • Behaved towards a child or children in a way that indicates s/he may pose a risk of harm to children.

    Safeguarding and promoting the welfare of children, in relation to this policy is defined as:

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

    At Brayton Headstart Preschool, we work with children, parents, external agencies, and the community to ensure the welfare and safety of children and to give them the very best start in life. Children have the right to be treated with respect, be helped to thrive and to be safe from any abuse in whatever form.

    We support the children within our care, protect them from maltreatment and have robust procedures in place to prevent the impairment of children’s health and development.

    We strive to protect children from the risk of radicalisation, and we promote acceptance and tolerance of different beliefs, and cultures (please refer to our inclusion and equality policy for further information).

    Safeguarding is a much wider subject than the elements covered within this single child protection policy, therefore, this document should be used in conjunction with the other policies and procedures.

    At Brayton Headstart we are committed to safeguard children and promote their welfare.  We will:

    • See the child first and consider what life is like for the child, maintaining a culture of vigilance.
    • Create an environment to encourage children to develop a positive self-image and where they can tell us what they need to keep safe.
    • Provide positive role models and develop a safe culture where staff are confident to raise concerns about professional conduct.
    • Ensure all staff can identify the signs and indicators of abuse, including the softer signs of abuse and know what action to take.
    • Promote tolerance and acceptance of different beliefs, cultures, and communities.
    • Help children to understand how they can influence and participate in decision-making and how to promote British values through play, discussion, and role modelling.
    • Provide an environment where staff are confident to identify where children and families may need intervention and seek the help they need.
    • Share information with other agencies as appropriate.
    • Encourage children to develop a sense of independence and autonomy in a way that is appropriate to their age and stage of development
    • Provide a safe and secure environment for all children.
    • Always listen to children.

    We have a clear commitment to protecting children and promoting welfare.

    The Prevent Duty

    In Line with section 26 of the counterterrorism and security act (2015) we understand the importance of staff members being able to recognise and identify vulnerable children and to have “due regard to the need to prevent people from being drawn into terrorism”.

    We recognise the importance of protecting children from the risk of radicalisation and promoting British values in the same way we would protect and safeguard children from any other abuse.

    We will ensure all staff members are able to notice changes in children’s behaviour as we would do with any kind of safeguarding matter as there is no single way of being able to identify a child who is at risk of being venerable or susceptible to radicalisation/extremism.

    Regular reviews on our e-safety policy and use of mobile phones and internet policy are carried out as we recognise the increased risk of online radicalisation.

    All staff members are also aware of the appropriate time to make a referral to the “Channel Programme”.  (Please refer to our Equality and Inclusion policy for further information on The Prevent Duty).

    Safeguarding action may be needed to protect children from: • neglect • physical, sexual or emotional abuse • bullying, including online bullying and prejudice-based bullying • racist, disability and homophobic or transphobic abuse • gender-based violence, or violence against women and girls • peer-on-peer abuse • radicalisation or extremist behaviour • child sexual exploitation and trafficking • child criminal exploitation and county lines • the impact of new technologies on sexual behaviour, for example ‘sexting’ and accessing pornography • teenage relationship abuse • substance misuse • issues that may be specific to a local area or population, for example gang activity and youth violence • domestic violence • female genital mutilation • forced marriage • fabricated or induced illness • poor parenting • homelessness • so-called honour-based violence • breast ironing • cuckooing• financial abuse • abuse linked to mental health • non-recent abuse • upskirting • witchcraft • abuse due to a linked faith or belief • disguised compliance • any other issues that pose a risk to children, learners and vulnerable adults.

    Safeguarding is not just about protecting children from deliberate harm, neglect, and failure to act. It relates to broader aspects of care and education, including:

    • children’s health and safety and well-being, including their mental health
    • meeting the needs of children who have special educational needs or disabilities
    • the use of reasonable force
    • meeting the needs of children with medical conditions
    • providing first aid
    • educational visits
    • intimate care and emotional well-being
    • online safety and associated issues
    • appropriate arrangements to ensure children’s security, considering the local context.

    Key Commitments We carry out the following procedures to ensure we meet the three key commitments of the Pre-School Alliance Safeguarding Children Policy, which incorporates responding to child protection concerns.

    Key Commitment 1 “We are committed to building a “culture of safety” in which children are protected from abuse and harm”

    All staff are aware that abuse does occur in our society, and we are vigilant in identifying signs of abuse and reporting concerns. Our staff have a duty to protect and promote the welfare of children.

    Staff working with children and families are often the first people to identify a concern, observe changes in a child’s behaviour or receive information relating to indicators of abuse. Staff may well be the first people in whom children confide information that may suggest abuse or to spot changes in a child’s behaviour which may indicate abuse.

    Child protection is part of safeguarding and promoting welfare. It refers to the activity that is undertaken to protect specific children who are suffering, or are likely to suffer, significant harm.

    The welfare, protection, and safety of every child in our care is of paramount importance and we take our responsibility to safeguard children seriously. We are committed to following the North Yorkshire Safeguarding Children Board (NYSCB) guidance and procedures and we fully adopt the Safer Recruitment Consortium document “guidance for safer working practice for those working with children and young people in Education Settings (October 2015)”, “Working Together to Safeguard children” and “Keeping Children safe in Education”. We also pay regard to the 2015 document “The Prevent Duty” and The FGM Act 2003

    Everyone working in our provision recognises their responsibilities towards the children in our care. We have procedures in place to follow if we suspect abuse, neglect or exposure to radicalisation and we can put these procedures into practice. We will refer to the Prevention services when appropriate, and work with other agencies involved, such as the police. We will attend and provide reports for child protection conferences and contribute where appropriate to any Child Protection plan. We will always take a considered and sensitive approach in order that we can support our children.

    We aim to:

    • Keep the child at the centre of all we do, providing sensitive interactions that develops and builds children’s well-being, confidence, and resilience. We will support children to develop an awareness of how to keep themselves safe, healthy and have positive relationships.
    • Ensure that children are never placed at risk while in the care of preschool staff
    • Ensure we check the suitability of adults who have unsupervised contact with children and appropriately supervising others who are temporarily on the site but not undertaking “regulated activity”.
    • Ensure that an appropriate assessment is undertaken for those adults who are temporarily in school but not undertaking “regulated activity”.
    • Ensure all staff and volunteers have read the DfE statutory guidance ‘Keeping Children Safe in Education’ part one (September 2022) and Annex A.
    • Identify changes in staff behaviour and act on these as per the Staff Behaviour Policy and Code of Conduct
    • Take any appropriate action relating to allegations of serious harm or abuse against any person working with children or living or working on the nursery premises including reporting such allegations to Ofsted, LADO (Local Authority Designated Officer) and any other relevant authorities within 14 days at latest or as soon as reasonably practicable.
    • We have clear policies in line with those from the NYCC LSB for dealing with allegations against people who work with children. An allegation may relate to a person who works with children who has:
    • Behaved in way that has harmed a child or may have harmed a child.
    • Possibly committed a criminal offence against or related to a child; or
    • Behaved towards a child or children in a way that indicates they may pose a risk of harm to children.
    • Ensure that all staff are appropriately recruited, trained, and supported from induction to understand the child protection and safeguarding policy and procedures, are alert to identify possible signs of abuse (including the signs known as softer signs of abuse), understand what is meant by child protection and are aware of the different ways in which children can be harmed, including by other children (peer on peer) through bullying or discriminatory behaviour
    • Ensure that all staff are aware of the restrictions in place for the use of mobile phones, cameras, recording devices and smart watches. All staff on induction are trained in the relevant policy and procedures. (Reference Use of Cameras, Recording Devices and Mobile Phones Policy.)
    • Be aware of the increased vulnerability of children with Special Educational Needs and Disabilities (SEND), isolated families and vulnerabilities in families, including the impact of toxic trio on children and Adverse Childhood Experiences (ACE’s)
    • Ensure staff understand how to recognise early indicators of potential radicalisation and terrorism threats and act on them appropriately in line with national and local procedures
    • Ensure that all staff feel confident and supported to act in the best interest of the child, maintaining professional curiosity around welfare of children and share information, and seek the help that the child may need at the earliest opportunity.
    • Ensure that all staff are familiar and updated regularly with child protection training and procedures and kept informed of changes to local/ national procedures, including through annual safeguarding newsletters and updates
    • Ensure that safeguarding is a statutory agenda item for staff meetings and that new information/training is shared with staff
    • Ensure that all staff are given guidance to ensure that their behaviour and actions do not
    • place pupils and themselves at the risk of harm or of allegations of harm to a pupil for example1:1 situation, physical intervention, intimate care. Reference should be made to:
      • EYFS Behaviour Management Policy
      • EYFS Nappy Changing Policy
    • Make any child protection referrals in a timely way, sharing relevant information as necessary in line with procedures.
    • Make any referrals relating to extremism to the police (or the Government helpline) in a timely way, sharing relevant information as appropriate
    • Ensure that information is shared only with those people who need to know to protect the child and act in their best interest
    • Keep the setting safe online, we refer to ‘Safeguarding children and protecting professionals in early years settings: online safety considerations’ using appropriate filters, checks and safeguards, monitoring access always and maintaining safeguards around the use of technology by staff, parents and visitors in the setting.
    • Ensure parents are fully aware of safeguarding and child protection policies and procedures when they register with the nursery and are kept informed of all updates when they occur
    • Regularly review and update this policy with staff where appropriate and make sure it complies with legal requirements and any guidance or procedures.
    • Ensure all steps are taken to maintain site security and pupils’ physical safety by establishing a safe environment in which children can learn and develop.
    • Ensuring staffing arrangements meet the needs of all children and ensure their safety. We will ensure that children are adequately supervised and decide how to deploy staff to ensure children’s needs are met.
    • We will maintain staff to child ratios as stated in the statutory guidance.

      Children will be supported by offering reassurance, comfort, and sensitive interactions. Activities will be devised according to individual circumstances to enable children to develop confidence and self-esteem within their peer group and support them to learn how to keep themselves safe.

      We are committed to:

      • Building a “culture of safety” in which children are protected from abuse and harm in all areas of its service delivery.
      • Responding promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in “what to do if you’re worried a child is being abused”
      • Promoting awareness of child abuse issues throughout its training and learning programmes for adults
      • Empowering young children, through early childhood curriculum, promoting their rights to be strong, resilient, and listened to.
      • Ensuring that all staff are alert to the signs and understand what is meant by safeguarding and are aware of the different ways in which children can be harmed
      • Ensuring all a robust training system, in which all staff are confident in the policies and procedures relating to the safeguarding and welfare of the children

      OUR CHILDREN’S RIGHTS

      1. All children must feel valued and respected.
      2. Children’s self-esteem is always promoted.
      3. All children will know that their body belongs to them.
      4. All children will know that it is all right to say “No” to anyone if that person is trying to harm them through topics such as “stranger danger” and “my family”.
      5. All children will be spoken to in a manner that is transparent and always within professional boundaries.
      6. All children who approach a member of staff wanting to talk will be listened to positively and with reassurance if necessary.
      7. All children’s behaviour will be managed appropriately.
      8. All children will feel secure and well cared for in our setting.
      9. All children are encouraged to “tell”.
      10. All children will learn not to talk to strangers and that they must “tell” if a stranger talks to them.

      Responsibilities of the Registered Person

      It is the overall responsibility of the registered person to ensure that all necessary measures are in place to safeguard children, including but not limited to:

      • Policy updates
      • Safer recruitment
      • Dealing with allegations against any persons working in the provision
      • Annually monitoring and auditing the settings safeguarding arrangements through policies/procedure updates, training records and welfare checklists for child protection and suitable people.
      • Is responsible for ensuring that all new starters, including volunteers, receive a comprehensive induction.
      • The registered person is responsible for ensuring that the child protection record is maintained and monitored.
      • Will inform Ofsted of – changes to the person who is managing the provision; changes in the name of registered number of the company; any new person’s date of birth, full name, former names or aliases used by them and their full address; any change to the name or home address of any of those mentioned above; any incident of food poisoning affecting two or more children looked after at the premises; and the action taken; any allegation of serious harm against, or abuse of, a child by any person looking after children on the premises (whether that allegation relates to harm or abuse committed on the premises or elsewhere), or by the registered person or any person working or employed on the premises, or any other abuse which is alleged to have taken place on the premises, and the action taken in respect of these allegations; any other significant event that is likely to affect the suitability to look after children of the registered person or any person caring for children on the premises.

      The registered person at Brayton Headstart is Monika Wood

      Telephone: 01757 291191

      Responsibilities of the Designated Safeguard Lead (DSL)

      The welfare of children is paramount and will always be the priority of the DSL.

      The DSL roles include but are not limited to:

      • Referring a child to Children’s Social Care if there are any concerns about suspected abuse or neglect. Any referral will be made by telephone and followed up in writing within 24 hours.
      • Liaising with other agencies and services as appropriate.
      • Talking to parents about any concerns (where appropriate).
      • Attending multi-agency child protection meetings.
      • Contributing to a Child in Need or Child Protection plan in relation to the setting’s designated roles and tasks in supporting the child and their family.
      • Ensuring that all practitioners are aware of the safeguarding policy.
      • Keeping and storing records.
      • Seeking advice and support for practitioners from relevant agencies where appropriate.
      • Providing correct contact details for when she is not in the setting and answering any calls or messages immediately.
      • Appointing a deputy contact for any child protection issues whilst she is away from the setting.

      The DSL at Brayton Headstart is:  Monika Wood.  The Deputy DSL in the event of the DSL away is: Amanda Prickett

      Types of abuse and particular procedures followed

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

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

      Indicators of child abuse

      • Failure to thrive and meet developmental milestones
      • Fearful or withdrawn tendencies
      • Unexplained injuries to a child or conflicting reports from parents or staff
      • Repeated injuries
      • Unaddressed illnesses or injuries
      • Significant changes to behaviour patterns

      Softer signs of abuse as defined by National Institute for Health and Care Excellence (NICE) include:

      Emotional states:

      • Fearful
      • Withdrawn
      • Low self-esteem

      Behaviour:

      • Aggressive
      • Oppositional habitual body rocking

      Interpersonal behaviours:

      • Indiscriminate contact or attention seeking
      • Over-friendliness to strangers including healthcare professionals
      • Excessive clinginess, persistently resorting to gaining attention
      • Demonstrating excessively ‘good’ behaviour to prevent parental or carer disapproval
      • Failing to seek or accept appropriate comfort or affection from an appropriate person when significantly distressed
      • Coercive controlling behaviour towards parents or carers
      • Lack of ability to understand and recognise emotions
      • Very young children showing excessive comforting behaviours when witnessing parental or carer distress

      Peer on peer abuse

      We are aware that peer on peer abuse does take place, so we include children in our policies when we talk about potential abusers. This may take the form of bullying, physically hurting another child, emotional abuse, or sexual abuse.

      We will report this in the same way as for adults abusing children and will take advice from the appropriate bodies.

      We will offer support for both the victim and the perpetrator, as they could also be a victim of abuse.

      We know that children who develop harmful sexual behaviour have often experienced abuse and neglect themselves.

      Physical abuse

      Action needs to be taken if staff have reason to believe that there has been a physical injury to a child, which may involve hitting, shaking, throwing, poisoning, burning, or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

      All children can suffer injuries during their early years as they explore and develop. If an explanation of how a child received their injury doesn’t match the injury itself or if a child’s injuries are a regular occurrence or if there is a pattern to their injuries, then we will report our concerns.

      Many children will have cuts and grazes from normal childhood injuries. These should be logged and discussed with the DSL.

      Any injuries that are a cause of concern or have not been reasonably explained will be followed up with parents and the Designated Safeguarding Lead or Deputy.

      Fabricated illness

      This is also a type of physical abuse. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces illness in a child. The parent or carer may seek out unnecessary medical treatment or investigation; they may exaggerate a real illness and their symptoms or deliberately induce an illness through poisoning with medication or other substances or they may interfere with medical treatments. Fabricated illness is a form of physical abuse, and any concerns will be reported, in line with our safeguarding procedures.

      Female genital mutilation

      FGM can also be known as Female Genital Cutting. FGM is a procedure where the female genital organs are injured or changed and is no medical reason for this. It is frequently a very traumatic and violent act for the victim and can cause harm in many ways. The practice can cause severe pain and there may be immediate and/or long-term health consequences, including mental health problems, difficulties in childbirth, causing danger to the child and mother; and/or death (definition taken from the Multi-Agency Statutory Guidance on Female Genital Mutilation).

      The procedure may be carried out shortly after birth and during childhood as well as adolescence, just before marriage or during a woman’s first pregnancy and varies widely according to the community.

      FGM is child abuse and is illegal in the UK. It can be extremely dangerous and can cause:

      • Severe pain
      • Shock
      • Bleeding
      • Infection such at tetanus, HIV and hepatitis B and C
      • Organ damage
      • Blood loss and infections
      • Death in some cases

      Any concerns about a child or family, will be reported to the children’s social care team in the same way as other types of physical abuse. We have a mandatory duty to report to police any case where an act of female genital mutilation appears to have been carried out on a girl under the age of 18.

      Breast Ironing

      Breast ironing also known as “breast flattening” is the process where young girls’ breast is ironed, massaged and/or pounded down through the use of hard or heated objects in order for the breasts to disappear or delay the development of the breasts entirely. It is believed that by carrying out this act, young girls will be protected from harassment, rape, abduction, and early forced marriage.

      Breast ironing/ Flattening is a form of physical abuse and can cause serious health issues such as:

      • Abscesses
      • Cysts
      • Itching
      • Tissue damage
      • Infection
      • Discharge of milk
      • Dis-symmetry of breasts
      • Severe fever

      Although this is unlikely to happen to children in nursery due to their age, we will remain vigilant for the signs and symptoms in any children and families using our services. Any concerns about a child or family will be reported to the children’s social care team in the same way as other types of physical abuse.

       Sexual abuse

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

      Sexual abuse can take place online and technology can be used to facilitate offline abuse.  Adult males do not solely perpetrate sexual abuse; women can also commit acts of sexual abuse, as can other children.

      Action must be taken if a staff member has witnessed occasion(s) where a child indicates sexual activity through words, play, drawing, had an excessive pre-occupation with sexual matters, or had an inappropriate knowledge of adult sexual behaviour or language for their developmental age. This may include acting out sexual activity on dolls/toys or in the role-play area with their peers, drawing pictures that are inappropriate for a child, talking about sexual activities or using sexual language or words. The child may become worried when their clothes are removed, e.g. for nappy changes.

      If a child is being sexually abused staff may observe both emotional and physical symptoms.

      The physical signs may include:

      • Bruises
      • Bleeding, discharge, pains or soreness in their genital or anal area.
      • Sexually transmitted infections
      • Pregnancy

       The emotional signs may include:

      • Being overly affectionate or knowledge in a sexual way inappropriate to the child’s age
      • Personality changes such as becoming insecure or clingy
      • Regressing to younger behaviour patterns such as thumb sucking or bringing out discarded cuddly toys
      • Sudden loss of appetite or compulsive eating
      • Being isolated or withdrawn
      • Inability to concentrate
      • Lack of trust or fear of someone they know well, such as not wanting to be alone with a carer
      • Becoming worried about clothing being removed
      • Suddenly drawing sexually explicit pictures or acting out actions inappropriate for their age
      • Using sexually explicit language

      If a child starts to talk openly to an adult about abuse they may be experiencing; the procedure stated later in this document under ‘recording abuse suspicions’ will be followed.

      Any concerns about a child or family will be reported to the children’s social care team.

      Child Sexual Exploitation (CSE) & Child Criminal Exploitation (CCE)

      Working Together to Safeguard Children 2021 states:

      “Both CSE and CCE are forms of abuse that occur where an individual or group takes advantage of an imbalance in power to coerce, manipulate or deceive a child into taking part in sexual or criminal activity, in exchange for something the victim needs or wants, and/or for the financial advantage or increased status of the perpetrator or facilitator and/or through violence or the threat of violence.

      CSE and CCE can affect children, both male and female and can include children who have been moved (commonly referred to as trafficking) for the purpose of exploitation.”

      Child Sexual Exploitation (CSE)

      CSE is a form of child sexual abuse. Sexual abuse may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing, and touching outside clothing. It may include non-contact activities, such as involving children in the production of sexual images, forcing children to look at sexual images or watch sexual activities, encouraging children to behave in sexually inappropriate ways or grooming a child in preparation for abuse including via the internet.

      CSE can occur over time or be a one-off occurrence, and may happen without the child’s immediate knowledge e.g., through others sharing videos or images of them on social media.

      CSE can affect any child, who has been coerced into engaging in sexual activities. This includes 16- and 17-year-olds who can legally consent to have sex. Some children may not realise they are being exploited e.g., they believe they are in a genuine romantic relationship.

      Signs and Indicators may include:

      • Physical injuries such as bruising or bleeding
      • Having money or gifts they are unable to explain
      • Sudden changes in their appearance
      • Becoming involved in drugs or alcohol, particularly if you suspect they are being supplied by older men or women
      • Becoming emotionally volatile (mood swings are common in all young people, but more severe changes could indicate that something is wrong)
      • Using sexual language that you wouldn’t expect them to know
      • Engaging less with their usual friends
      • Appearing controlled by their phone
      • Switching to a new screen when you come near the computer
      • Nightmares or sleeping problems
      • Running away, staying out overnight, missing school
      • Changes in eating habits
      • Talk of a new, older friend, boyfriend, or girlfriend
      • Losing contact with family and friends or becoming secretive
      • Contracting sexually transmitted diseases. 

      Child Criminal Exploitation (CCE)

      Some specific forms of CCE can include children being forced or manipulated into transporting drugs or money through county lines, working in cannabis factories, shoplifting, or pickpocketing. They can also be forced or manipulated into committing vehicle crime or threatening/committing serious violence to others.

      Children can become trapped by this type of exploitation as perpetrators can threaten victims (and their families) with violence or entrap and coerce them into debt. They may be coerced into carrying weapons such as knives or begin to carry a knife for a sense of protection from harm from others.

      As children involved in criminal exploitation often commit crimes themselves, their vulnerability as victims is not always recognised by adults and professionals, (particularly older children), and they are not treated as victims despite the harm they have experienced. They may still have been criminally exploited even if the activity appears to be something they have agreed or consented to.

      It is important to note that the experience of girls who are criminally exploited can be very different to that of boys. The indicators may not be the same, however professionals should be aware that girls are at risk of criminal exploitation too. It is also important to note that both boys and girls being criminally exploited may be at higher risk of sexual exploitation.

      Signs and Indicators may include:

      • Children who appear with unexplained gifts or new possessions.
      • Children who associate with other young people involved in exploitation.
      • Children who suffer from changes in emotional well-being.
      • Children who misuse drugs and alcohol.
      • Children who go missing for periods of time or regularly come home late; and
      • Children who regularly miss school or education or do not take part in education.

      If staff have any concerns regarding CSE or CCE, we will follow the same procedures as for other concerns and we will record and refer as appropriate.

      Emotional abuse

      Working Together to Safeguard Children (2018) defines emotional abuse as ‘the persistent

      emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development.’ It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person.

      It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone.

      Signs and indicators may include:

      • Physical, mental, and emotional development lags
      • Sudden speech disorders
      • Overreaction to mistakes
      • Extreme fear of any new situation
      • Neurotic behaviour (rocking, hair twisting, self-mutilation)
      • Extremes of passivity or aggression
      • Appear unconfident or lack self-assurance.

      Action will be taken if the staff member has reason to believe that there is a severe, adverse effect on the behaviour and emotional development of a child, caused by persistent or severe ill treatment or rejection. Children may also experience emotional abuse through witnessing domestic abuse and alcohol and drug misuse by adults caring for them.

      Neglect

      Working Together to Safeguard Children (2018) defines Neglect as ‘the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development.’ Neglect may occur during pregnancy because of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to:

      1. Provide adequate food, clothing, and shelter (including exclusion from home or abandonment)
      2. Protect a child from physical and emotional harm or danger
      3. Ensure adequate supervision (including the use of inadequate caregivers)
      4. Ensure access to appropriate medical care or treatment.

      It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs. Signs may include a child persistently arriving at nursery unwashed or unkempt, wearing clothes that are too small (especially shoes that may restrict the child’s growth or hurt them), arriving at nursery in the same nappy they went home in or a child having an illness that is not being addressed by the parent. A child may also be persistently hungry if a parent is withholding food or not providing enough for a child’s needs.

      Neglect may also be shown through emotional signs, e.g., a child may not be receiving the attention they need at home and may crave love and support at nursery. They may be clingy and emotional. In addition, neglect may occur through pregnancy because of maternal substance abuse.

      Action will be taken if the staff member has reason to believe that there has been any type of neglect of a child

      County Lines

      The National Crime Agency (NCA) describe county lines as a term used to describe gangs and organised criminal networks involved in exporting illegal drugs from big cities into smaller towns, using dedicated mobile phone lines or other form of ‘deal line.’ Customers will live in a different area to where the dealers and networks are based, so drug runners are needed to transport the drugs and collect payment.

      Offenders will often use coercion, intimidation, violence (including sexual violence) and weapons to ensure compliance of victims. Children can be targeted and recruited into county lines in a number of locations including schools, further and higher educational institutions, pupil referral units, special educational needs schools, children’s homes and care homes.

      Signs and indicators to be aware of include:

      • Changes in the way young people you might know dress
      • Unexplained, sometimes unaffordable new things (e.g. clothes, jewellery, cars etc.)
      • Missing from home or schools and/or significant decline in performance
      • New friends or relationships with those who don’t share any mutual friendships with the victim
      • or anyone else
      • May be carrying a weapon
      • Receiving more texts or calls than usual
      • Sudden influx of cash, clothes or mobile phones
      • Unexplained injuries
      • Significant changes in emotional well-being
      • Young people seen in different cars/taxis driven by unknown adults
      • Young people seeming unfamiliar with your community or where there are Truancy, exclusion, disengagement from school
      • An increase in anti-social behaviour in the community
      • Unexplained injuries
      • Gang association or isolation from peers or social networks.

      Cuckooing

      Cuckooing is a form of county lines crime in which drug dealers take over the home of a vulnerable person to criminally exploit them as a base for drug dealing, often in multi-occupancy or social housing properties. Signs that this is happening in a family property may be an increase in people entering or leaving the property, an increase in cars or bikes outside the home; windows covered, or curtains closed for long periods, family not being seen for extended periods; signs of drug use or an increase in anti-social behaviour at the home.

      If staff have any concerns regarding county lines/ cuckooing, they will be reported in the usual way.

      Contextual safeguarding

      As young people grow and develop, they may be vulnerable to abuse or exploitation from outside their family. These extra-familial threats might arise at school and other educational establishments, from within peer groups, or more widely from within the wider community and/or online.

      As part of our safeguarding procedures, we will work in partnership with parents/carers and other agencies to work together to safeguard children and provide the support around contextual safeguarding concerns.

      Domestic Abuse/ Honour Based Violence/ Forced Marriages

      We look at these areas as a child protection concern.

      Extremism- The Prevent Duty (see the Equality and Inclusion Policy)

      Under the Counterterrorism and Security Act 2015 we have a duty to refer any concerns of extremism to the police. (In Prevent priority areas the local authority will have a Prevent lead who can also provide support).

      Children can be exposed to different views and receive information from various sources. Some of these views may be considered radical or extreme. Radicalisation is the way a person comes to support or be involved in extremism and terrorism. It’s a gradual process so young people who are affected may not realise what’s happening.

      This may be a cause for concern relating to a change in behaviour of a child or family member, comments causing concern made to a member of the team (or other persons in the setting/ school) or actions that lead staff to be worried about the safety of a child in their care.

      Radicalisation is a form of harm. The process may involve:

      • Being groomed online or in person
      • Exploitation, including sexual exploitation
      • Psychological manipulation
      • Exposure to violent material and other inappropriate information
      • The risk of physical harm or death through extremist acts

      We have a Prevent Duty and Radicalisation policy in place. Please refer to this for specific details. Alongside this we will be alert to any early signs in children and families who may be at risk of radicalisation, on which we will act, and document all concerns when reporting further.

      All staff will train on the NCALT Channel/ Prevent General Awareness E- learning Module for awareness of the Prevent Duty and Channel process.

      Online Safety

      We are aware of the potential dangers arising from on-line activity and we strive to support children, staff, and families in using the internet safely.

      Within preschool we do this by:

      • Ensuring all staff adhere to our use of mobile phones, cameras, smart watches, and recording
      • devices and that it is linked to our Staff Code of Conduct Policy.
      • Ensuring we have appropriate antivirus and anti-spyware software on all devices and
      • updating them regularly
      • Ensuring content blockers and filters are on our computers, laptops, and any mobile devices
      • Ensure management monitor all internet activities in the setting
      • Ensure that all USB devices are encrypted
      • Using approved devices to make recordings/take photographs in the setting
      • Never emailing personal or financial information
      • Reporting emails with inappropriate content to the internet watch foundation (IWF www.iwf.org.uk)
      • Ensuring children are supervised using internet devices
      • Integrating e-safety into preschool daily practice by discussing computer usage ‘rules’ deciding together what is safe and what is not safe to do online
      • Talking to children about ‘stranger danger’ and deciding who is a stranger and who is not, comparing people in real life situations to online ‘friends’
      • When using Skype and Face Time (where applicable) discussing with the children what they would do if someone they did not know who tried to contact them. We also encourage the children to inform an adult if they see something they do not like.
      • We encourage staff and families to complete a free online e-safety
      • We abide by an unacceptable use policy, ensuring staff only use work IT equipment for matters relating to the children and their education and care. No personal use will be tolerated.
      • Children’s screen time is monitored to ensure they remain safe online and have access to material that promotes their development. We will ensure that their screen time is within an acceptable level and is integrated within their programme of learning.
      • There is an e-safety/ internet use staff policy and mobile phone use by staff in our preschool is prohibited when involved with the children. Parents are prohibited from using their mobile phones in the provision. All staff are trained on the e-safety/ staff internet use policy and procedures.
      • The use of cameras to record, save and post images or video recordings is monitored for staff and parents. Staff can keep images for recording children’s development on their electronic access to the preschool network.
      • Under no circumstances are images, videos or audio recordings to be made of the children without prior explicit written consent by the designated safeguarding person
      • If parents wish to make a video recording of a preschool event (nativity, concert, drama production etc.), prior permission must be obtained from the Directors, who will consider the situation with respect to this policy and the levels of consent given by parents of other children involved. Since it is difficult to ensure that parental consent is respected in these situations, and not appropriate to share the details of consent given for children with other parents, the Directors may refuse permission for a video recording of the event
      • to be made. As an alternative, the school may make an official video recording, the editing of which, before it is made available to parents, will ensure that parental consent is respected.
      • Parents will be informed that any video recordings or photographic images may not be used on a social networking site.
      • Any weakness or deficiency in child protection and safeguarding arrangements will be remedied without delay

      Human Trafficking and Slavery

      Our preschool has a clear commitment to protecting children and promoting welfare. Should anyone have any concerns, it is their duty to report the matter to the attention of the Head of Early Years /DSL at the earliest opportunity.

      Adult sexual exploitation

      As part of our safeguarding procedures, we will also ensure that staff and students are safeguarded from sexual exploitation.

      Up skirting

      Up skirting involves taking a picture of someone’s genitals or buttocks under their clothing without them knowing, either for sexual gratification or to humiliate, or distress, the individual. This is a criminal offence, and any such action would be reported following our reporting procedures.

      Toxic Trio

      The ‘toxic trio’ is made up of three issues: domestic abuse, mental ill-health, and substance misuse. These issues often co-exist, particularly in families where significant harm to children has occurred. The Children’s Commissioner reported in 2018 that 100,000 children in England were in a household where one adult faces all three ‘toxic trio’ issues to a severe extent, and 420,000 children were in a household where one adult faces all three to a moderate/severe extent.

      One reason why these issues often co-exist is that a parent misusing drugs, or alcohol is more likely to be in a relationship where domestic abuse occurs – those who misuse drugs or alcohol have a greater chance of experiencing mental ill-health. Conversely, adults with mental health problems are more likely to abuse drugs or alcohol; there are many different situations that could lead to all three of the toxic trio arising.

      It is important to be aware of the toxic trio, because it is viewed as a key indicator of increased risk of harm to children and young people. Studies such as Brandon et al. (2012) have shown that, in 86% of incidents where children were seriously harmed or died, one or more of the trios played a significant role – similar findings are reported inside Botham et al. (2016).

      Child abuse linked to faith or belief (CALFB)

      Child abuse linked to faith or belief (CALFB) can happen in families when there is a concept of belief in:

      • Witchcraft and spirit possession, demons or the devil acting through children or leading
      • them astray (traditionally seen in some Christian beliefs)
      • The evil eye or djinns (traditionally known in some Islamic faith contexts) and dakini (in the Hindu context)
      • Ritual or multi murders where the killing of children is believed to bring supernatural benefits, or the use of their body parts is believed to produce potent magical remedies
      • Use of belief in magic or witchcraft to create fear in children to make them more compliant when they are being trafficked for domestic slavery or sexual exploitation.

      This is not an exhaustive list and there will be other examples where children have been harmed when adults think that their actions have brought bad fortune. Brayton Headstart will promote fundamental British values of democracy, rule of law, individual liberty, mutual respect, and tolerance for those with different faiths and beliefs which are already implicitly embedded in the Early Years Foundation Stage.

      Oral Health- This has been included because good oral health habits need to be formed from the earliest age. Tooth decay is largely preventable, but it’s still a serious problem among young children.

      Nearly a quarter of 5-year-olds in England have tooth decay, with 3 or 4 teeth affected on average. Tooth extraction is one of the most common procedures for children under 6 in hospital. Extraction is also the most common reason for hospital admission for children aged 6 to 10. Children from more deprived backgrounds are more likely to have tooth decay.

      Children who have toothache, or need treatment, may have pain or infections. This can have a wider effect and lead to problems eating, sleeping, socialising, and learning.

      Staff at Brayton Headstart will support and promote Oral health through learning and playing.

      Why is food safety so important for young children?

      The EYFS framework requires providers to take all necessary steps to keep children safe and well – and you must be confident that those responsible for preparing and handling food in your setting are competent to do so.

      Tragically, a child dies in the UK every month from choking and hundreds more require hospital treatment. It can happen quickly, and it can happen to anyone.

      Babies and young children’s immune systems are not as strong and developed as adults’ which means they are more vulnerable to infections which can lead to food poisoning. It is important to take extra care with hygiene and preparing food safely.

      All staff meet the needs of all children and ensure their safety. We will ensure that children are adequately supervised, including whilst eating.

      Before a child is admitted to the setting, we will obtain information about any special dietary requirements, preferences, and food allergies that the child has, and any special health requirements.

      Brayton Headstart has an area which is adequately equipped to provide healthy snacks, and drinks for children as necessary.  All staff involved in preparing and handling food have received training in food hygiene and 12-hour paediatric training.

      (Further links to Oral Health Policy)

      Responsibilities of the Staff Team

      All practitioners follow the NYSCB guidance and procedures and are familiar with the document “What to do if you are worried a child is being abused” document. There are hard copies of this document in setting.

      Practitioners are not permitted to try and investigate any welfare concerns nor determine the truth of any disclosure or allegation.

      Practitioners are required to recognise concerns and maintain an open mind, referring these concerns to the DSL as soon as possible and prior to any discussion with parents.

      Practitioners are not permitted to receive any gifts that may be construed as a bribe or lead that practitioner to give special treatment. It is not permitted for staff to give personal gifts to children or their families.

      Practitioners understand that any physical contact should be in response to the child’s needs at the time, of limited duration and appropriate to their age, stage of development, gender, ethnicity, and background.

      Practitioners will immediately report:

      • Any suspicion that a child is injured, marked, or bruised in a way which is not readily attributable to the normal knocks or scrapes received in play.
      • Any explanation given for any such mark which appears inconsistent or suspicious.
      • Any behaviour which gives rise to suspicions that a child may have suffered harm, e.g., significant changes in behaviour worrying drawings or play.
      • Any concerns that a child may be suffering from inadequate care, ill treatment, or emotional maltreatment.
      • Any concerns that a child is presenting signs or symptoms of abuse or neglect.
      • Any concerns relating to a child or their family that may mean they are vulnerable to extremist views or radicalisation.
      • Any significant changes in a child’s presentation including non-attendance – please see separate policy.
      • Any hint or disclosure of abuse from any person.
      • Any concerns regarding person(s) who may pose a risk to children, or working at the setting, including:
      • Failure of staff to follow setting policies and procedures including Guidance for Safer Working Practice NYCC 2014
      • Inappropriate conduct e.g., inappropriate sexual comments and behaviour
      • Excessive one-to-one attention beyond the requirements of their usual role and responsibilities including the giving or receipt of gifts or via methods of selection and/or exclusion.
      • Taking and/or sharing child abuse images
      • Being under the influence of drugs and/or alcohol

      Staff are all aware of NSPCC information on grooming and entrapment:

      www.nspcc.org.uk/inform/resourcesforteachers/good-practice/protecting-children-from-grooming

      Practitioners will continue to welcome any child and their family to the setting whilst any investigations are being made in relation to any alleged abuse and always uphold our confidentiality policy.

      Safer Recruitment- (links to our EMPLOYMENT, INDUCTION AND STAFFING POLICY)

      At Brayton Headstart we provide adequate and appropriate staffing resources to meet the needs of the children in our care.

      Applicants for posts within the setting are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974.

      Candidates are informed of the need to carry out enhanced disclosure checks with the Disclosure and Barring Service (DBS) formally (CRB) before posts can be confirmed.

      Where applications are rejected because of information that has been disclosed, applicants have the right to know and challenge incorrect information.

      We abide by Ofsted requirements in respect of references and DBS checks for staff and volunteers, to ensure that no disqualified person or unsuitable person works at the setting or has access to the children.

      Volunteers do not work unsupervised.

      We abide by the Protection of Vulnerable Groups Act requirements in respect of any person who is dismissed from our employment or resigns in circumstances that would otherwise have led to dismissal for reasons of child protection concern.

      We have procedures for recording the details of all visitors to the setting.

      We have strict security measures in place to ensure that we have control over who comes into the setting so that no unauthorised person has unsupervised access to the children

      Training, Support and Supervision

      The EYFS states that “Providers must train all staff to understand their safeguarding policy and procedures and ensure that all staff has up to date knowledge of safeguarding issues” (Statutory Framework for the EYFS, 2021, point 3.6).

      The DSL has received Level 3 safeguarding training.  This will be updated at yearly intervals, with yearly online basic awareness training. Any information received at these training sessions will be cascaded to the team at a staff meeting.

      All practitioners have completed Basic Awareness Training, and this is updated at 3 yearly intervals as guidelines suggest. However, best practice at Brayton Headstart request this to be completed annually via taught courses and internal training, a copy of which is to be kept in the staff training file.

      This policy is regularly reviewed and amended at least annually by the DSL and Registered Person.

      Any new practitioner at the setting will be directed to this policy during induction and required to abide by it from the outset of employment.

      Brayton Headstart will endeavour to support any staff or committee member who deals with any case of abuse or neglect, confirmed or otherwise, and will access support from outside agencies as deemed appropriate.

      Record Keeping and Information Sharing

      To keep children safe and provide appropriate care for them we require accurate and up to date information on them. The preschool has due regard to the data protection principles as in the General Data Protection Regulations (GDPR). These do not prohibit the collection and sharing of personal information, even without consent if this would put the child at further risk. We will follow the principles around data collection and information sharing, and ensure any information is recorded and shared in an appropriate way.

      All staff are obliged to complete a written record of any concern, even where it is not appropriate to make an immediate referral, and these should be passed to the DSL.  The DSL is responsible for collating and reviewing these records.

      These records will be objective and include but are not limited to:

      • Statements, facts and observable things.
      • Diagrams including the position, size and colour of any injuries.
      • Words that the child uses.
      • Non-verbal behaviours.

      All documentation related to a safeguarding concern will be kept in a file from the child’s learning journey and registration documentation. Only the DSL and manager(s) of the setting will have access to these files, unless the concerns relate to that person(s), then the files will be in an alternative place. Any information shared amongst practitioners will be strictly on a need to know basis and is likely to be only information that practitioners would require to ensure the safety and welfare of the child.

      All child protection records will be copied and transferred to any other setting or school the child moves to, clearly marked “Child Protection, Confidential, for the attention of the Designated Safeguard Lead for Child Protection (early years settings) or Designated Senior Person (schools)”.

      Records will be shared with other agencies including Ofsted as appropriate for the sole aim of safeguarding children.

      All records will be kept until the child’s 25th birthday.

      Records will be shared with the parents of the child unless it is agreed by the DSL (and other agencies if involved) that sharing such records may place a child at risk of harm. The safety and welfare of the child is always the priority.

      Procedure

      If abuse or neglect is suspected, then the DSL will be informed immediately. The DSL is always contactable. If the DSL is not in the setting, a deputy will have been appointed in her absence.

      If a circumstance arises indicating any form of abuse has taken place on the premises the DSL must inform Ofsted and the Prevention Service immediately.

      Where staff are concerned that the DSL or other responsible person may not be taking concerns sufficiently seriously or not taking appropriate action they should contact either the Area Prevention Manager whose details will be found displayed in the setting.  They should also inform Ofsted.  Where their concern is about a person working with children, they should contact the LADO directly.

      Following any information that raises a concern, the DSL may be required to:

      • See to any urgent medical needs of the child.
      • Make an enquiry to the Prevention Service 01609 536993 to establish if the child is or has been subject of a Child Protection Plan.
      • Discuss the matter with any other agencies involved with the family.

      The DSL will then decide:

      • To talk to the parents wherever possible, unless it is felt that by doing so the child may be at risk of harm, any police investigation may be impeded or it will put herself or any practitioner at risk.
      • Whether to make a child protection referral to the Prevention Service because a child is suffering or is likely to suffer significant harm and if this needs to be undertaken immediately.

      OR:

      • Not to make a referral at this stage.
      • If any further monitoring is necessary.
      • If it would be appropriate to undertake an assessment (e.g. CAF) and or make referral to other agencies.

      Any action taken by the DSL will be fully documented and stored as described above.

      All information and actions taken, including the reasons for any decisions made, should be fully documented.  All referrals to social care should be accompanied by a standard referral form.  In cases where the setting disagrees with decisions made by others, then they must follow the NYSCB procedures (15.4 Resolution of Professional Disagreements) in order to ensure that children are safeguarded.

      In the event of a child making a disclosure, practitioners will not investigate but will, wherever possible, elicit enough information to pass on to the DSL in order that she can make an informed decision of what to do next.

      Practitioners will:

      • Listen to and take seriously any disclosure or information that a child may be at risk of harm or radicalisation.
      • Try to ensure that the person disclosing does not have to speak to another practitioner.
      • Clarify the information.
      • Keep questions to a minimum and ensure they are open questions.
      • Try not to show signs of shock, horror or surprise.
      • Not express their own feelings or any judgements regarding any person alleged to be involved.
      • Explain sensitively to the child that they have a responsibility to refer the information to the DSL.
      • Reassure and support the child as far as possible.
      • Explain that only those who “need to know” will be told.
      • Explain what will happen next.

      Suitable people

      Arrangements are in place to ensure that those working in the setting are suitable people and safer recruitment is adhered to through our Safer Recruitment Policy.  Arrangements for:

      • Suitability checks including DBS checks
      • Assessment to determine those who are undertaking regulated activity
      • Supervision of staff not in regulated activity and making staff aware of contractual expectations for them to disclose any police action taken against them and any circumstances which could lead to consideration of disqualification (EYFS p.15 3.11)

      Allegations against Staff

      Any allegation made against a member of staff will be handled by the DSL and the Registered Person. Where the DSL and Registered Person is the same individual, it will also be handled by the DSL deputy. The DSL and Registered Person will handle any allegations made about the other.

      The Local Authority Designated Officer (LADO) will be contacted on 01609 535646 / 07814533363 within one working day of the allegation being made.

      If any staff member faces such an allegation, Brayton Headstart Preschool will follow the NYSCB guidelines and refer to the NYCC document “Guidance for staff facing an allegation”.

      The person who has received an allegation or witnessed an event will immediately inform the DSL and record all the details of the allegation in a clear and concise manner. If the DSL is the staff member under suspicion the Registered Person or chair of committee will be informed.

      The DSL will take steps to secure the immediate safety of the children and attend to any urgent medical needs.

      The staff member under suspicion may be suspended on full pay whilst a thorough investigation is carried out.

      A volunteer under suspicion will be suspended for the duration of the investigation.

      Investigations into allegations against people who work with children may have up to three related strands: enquiries by CSC; investigation by the police; and/or investigation by the employer under disciplinary procedures.  There may also, in childcare settings, be further investigation by Ofsted.  See Employee Handbook and Disciplinary policy and procedures.

      The DSL will then contact the LADO on 01609 535646 / 07814533363 to inform them of the allegation and to seek advice on how to move forwards with an investigation.

      Brayton Headstart will inform Ofsted of the allegation on 0300 123 1231 and of the actions taken as soon as reasonably practicable, but at the least within 14 days. We understand that failure to do this is a criminal offence.

      Brayton Headstart will co-operate entirely with any investigation carried out by Children’s Social Care in conjunction with the police.

      Where a member of staff or a volunteer is dismissed from the setting because of misconduct relating to a child, Brayton Headstart will notify the Independent Barring Board administrators so that their name may be included on the Protection of Children and Vulnerable Adults Barred List.

      Whistle Blowing

      Please refer to our Whistle Blowing policy

      Monitoring children’s attendance

      As part of our requirements under the statutory framework and guidance documents we are required to monitor children’s attendance patterns to ensure they are consistent and no cause for concern.

      We ask parents to inform the preschool prior to their children taking holidays or days off, and all incidents of sickness absence should be reported to the setting on the day, so the preschool management are able to account for a child’s absence.

      If a child has not arrived at preschool within one hour of their normal start time the parents will be contacted to ensure the child is safe and healthy. If the parents are not contactable then the further emergency contacts will be used to ensure all parties are safe. If contact cannot be established, then we would assess if a home visit were required to establish all parties are safe. If contact is still not established, we would assess if it would be appropriate to contact relevant authorities for them to investigate further.

      Where a child is part of a child protection plan, or during a referral process, any absences will immediately be reported to the local authority children’s social care team to ensure the child remains safeguarded.

      This should not stop parents taking precious time with their children, by keeping us informed parents can help us to meet the statutory requirements and let us know that their child/ children are safe.

      Early Help services

      When a child and/or family would benefit from support but do not meet the threshold for Local Authority Social Care Team, a discussion will take place with the family around early help services.

      Early help provides support as soon as a concern/area of need emerges, helping to improve outcomes and prevent escalation onto local authority services. Sometimes concerns about a child may not be of a safeguarding nature and relate more to their individual family circumstances. The nursery will work in partnership with parents/carers to identify any early help services that would benefit your child or your individual circumstances, with your consent, this may include family support, foodbank support, counselling, or parenting services.

      Looked after children

      The Designated person for Looked after children is Monika Wood, DSL.  As part of our safeguarding practice, we will ensure our staff are aware of how to keep looked after children safe. To do this, we ask that we are informed of:

      • The legal status of the child (e.g., whether the child is being looked after under voluntary arrangements with consent of parents or an interim or full care order)
      • Contact arrangements for the biological parents (or those with parental responsibility)
      • The child’s care arrangements and the levels of authority delegated to the carer by the authority looking after him/ her
      • The details of the child’s social worker and any other support agencies involved
      • Any child protection plan or care plan in place for the child in question

      Private Fostering

      Many adults find themselves looking after someone else’s child without realising that they may be involved in private fostering. A private fostering arrangement is one that is made privately (without the involvement of a local authority for the care of a child under the age of 16, under 18 if disabled) by someone other than a parent or immediate relative. If the arrangement is to last, or has lasted, for 28 days or more, it is categorised as private fostering.

      The Children Act 1989 defines an immediate relative as a grandparent, brother, sister, uncle, or aunt (whether full blood or half blood or by marriage or civil partnership), or a stepparent.

      People become involved in private fostering for all kinds of reasons. Examples of private fostering include:

      • Children who need alternative care because of parental illness.
      • Children whose parents cannot care for them because their work or study involves long or antisocial hours.
      • Children sent from abroad to stay with another family, usually to improve their educational opportunities.
      • Unaccompanied asylum seeking and refugee children.
      • Teenagers who stay with friends (or other non-relatives) because they have fallen out with their parents.
      • Children staying with families while attending a school away from their home area.

      Our setting will fulfil our mandatory duty to inform NYCC MASH team of a private fostering arrangement by contacting them with the relevant information

      This policy links to the following policies held at Brayton Headstart Preschool.

      Employment, Induction and Staffing Policy; E-Safety Policy; Data Protection Act Policy; Administering Medicines Policy; Inclusion and Equality Policy; Information Sharing Policy; Making a complaint policy; Oral Health Policy, Record keeping policy; Role of key person policy; staff grievance and whilst-blowing policy; Health and Safety Policy-2- General Standards; Health and Safety Policy- Risk Assessment; Health and Safety Policy- food Safety, Admissions Policy; Disciplinary Procedures; Record Keeping policy; Children’s Rights and Entitlement Policy; Missing child policy; Accident, Incident, Recording and Reporting policy; Managing children who are sick or infectious policy (including reporting notifiable diseases); Fire Safety and Emergency Evacuation Policy; Sun and Extreme weather policy; lockdown policy and procedures

      Other Useful Numbers

      OFSTED (0300 123 1231)

      EMERGENCY DUTY TEAM – (01609 780780)

      NORTH YORKSHIRE POLICE (ASK FOR CONTROL ROOM) – (0845 606024)

      EMERGENCY POLICE (999)

      Non-emergency police (101)

      NSPCC HELPLINE – (0808 800 5000) or, help@nspcc.org.uk

      NYSCB CUSTOMER SERVICE CENTRE – 0845 8727374

      PREVENT HELPLINE – 01609 789188

      FGM HELPLINE – 0800 0283550

      Government helpline for extremism concerns advice for staff and governors- (020 7340 7264)

      Email – counterextremism@education.gsi.gov.uk

      Child exploitation and Online protection command (CEOP)

      https://www.ceop.police.uk/safety-centre/

      Children's rights and entitlements policy

      Policy Statement

      The United Nations Convention on the Rights of the Child (UNCRC) is an internationally binding human rights agreement. The convention has 54 articles, 42 of which set out the rights of children and young people. The rest are about how governments must publicise and carry out the convention. Children and young people up to 18 years old have all the rights set out in the convention. These cover social, economic, cultural, civil, and political rights.

      A convention is an agreement between countries to obey the same law. When the government of a country ratifies a convention, it agrees to obey the rules set out in that convention.

      Brayton Headstart Preschool strives to promote children’s rights to be strong resilient and listened to by creating an environment in our setting that encourages children to develop a positive self-image, which includes their heritage arising from their colour, ethnicity, their languages spoken at home, their religious beliefs, cultural traditions, and home background.

      We promote children’s right to be strong, resilient, and listened to by encouraging children to develop a sense of autonomy and independence.

      We promote children’s right to be strong, resilient, and listened to by enabling children to have the self-confidence and the vocabulary to resist inappropriate approaches.

      We help children to establish and sustain satisfying relationships within their families, with peers, and with other adults.

      We work with parents to build their understanding of, and commitment to, the principles of safeguarding all our children. 

      What it means to promote children’s rights and entitlements to be ‘strong, resilient and listened to’.

      To be strong means to be:

      • secure in their foremost attachment relationships where they are loved and cared for, by at least one person who is able to offer consistent, positive and unconditional regard and who can be relied on.
      • safe and valued as individuals in their families and in relationships beyond the family, such as day care or school.
      • self-assured and form a positive sense of themselves – including all aspects of their identity and heritage.
      • included equally and belong in early years settings and in community life.
      • confident in abilities and proud of their achievements.
      • progressing optimally in all aspects of their development and learning.
      • to be part of a peer group in which to learn to negotiate, develop social skills and identity as global citizens, respecting the rights of others in a diverse world; and to participate and be able to represent themselves in aspects of service delivery that affects them as well as aspects of key decisions that affect their lives.

      To be resilient means to:

      • be sure of their self-worth and dignity.
      • be able to be assertive and state their needs effectively.
      • be able to overcome difficulties and problems.
      • be positive in their outlook on life.
      • be able to cope with challenge and change.
      • have a sense of justice towards self and others.
      • develop a sense of responsibility towards self and others; and
      • be able to represent themselves and others in key decision-making processes.

      To be listened to means:

      • adults who are close to children recognise their need and right to express and communicate their thoughts, feelings, and ideas.
      • adults who are close to children can tune in to their verbal, sign, and body language in order to understand and interpret what is being expressed and communicated.
      • adults who are close to children can respond appropriately and, when required, act upon their understanding of what children express and communicate; and adults respect children’s rights and facilitate children’s participation and representation in imaginative and child centred ways in all aspects of core services.

      Further information can be obtained from https://www.unicef.org.uk/what-we-do/un-convention-child-rights/

      Data protection act policy

      Statement of Intent

      Brayton Headstart Preschool is required to collect personal information for its employees, children, parents, and visitors. It is also necessary to process information so that staff can be recruited and paid, activities organised and legal obligations to funding bodies can be met. We intend to meet all the requirements of the Data Protection Act 1998 (the Act) and the General Data Protection Regulations 2018 when collecting, storing, and destroying personal data.

      To comply with the law, information must be collected and used fairly, stored safely and not disclosed to any other person unlawfully. To do this, Brayton Headstart Preschool must comply with the Data Protection Principles which are set out in the Data Protection Act 1998, and the new law set out under the GDPR 2018. In summary these state that personal data must be:

      • obtained and processed fairly and lawfully
      • obtained for a specified and lawful purpose and not processed in any manner incompatible with that purpose; adequate, relevant, and not excessive for that purpose
      • accurate and kept up to date
      • not kept for longer than is necessary
      • processed in accordance with the data subject’s rights
      • kept safe from unauthorised access, accidental loss, or destruction
      • not be transferred to a country outside the European Economic Area, unless that country has equivalent levels of protection for personal data

      All Brayton Headstart preschool staff and volunteers, students and committee who process or use any Personal Information must ensure that they always follow these principles. To ensure that this happens, Brayton Headstart Preschool has adopted this Data Protection Policy.

      Notification of Data Held and Processed

      All employees, trustees, parents, visitors, and other members of the public have the right to:

      • know what information Brayton Headstart preschool holds and processes about them and why
      • know how to gain access to it
      • know how to keep it up to date
      • know what Brayton Headstart preschool is doing to comply with its obligations under the Act

      The Data Controller and the Designated Data Controllers

      Brayton Headstart as a Limited Company is the Data Controller under the Act, and the organisation is therefore ultimately responsible for implementation. However, Designated Data Controllers will deal with day-to-day matters. Brayton Headstart Preschool’s Designated Data Controllers are:

      Monika Wood – Company Director

      Amanda Prickett – Business Director

      Personal Information

      Personal Information is defined as any details relating to a living, identifiable individual. Within Brayton Headstart Preschool this relates to employees; attending children and their families; trustees; professional visitors; and some members of the public e.g., job applicants. We need to ensure that the information gained from everyone is kept securely and to the appropriate level of confidentiality.

      The personal information collected from individuals could include:

      • Their name
      • Address
      • Email address
      • Telephone numbers-including those of emergency contacts
      • Date of birth
      • Medical information
      • National Insurance number
      • DBS numbers
      • Observations of children’s progress (learning journals)
      • Children’s reports, preschool or from outside professionals.
      • Photographs
      • Family medical history when necessary

      Brayton Headstart Preschool store personal information to comply with the statutory framework (EYFS 2021); to deliver services to our families e.g., government funding and to employ suitable people for our setting.

      Processing of Personal Information

      All staff and volunteers who process or use any Personal Information are responsible for ensuring that:

      • Any Personal Information which they hold is kept securely
      • Personal Information is not disclosed either orally or in writing or otherwise to any unauthorised third party.

      Staff and volunteers should note that unauthorised disclosure will usually be a disciplinary matter and may be considered gross misconduct in some cases.

      Personal information should be:

      • kept in a locked filing cabinet, or
      • in a locked cupboard, or
      • if it is computerised, be password protected
      • kept on a storage device which is itself kept securely.

      Conversations and Meetings

      Information of a personal or confidential nature should not be discussed in a public area, in front of anyone that is not an employee of the preschool. Preschool employees should be always aware of confidentiality when discussions are taking place, either distancing themselves from the conversation if it does not concern them, or, ensuring that their discussion is not overheard by others. All staff should respect the confidential nature of any information inadvertently overheard.

      When meetings are being recorded it is important that only relevant information is written down. This must be carried out using the correct forms provided by the preschool, notes must be written legibly and coherently. The written notes are then to be stored in a locked cupboard and disposed of (shredded) in a timely manner once the child/family have left the setting (1 year unless of a child protection nature).

      Collecting Information

      Whenever information is collected about people, they should be informed why the information is being collected, who will be able to access it and to what purposes it will be put. The individual concerned must agree that he or she understands and gives permission for the declared processing to take place, or it must be necessary for the legitimate business of the preschool.

      Sensitive Information

      Sensitive information is defined by the Act as that relating to ethnicity, political opinions, religious beliefs, trade union membership, physical or mental health, sex life, criminal proceedings, or convictions. The person about whom this data is being kept must give express consent to the processing of such data, except where the data processing is required by law for employment purposes or to protect the vital interests of the person or a third party.

      Disposal of Confidential Material

      Sensitive material should be shredded as soon as it is no longer needed, following retention guidelines and statutory requirements. Care should be taken to delete information from the tablets or the computer hard drive if they are to be disposed of.

      Staff Responsibilities

      All staff are responsible for checking that any information that they provide to Brayton Headstart preschool in connection with their employment is accurate and up to date. Staff have the right to access any personal data that is being kept about them, either on computer or in manual filing systems. Staff should be aware of and follow this policy and seek further guidance where necessary.

      Duty to Disclose Information

      There is a legal duty to disclose certain information, namely, information about: Child abuse, which will be disclosed to social services, or Drug trafficking, money laundering or acts of terrorism or treason, which will be disclosed to the police.

      Retention of Data

      Brayton Headstart Preschool takes care to only store personal information that is necessary.

      Personal information is kept for the period requested following guidelines from the Preschool Learning Alliance, these retention periods are either recommended or statutory.

      Stored information is filed in sealed filing boxes and locked in the preschool loft. Once the retention period has lapsed, the information is destroyed.

      Legal Framework

      • Data Protection Act (1998), GDPR (2018)
      • Human Rights Act (1998)

      Further Guidance

      • Information Sharing: Advice for practitioners proving safeguarding services to the children, young people, parents, and carers 2018.
      • Links to Child Protection and Safeguard Policy
      • Links to Record Keeping Policy
      Emergency policy and procedure in the event of a 'lockdown'

      Definition

      The care and security we provide to your child is paramount. We will do everything within our powers to protect, comfort and support your child in the event of a major incident, National Emergency or Terrorist Attack.

      We feel it is necessary to have a procedure in place on what to do in the event of a terrorist attack or a national disaster today.

      In the event of a ‘lockdown’ of a building or buildings we have an emergency procedure to secure and protect occupants near an immediate threat. By controlling movement in an area, emergency services can contain and handle the situation more effectively.

      Lockdown procedures may be activated in response to any number of situations, but some of the more typical might be:

      • A reported incident/ civil disturbance in the local community (with the potential to pose a risk to staff and children
      • An intruder on our site (with the potential to pose a risk to staff and children)
      • A warning being received regarding a risk locally, of air pollution (smoke plume, gas cloud etc.)
      • A major fire in the vicinity of our setting
      • The proximity of a dangerous dog roaming loose

      If we are involved or caught up in the incident, we will comply fully with the instructions from the emergency services and constantly reassure the children in our care.

      If you are caught up in an incident, we will continue to look after your child until you are able to return, or a person nominated is able to collect them

      Threat levels from the MI5 website are as follows:

      Threat levels are designed to give a broad indication of the likelihood of a terrorist attack.

      LOW means an attack is unlikely.

      MODERATE means an attack is possible but not likely.

      SUBSTANTIAL means an attack is a strong possibility.

      SEVERE means an attack is highly likely.

      CRITICAL means an attack is expected imminently.

      Members of the public should always remain alert to the danger of terrorism and report any suspicious activity to the police on 999 or the anti-terrorist hotline: 0800 789 321.

      For non-emergency calls to the police, call 101.

      For the safety of all children and staff.  We will not disclose the details of our emergency lockdown. Staff will have sight to a staff procedure copy of what to do in the event of a threat.

      Managing parents

      In the event of an incident, it is inevitable you as parents/carers will want to come to the setting and collect you children immediately. We ask you are discouraged from doing so, until the emergency services give all clear. Even then, depending on the severity and type of incident, children may need to be checked by medical teams or questioned by the police.

      PLEASE NOTE all staff will be always acting on the advice of the emergency services.

      Brayton Headstart will try to get information out to parents/carers during ‘lockdown’, by using the existing systems we have in place for sending group messages, such as social media and emails.  In the meantime, we will need to keep our telephone lines clear and would appreciate your cooperation in not calling unless it is vital that you speak to us.

      Employment, induction and staffing policy

      Policy Statement

      We meet the Safeguarding and Welfare Requirements of the Early Years Foundation Stage (EYFS) by ensuring that our staff are appropriately qualified. We carry out checks for criminal and other records through the Enhanced Disclosure and Barring Service (DBS) Check in accordance with statutory requirements.

      We provide a staffing ratio in line with the Safeguarding and Welfare Requirements of the Early Years Foundation Stage (EYFS) to ensure that children have sufficient individual attention and to guarantee care and education of a high quality.

      We provide an induction for all staff, volunteers, and managers to fully brief them about the setting, the families we serve, our policies and procedures, our curriculum, and our daily practice.

      EMPLOYMENT PROCEDURES

       Recruitment, vetting and Staff Selection

      • Vacancies may be advertised internally first and then externally in the local community. Vacancies will be advertised with a pre-agreed job description in place which includes reference to our commitment to safeguarding and that all convictions will need to be disclosed upon application.
      • Only application packs originating from the setting or NYCC will be considered for filling vacancies. We will accept ad hoc CVs from candidates wishing to make themselves known but these candidates must also fill in a full application pack for any vacancy.
      • Application packs will include a safeguarding statement and give all candidates the opportunity to make a disclosure of any convictions they may have against them or any person living in their household.
      • Any disclosed convictions will be dealt with on a case-by-case basis by the directors of the setting. External support from the local authority and/or safeguarding children’s board will be sought.
      • Shortlisting will take place based on:
        • Qualifications held
        • Experience
        • Full employment history

      We comply with the Equality Act 2010 to ensure the fair and equal treatment of staff regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation.

      Successful candidates will be invited for interview.

      • Interviews will have a minimum of two stages – an observation of the candidate in practice and an interview with the directors. These will where possible be held on the same day within the same time frame. Interview questions will be pre-agreed by the panel to ensure fairness of opportunity.
      • At all stages of the recruitment process someone holding an up to date “safer recruitment” certificate will be involved.
      • Successful candidates will be informed within 48 hours of the final interview. Any offer of employment will always be made subject to:
      • Proof of qualifications
      • Minimum of two written references, one of which must be from the current employer
      • Satisfactory identity and right to work checks
      • Satisfactory enhanced DBS disclosure
      • Medical suitability to work
      • All application forms, interview notes and supporting documents for unsuccessful candidates will be stored securely in the setting for a period of 6 months from the interview before being responsibly destroyed.
      • The successful candidate will have an induction procedure (see induction policy) and probation period lasting one term.
      • The probation period will be assessed formally at mid-way and final interviews, conducted by the management or suitable nominated person. During the probation period the written notice period for the candidate is one week.
      • If a member of staff is to leave the setting, a full exit interview will take place with the manager or suitable nominated person.

      We welcome applications from all sections of the community. Applicants will be considered based on their suitability for the post regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation. Applicants will not be placed at a disadvantage by our imposing conditions or requirements that are not justifiable.

      • Candidates are usually interviewed by a representative of the Company Directors.
      • All positions have job descriptions which set out their staff roles and
      • We use Ofsted guidance on obtaining references and enhanced checks through the Disclosure and Barring Service (DBS) for all staff, including the Pre-School Room Manager, and regular volunteers who will have unsupervised access to children. This is in accordance with requirements under the Safeguarding Vulnerable Groups Act 2006.
      • We make decisions of suitability using evidence from:
        • Enhanced Disclosure and Barring Services (DBS)
        • full employment
        • identity
        • any other checks undertaken, for example medical
      • We keep all records relating to employment of staff and regular volunteers, including staff qualifications and the identity checks and vetting procedures that have been completed (including Enhanced DBS Certificate, the reference number, the date the disclosure was obtained and details of the company who obtained it).
      • Staff are expected to disclose any convictions, cautions, court orders, reprimands and warnings which may affect their suitability to work with children – whether received before or at any time during their employment with us.
      • We require all new staff and regular volunteers to join the DBS Update Service. If they have already subscribed to the online DBS Update service, we check the status of the disclosure. Where the check identifies there has been a change to the disclosure details, a new enhanced DBS disclosure is applied for. Before accessing the DBS update service, we obtain consent to do so from the member of staff or volunteer.
      • For existing staff and regular volunteers, we obtain a new Enhanced DBS Check after 3 years and then require them to join the DBS Update Service.
      • We do not allow any potential new staff or regular volunteers to have unsupervised contact with children before their suitability has been checked, including through an Enhanced DBS Disclosure. We check the disclosure and consider whether it contains any information that would suggest the person was unsuitable for the position before an individual has unsupervised contact with children.
      • Where we become aware of any relevant information which may lead to the disqualification of an employee, we will take appropriate action to ensure the safety of children. In the event of disqualification, that person’s employment with us will be terminated. We will provide Ofsted with the relevant information leading to the disqualification of the employee within 14 days.

      Changes to Staff

      • We inform Ofsted of any changes in the person responsible for managing our Training and Staff Development

      Qualifications and experience

      We work within the statutory guidelines relating to levels of qualifications held and will take this into consideration when employing and deploying members of staff in the setting. A willingness to work towards higher qualifications will, if ratios allow, be counted in the applicants favour and we may place contractual obligations on this occurring.

      Applicants who hold childcare qualifications will have them checked against the DfE qualifications checklist by someone with a full and up to date “safer recruitment” certificate.

      We welcome applications from newly qualified practitioners but may prefer someone with relevant recent experience for some vacancies. A vacancy for Room Manager SENCO position must be filled by someone with at least 3 years relevant recent experience in early years and hold relevant level 3 qualifications.

      • Our director’s hold employee interviews and both are safer recruitment trained (see separate policy)
      • We provide regular in-service training to all staff – through the Pre-School Learning Alliance and external agencies.
      • Our setting budget allocates resources to training.
      • We provide staff induction training in the first week of employment. This induction includes our Health and Safety Policy and Safeguarding Children and Child Protection Policy.  Other polices are available during the induction plan.
      • We expect all our staff members to keep themselves up to date with first aid, health, and safety, safeguarding, equality and inclusion and food hygiene training. This list is not exhaustive and may be added to at the discretion of the directors.
      • The directors take responsibility for ensuring training records are kept up to date.
      • We support the work of our staff by holding regular supervision meetings and appraisals. This gives staff the opportunity to discuss any issues, identify solutions, to address issues as they arise and to receive coaching to improve their effectiveness.
      • We are committed to recruiting, appointing, and employing staff in accordance with all relevant legislation and best practice.
      • Our Preschool Directors hold an approved level 3 qualification and above (up to Level 7).
      • At least half of all other staff in any session hold an approved level 3 qualification (or higher).
      • The Directors must have at least five years’ experience of working in an early year setting or have at least two years’ other suitable experience.
      • Our Room Manager must be capable and qualified to take charge in the Directors absence.
      • To count in the ratios at level 3, staff holding an Early Years Educator qualification must also have achieved a suitable level 2 qualification in English and math’s (as defined by the Department for Education on the Early Years Qualifications List published on UK).
      • All permanent members of staff are required to hold current certificates in Level 2 Food Safety in Catering and Universal Safeguarding Children.
      • Permanent qualified level 2 and level 3 members of staff are required to hold an approved current certificate in Paediatric First Aid (PFA).
      • All newly qualified entrants to the early years workforce who have completed a level 2 and/or level 3 qualification on or after 30 June 2016 are required to have either a full PFA or an emergency PFA certificate within three months of starting work to be included in our staff: child ratios at level 2 or level 3.
      • Effective supervision also provides support coaching and training for the practitioner and promotes the interests of children. It fosters a culture of mutual support, teamwork and continuous improvement which encourages the confidential discussion of sensitive
      • We ensure all staff have sufficient understanding and use of English to ensure the well­being of children in their care.
      • We provide regular in-service training to all staff through North Yorkshire Early Years, external agencies, and in-house training.
      • We carry out regular staff appraisals to identify any training needs and secure opportunities for continued professional development for staff.
      • We support staff to improve their qualification levels wherever
      • We support staff to undertake appropriate training and professional development opportunities to ensure they offer quality learning and development experiences for children that continually improves.
      • We are committed to recruiting, appointing, and employing staff in accordance with all relevant legislation and best practice.

      Staff Training Course Costs 

      We will cover the costs of approved training courses undertaken by staff. However, should a member of staff leave our employment within 3 months of undertaking an approved course, they will be required to repay the cost of the course to the pre-school. This includes, but is not limited to, the following training courses:

      • Paediatric First Aid
      • First Aid at Work
      • Level 2 Food Safety in Catering
      • Educare Training Courses

      Staff Taking Medication or Other Substances

      • If a member of staff is taking medication which may affect their ability to care for children, we ensure that they seek further medical advice. Staff will only work directly with the children if medical advice confirms that the medication is unlikely to impair their ability to look after children properly.
      • All medication, prescribed or otherwise, must be stored safely by staff or volunteers in their locker and always kept out of reach of the children.
      • If we have reason to believe that a member of staff is under the influence of alcohol or any other substance that may affect their ability to care for children, they will not be allowed to work with the children and further action will be taken.

      Managing Staff Absences and Contingency Plans for Emergencies

      • Our staff take their holiday breaks when the setting is closed. Where staff may need to take a day off for any reason other than sick leave or training, this is agreed with the manager with sufficient notice.
      • Where staff are unwell and take sick leave in accordance with their contract of employment, we organise cover to ensure ratios are maintained. Where staff may need to take time off for any reason other than sick leave or training, this is always unpaid and must be agreed by the directors with 12 weeks’ notice.
      • If a staff member is unable to work because of illness or injury (or any other reason), they must inform the Pre-School Director by a telephone call as soon as possible and by 8.00am at the latest on the first and each subsequent day when they are unable to work. A text message is not acceptable.
      • Self-certification is allowed for a maximum of 7 days after which a Statement of Fitness for Work (“Fit Note”) from a GP must be provided straightaway. A new Fit Note must be provided every week thereafter for as long as sickness prevents a staff member from
      • Sick leave is monitored, and action is taken where necessary in accordance with the contract of employment.
      • We have contingency plans to cover staff absences, as follows:
        • Arrange for staff that are not on the rota and included in the ratio’s to be asked to work.
        • Contact any parents who are available to help.
        • Contact alternative settings to find any available staff to cover absence.

      Staff Secondary Employment 

      For most members of staff, Brayton Headstart Preschool is their sole employer. However, we recognise that staff may sometimes wish to undertake additional work. In these circumstances, staff are requested to inform and seek the permission of the company Directors before undertaking any secondary work (on a paid, voluntary, or self-employed basis). Examples of this include, but are not limited to:

      • A private babysitting arrangement with the parent of a pre-school
      • Volunteering at another setting or school

      Whilst permission will not normally be denied, staff must be aware that the additional work:

      • is a completely private agreement between themselves and the other
      • has absolutely no bearing on or connection with Brayton Headstart Preschool.
      • must be undertaken in the staff member’s own
      • must not be undertaken when the member of staff is absent from the pre-school on sick leave, whether they are in receipt of sick pay. (Staff wishing to continue with voluntary work whilst on sick leave must seek the permission in writing from the Pre-School Supervisor). Failure to adhere to this policy whilst on sick leave may result in disciplinary action.
      • must not affect the staff member’s attendance and performance at pre
      • must not bring the pre-school into
      • must not be in conflict or competition with the pre
      • must not contravene the Working Time

      Failure to comply with this “Staff Secondary Employment” policy may result in disciplinary action.

      Staff References

      If we receive a reference request for a current or former member of staff, it is our policy to give a factual reference stating the dates of employment and job title only.

      INDUCTION OF STAFF AND REGULAR VOLUNTEERS 

      Policy Statement

      Brayton Headstart recognise that qualifications and training make an important contribution to the quality of the care and education provided by early years settings.  As part of our commitment to quality, we offer placements to students undertaking early year qualifications and training.  We also offer placements for volunteers and school pupils on work experience.

      We aim to provide for students and volunteers on placement with us, experiences that contribute to the successful completion of their studies and that provide examples of quality practice in early years care and education.

      As with our employees, we undertake robust recruitment procedures to ensure that all students and volunteers are suitable to work with children.

      Procedures

      • We require students on qualification courses and long-term volunteers to meet the ‘suitable people’ requirements of Ofsted and have enhanced DBS checks carried out.
      • We require students and volunteers in our setting to have a sufficient understanding and use of English to contribute to the well-being of children in our care.
      • We require schools placing students under the age of 17 years with the setting to vouch for their good character.
      • We always supervise students under the age of 17 years and volunteers and do not allow them to have unsupervised access to children.
      • Students undertaking qualification courses who are placed in our setting on a short-term basis are not counted in our staff ratios.
      • Trainee staff employed by the setting and students over the age of 17 may be included in the ratios if they are deemed competent and responsible.
      • We take our employers’ liability insurance and public liability insurance, which covers both trainees and voluntary helpers.
      • We require students to keep to our Confidentiality and Client Access to Records Policy.
      • We co-operate with students’ tutors to help students to fulfil the requirements of their course of study.
      • We provide students and volunteers, at the first session of their placement, with a short induction on how our setting is managed, how our sessions are organised and our policies and procedures.
      • We communicate a positive message to students and volunteers about the value of qualifications and training.
      • Students and volunteers must remain from using their mobile phone whilst in the pre-school.
      • Brayton Headstart likes to respect privacy and confidentiality of children and families, therefore students and volunteers should not become online friends with any parents, so that professional boundaries are maintained.
      • We reserve the right to terminate with immediate effect any placement if we deem a student or volunteer to be acting inappropriately. If this were to occur, a full written report would be made by the management/directors and forwarded to the school or college the student may attend. Ofsted and/or the police may be informed of our decision. Our decision to terminate a placement would not affect any future placements from the same establishment.
      • We provide staff induction training in the first week of employment to help them understand their roles and responsibilities. This induction includes but is not limited to our:
        • Health and Safety Policy: 1) Risk Assessment, 2) General Standards, 3) Health & Safety in the Workplace, 4) Fire Safety & Emergency Evacuation and 5) Food Hygiene
        • Safeguarding Children and Child Protection Policy
        • Valuing Diversity and Promoting Equality Policy
        • Confidentiality and Information Sharing Policy
        • Emergency Evacuation
      • Other policies and procedures will be introduced within our induction plan (see below).
      • All new permanent members of staff are required to undertake the following courses as part of their induction training:
        • Approved CIEH Level 2 Health and Safety in the Workplace eLearning
        • NYCC approved Safeguarding Children and Channel Awareness eLearning Courses.
        • Approved CIEH Level 2 Food Safety in Catering
      • We have an induction plan for all new staff, which includes the following:
        • Introductions to all staff and
        • Familiarising with the building, health and safety and fire
        • Ensuring our policies and procedures have been read and are carried
        • Introduction to parents, especially parents of allocated key children where
        • Familiarising with confidential information where applicable in relation to any key
        • Details of the tasks and daily routines to be
      • The induction period lasts at least two weeks. The Directors inducts new staff and regular volunteers.
      • During the induction period, the individual must demonstrate understanding of and compliance with policies, procedures, tasks and routines.
      • Successful completion of the induction forms part of the probationary

      STAFFING AND RATIOS 

      Procedures

      • We deploy our staff to meet the needs of all children, providing them with adequate supervision and ensuring their safety.
      • Children must usually be within sight and hearing of staff and always within sight or
      • We endeavor to inform parents about staff
      • The ratio and qualification requirements below apply to the total number of staff available to work directly with children. Exceptionally, and where the quality of care and safety and security of children is maintained, changes to the ratios may be made.
      • Children aged two years: 1 adult: 4 children:
        • at least one member of staff holds an approved level 3 qualification: and
        • at least half of all other staff hold an approved level 2
      • Children aged three years and over: 1 adult: 8 children:
        • at least one member of staff holds an approved level 3 qualification: and
        • at least half of all other staff hold an approved level 2
      • We can follow the Early Years Foundation Stage (EYFS) Safeguarding and Welfare Requirements if we need to where a Qualified Teacher Status, Early Years Professional Status, Early Years Teacher Status or other suitable level 6 qualified person is working directly with children aged three and as follows:
        • there is at least one member of staff for every 13 children; and
        • at least one other member of staff holds an approved level 3
      • Our staff ratios are normally more than those shown
      • Only those aged 17 or over may be included in ratios (any staff under the age of 17 are always supervised).
      • We may include students on long term placements and volunteers aged 17 or over in ratios where we are satisfied that they are suitable, competent, and responsible.
      • A minimum of two staff/adults are on duty at any one time. At least one of these is holds an approved level 3 qualification.
      • At least one member of staff who holds a current Paediatric First Aid certificate must be always on the premises when children are present and must accompany children on
      • We ensure that paediatric first aid training is provided by a competent training provider such and is relevant for workers caring for young children. Paediatric first training is renewed every 3 years.
      • We consider the number of children, staff, and layout of our premises to ensure that a paediatric first aider can respond to emergencies quickly.
      • We use a key person approach to ensure that each child has two named members of staff with whom to form a relationship and who plans with parents for the child’s well­being and development in the setting. The key persons meet regularly with the family for discussion and consultation on their child’s progress and offer support in guiding their development at home.
      • We hold regular staff meetings to undertake curriculum planning and to discuss children’s progress, their achievements and any difficulties that may arise from time to time

      MENOPAUSE POLICY

      Overview

      The menopause is a natural stage of life which affects around half of the population. This can include:

      • women
      • trans people
      • intersex people

      The menopause usually happens between 45 and 55 years of age but each case is different. Symptoms can last for about four years but may be longer.

      There are 3 different stages of menopause:

      • peri menopause
      • menopause
      • post menopause

      All stages and types of menopauses are different, and symptoms can vary from person to person and range from very mild to severe.

      At Brayton Headstart Preschool, we are aware that the menopause and its symptoms can affect our staff at any time including:

      • women, trans and intersex people going through the menopause
      • relatives, colleagues, and carers who are supporting someone going through

      If an employee is put at a disadvantage or treated less favorably because of their menopause symptoms, this could be discriminatory if connected to a protected characteristic.

      Supporting and creating a positive and open environment between an employer and someone affected by the menopause can help prevent the person from:

      • losing confidence in their skills and abilities,
      • feeling like they need to take time off work and the hide the reasons for it,
      • having increased mental health conditions such as stress, anxiety, and depression,
      • leaving their

      Supporting staff through menopause

      At Brayton Headstart Preschool, we aim to support staff through every stage of the menopause. We feel that having regular follow up conversations with staff to understand their needs can help make sure support and procedures are in place so they can continue to do their jobs effectively.

      We will take into consideration how the job role and responsibilities could make their menopause symptoms harder. With this in mind, we will ensure that the work uniform is made of breathable materials and not restrictive. The uniform consists of several layers, so items can be removed if required. Regular toilet breaks can be taken. The job role has a degree of flexibility, but the children’s safety is paramount. If breaks are required, other staff must be made aware due to remaining within the correct ratio.

      Within our setting we would like to think that staff feel they could talk to the manager or room manager about the effects of the menopause on their work. As a setting we aim to:

      • talk and listen sensitively,
      • find ways to give support,
      • have knowledge of the menopause and its effects,
      • know what support and guidance the organisation can

      Risk Assessment

      At Brayton Headstart Preschool, we carry out risk assessments, generally assessing health and safety risks, reducing, and removing hazards where possible. For staff affected by the menopause this includes:

      • ensuring menopause symptoms are not made worse by the workplace or its practices,
      • managing changes to help staff manage their symptoms when doing their job,
      • adjusting the temperature and ventilation of the building, if necessary,
      • considering the material and fit of our uniform,
      • ensuring there is a quiet place to rest (staff room),
      • ensuring the toilet is accessible,
      • ensuring drinking water is always available,
      • ensuring senior staff understand the

      Staff will not be discriminated against because of their menopause symptoms. They will be allowed to attend medical appointments related to the menopause at the discretion of the Preschool on an individual basis.

      We will respect the staff’s wishes for privacy and not disclose any information to other colleagues without their permission. We will treat everyone as individuals and keep conversations confidential and private.

      At Brayton Headstart Preschool, we know how the menopause relates to the law including the:

      • Equality Act 2010, which protects workers against discrimination,
      • Health and Safety at Work Act 1974, which says an employer must, where reasonably practical, ensure everyone’s health and safety and welfare at

      Whilst the menopause is not a specific protected characteristic under the Equality Act 2010, if an employee is put at a disadvantage and treated less favorably because of their menopause symptoms, this could be discrimination if related to a protected characteristic such as

      • age
      • disability
      • gender reassignment
      • sex

      This policy links to our Child Protection and Safeguard policy

      Other useful Pre-School Learning Alliance publications

      • Recruiting and Managing Employees (2011)
      • Employee Handbook (2012)
      Entry - Exit - procedure policy

      Policy Statement

      There is a set procedure in place to safeguard children and adults on arrival to and departure from the preschool building. Preschool staff are trained in all aspects of this procedure and have responsibility for ensuring that it is implemented.

      Other helpers in the preschool are also aware of this procedure. However, students, parent helpers and volunteers are instructed not to open the door to visitors to the pre-school building or release any children from pre-school.

      Prior to any child starting at the preschool.  The parent/carer must provide contact details and names of all the people authorised to collect their child.  This can be found on the registration forms. ONLY persons named on the registration form will be permitted to collect your child.  In the event your child needs to be collected by someone other than on the registration forms.  Parents/carer MUST inform staff on the day of the session and provide the name of person collecting, and with a password (you create, or from your registration form).  Consent must be given in writing where possible.

      At the start of the morning session

      All parents and children are to wait outside the main gates at the front of the Academy until staff members open the gate at 9am.  Whilst the children are with their parent/carer, they will have sole responsibility until the child walks through the small gate and the named tick list has been taken.  Any unrecognised parents/carers will be asked to wait until all familiar parents/carers have been seen too.

      The children are then in staff ratio and escorted by staff to the main building.  Here the children will set their lunch bags to the trolley, shoes are taken off, along with coats and bags etc; and placed on the children’s peg.  Children will then line up to go through to the bathroom, where they will be supported to wash their hands and the main register is taken to ensure all children are accounted for.

      Morning exit/afternoon arrival

      Parents/carers will come onto the school grounds and wait outside the settings front door.  Staff will bring children out at the front door and ensure a safe handover. Any child arriving for their afternoon session will wait with their parent/carer until all the children have safely been handed over to their adult, before we can invite the afternoon session children in.

      Afternoon exit

      Staff members will open the cloakroom door approximately 1430-1435hrs to allow the children to put on their shoes/boots, coats and collect their lunch bags etc. Once all the children are ready, the main front door will open, and a staff member will walk out to wait for the children to come out.  A staff member will call out the names of the children to come out one-by-one and the children will line up at the wall where another headcount will be carried out.

      The children will remain under Headstart’s responsibility whilst within the school grounds.  The children will walk safely from the main setting across the carpark in a line supervised by all the staff.  Once they are at the main gates, the children will line up along the blue fence and wait for their names to be called.

      All staff will remain with the children guiding them safely out of the main front gates back over to their collecting parent/carer. Staff are always available for any questions from parents/carers.

      The responsibility is passed over to the waiting adult as soon as the child is handed over safely.

      Any unrecognised parent/carer will be dealt with after all the familiar parents.  This is to ensure a safe hand over and all staff can support the remaining children waiting in the line. If this is not the usual parent or carer who collects the child, or if the person is unfamiliar to staff members, staff then ask that person for their name and the child’s unique password which is stated on the Registration Form. If a member of staff has a concern with any person collecting the child, they refer this to then most senior staff member in the session who then calls the parent for confirmation.

      Please consider alternative methods of communicating with parents either at the start or end of a session.  This can be done either

      • Note passed to/from parent/carer
      • Ringing the setting/parent/carer to arrange a meeting prior to session ending
      • Booking an appointment at a mutually convenient time
      • A note in the packed lunch box can communicate a dislike of a certain food

      Priority must be for safeguarding discussions, accident records to be signed, or for any behavioural concerns. 

      All staff will be on hand for any parent/carer to speak with.  However, under no circumstances are staff to leave their positions unless directed by the staff member in charge. This is to ensure the full Health and Safety and Safeguard of children remaining within our care.  Once staff have re-positioned, then the staff member will be able to come out of the gates to discuss anything you may have.

      E-Safety policy

      Purpose

      At Brayton Headstart Pre-school we appreciate that technology and the internet have a significant role to play in most aspects of our daily lives. Such use of ICT supports the learning and education of the children, in line with the Early Years Foundation Stage (EYFS), but we consider it imperative that staff  must at all times ensure that they use technology in a way that does not expose children to harm, does not bring their employer in to disrepute and/or that they do not behave in a manner that would lead any reasonable person to question their suitability to work with children or to act as an appropriate role model. 

      Staff should not seek to communicate with children and/or their families or make contact or respond to contact with children or their families outside a clear work context. They should never give any personal details to children and if they have personal contact with the parents/carers of any child(ren) they should make their manager aware.

      Any communication via computer, tablet, phone, text, email, instant messages, social media, chat rooms, forums, blogs, digital cameras, videos, webcams, and other devices should take place within professional boundaries and should avoid any communication that could be interpreted as “grooming” (see our Child Protection and Safeguard Policy). 

      Staff will always adopt high standards of personal conduct; action may be taken against individuals who use inappropriate language, post inappropriate images, or make inappropriate comments in their private life – this could compromise their position in the work setting and lead to a loss of trust and confidence. Staff are advised to consider, and set appropriately, their privacy settings and should consider the appropriateness of images and materials posted. Once posted online, a message, photo or video clip can be freely copied, manipulated, and circulated and will potentially exist forever.

      All staff understand their professional obligation to the setting and will carefully consider the appropriateness of anything they post online.

      If staff are at any time found to be using images or suggestions of Brayton Headstart Preschool, its children, families, or colleagues inappropriately this constitutes gross misconduct and will be dealt with in accordance with our staff disciplinary policy.

      Photos

      Any photos taken of children should solely be done for the purpose of supporting observations in learning journeys or displays around the setting. Photos are only to be printed at the setting and Headstart’s camera only leaves the setting on designated trips. Any photos taken for courses/forums/by students will not include any identifiable child unless specific written consent is sought from the parent.

      Emails

      Parents/carers are actively encouraged to share photos and a short description of their child’s experiences. The manager may print out the pictures/ information upon approval from parents/carers to share with the child’s key worker, then the information will be placed into the child’s memory book by the key worker. 

      Portable devices

      Staff are not permitted to plug non-scanned USB storage devices into any computer equipment on Headstart’s premises.

      Internet

      Only the pre-school laptop and staff tablets can be used to access the internet and all internet usage is monitored regularly. Our router settings allow us to track all internet usage, inclusive of websites visited and items downloaded.

      Tablets

      The staff tablets always remain in setting and are securely locked away by the manager every evening. Only the manager and the chair hold the key to access the office where the tablets are held.

      Pre-school Facebook page and weekly newsletter

      We feel that the pre-school Facebook page and weekly newsletter are valuable aspects of our practice in maintaining strong parental links. These communications are used for information purposes only and never include individual children’s details or progress. No images of children are used in the images we include in these communications.

      It is the responsibility of the manager to monitor the content posted on the Facebook page, but we accept that we cannot control what is posted by parents or families of our children. Any comments or pictures posted with any link to the “Brayton Headstart” page will be immediately removed should they be felt to be inappropriate.

      Parents are encouraged to contact us by telephone or email rather than via the Facebook page. All staff are aware of their professional obligation to the setting and will immediately report any suspicious Facebook postings or photos.

      Confidentiality Before sending any confidential information by email, employees should consider carefully whether appropriate steps have been taken to maintain such confidentiality. Email is not inherently a more secure medium of communication that traditional means and emails can easily be copied, forwarded, and stored. Data Protection If employees have access to data about individuals, they should always bear in mind the provisions of the General Data Protection Regulation (GDPR) (2018) Breaches The employee is responsible for any actions that are taken against us by a third party arising from restricted and/ or offensive material being displayed on or sent by the employee through our computer systems.

      Inappropriate Material

      Employees must not view or download or pass on any pornographic material on our computer systems or place obscene or offensive screensavers. In line with the normal rules that apply to employees, racist, sexist, blasphemous, defamatory, obscene, indecent, or abusive messages are not allowed to be sent on our computer systems, either internally or externally. All employees must think carefully before sending any questionable messages that could reflect badly on the preschool (see our Data Protection Act Policy).

      Use of Mobile Phones & Cameras

      Procedure on:

      Personal mobile phones (including smart watches)

      • Personal mobile phones belonging to members of staff are not used on the premises during working hours.
      • At the beginning of each individual’s shift, personal mobile phones are stored in lockers or in the office.
      • In the event of an emergency, personal mobile phones may be used in the privacy of the office, with the permission of the manager.
      • Members of staff ensure that the telephone number of the setting is known to immediate family and other people who need to contact them in an emergency.
      • Parents and visitors are not permitted to use their mobile phones whilst on the premises.

      Cameras, (including videos, tablets and smart watches)

      • Members of staff must not bring their own cameras, video recorders or smart watches into the setting.
      • Photographs and recordings of children are only taken for valid reasons, i.e. to record their learning development, or for displays within the setting.
      • Photographs or recordings of children are only taken on equipment belonging to the setting.
      • Camera and video use is monitored by the setting manager(s).
      • Where parents request permission to photograph their own children at special events, permission will first be gained from all parents for their children to be included.
      • Photographs and recordings of children are only taken of children if there is written permission to do so (found on the individual child’s Registration Form).
      • Images are to be printed or reproduced in the setting only to ensure that photos and recordings of the children cannot be used inappropriately.

      CCTV

      Brayton Headstart preschool is securely monitored by a CCTV surveillance system. The Directors are responsible for the operation of the system for ensuring compliance with this policy as the Data Controller and Data Protection Officer.

      We recognise that the use of CCTV has become a common feature of our daily lives and while its use is generally accepted, CCTV operators have certain duties and responsibilities to those whose images are caught on camera.

      The Preschool complies with the Information Commissioners CCTV Code of Practice to ensure it is used responsibly and safeguards both trust and confidence in its continued use.

      The use of CCTV and the associated images is covered by the Data Protection Act 1998,2020 and the General Data Protection Regulation (GDPR), 2018. This policy outlines the preschools use of CCTV and how it complies with the Act and is associated with the Preschools Data Protection policy, the provisions of which should always be adhered to.

      The System comprises of 7 x fixed position cameras, 2 x monitor screens (doorbell camera monitor located in the main room, the overall camera view will remain in the Manager’s office), 1 x doorbell camera, digital hard drive recorder and 2 public information signage. Cameras are located at strategic points on the premises; garden (surrounding the building), front door, main room, and cloakroom. No camera is hidden from view. Signs are prominently placed at the entrance and exit points of the site to inform staff, children, parents, and visitor that a CCTV installation is in use.

      Purpose of the System

      The system has been installed by the preschool with the primary purpose of

      • Providing security and safety for all children, parents, staff, and visitors
      • Providing security of our premises and equipment
      • Safeguarding children, staff and visitors from unfounded allegations made against them
      • Facilitating the identification of any activities/event which might warrant disciplinary proceedings being taken against staff and to assist in providing evidence to the Preschool Manager
      • Providing training opportunities for staff

      The system will not be used to provide images for the world-wide-web or record any sound.  This will only be remote-only connection with no broadband access. 

      Recording

      Digital recordings are made using a digital video recorder operating in real mode, monitoring the site continuously 24 hours a day. Images will normally be retained for 30 days from the date of the recording, and they will then automatically overwrite.

      Access

      Viewing of the recorded images of CCTV are restricted to the Preschool Directors within the office.  The cameras are on their own network and therefore not streamed anywhere else apart from within its own boundaries. No outside access/login is available away from the office.  There is an encrypted passcode to log into the hard drive/camera which will be made available only to the Data Controller and Data Protection Officer (Manager/Director Chair).  This is not a “webcam” facility; parents will not have access to view live recordings.

      Under safeguarding and Child protection, if any allegations have been made against a child/parent/visitor or staff member, for the purpose of any internal and external investigation.  The police/LADO (Local Authority Designated officer) will be the only external authorised personnel to view the recordings.

      Legal Framework

      • Children Act (1989)
      • The Data Protection Act (1998, 2020), GDPR (2018)

      Other Useful pre-school Learning Alliance Publications

      • Employee Handbook
      • https://ico.org.uk/
      • Recruiting and Managing Employees (2011)
      • Links to Safeguarding/child protection policy.
      • Links to The Data Protection Act (1998, 2020)
      • Links to Record Keeping Policy
      Financial/fees policy

      Statement of Intent

      We believe that we offer a level of service for which it is reasonable to recover our costs.

      If there are any concerns about the following fees or payment of fees generally, parents are requested to talk to the Preschool Directors whose details appear on the website.

      Aim of this Policy

      To operate a financial system which is both fair and reasonable and in line with market value, covering the costs of operating the Preschool.

      Funded Children – From 2-3 Years

      Funding for 2-year-olds is offered the same as 3- and 4-year-olds providing you meet the eligibility criteria, and is approved by North Yorkshire Council. 

      Brayton Headstart Preschool will offer places based on available space and numbers of existing children already placed within the setting.  There is no guarantee that on application for a funded 2-year-old place within Headstart Preschool that a place will be offered. Each case will be reviewed based on current numbers at that time.

      Funding is offered for a maximum of 15 hours per week and is provided over the 38 weeks of the academic term in line with funding provision for 3-4-year-olds. Families can split this funding with a maximum of two settings or registered providers.  Once a place is taken up eligible children will remain entitled to their place until their funding provision at 3-year-old starts. 

      Children are eligible to apply for 2-year-funding if: 

      • Income Support
      • income-based Jobseeker’s Allowance (JSA)
      • income-related Employment and Support Allowance (ESA)
      • Universal Credit, and your household income is £15,400 a year or less after tax, not including benefit payments
      • the guaranteed element of Pension Credit
      • Child Tax Credit, Working Tax Credit (or both), and your household income is £16,190 a year or less before tax
      • the Working Tax Credit 4-week run on (the payment you get when you stop qualifying for Working Tax Credit)

      2-year-olds can also get free childcare if they:

      • are looked after by a local authority
      • have an education, health and care (EHC) plan
      • get Disability Living Allowance
      • have left care under an adoption order, special guardianship order or a child arrangements order

      You may have to pay for extra costs like meals, nappies or trips. If you’re eligible the free early education and childcare:

      • must be with an approved childcare provider
      • starts from the term after your child’s 2nd birthday

      Parents who think they may have an eligible child must approach the Preschool prior to wanting to start and apply via the NYCC.  The child will not be accepted at the Preschool for funding until a confirmation has been received that eligibility has been confirmed by NYCC.

      Should a parent have received an eligibility confirmation letter in conjunction with another setting or children’s centre, this must be provided on application and a parental declaration form signed by the parent. Parents can still start their children under Brayton Headstart Preschools standard fee-paying terms should they wish if places are available.

      Funding for Children – From 3-4 Years

      All children in the next term following their third birthday are currently entitled to a maximum of 15 hours of Universal Free Entitlement funding care per week over 38 weeks a year, which can be split over a maximum of 2 settings.  There is no guarantee that your child will be able to have the full 15 hours at Brayton Headstart Preschool as the hours which your child is offered is dependent on the level of children already attending at that time.  Priority is given to the rising 4’s children who would be attending mainstream school in the next academic year.

      Universal Free Entitlement is claimed for a total of 38 weeks which covers the academic year and considers bank holidays and normal school holidays and includes staff taking development days (Inset days).

      Brayton Headstart Preschool accepts Universal Free Entitlement for both morning, afternoon and all-day sessions, Monday to Friday term time, and it cannot be rolled over to the following week, nor can it be used for afternoon sessions. 

      The Manager will provide information leaflets regarding Free Entitlement, along with the necessary Parent Declaration forms shortly before the child becomes eligible.

      Funding for your child is claimed at 3 points in the year, known as Headcount days, these fall in September, January and April, and the exact date for that academic year will be notified to you by the Manager, after that date no changes can be made to claimed hours. 

      NYCC will not allow or facilitate any amendments, as such should a parent wish to amend their child’s hour’s midterm. Any additional costs for extra hours above the funding claimed will be due at the Preschool fee-paying rates.

      In the event a parent wishes to reduce their claimed funded hours, then transfer of funding to an alternative setting will only be considered if the correct notice period has been given. Refunds of funding cannot be issued direct to parents. 

      If Free Entitlement is refused, over-claimed or is for any reason not paid by North Yorkshire County Council, the full session amount will be charged to the parent, and the outstanding amount paid before further sessions can be attended.

      Extended Free Entitlement

      Brayton Headstart Preschool can offer the full additional 15 hours of Extended Free Entitlement (known as “30 hours”) Parents can check their eligibility using the website www.childcarechoices.co.uk

      Please contact the Administrator if you are eligible for Extended Free Entitlement and would like to use it at Brayton Headstart Preschool.

      Early Years Pupil Premium (EYPP)

      Brayton Headstart may receive the Early Years Pupil Premium (EYPP) for each child they have that meets the criteria set by the Government. We must show that we have used the money to help disadvantaged children. We can decide ourselves how to spend the money but will need to show Ofsted that what we have used it for makes a difference.

      The aim of the Early Years Pupil Premium is to close the gap between children from disadvantaged backgrounds and their peers by providing funding to settings such as ours, providing the opportunity to raise the quality of provision we offer.

      Eligibility

      Children will be eligible to claim Early Years Pupil Premium if they meet at least one of the following criteria:

      • Income support
      • Income-based Jobseeker’s Allowance
      • Income-based Employment and Support Allowance
      • Support under part VI of the Immigration and Asylum Act 1999
      • The guaranteed element of State Pension Credit
      • Child Tax Credit, provide they are not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190
      • Working Tax Credit run-on, which is paid for 4 weeks after they stop qualifying for Working Tax Credit
      • Universal Credit
      • They have been in local authority care for one day or more in England or Wales
      • They have been adopted from care in England or Wales
      • They have left care under a special guardianship order or residence order in England or Wales
      • Are subject to a child arrangement order.

      How will Brayton Headstart Preschool use the money?

      It is important to be able to justify the choices we make as to how we spend the EYPP money. We use the extra funding in any way we see appropriate to improve the quality of the Early Year’s education that we provide for your child. The focus needs to be on ‘closing the gap’ and for this cohort of children to be making more rapid progress if there is an identified risk of delay or delay in their development. This funding will enable us to refine and focus what we already do, as well as introduce further strategies.

      The way we use the money could include:

      • Additional training for our staff
      • Investing in partnership-working with our colleagues in the area to further our expertise, or supporting our staff in working on specialised areas such as speech and language,
      • Supporting parents by providing opportunities for working in partnership with you and supporting transitions.
      • Developing the home learning environment- Training for parents based on the needs of the child and family in a manner that suits the family
      • Buying new resources suitable to the child and for all the setting in order to ensure we are meeting the needs of developmental learning and support.

      Closures in Exceptional Circumstances

      In exceptional circumstances, the Preschool may have to close. Such as extreme weather conditions.  Wherever possible notice will be given to parents and information will be posted on our Facebook page and emailed.  In the event of this occurring the Preschool will still charge parents for those closed days, and no refund for Free Entitlement hours can be given nor taken at alternative times.

      If the preschool must close due to amenities failing such as no water, heat or lighting. We will either offer possible alternative sessions to compensate parents/carers who have already paid for their sessions; and space availability; or where we are unable to offer further sessions, a refund will be offered and a deduction from your next invoice will be given. Funded sessions will once again not be refunded, no alternative sessions can be given.

      Late Collect of Children

      Brayton Headstart Preschool reserves the right to make an additional charge for children who are not collected promptly and on time at the end of their preschool session.  The staff also have their own children to collect and their own responsibilities to manage outside their normal working hours.

      A five-minute grace period will be applied for repeated failure to collect on time. Please refer to your payment contract:

      • Understand that persistent late collection of a child (10 mins after session closure) will result in a £20.00 fine, payable by the next session.

      Failed Payment Costs

      Brayton Headstart Preschool reserves the right to recover costs associated with failed payments provided by parents, including any banking charges incurred. 

      If parents have any difficulty at all paying fees, it is essential that parents tell us straight away. We are always happy to discuss the possibility of alternative arrangements with parents in genuine financial difficulties.

      • Understand that late payment of fees and/or fines will result in your child losing their place at Headstart and will incur charges of up to £20.00 per week until the invoice is settled.
      1. parents will receive an informal email or late slip reminder that fees are outstanding.
      2. If, after a further 7 days, parents have still not paid their fees, they will receive a formal written reminder and an additional charge of the outstanding amount will be added to the bill.
      3. Should fees continue to be unpaid before 3pm on the last day of the term, we, regrettably, reserve the rights to ultimately refuse admission of the child if fees remain unpaid.

      Notice Period

      Should a parent wish to remove their child from the setting, a notice period of no less than four weeks’ notice must be given. 

      If insufficient notice is given, fee paying children will still be liable for their bill until the end of the notice period. 

      For funded children, transfers of funding to an alternative Setting will not be considered if midterm. 

      Extra sessions

      If you need to book occasional extra sessions for additional childcare needs such as appointments or emergencies, this may be possible according to our availability and at the discretion of the directors. Some sessions may have spaces in them, so please speak to Monika or Amanda as soon as possible. Extra sessions will be charged at our normal

      Fire safety and emergency evacuation policy

      Policy Statement

      We ensure our premises present no risk of fire by ensuring the highest possible standard of fire precautions.  The person in charge and staff are familiar with the current legal requirements.

      Procedures

      • The basis of fire safety is risk assessment, carried out by a ‘competent person’.
      • Fire doors are clearly marked, never obstructed, and easily opened from the inside.
      • Smoke detectors/alarms and fire fighting appliances conform to BS EN standards, are fitting in appropriate high-risk areas of the building and are checked as specified by the manufacturer.
      • Our emergency evacuation procedures are approved by the Fire Safety Officer and are:
      • Clearly displayed in the premises.
      • Explained to new members of staff, volunteers, and parents; and
      • Practised regularly, at least once every six weeks.
      • Records are kept of fire drills and of the servicing of fire safety equipment.

      Emergency Evacuation Procedure

      In the event of an evacuation, be it an emergency or pre-planned drill, the following procedure will apply.

      The alarm will be raised by the smoke alarm, a voice command or update from Brayton Academy that there has been an incident or drill there.

      The person in charge will ensure that the register, late arrival/early departure children’s register, phone, any urgent medications, first aid box and front door key are collected by staff.

      Staff will escort children out of one of the two fire exits and congregate at the meeting point which is situated behind the main fence line. No-one will go back for any belongings.

      One member of staff will exit last ensuring no children remain on the premises.

      Once at the meeting point the register will be taken and 999 called if applicable. In the event of an emergency no-one will re-enter the building until told safe to do so by emergency services personnel. All parents will be contacted by the person in charge.

      All staff, students and volunteers will be made aware of this procedure on induction

      Brayton Headstart Pre-school will carry out drills at least once per half term to ensure that staff are familiar with the sound of the alarm and this procedure. We acknowledge that developmentally many children may find this procedure difficult or upsetting – we will talk about this procedure and what may happen as part of our play when appropriate. Children will be escorted from the premises by competent and familiar staff. Some children may be carried from the building. We will always give comfort to those who may become distressed once their safety is assured.

      All evacuations will be recorded with the following information included:

      • Date and time of evacuation
      • Circumstances of evacuation
      • Numbers of staff, visitors, children present
      • How long the evacuation takes
      • Any problems that delayed the evacuation and
      • Any further action that needs to be taken

      Legal Framework

      • Regulatory Reform (Fire Safety) Order 2005

      Further Guidance

      • Fire Safety Risk Assessment – Educational Premises (HMG 2006)
      Health and safety policy - food safety

      At Brayton Headstart Pre-school our provision regards snack and mealtimes is an important part of our day.  Eating represents a social time for children and adults and helps children to learn about healthy eating.  We promote healthy eating using resources and material from the Pre-school Learning Alliance.  At snack and mealtimes, we aim to provide nutritious foods which meet the children’s individual dietary needs. 

      NUT FREE

      Brayton Headstart is a nut free provision. This means no food products containing nuts are brought into the building. We hope this will reduce the risk of any child or adult with a nut allergy coming into contact with a food product which could potentially be very harmful to them.

      We realise that many foods are labelled as having ‘traces of nut’ or ‘cannot guarantee nut free’ which are very difficult to avoid. We will speak to parents of any children who join the setting who have a nut allergy to establish the severity of the allergy and put in place a risk assessment. You will be required to produce a Health Care Plan from your Doctor to detail the allergy.

      To reduce the risk of an allergic reaction for child in our care: The Setting will:

      • Make sure cooking ingredients do not include nuts
      • Inform all new parents of this policy
      • Remind families periodically in Newsletters
      • Staff will not bring food containing nuts into the setting 

       We ask parents:

      • When preparing packed lunches to not include any food containing nuts (e.g. cereal bars, peanut butter or chocolate spread), if they do, these are not offered to the child, but left in their lunch boxes and parents/carers are telephoned/and a note will be placed in the lunchbox to remind them of our policy
      • If bringing a cake/biscuits/cookie into the setting to celebrate your child’s birthday, please ensure the list of ingredients do not include nuts – a senior member of staff will check the ingredients before it is offered to any child.
      • If giving a present to members of staff, please do not include nuts

      Procedures

      We follow these procedures to promote healthy eating in our setting:

      • Before a child starts to attend our setting, we ask their parents about their dietary needs and preferences, including any allergies.  (See the Managing Children who are Sick, Infectious or with Allergies Policy).
      • We record any information about each child’s dietary needs in the Registration Form and parents sign the form to signify that it is correct.
      • We regularly consult with parents to ensure that our records of their children’s dietary needs – including any allergies – are up to date.  Parents sign the up-dated record to signify that it is correct.
      • We display current information about individual children’s dietary needs so that all staff and volunteers are fully informed about them.
      • We implement systems to ensure that children receive only food and drink that is consistent with their dietary needs and preferences, as well as their parents’ wishes.
      • We plan snack menus and baking activities in advance, involving the children and parents in the planning where possible.
      • We display snack menus for parents to view.
      • We hold information about allergens present in our snack menus and parents can view this on request.
      • We organise snack times so that they are social occasions in which children and staff participate.
      • We use snack times to help children to develop independence through making choices, serving food and drink, and feeding themselves.
      • We have fresh drinking water constantly available for the children.  We inform the children about how to obtain the water and that they can ask for water at any time during the day.
      • We inform parents who provide food for their children information about suitable containers for food.
      • To protect children with food allergies, we discourage children from sharing and swapping their food with one another.

      Packed lunches

      Where children stay for lunch, a packed lunch is required, we-

      • Ensure perishable contents of packed lunches are stored either in the fridge or contain an ice pack to keep food cool.
      • Inform parents of our preferences for healthy eating.
      • Encourage parents to provide sandwiches with a healthy filling, fruit, and milk-based deserts, such as a yoghurt or crème fraiche, as we can only provide cold food from home.  We discourage sweet drinks and can provide children with water or milk.
      • Discourage packed lunch contents that consist largely of crisps, processed foods, sweet drinks, and sweet products such as cakes or biscuits.  We reserve the right to return this food to the parent as a last resort
      • Provide children bringing packed lunches with plates, cups, and cutlery.

      Choking on food

      There have been many reports on the news regarding fatalities on children choking on their food.  Please can we remind all parents and carers to ensure that all round foods such as grapes, strawberries, tomatoes, scotch eggs etc all need to be cut long ways and not across which can result in the child having food trapped blocking their windpipe.  This also applies to sausages as they need to be cut length ways, so they are thin and not round chucks.  Further information on what to do in the event of a child choking can be found here: https://www.nhs.uk/conditions/pregnancy-and-baby/helping-choking-baby/

      Staff responsibilities

      Staff will model healthy eating and good table manners through their own packed lunch choices. Staff will eat their lunch with the children.

      Legal framework

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

      Further guidance

      • Safer Food, Better Business (Food Standards Agency 2011)
      • Allergen Information for loose foods (Food Standards Agency June 2014)
      • NHS-How to stop a child from choking (2018)

      Other useful Pre-school Learning Alliance publications

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

      Food Hygiene Procedure

      We provide and/or serve food for children on the following basis

      • Snacks
      • Packed lunches

      At Brayton Headstart Pre-school we maintain the highest possible food hygiene standards with the regard to the purchase, storage, preparation and serving of food.

      We are registered as a food provider with the local authority Environmental Health Department and currently have a rating of 5.

      • The person in charge and the person responsible for food preparation understands the principles of Hazard Analysis and Critical Control Point (HACCP) as it applies to their business. This is set out in Safer Food, Better Business (Food Standards Agency 2011).  The basis for this is risk assessment of the purchase, storage, preparation and serving of food to prevent growth of bacteria and food contamination.
      • All staff follow the guidelines of Safer Food, Better Business and are aware of allergens in the food we provide.
      • All staff involved in the preparation and handling of food have received training in food hygiene.
      • Daily kitchen checks are carried out to ensure standards are met consistently.
      • We use reliable suppliers for the food we purchase.
      • Food is stored at correct temperatures and is checked to ensure it is in-date and not subject to contamination by pests, rodents, or mould.
      • Packed lunches are stored in the fridge or with an icepack and served to children within 4 hours of preparation at home.
      • Food preparation areas are cleaned before use as well as after use.
      • There are separate facilities for handwashing and for washing up.
      • All surfaces are clean and non-porous.
      • All utensils, crockery etc are clean and stored properly.
      • Waste food is disposed of daily.
      • Cleaning materials and other dangerous materials are stored out of children’s reach.
      • Children do not have unsupervised access to the kitchen.
      • When children take part in cooking activities, they:
      • Are always supervised.
      • Understand the importance of hand washing and simple hygiene rules.
      • Are kept away from hot surfaces and hot water; and
      • Do not have unsupervised access to electrical equipment, such as blenders etc.

      Legal Framework

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

      Further Guidance

      • Safer Food Better Business (Food Standards Agency 2011)
      • Allergen information for loose foods (Food Standards Agency June 2014)
      • Please also refer to our separate policies: Child Protection and Safeguarding, Accident and Incident policy
      Health and safety policy - General standards

      Policy Statement

      We believe the health and safety of children and adults is of paramount importance. We make our preschool a safe and healthy place for children, and adults.

      We aim to make children, parents, staff, volunteers, and visitors aware of health and safety issues and to minimise the hazards and associated risks. This enables the children to thrive and staff to work in a healthy and safe environment.

      Our members of staff responsible for health and safety are:
      Monika Wood (H&S Lead), and Amanda Prickett, whom both are competent to carry out these responsibilities.  Both staff have undertaken health and safety Level 3 training and regularly updates knowledge and understanding.

      We display the necessary health and safety poster in: The cloakroom.

      Insurance Cover

      We have public liability insurance and employers’ liability insurance.  The certificate for public liability insurance is displayed in: The cloakroom

      Awareness Raising

      Our induction training for staff and volunteers includes a clear explanation of health and safety issues, so that all adults can adhere to our policy and procedures as they understand their shared responsibility for health and safety.  The induction training covers matters of employee well-being, including safe lifting and the storage of potentially dangerous substances.

      • Records are kept of these induction training sessions and new staff and volunteers are asked to sign the records to confirm that they have taken part.
      • Health and safety issues are explained to the parents of new children, so that they understand the part played by these issues in the daily life of the setting.
      • All necessary, health and safety training is included in the annual training plans of staff, and health and safety is discussed regularly at staff meetings.
      • We operate a no-smoking policy.
      • Children are made aware of health and safety issues through discussions, planned activities and routines.

      Procedures

      • Regular safety monitoring will include reviewing the Accident Book and Accident Forms.
      • All adults are aware of the system in operation for the children’s arrival and departure.
      • A register of both adults and children is completed as people arrive so that a complete record of all those present is available in any emergency (full details are in our separate “Entry & Exit Procedure”).
      • The ratio of adults: children is adhered to at all times both inside and out.
      • At least two adults are present when children are on the premises.
      • All our permanent qualified members of staff are trained and qualified as Paediatric First Aiders.
      • An appropriately stocked first aid box is always available. First aid equipment is kept.
      • Health & Safety policies are made available to the parents of new children so that they understand the part played by these issues in the daily life of the preschool.
      • Children are made aware of health and safety issues through discussions, planned activities and routines.
      • Adults do not have hot drinks in the same room as the children.

      Safety of adults

      • Adults are provided with guidance about the safe storage, movement, lifting and erection of large pieces of equipment.
      • When adults need to reach up to store equipment or to change light bulbs, they are provided with safe equipment to do so.
      • The sickness of staff and their involvement in accidents is recorded. The records are reviewed termly to identify any issues that need to be addressed.
      • We keep a record of all substances that may be hazardous to health, such as cleaning chemicals, or gardening chemicals if used. This states what the risks are and what to do if they have contact with eyes or skin or are ingested.  It also states where they are stored.
      • We keep all cleaning chemicals in their original containers.

      Windows

      • Low level windows are made from materials that prevent accidental breakage or are made safe.
      • Windows are protected from accidental breakage or vandalism and people outside the building.

      Doors

      We take precautions to prevent children’s fingers from being trapped in doors.

      Floors

      All floor surfaces are checked daily to ensure they are clean and not uneven, wet or damaged.

      Electrical/gas equipment

      • All electrical/gas equipment conforms to safety requirements and is checked regularly.
      • Our boiler/electrical switch gear/meter cupboard is not accessible to the children.
      • Heaters, electric sockets, wires and leads are properly guarded, and the children are taught not to touch them.
      • Storage heaters are checked daily to make sure they are not covered.
      • There are sufficient sockets to prevent overloading.
      • The temperature of hot water is controlled to prevent scalds.
      • Lighting and ventilation are adequate in all areas including storage areas.

      Storage

      • All resources and materials, which are used by the children, are stored safely.
      • All equipment and resources are stored or stacked safely to prevent them accidentally falling or collapsing.

      Outdoor area

      Our outdoor area is securely fenced.

      • Our outdoor area is checked for safety and cleared of rubbish before it is used.
      • Adults and children are alerted to the dangers of poisonous plants, herbicides, and pesticides.
      • Where water can form a pool on equipment, it is emptied before children start playing outside.
      • Our outdoor sand pit is covered when not in use and is cleaned regularly.
      • All outdoor activities are always supervised.
      • We check all children are suitably attired for the weather conditions. 

      Lighting

      • Lighting and ventilation are adequate in all areas including storage areas.
      • Emergency lighting is installed and is regularly checked.

      Sun Safe

      • We are committed to a sun safe environment at pre-school.
      • All parents are required to use one a day sun protection before their child starts a session
      • We promote this through working with parents, staff, and children to improve our understanding and provision to avoid the harmful effects of too much exposure to ultraviolet light (UV).
      • Staff act as positive role models and set a good example by seeking out shade whenever possible and wearing suitable clothing, hat and sunscreen.
      • The outdoor area has shade provided by the outdoor shelter and we use temporary structures such as gazebos for use during outdoor play.
      • Children are encouraged to use the shaded areas during outdoor play when appropriate.
      • Children are encouraged to wear clothes that provide good sun protection.
      • Parents are requested to provide the pre-school with appropriate labelled sun hats and sunscreen for their child.
      • We provide spare sun hats and quality sunscreen that we may apply to children.
      • Children are encouraged to increase their water intake in hot weather.

      Hygiene

      We seek information from the Health Protection Agency to ensure that we keep up to date with the latest recommendations.

      Our daily routines encourage the children to learn about personal hygiene.

      • We have a daily cleaning routing for the setting, which includes the playroom, kitchen, rest area, toilets, and nappy changing areas.
        • We have a schedule for cleaning resources and equipment, dressing-up clothes, and furnishings.
        • The toilet area has a high standard of hygiene, including hand washing and drying facilities.
        • We implement good hygiene practices by:
        • Cleaning tables between activities.
        • Cleaning and checking toilets regularly.
        • Wearing protective clothing – such as aprons and disposable gloves – as appropriate.
      • Providing sets of clean clothes.
      • Providing tissues and wipes; and
      • Ensuring individual use of wipes.
      • Activities and resources
      • Before purchase or loan, equipment and resources are checked to ensure that they are safe for the ages and stages of the children currently attending the setting.
      • The layout of play equipment allows adults and children to move safely and freely between activities.
      • All equipment is regularly checked for cleanliness and safety, and any dangerous items are repaired or discarded.

      All materials, including paint and glue, are non-toxic.

      • Sand is clean and suitable for children’s play.
      • Physical play is constantly supervised.
      • Children are taught to handle and store tools safely.
      • Children learn about health, safety, and personal hygiene through the activities we provide and the routines we follow.
      • Any faulty equipment is removed from use and is repaired. If it cannot be repaired, it is discarded in line with local procedures.

      Oral Health

      • We promote the oral health of all children attending the setting by finding ways of encouraging to take care of their teeth and gums.

      Activities and Resources

      • Before purchase or loan, equipment and resources are checked to ensure that they are safe for the ages and stages of the children currently attending the setting.
      • The layout of play equipment allows adults and children to move safely and freely between activities.
      • All equipment is regularly checked for cleanliness and safety. Any dangerous or faulty items are repaired or discarded.
      • All materials, including paint and glue, are non-toxic.
      • Sand is clean and suitable for children’s play.
      • Physical play is constantly supervised.
      • Children are taught to handle and store tools safely.
      • Children learn about health, safety, and personal hygiene through the activities we provide and the routines we follow.
      • Provision is made for children who wish to sleep. We ensure that bedding is in good condition and suited to the age of the child. Sleeping children are frequently checked to ensure that they are safe.

      Jewellery and Accessories

      • Parents should ensure that no jewellery is worn by children that poses a danger such as bracelets that can get caught when climbing and necklaces that pose a risk of strangulation. We also strongly advise against the wearing of earrings.
      • Our staff do not wear jewellery or fashion accessories, such as high heels, that could pose a danger to themselves or children.

      ICT Equipment

      We are aware of various health & safety issues when using computers, and other ICT equipment such as iPads, with young children and the need to form good habits for the beginning:

      • Computers need to be set at the right height so that the child can sit comfortably without putting strain on back, neck or arms.
      • Chairs need to be adjusted to the right height so that the child looks at the monitor straight on.
      • Backs should be supported and feet flat on the floor, or on a block.
      • Children should hold their hands above the keyboard and in line with their wrists.
      • Children should be encouraged to have short turns at the computer so that they are not staring at the monitor for too long. We can use sand timers to enable children to self-monitor their time and to take turns.

      Additional safety issues that we are aware of are:

      • Locating computers so that air can circulate around.
      • Ensuring that children have clean hands when using the computer.
      • Taking care that no liquids or paints spill onto the keyboard.
      • Teaching awareness of electrical safety and keeping cables and sockets out of reach or covered.
      • Keeping magnets away from the computers.
      • Allowing only one child to hold the mouse and operate the keyboard at one time

      Legal Framework

      • Health and Safety at Work Act (1974)
      • Management of Health and Safety at Work Regulations (1999)
      • Electricity at Work Regulations (1989)
      • Control of Substances Hazardous to Health Regulations (COSHH) (2002)
      • Manual Handling Operations Regulations (1992 (As Amended 2004))
      • Health and Safety (Display Screen Equipment) Regulations (1992)

      Further Guidance

      • Health and Safety Law: What You Need to Know (HSE Revised 2009)
      • Health and Safety Regulation … A Short Guide (HSE 2003)
      • Electrical Safety and You: A Brief Guide (HSE 2012)
      • Working with Substances Hazardous to Health: What You Need to Know About COSHH (HSE Revised 2009)
      • Getting to Grips with Manual Handling – Frequently Asked Questions: A Short Guide (HSE 2011)

      Smoking & Vaping Policy

      Policy Statement

      At Brayton Headstart Preschool we comply with health and safety regulations and the Safeguarding and Welfare Requirements of the Early Years Foundation Stage in making the preschool is a no smoking environment. We also do not allow vaping of the use of e-cigarettes. This is both indoor and outdoor.

      Procedures

      • All staff, parents and volunteers are made aware of our No-smoking Policy.
      • We display no-smoking signs.
      • The No-Smoking Policy is stated in our information to Parents.
      • Staff who smoke do not do so during working hours.
      • Staff who do smoke prior to work, make every effort to reduce the effect of the odour and lingering effects of passive smoking for children and colleagues.
      • We actively encourage no-smoking by having information for parents and staff about where to get help to stop smoking if they are seeking this information.
      • Staff who smoke do not do so during working hours or on the premises at any time.
      • Staff who smoke during their break make every effort to reduce the effect of the odour and lingering effects of passive smoking for children and colleagues. None of our current staff smoke during their working preschool day.

      Staff Medication

      • Staff or volunteers taking any medication, either short-term or on-going, for medical conditions should declare this straightaway by completing a “Personal Details Form”.
      • The Management team should then complete a “Staff Medication Risk Assessment Form” for each medication being taken.
      • If a member of staff is taking medication which may affect their ability to care for children, we ensure that they seek further medical advice. Staff will only work directly with the children if medical advice confirms that the medication is unlikely to impair their ability to look after children properly.
      • All medication, prescribed or otherwise, must be stored safely by staff or volunteers in their locker.

      Alcohol and Other Substances

      • The use and storage of alcohol, or other substances, is not permitted within preschool.
      • Staff or volunteers must not be under the influence of alcohol, or any other substance, which may affect their ability to care for children.
      • If we have reason to believe that a member of staff is under the influence of alcohol or any other substance that may affect their ability to care for children, they will not be allowed to work directly with the children and further action will be taken.
      • We will not release a child to a parent or carer who appears to be under the influence of alcohol or any other substance. In these circumstances, we will follow our “Late Collection of Child Procedure”.

      Legal Framework

      • The Smoke-free (Premises and Enforcement) Regulations (2006)
      • The Smoke-free (Signs) Regulations (2007)

      Links to our administering medicines policy and Child Protection and Safeguard Policy

      Health and safety policy - Risk assessment

      Policy Statement

      All staff are responsible for ensuring the Health and Safety of the preschool is always maintained.  Monika Wood (Company Director) and Amanda Prickett (Business Director) are responsible for ensuring our Health and Safety Policy is implemented. Their roles are to be always vigilant to potential hazards.

      Brayton Headstart Preschool believes that the health and safety of children is of paramount importance.  We make our setting here at Brayton Headstart a safe and healthy place for children, parents, staff, and volunteers by assessing and minimising the hazards and risk to enable the children to thrive in a healthy and safe environment.

      This policy is based on the Pre-School Learning Alliance risk assessment processes, which follow five steps as follows:

      • Identification of a risk: Where is it and what is it?
      • Who is at risk: Childcare staff, children, parents, cleaners etc?
      • Assessment as to whether the level of risk is high, medium, low. This considers both the likelihood of it happening, as well as the possible impact if it did.
      • Control measures to reduce/eliminate risk: What will you need to do, or ensure others will do, to reduce that risk?
      • Monitoring and review: How do you know if what you have said is working, or is thorough enough? If it is not working, it will need to be amended, or maybe there is a better solution.

      Procedures

      • Our risk assessment process covers adults and children and includes:
      • Determining where it is helpful to make some written risk assessments in relation to specific issues, to inform staff practice, and to demonstrate how we are managing risks if asked by parents and/or carers and inspectors.
      • Checking for and noting hazards and risks indoors and outside, in relation to our premises and activities.
      • Accessing the level of risk and who might be affected.
      • Deciding which areas need attention; and
      • Developing an action plan that specifies the action required, the timescales for action, the person responsible for the action and any funding required.
      • Where more than five staff and volunteers are employed, the risk assessment is written and is reviewed regularly.
      • We maintain lists of health and safety issues, which are checked daily before the session begins, as well as those that are checked on a weekly and termly basis when a full risk assessment is carried out.

      Regular Risk Assessments

      A written daily risk assessment of health and safety issues is conducted by a member of staff before the session begins each day. There are also issues which are checked on a weekly termly basis. A full risk assessment is also conducted on a half-termly basis by the Pre-School the health and Safety Officer Lead (Monika). These risk assessments cover all aspects of our environment including the indoor and outdoor area and equipment. As part of our Health & Safety policy, all staff are required to assess the associated risks of any activity or environment at the start of any session or as routines change throughout the day. It is their responsibility to make safe any activity or environment by implementing suitable control measures to reduce or eliminate any risk. If they have any Health & Safety concerns regarding any activity or environment, they should report these immediately to the Health & Safety representatives named above.

      Legal Framework

      • Management of Health and Safety at Work Regulations (1999)

      Further Guidance

      • Five Steps to Risk Assessment (HSE 2011)

      Other useful Pre-school Learning Alliance publications

      • Managing Risk (2009)
      Inclusion and equality policy

      Valuing Diversity and Promoting Equality

      Policy statement

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

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

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

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

      Procedures

      Admissions

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

      • We advertise our service widely
      • We provide information in clear, concise language in spoken or written form
      • We base our Admissions Policy on a fair system
      • We ensure that all parents can view our Valuing Diversity and Promoting Equality Policy
      • We do not discriminate against a child or their family, or prevent entry to our setting, based on a protected characteristic as defined by the Equalities Act (2010). These are:
      • Disability
      • Race
      • Gender reassignment
      • Religion or belief
      • Sex
      • Sexual orientation
      • Age
      • Pregnancy and maternity
      • Marriage and civil partnership.
      • We do not discriminate against a child with a disability or refuse a child entry to our setting for reasons relating to disability.
      • We develop an action plan to ensure that people with impairments can participate successfully in the services offered by the setting and in the curriculum offered.
      • We act against any discriminatory behaviour by staff or parents whether by:
      • Direct discrimination – someone is treated less favourably because of a protected characteristic e.g., preventing families of some racial groups from using the service
      • Indirect discrimination – someone is affected unfavourably by a general policy, e.g., children must only speak English in the setting
      • Association – discriminating against someone who is associated with a person with a protected characteristic, e.g., behaving unfavourably to someone who is married to a person from a different cultural background
      • Perception – discrimination on the basis that it is thought someone has a protected characteristic, e.g., making assumptions about someone’s sexual orientation because of their mannerisms or how they speak
      • Displaying of openly discriminatory and possibly offensive materials, name calling, or threatening behaviour are unacceptable on, or around, the premises and will be dealt with in the strongest manner.
      • We arrange our waiting list on a first come basis considering the child’s birth date to where possible, prioritise the funded children.

      In addition, our policy may consider the following:

      • Funded 2-year-olds requiring a place
      • Looked after children
      • Children already attending who wish to increase their hours
      • Siblings already attending the setting.

      Employment

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

      Training

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

      Curriculum

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

      Our environment is as accessible as possible for all visitors and service users.  If access to our setting is found to treat disabled children or adults less favourably, then we would try and make reasonable adjustments to accommodate them by:

      • Making children feel valued and good about themselves and others
      • Ensuring that children have equality of access to learning
      • Adjusting the environment and resources to accommodate a wide range of learning, physical and sensory impairments
      • Making appropriate provision within the curriculum to ensure each child receives the widest possible opportunity to develop their skills and abilities, e.g., recognising the different learning styles of girls and boys
      • Positively reflecting the widest possible range of communities in the choice of resources
      • Celebrating a wide range of festivals
      • Creating an environment of mutual respect and tolerance
      • Differentiating the curriculum to meet children’s special educational needs
      • Helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable
      • Ensuring that the curriculum offered is inclusive of children with special education needs and children with disabilities
      • Ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning
      • Ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages.

      Valuing diversity in families

      • We welcome the diversity of family lifestyles and work with all families.
      • We encourage children to contribute stories of their everyday life to the setting.
      • We encourage mothers, fathers, and other carers to take part in the life of the setting and to contribute fully.
      • We offer a flexible payment system for families of differing means and offer information regarding sources of financial support.

      Food

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

      Monitoring and reviewing

      • So that our policies and procedures remain effective, we monitor and review them annually to ensure our strategies meets the overall aims to promote equality and to value diversity.
      • We provide a complaints procedure and can be viewed by parents at any time.

      Legal Framework

      • The Equality Act (2010)
      • Children Act (1989) & (2004)
      • Special Educational Needs and Disability Act (2001)
      • The Prevent Strategy 2015

      Other useful Pre-School Learning Alliance publications

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

      Statement of Intent – SEN

      At Brayton Headstart we are committed to providing a welcoming, accessible, and stimulating environment whereby all children and their families are welcomed, valued and supported.

      The intention of the pre-school is to maximise inclusion so that all children can experience a broad and varied curriculum.

      Inclusion is incorporated in the widest sense, and we ensure that it includes all children and young people as well as taking the rights of parents, carers, students, and all staff into account. It includes individuals with special educational needs and/or a disability, medical needs, those with English as an additional language, ‘looked after’ children as well as those from minority ethnic groups.

      Equal opportunities and the rights of the child are paramount and incorporated with the intention of not excluding any groups at risk of exclusion or social exclusion, as set out in the Early Years, Disability Discrimination, and the Equality Act (2010).

      Aims

      At Brayton Headstart Preschool, we recognise that every child is different and has individual needs, therefore we aim to provide an environment of equality and inclusion so that every child can reach their full potential.

      All children have full access to Early Years Education and care through the Early Years Foundation Stage. All children have the right to learn in a caring and considerate environment whereby all staff and children are valued for their contributions to pre-school life.

      We place great value on the involvement of parents and carers in their child’s care and education and are committed to working closely with all agencies involved in a child’s care so that the highest possible level of support and inclusive education can be gained for children.

      We are committed to the early identification of children with special educational needs, and we will adapt the clear and open procedures outlined in this policy.

      We will monitor the effectiveness of this policy and review it regularly, adjusting as necessary.

      The Code of Practice

      We follow the requirements of the Special Educational Needs and Disability Code of Practice: 0-25 years (2014), we will offer a graduated response to the identification of a special need. We recognise that there is a continuum of special needs, and we acknowledge that although our own observations, assessments and planning will be a very useful intervention, increasing specialist expertise may be required where necessary. When a need is identified that is not resolved using thorough planning or alternative approaches to learning, we will seek intervention from the appropriate external agencies.

      Staffing

      We pride ourselves on our successful key person system, whereby each child is appointed a member of staff who is then responsible for creating and maintaining links with the child and their family, always promoting the child’s welfare and individual needs, and sharing observations and assessments. We work to a high staff to child ratio where 2-year-olds have at least 1 member of staff to every 4 children and 3 and 4 year olds have at least 1 member of staff to every 8 children. Staff are highly qualified and there is an Early Years Professional who works full time at the setting.

      In the cases of staff allocated to working with children with specific needs they will be over and above the staffing levels outlined above.

      The SENCo (Special Educational Needs Co-ordinator)

      The SENCo role is taken on by a member of staff who is responsible for ensuring that the Code of Practice is adhered to by all staff, that the needs of any child with special educational needs are met and all records are appropriate and regularly updated. The SENCo here at Brayton Headstart Preschool is Monika Wood (Company Director) and she is supported by Amanda Prickett (Business Director) who are both trained in SENCo. We also have Sally Hartley and Marie Dolan whom also hold their SENCo training and will support the SENCo role.  All other staff are SEN training and continue to update their CPD with training.

      Through close liaisons with parents, staff, and outside agencies the SENCo ensures that all efforts are made to give the child in question the best possible care and education.

      The SENCo acts as a point of contact for all staff who may have concerns or questions about one of their key children, and in some instances, individual Learning and Provision Plan (ILPP) may be put in place.  It is the SENCo’s responsibility to ensure achievable targets and plans are put in place and regularly reviewed.  All ILPP’s will be discussed at the weekly staff meeting to ensure targets are being met and that any concerns can be addressed.  If required, we would request involvement from the Inclusive Education Services within North Yorkshire County Council for additional support.  Such requests can only be submitted with parental consent.

      Regular training with other SENCo’s from across the county is attended to ensure all practice is up to date.

      Admissions

      We operate under a full and comprehensive admissions policy (see separate policy) and welcome all children and their families and/or carers into our setting. We will collect relevant information about a child prior to them starting to be able to fully meet their individual needs. If a child is considered to have special needs we will first and foremost discuss these concerns with parents and/or carers, following this discussion any reasonable adjustments to our setting, which are felt by all parties to allow us to better meet the needs of that child, will be made. Further staff training or equipment may also be necessary, and the pre-school will meet these demands where possible.

      Partnership with Parents

      We place great value on the positive impact close partnerships with parents has on the well-being of any child, even more so when a child has been identified as having additional needs.

      We are committed to working closely with parents to create and maintain these positive relationships, enabling us all to work together to support the child.

      We ensure that parents are kept well informed of their child’s progress through daily discussion, the learning journeys and regular progress reviews.  Parents are fully involved when an ILPP is put into place, and we can provide parents with information about sources of independent advice and support where necessary.  They also receive weekly updates informing them about the ILPP targets set.

      We ensure that children with special educational needs are appropriately involved at all stages of the graduated response, considering their levels of ability.

      Provision and Resources

      We operate from our own portacabin which is surrounded by a secure outdoor area.

      Our core provision, both indoors and outdoors, is largely continuous, promoting confidence and independence as well as enabling all children to achieve their full potential in each of the areas of learning as defined by the Early Years Foundation Stage. All areas of provision are audited, and risk assessed regularly to ensure inclusive practice remains a priority.

       We embrace the diversity of our modern-day society and through our own inclusive practice model this behaviour for the children. Pictures and resources are available throughout the provision that reflect and celebrate the diversity of people and their needs.

      We always ensure privacy and dignity of all children in our setting.

      Children with additional needs may require modified or specialist resources which will be provided wherever possible. If staff training is required for us to be able to fully utilise these resources, we will endeavour to provide that too.

      Observation and Planning

      We follow the guidelines as set out in the EYFS framework and Special Educational Needs and Disability Code of Practice 0-25 years (2014). Through close and careful observation of play experiences by experienced staff we can quickly identify any learning needs and act upon them accordingly. We are aware that some activities and resources may need to be adapted to better suit an individual child’s needs and this is planned into every session.

      Progress is reviewed constantly through excellent staff relations and a sound key person system being in place. More formal evaluation takes place termly, where any issues with a child’s progress can be discussed within the staff team.

      Where concerns are raised by a practitioner or a parent/carer about a child, we follow a graduated response as detailed in the Special Educational Needs and Disability Code of Practice: 0-25 years (2014), namely SEND Code of Practice for the Early Years.

      Individual Learning and Provision Plans (ILPP’S)

      When a concern is raised about a child the first source of advice is the setting SENCo, who will assist the keyperson in carrying out detailed observations on the child as well as gathering relevant information from the parents and/or carers of that child. Together with parents/carers, the keyperson and SENCo will decide on the action needed to help the child progress. These actions will be recorded in an Individualised Learning and Provision Plan (ILPP), which will include a maximum of three targets and will be reviewed, with parents, at least once a term.

      Graduated Approach

      The next step to allow the child to progress would involve outside agencies.  A request for involvement from the Inclusive Education Services within North Yorkshire County Council can be requested with parental consent.  Their services include Hearing Impairment Outreach, Early Years Advisory Teachers and Communication and Interaction (Autism) Outreach.

      Parents will be asked to give written permission before any outside agency observes their child or sees their child’s records. In cases of a graduated approach, ILPPs will be reviewed at least every half term.

      Funding

      In the small number of cases where a graduated approach is not sufficient to enable a child to progress, we can apply for funding and support from the Local Education Authority. Parents/carers will be fully aware of any such decision and will receive written notification of the outcome of the assessment within 12 weeks of the assessments start date.

      Links with Other Agencies

      We recognise and value the fact that in some cases support from a variety of outside agencies is required to fully meet the needs of an individual child. We liaise with a range of specialist services across the county to access help and advice as necessary. Parents are always kept fully informed of any such liaison and written permission is sought before observations and assessments from these agencies takes place.

      Transition to School / Links with other Early Years Settings

      We have close links with local primary schools to help with the transition from pre-school to primary school. The setting manager and SENCo will attend cluster meetings with local primary schools to develop and support good transition arrangements. Local primary schools have regular visit sessions, and some conduct home visits prior to a child starting with them. Teachers from the primary schools will be invited to visit the children in setting.

      For children with Special Educational Needs, the transition process begins as soon as the primary school is allocated. ILPPs are shared and where possible, the school SENCo will be involved in target writing in the term prior to the change.

      With full parental permission we will share our observations, assessments and ILPPs in the instances of a child moving setting. Depending on time constraints surrounding the move we will endeavour to support the transition between settings as we would that of going to school.

      Challenging Discrimination

      We have a thorough Equality and Diversity policy (see separate policy) which outlines the fact that we at Headstart will challenge inappropriate attitudes within our setting. We model the behaviour we would like to see and will treat any inappropriate behaviour as a priority.

      Complaints

      In the event of dissatisfaction, please refer to our settings complaints Policy and Procedure.

      Policy Management

      The effectiveness of this policy is regularly reviewed through ILPP reviews, staff and management meetings, training, inspections and parental/outside agency views. Any necessary adjustments will be made. Any complaints about this policy will be dealt with in accordance with the Pre-school’s Complaints Policy.

      Legal Framework

      Special Educational Needs and Disability Code of Practice: 0-25 years (2014)

      Early Years, disability discrimination and the Equality Act 2010

      The Prevent Duty & British Values

      At Brayton Headstart Pre-school we appreciate the value of teaching children about the various cultures and behaviours of these cultures that make up the modern-day world. We will do this through age-appropriate planned activities within the setting. However, we understand the importance of British Values and welcome their inclusion in the Early Years Foundation Stage (2017).

      Brayton Headstart Pre-school has interpreted the British Values to be as follows:

      • Democracy
      • Rule of law
      • Individual liberty
      • Mutual respect and tolerance

      We will not accept any practice that:

      • Actively promotes intolerance of any faith, culture, or race
      • Fails to challenge gender stereotypes or that segregates girls and boys
      • Isolates children from their wider community
      • Fails to challenge those behaviours that are not in line with British Values as interpreted by Brayton Headstart Playgroup, as explained below.

      Democracy

      Our staff will encourage children to see their role in the bigger picture, take into consideration the views and opinions of others and talk about their feelings. Children will be encouraged to be independent but know that they can ask for help. Children in a group activity for example may be asked to give their opinion by a show of hands.

      Staff support the decisions children make and plan activities that involve sharing and turn taking. Children’s questions are welcomed and valued.

      Rule of Law

      Children are encouraged to think about the consequences of their behaviours and to distinguish between right and wrong.

      Staff are consistent with boundaries and rules within the setting such as no running and tidying up at the end of an activity.

      Individual Liberty

      Children are supported to develop a positive sense of themselves through activities that promote self-confidence and high self-esteem. Independence and “having a go” is encouraged in all areas of provision in line with the Characteristics of Effective Learning.

      Staff are confident in talking to children about their feelings and acknowledging that it is ok to feel angry or sad. Children will be encouraged to consider the feelings of others through talk, role play and stories.

      Mutual respect and tolerance

      We have a strong attitude towards equality and diversity within the setting. Children will be encouraged to appreciate and respect cultures different to their own and share experiences from their own lives.

      Training

      All our staff have completed the Channel General Awareness Programme

      Legal Framework

      • Early Years Foundation Stage Statutory framework (2017)

      Further Guidance

      • Prevent Duty Guidance (DfES 2015)

      Related Policies

      • Child Protection
      • Valuing diversity and promoting equality

      Achieving positive behaviour

      Information and communication technology (ICT) policy

      Policy Statement

      The preschool recognises the rapidly changing world of ICT and the role technology plays in our media rich environment.

      We believe ICT includes all current technologies in the world around young children today; it is therefore not just about computer use but includes everyday technologies such as answer phones and washing machines, programmable toys and remote controls as well as other technological tools such as digital cameras, laminators and scanners.

      By creating opportunities to investigate, try and experience technology in the home, Preschool, community and outside environment, children will learn for themselves whilst being taught skills and knowledge to enable them to build on what they know.

      By carefully planning our play areas to reflect the world in which we live, children will, through play, gain experience and an understanding of ICT.

      Early Years Foundation Stage (EYFS)

      Children should:

      • Show an interest in ICT.
      • Seek to acquire basic skills, turning on and operating ICT equipment.
      • Know how to operate simple equipment – intercom, pelican crossing etc.
      • Complete a simple program.
      • Use ICT to perform simple functions, for example a TV remote.
      • Use a mouse and keyboard to interact with age-appropriate software and programmable toys.
      • Use ICT hardware to interact with age-appropriate computer software

      We believe:

      • ICT is a tool for learning.
      • Technology is part of children’s worlds, and a relevant curriculum includes investigating technology as well as using technology to learn.
      • Working in partnership with parents is vital for enriching children’s experiences with appropriate technology both at home and school. We believe this partnership is a two-way process that we can all learn from for the benefit of the children.
      • ICT is more than computers and their experiences of ICT in everyday life are used as a basis for learning.
      • ICT is not an add-on to the curriculum but embedded across all areas of learning.
      • Children need to be in control and to use technology independently.
      • Technology needs to be appropriate and accessible for young children.
      • Children can be confident users of technology.

      Our Aims

      Our aims in teaching and providing opportunities for ICT are:

      • That we build on each child’s previous experience.
      • To cultivate the skills that are essential for the children to gain access to developing technologies.
      • To promote the children’s enjoyment of ICT, building on their experience in everyday life as a basis for learning.
      • To evaluate resources and update and add to them as necessary.
      • To undertake ICT training and opportunities for all staff.
      • To consider issues relating to inclusion and to allow for differentiation with children that need additional help to access learning.
      • To be aware of current developments in ICT.
      • To use initiative from central and local government, authorities, and other bodies to support ICT in the preschool.
      • To ensure the health and safety of children, staff, and visitors regarding using ICT.
      • To develop ICT capability in finding, selecting, and using information.
      • To use ICT for effective and appropriate communication.
      • To apply the children’s ICT skills and knowledge to their learning in other areas of the curriculum.
      • To develop the children’s understanding of everyday uses of ICT.
      • To develop technological literacy through a range of products which children will be familiar with, and which will be easily understood and accessed.
      • To encourage children to work collaboratively, sharing knowledge, skills, and enjoyment.
      • To develop a skills-based approach to computer use which puts the child in control of the equipment rather than the other way round.
      • To encourage children and staff to use the Internet to gain knowledge and support learning.
      • To use technology as a means of additional communication with families and the community.

      Our Strategies

      To ensure our aims are met, the following strategies will be employed:

      • Ongoing monitoring and recording of children’s achievements and areas needing support and development.
      • Through planning, following observations to ensure a broad and balanced approach to ICT.
      • To have an environment in the pre-school which reflects our present technological world and where children can access equipment, computer and programmable toys with ease and confidence.
      • All children will have equal access to technological equipment regardless of gender, race, culture, ethnicity, disability, or class.
      • Software availability will address language needs of pupils.
      • ICT equipment will be used to record the progress of children, for example, use of pre-school digital camera and video camera.
      • ICT equipment will be used to display children’s work and to enhance interactive displays.
      • Develop staff skills so that they are confident about when to use ICT for effective learning.
      • Use ICT tools to improve efficiency of pre-school management and communication both within the pre-school and with external communities, for example, use e-mail to communicate with parents, and other professionals.
      • Take advantage of government and retail initiatives to improve school resources.
      • Health and safety procedures regarding computer use and the use of all electrical equipment will be adhered to as set out in the health and safety policy, for example, regular testing of electrical equipment.
      • The internet is available in pre-school with a policy & procedure in place to safely support its use.
      • Attend conferences and exhibitions to view new technologies.

      Learning and Teaching

      We employ a range of strategies and use our professional judgment to decide on the most appropriate styles of teaching and learning. To enable the child to become a confident and independent user of ICT we use a balance of:

       Demonstration, modelling, discussion, presenting and sensitive intervention.

      • Demonstration, modelling, discussion, presenting and sensitive intervention.
      • Peer to peer teaching and collaboration.
      • Planned learning opportunities.
      • A learning environment that encourages and enables children’s spontaneous use of ICT.
      • Time for independent use with opportunities to experiment and explore.
      • Opportunities to play with all forms of appropriate technology.

       Equal Opportunities

      All children should have equal access to ICT to develop their personal ICT capability and understanding. Our aims are:

      • To ensure ICT applications are free from violence and stereotyping.
      • To reflect the world we live in, with our cultures and races, in our choice of ICT applications.
      • To help all children to use ICT with enjoyment and confidence.
      • To help all children to become independent and autonomous users of ICT.
      • To enable each child to achieve their highest potential in ICT.

      Our learning and teaching assure that:

      • Through planned experiences, all children have equal access to ICT applications.
      • Individual needs are observed, monitored, and planned for providing appropriate access for all children.
      • All groups of children will be monitored so that no one group misses’ opportunities, for example, on-going monitoring ensures girls have the same opportunities as the boys to use the computer.
      • Activities are planned which allow for different levels of achievement by children or that incorporate possibilities for extension work.
      • Children will have opportunities that will challenge them and allow for development.

      The SENCO advises on the IT support that can be provided to individual children with educational needs, including high ability children.

      Observing & Recording

      We endeavour to ensure that not only do children acquire skills and are able to use computer programs, but they will increase their levels of confidence and independence. ICT resources and experiences are identified within long, medium- and short-term planning across all areas of learning. Both discrete ICT experiences as well as using ICT across areas of learning are planned for. These experiences are observed and evaluated, and next steps are built back into planning.

      Internet Safety

      It is recognised that access to the internet can enhance a child’s development but that strict controls are necessary to deal with any undesirable material. To ensure these controls are in place, the following measures are taken:

      • Access is via the children’s PC whose screen is in a visible area.
      • The children’s PC is always turned off at the end of any group session.
      • Virus protection updates are on-going.
      • A firewall is present to protect from unwanted materials.
      • The use of the internet is always supervised by a member of staff.
      • Internet access is only permitted to suitable children’s websites, and this is always overseen and supervised by staff.
      • All programmes, discs and websites are checked by staff and management team for suitability before being used with the children. 

      Internet Safety – The Prevent Duty

      The Prevent Duty Guidance came into force on 1 July 2015. The Prevent Duty sets out the need for ‘British Values’ to help everyone live in safe and welcoming communities where they feel they belong.

      It places duties on schools and registered childcare providers around keeping children safe and promoting their welfare. In particular, the Prevent Duty requires providers to ‘have due regard to prevent people from being drawn into terrorism’.

      The internet provides children with access to a wide range of content, some of which is harmful. Extremists use the internet, including social media, to share their messages. The internet safety policy used in our pre-school stops inappropriate content, including extremist content, being accessed.

      We are aware that children and young people have access to unfiltered internet when using their mobile phones or in the home and parents need to be vigilant in ensuring that their children are not accessing inappropriate and harmful content.

      See our Child Protection and Safeguard Policy, The Data Protection Act Policy and E-Safety Policy.

      Information sharing policy

      Practitioners need to understand their organisation’s position and commitment to information sharing.  They need to have confidence in the continued support of their organisation where they have used their professional judgement and shared information professionally.’

      Information Sharing: Advice for practitioners proving safeguarding services to the children, young people, parents, and carers 2018.

      Policy Statement

      We recognise that parents have a right to know that the information they share with us will be regarded as confidential, as well as to be informed about the circumstances when, and the reasons why, we are obliged to share information.

      We record and share information about children and their families (data subjects) in line with the six principles of the General Data Protection Regulation (GDPR) (2018) which are further explained in our Privacy Notice that is given to parents at the point of registration.

      The six principles state that personal data must be:

      1. Processed fairly, lawfully and in a transparent manner in relation to the data subject.
      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 for no longer than is necessary for the purposes for which the data is processed.
      6. Processed in a way that ensures appropriate security of the persona data including protection against accidental loss, destruction, or damage, using appropriate technical or organisational measures.

      We are obliged to share confidential information without authorisation from the person who provided it, or to whom it relates, if it is in the public interest.  That is when:

      • It is to prevent a crime from being committed or to intervene where one may have been, or to prevent harm to a child or adult; or
      • Not sharing it could be worse than the outcome of having shared it. 

      We are obliged to share confidential information without authorisation from the person who provided it, or to whom it relates, if it is in the public interest. That is when:

      • it is to prevent a crime from being committed or to intervene where one may have been, or to prevent harm to a child or adult; or
      • not sharing it could be worse than the outcome of having shared it.

      The responsibility for this decision-making should not rely solely on an individual but should have the back-up of the management team. When we are obliged to share this confidential information, the decision to do this is made by the Preschool Safeguarding Children Officer (“designated person”).

      The management team provide clear guidance, policy and procedures to ensure all staff and volunteers understand their information sharing responsibilities and are able to respond in a timely, appropriate way to any safeguarding concerns.

      The three critical criteria are:

      • Where there is evidence that the child is suffering, or is at risk of suffering, significant harm.
      • Where there is reasonable cause to believe that a child may be suffering, or is at risk of suffering, significant harm.
      • To prevent significant harm arising to children and young people or adults, including the prevention, detection, and prosecution of serious crime.

      Procedures

      Our procedure is based on the seven golden rules for information sharing as set out in Information Sharing: Guidance for Practitioners and Managers (DCSF 2008).

      1. Remember that the Data Protection Act is not a barrier to sharing information but provides a framework to ensure that personal information about living persons is shared appropriately.
        • Our policy and procedures on Information Sharing: Advice for practitioners proving safeguarding services to the children, young people, parents and carers 2018.
      1. Be open and honest with the person (and/or their family where appropriate) from the outset about why, what, how and with whom information will, or could, be shared, and seek their agreement, unless it is unsafe or inappropriate to do so.

        In our setting we ensure parents:

        • Receive information about our Information Sharing Policy when starting their child in the setting and that they sign our Registration Form to say that they understand the circumstances in which information may be shared without their consent. This will only be when it is a matter of safeguarding a child or vulnerable adult.
        • Have information about our Safeguarding Children and Child Protection Policy; and
        • Have information about the other circumstances when information will be shared with external agencies, for example, about any special needs the child may have or transition to school.
      1. Seek advice if you are in any doubt, without disclosing the identity of the person where possible.

        Managers contact children’s social care for advice where they have doubts or are unsure.

      1. Share with consent where appropriate and, where possible, respect the wishes of those who do not consent to share confidential information. You may still share information without consent if, in your judgement, that lack of consent can be overridden in the public interest.  You will need to base your judgement on the facts of the case.
        • Guidance for consent is part of this procedure.
      1. Consider safety and well-being: Base your information sharing decisions on considerations of the safety and well-being of the person and others who may be affected by their actions.

      In our setting we:

        • Record concerns and discuss these with the setting’s designation person and/or designated officer from the management committee for child protection matters.
        • Record decisions made and the reasons why information will be shared and to whom; and
        • Follow the procedures for reporting concerns and record keeping.
      1. Necessary, proportionate, relevant, accurate, timely and secure: Ensure that the information you share is necessary for the purpose for which you are sharing it, is shared only with those people who need to have it, is accurate and up to date, is shared in a timely fashion, and is shared securely.
        • Our Safeguarding Policy under Record Keeping and Information Sharing Policy set out how and where information should be recorded and what information should be shared with another agency when making a referral.
      1. Keep a record of your decision and the reasons for it – whether it is to share information or not. If you decide to share, then record what you have shared, with whom and for what purpose.
        • Where information is shared, the reasons for doing so are recorded in the child’s file; where it is decided that information is not to be shared that is recorded too.

      Consent

      Parents have a right to be informed that their consent to share information will be sought in most cases, as well as the kinds of circumstances when their consent may not be sought, or their refusal to give consent may be overridden.  We do this as follows:

      • Our policies and procedures set out our responsibility regarding gaining consent to share information and when it may not be sought or overridden.
      • We may cover verbally when the child starts or include this in our prospectus.
      • Parents are asked to give written consent to share information about any additional needs their child may have, or to pass on child development summaries to the next provider/school.
      • Copies are given to parents of the forms they sign.
      • We consider the following questions when we need to share:
      • Is there legitimate purpose to sharing the information?
      • Does the information enable the person to be identified?
      • Is the information confidential?
      • If the information is confidential, do we have consent to share?
      • Is there a statutory duty or court order requiring us to share the information?
      • If consent is refused, or there are good reasons not to seek consent, is there sufficient public interest for us to share information?
      • If the decision is to share, are we sharing the right information in the right way?
      • Have we properly recorded our decision?

      Separated parents

      • Consent to share need only be sought from one parent. Where parents are separated, this would normally be the parent with whom the child resides. Where there is a dispute, we will consider this carefully.
      • Where the child is looked after, we may also need to consult the Local Authority, as ‘corporate parent’ before information is shared.

      All the undertakings above are subject to the paramount commitment of the setting, which is to the safety and well-being of the child.  Please see our Safeguarding Children and Child Protection Policy and Record Keeping Policy.

      Legal Framework

      • Data Protection Act (1998, 2020), GDPR (2018)
      • Human Rights Act (1998)

      Further Guidance

      • Information Sharing: Advice for practitioners proving safeguarding services to the children, young people, parents, and carers 2018.
      Making a complaint policy

      Policy Statement

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

      Procedures

      All settings are required to keep a written record of any complaints that reach stage two and above, and their outcome.  This is to be made available to parents, as well as to Ofsted inspectors on request.

      Making a complaint

      Stage 1

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

      Stage 2

      • If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complaint in writing to the setting manager.
      • The setting stores written complaints from parents in the child’s data personal file. However, if the complaint involves a detailed investigation, the setting manager/directors may wish to store all information relating to the investigation in a separate file designated for this complaint.
      • When the investigation into the complaint is completed, the setting manager meets with the parent to discuss the outcome.
      • Parents must be informed of the outcome of the investigation with 28 days of making the complaint.
      • When the complaint is resolved at this stage, the summative points are logged.

      Stage 3

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

      Stage 4

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

      Stage 5

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

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

      • Parents may approach Ofsted directly at any stage of this complaint’s procedure. In addition, where there seems to be a possible breach of the setting’s registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Safeguarding and Welfare Requirements of the Early Years Foundation Stage are adhered to.
      • To contact Ofsted regarding a complaint:
        0300 123 1231                  whistleblowing@ofsted.gov.uk
      • These details are displayed in our cloakroom.
      • If a child appears to be at risk, our setting follows the procedures of the Local Safeguarding Children Board.
      • In these cases, both the parent and setting are informed, and the setting Directors works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint, followed by appropriate action.

      Records

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

      Other useful Pre-school Learning Alliance Publications

      • Complaints Investigation Record (2012)
      Managing children who are sick or infectious policy

      Policy Statement

      We provide care for healthy children and promote health through preventing cross infection of viruses and bacterial infections. We aim to make children, parents/carers, and staff aware of the importance of practising good hygiene to minimise the risk of spreading infection.

      Parents are asked to keep their child at home if they are ill or have any infection. Parents should inform the preschool as to the nature of the illness or infection so that other parents can be alerted and make careful observations of any child who seems unwell. We will refuse admittance to a child who has a temperature, sickness or diarrhoea, or a contagious infection or disease.

      Coronavirus (COVID-19)

      Please follow the latest public health advice and current government guidelines. If your child or a member of your household has COVID-19 or has symptoms of COVID-19, please contact us before bringing you child into pre-school so that we can discuss the best course of action with you.

      Procedures for Children who are Sick or Infectious

      • We follow the “Guidance of infection control in schools and other childcare settings” published by Public Health England (PHE). Parents are asked to adhere to the guidance given in respect of excludable rashes, infections, diarrhoea, and vomiting illnesses, respiratory infections, and other infections listed in this document together with their current exclusion times. The full list is obtainable from the Preschool and includes common childhood illnesses such as measles and chicken pox.
      • If a parent has found the need to administer Calpol, Nurofen or an equivalent

      medicine to their child, parents are requested to keep their child at home and monitor their condition.

      • We may only administer medicine prescribed by a child’s GP. Please see our separate “Administering Medicines Policy”.
      • When a child has been prescribed antibiotics, parents are asked to keep them at home for 48 hours before returning to preschool.
      • Unwell children of pre-school staff will not accompany their parents to work in the preschool. 

      Diarrhoea and Vomiting

      Parents must keep their child away from preschool for at least 48 hours from the last episode of diarrhoea or vomiting.

      Parents must also report if their child has diarrhoea or vomiting to a member of staff so that we can make other parents aware. This is done confidentially, and no names are mentioned.

      Please look out for our emails/Facebook page which will notify you if we have any cases.

      Conjunctivitis

      Current government guidance states that exclusion from preschool is not necessary if a child has conjunctivitis. Bacterial conjunctivitis usually resolves on its own in most cases.

      Parents should allow symptoms to resolve before seeking antibiotics from their GP or purchasing antibiotic eye drops from pharmacy. Parents are advised to treat their child using sterile salt water and cotton wool, wiping each eye from inside to outside, using a clean piece of cotton wool for each eye.

      Head Lice and Nits

      Head lice are a common problem in children, and they are largely harmless but can live in hair for a long time if not properly treated and can be irritating and frustrating to deal with.

      Exclusion from preschool is generally not necessary for a child with this condition as it is unlikely to help prevent the spread of head lice. However, if a child is found to have head lice, it is important to for parents to begin treatment straightaway and before the child returns to pre-school. Prompt treatment action is requested so that we reduce the risk of head lice being passed on to others.

      Parents must also report if their child has head lice to a member of staff so that we can make other parents aware. This is done confidentially, and no names are mentioned. Please look out for our emails/Facebook page which will notify you if we have any cases which will notify you if we have any infestations.

      Please be aware that it is the parent’s responsibility to check their child’s hair regularly and treat it as soon as possible if any head lice are found. Please note that staff are unable to check through a child’s hair for you in case of head lice dropping off on to clothes, toys, or their own hair. This is our prevention procedure.

      Procedures for Children who are Unwell at Pre-School

      • If a child appears unwell during a session at pre-school – for example, has a temperature, sickness, diarrhoea, or pains, particularly in the head or stomach – the parents are called and asked to collect their child straightaway, or to send a known carer to collect on their behalf.
      • A child’s temperature is taken using a ‘fever scan’ kept near to the first aid box.
      • If a child has a temperature, they are kept cool by removing top clothing and given a drink but are kept away from draughts.
      • In extreme cases of emergency, the child is taken to the nearest hospital and the parent is informed.

      HIV/AIDS/Hepatitis Procedure

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

      • Single use vinyl gloves and aprons are worn when changing children’s nappies, pants and clothing that are soiled with blood, urine, faeces, or vomit.
      • Protective rubber gloves are used for rinsing clothing after changing.
      • Soiled clothing is rinsed and bagged for parents to collect.
      • Spills of blood, urine, faeces, or vomit are cleared using mild disinfectant solution and mops; cloths used are disposed of.
      • Tables and other furniture, furnishings or toys affected by blood, urine, faeces or vomit are cleaned using a disinfectant.

      Pandemic Flu (such as Swine Flu) Infection Control

      We limit the risk of catching or spreading the flu virus by:

      • Regular hand washing.
      • Minimising contact between our hands and mouth/nose.
      • Covering nose and mouth when coughing or sneezing, using a tissue and disposing of the tissue prompting and carefully.
      • Encouraging children to follow the guidance above.
      • Displaying posters to encourage good practice of hygiene and to promote infection control.
      • Ensuring that the hygiene requirements of our “Health and Safety Policy” are adhered to.
      • Asking parents to keep any child with symptoms of flu at home until they are clear of the symptoms.
      • Isolating any child who becomes ill with symptoms of the flu from other children until the child can be collected by his parents.
      • Instructing staff to remain at home if they display any relevant flu symptoms or sending them home if they first display symptoms while at work.
      • Advising anyone who thinks they may have been in contact with swine or pandemic flu to seek medical advice.

      Setting Closure

      The latest scientific advice is that closing individual settings is of limited benefit in stopping the spread of pandemic flu. However, we will close the setting if advised to do so by the local authority in the interests of safeguarding children in our care or if we have too few unaffected staff to run the session safely. In the event of closure, we would follow our “Emergency Closure of Setting policy”.

      Advance Planning

      In preparation for dealing with a pandemic disease, we ensure that all contact details for staff, children and parents are up to date.

      We will prepare letters of notification for parents and staff so that they can be distributed as soon as an outbreak occurs.

      “Notifications of Infectious Diseases” (NOIDS)

      We regularly update our information regarding “Notifications of infectious diseases” (NOIDS) by checking the latest guidance from Public Health England (PHE) and the local authority. This information is passed on to staff and parents.

      The following diseases notifiable to local authority proper officers under the Health Protection (Notification) Regulations 2010:

      Acute encephalitis – Acute infectious hepatitis – Acute meningitis – Acute poliomyelitis – Anthrax – Botulism – Brucellosis – Cholera – Diphtheria – Enteric fever (typhoid or paratyphoid fever) – Food poisoning – Haemolytic uraemic syndrome (HUS) – Infectious bloody diarrhoea – Invasive group A streptococcal disease – Legionnaires’ disease – Leprosy – Malaria – Measles – Meningococcal septicaemia – Mumps – Plague – Rabies – Rubella – Severe Acute Respiratory Syndrome (SARS) – Scarlet fever – Smallpox – Tetanus – Tuberculosis – Typhus – Viral haemorrhagic fever (VHF) – Whooping cough – Yellow fever

      If a child or adult is diagnosed suffering from a notifiable disease under the above regulations, the GP will report this to the local authority who in turn notify PHE.

      When the pre-school becomes aware, or is formally informed of the notifiable disease, the Preschool Supervisor informs Ofsted and acts on any advice given by PHE.

      Children with allergies

      • When parents start their children at our setting, they are asked if their child suffers from any known allergies. This is recorded on the Registration Form.
      • If a child has an allergy, a risk assessment form is completed to detail the following:
      • The allergen (i.e., the substance, material or living creature the child is allergic to such as nuts, eggs, bee stings, cats etc).
      • The nature of the allergic reactions, e.g., anaphylactic shock reaction, including rash, reddening or the skin, swelling, breathing problems etc.
      • What to do in the case of an allergic reaction, any medication used and how it is to be used (e.g., EpiPen).
      • Control measures – such as how the child can be prevented from contact with the allergen.
      • Review
      • This form is kept in the child’s personal file and a copy is displayed where staff can see it.
      • Parents train staff in how to administer special medication in the event of an allergic reaction.
      • Generally, no nuts or nut products are used within the setting.
      • Parents are made aware so that no nut or nut products are accidentally brought in, for example to a party.

      Insurance requirements for children with allergies and disabilities

      • The insurance will automatically include children with any disability or allergy, but certain procedures must be strictly adhered to as set out below. For children suffering life threatening conditions or requiring invasive treatments; written confirmation from your insurance provide must be obtained to extend the insurance.

      At all times the administration of medication must be compliant with the Safeguarding and Welfare Requirements of the Early Years Foundation Stage and follow procedures based on advice given in Managing Medicines in Schools and Early Years Settings (DfES 2005).

      Oral medication

      Asthma inhalers are now regarded as ‘oral medication’ by insurers and so documents do not need to be forwarded to your insurance provider.

      • Oral medications must be prescribed by a GP or have manufacturer’s instructions clearly written on them.
      • The setting must be provided with clear written instructions on how to administer such medication.
      • All risk assessment procedures need to be adhered to for the correct storage and administration of the medication.
      • The setting must have the parents or guardians’ prior written consent. This consent must be kept on file.  It is not necessary to forward copy documents to your insurance provider.

      Lifesaving medication and invasive treatments

      Adrenaline injections (EpiPens) for anaphylactic shock reactions (caused by allergies to nuts, eggs etc) or invasive treatments such as rectal administration of Diazepam (for epilepsy).

      • The provider must have:
      • A letter from the child’s GP/consultant stating the child’s condition and what medication if any is to be administered.
      • Written consent from the parent or guardian allowing staff to administer medication; and
      • Proof of training in the administrating of such medication by the child’s GP, a district nurse, children’s nurse specialist or a community paediatric nurse.
      • Copies of all three documents relating to these children must first be sent our insurance company for appraisal. Written confirmation that the insurance has been extended will be issued by return.

      Key person for special needs children – children requiring assistance with tubes to help them with everyday living e.g., breathing apparatus, to take nourishment, colostomy bags etc.

      • Prior written consent must be obtained from the child’s parent or guardian to give treatment and/or medication prescribed by the child’s GP.
      • The key person must have the relevant medical training/experience, which may include those that have received appropriate instructions from parents or guardians, or who have qualifications.

      Further guidance

      • Managing Medicines in Schools and Early Years (DfES 2005)
      • Public health England “guidance on infection control in schools and other childcare settings. September 2014
      • Links to Child Protection and Safeguard Policy

      Other useful Pre-school Learning Alliance publications

      • Good Practice in Early Years Infection Control (2009)
      Missing child policy

      Policy Statement

      The children’s safety is our highest priority here at Brayton Headstart, both on and off the premises.  Every attempt is made, through carrying out the outing’s procedure and the exit/entrance procedure, to ensure the security of children is always maintained.  In the unlikely event of a child going missing, our missing child procedure is followed.

      Procedures

      Child going missing on the premises

      • As soon as it is noticed that a child is missing, the key person/staff alerts the session leader.
      • The session leader will call the police and reports the child as missing and then calls the parent.
      • The session leader will carry out a thorough search of the building and garden.
      • The register is checked to make sure no other child has gone astray.
      • Doors and gates are checked to see if there has been a breach of security whereby a child could wander out.
      • The session leader contacts the Directors to report the incident. The Directors come to the setting immediately to carry out an investigation, with the management team where appropriate (usually at least one Director is on site where possible).

      Child going missing on an outing

      This describes what to do when staff may have taken a small group on an outing, leaving the session leader and/or other staff back in the setting.  If the session leader has accompanied children on the outing, the procedures are adjusted accordingly.

      • As soon as it is noticed that a child is missing, staff on the outing ask children to stand with their designated carer and carry out a headcount to ensure that no other child has gone astray. One staff member searches the immediate vicinity but does not search beyond that.
      • The session leader is contacted immediately (if not on the outing) and the incident is recorded.
      • The session leader contacts the police and reports the child as missing.
      • The session leader contacts the parents, who makes their way to the setting.
      • Staff take the remaining children back to the setting.
      • In an indoor venue, the staff contact the venue’s security who will handle the search and contact the police if the child is not found.
      • The session leader contacts the chair and reports the incident. The Directors come to the setting immediately to carry out an investigation.
      • The session leader or member of staff may be advised by the police to stay at the venue until they arrive.

      The investigation

      • Staff keep calm and do not let the other children become anxious or worried.
      • The session leader together with a representative of the management team, speaks with the parent(s).
      • The Directors carry out a full investigation taking written statements from all the staff in the room or who were on the outing.
      • The key person/staff member writes an incident report detailing:
        – The date and time of the report
        – What staff/children were in the group/outing and the name of the staff designated responsible for the missing child.
        – When the child was last seen in the group/outing.
        – What has taken place in the group or outing since the child went missing.
        – The time it is estimated that the child went missing.
      • A conclusion is drawn as to how the breach of security happened.
      • If the incident warrants a police investigation, all staff co-operate fully. In this case, the police will handle all aspects of the investigation, including interviewing staff.  The Prevention Team may be involved if it seems likely that there is a child protection issue to address.
      • The incident is reported under RIDDOR arrangements (see the Reporting of Accidents and Incidents Policy); the local authority Health and Safety Officer may want to investigate and will decide if there is a case for prosecution.
      • Ofsted is informed within 14 days and best practice within 48 hours.
      • The insurance provider is informed.

      Managing people

      • Missing child incidents are very worrying for all concerned. Part of managing the incidents is to try to keep everyone as calm as possible.
      • The staff will feel worried about the child, especially the key person or the designated carer responsible for the safety of that child for the outing. They may blame themselves and their feelings of anxiety and distress will rise as the length of time the child is missing increases.
      • Staff may be the understandable target of parental anger and they may be afraid. Setting leaders need to ensure that staff under investigation are not only fairly treated but receive support while feeling vulnerable.
      • The parents will feel angry, and fraught. They may want to blame staff and may single out one staff member over others; they may direct their anger at the setting leader(s).  When dealing with a distraught and angry parent, there should always be two members of staff, one of whom is the setting leader(s) and the other should be the director.  No matter how understandable the parent’s anger may be, aggression or threats against staff are not tolerated, and the police should be called.
      • The other children are also sensitive to what is going on around them. They too may be worried.  The remaining staff caring for them need to be focused on their needs and must not discuss the incident in front of them. They should answer children’s questions honestly, but also reassure them.
      • In accordance with the severity of the outcome, staff may need counselling and support. If a child is not found, or is injured, or worse, this will be a very difficult time.  The directors will use their discretion to decide what action to take.
      • Staff must not discuss any missing child incident with the press without taking advice.
      Nappy changing policy

      Policy Statement

      What does the EYFS say about nappy changing?

      “It is the responsibility of all nursery staff to change a child’s soiled nappy immediately to ensure that they do not become sore or discomforted in any way. All nursery staff will use the designated changing area in the nursery toilets which will be thoroughly cleaned with antibacterial spray after each use.”

      No child is excluded from our preschool for the reason of not yet being toilet trained or for

      still wearing nappies or the equivalent. We work with parents towards toilet training when the child is ready.

      We provide nappy changing facilities and exercise good hygiene practices to

      accommodate children who are not yet toilet trained. We see toilet training as a self-care skill that children can learn with the full support and non-judgemental concern of adults.

      Procedures

      • Only persons with an Enhanced Disclosure and Barring Services (DBS) Certificate will be allowed to change or toilet children.
      • All members of staff will inform another member of staff in the setting prior to taking a child to be changed or to use the toilet.
      • Staff have a list of children’s toileting needs changing area.
      • Any staff member can change nappies to help encourage a bond with all staff.
      • The changing area is warm and there are safe areas to lay young. There are books of interest to take the child’s attention should they require it.
      • Staff will take the child’s bag along to the bathroom with them, to ensure they have everything to hand when changing children.
      • PPE may be applied for staff if they wish. However, if staff choose not to put on gloves.  They must wash their hands with soap and water before and after each change.  
      • The changing mat is cleaned with anti-bacterial spray/wipes in between each change.
      • All staff are familiar with the hygiene procedures and carry these out when changing nappies.
      • Staff never turn their back on a child or leave them unattended whilst they are on the changing mat.
      • Staff ensure that nappy changing is relaxed and a time to promote independence in young children.
      • Staff are gentle when changing; they avoid pulling faces or making comments about “nappy contents”.
      • Staff do not make inappropriate comments about young children’s genitals when changing their nappies.
      • Young children are encouraged to take an interest in using the toilet.
      • Children are encouraged to wash their hands and have soap and paper towels to hand. There is also child-friendly hand-driers available.
      • Anti-bacterial hand wash liquid or soap should not be used for young children.
      • Older children access the toilet when they have the need to and are encouraged to be independent.
      • Nappies or pull ups are disposed of hygienically in a tied nappy bag, that is then placed into the yellow secure nappy bin and emptied at the end of the day.
      • Any clothing that has been soiled will be rinsed before being bagged for the parents to take home.
      • If young children are left in wet or soiled nappies/clothes whilst in the setting, this may constitute neglect and will be a disciplinary matter. We have “a duty of care” towards children’s personal needs.
      Oral health policy

      PURPOSE

      It is the policy of Brayton Headstart to actively promote high standards of oral health by actively encouraging tooth friendly eating and good habits of personal and oral hygiene. To promote children’s health by creating an environment that supports healthy behaviour including good dental hygiene practices.

      Good oral health is vital to general well-being and early childhood dental hygiene is a key factor in the development of healthy adult teeth. Encouraging and establishing sound oral health practices early in a child’s life will assist in maintaining good oral health and preventing oral disease and other related diseases over a lifetime.

      Dental decay is a serious problem in young people – and it is largely preventable. In 2017 in England, almost a quarter of five-year-olds had experienced tooth decay, having an average of 3 or 4 decayed teeth. Figures suggest that more than 105 children a day have their teeth removed in hospital due to tooth decay.

      Food and Snacks 

      • Snacks will be varied, and all children encouraged (never forced) to try new foods
      • Generally, children are provided with tooth friendly snacks (i.e., foods with low sugar content)
      • Foods with high sugar content will be provided on a very limited basis (i.e., Special occasions- birthdays, parties)
      • All packed lunches will be checked in the morning by staff, and any foods containing too much sugar content (sweets/chocolate and fizzy drinks etc) will be removed and a note will be issued to the parents after session along with the returned item.

      Drinks

      • Milk and water only will be offered to the children as a drink with their snack or at other times throughout the day
      • Children are permitted to drinking juice with their packed lunch only (no fizzy drinks).
      • No fizzy drinks will be served in the preschool at any time

      Rewards and Special Occasions

      • Sweets and chocolates will not be used as a reward for good behaviour or work
      • Treats may be served on special occasions (i.e., last day before holidays, birthday cake, trips out, etc)

      Children

      • Oral health will be included in the curriculum and in any learning opportunities where appropriate
      • Dental health will feature as a theme to support Oral Health
      • Good oral hygiene will be always promoted

      Parents and guardians supporting Toothbrushing At Home

      • Parents/ Guardians will be encouraged to continue regular brushing at home (i.e., holiday brushing charts). We will not carry out tooth brushing in the setting.
      • Parents and guardians can access information/e-learning about tooth brushing or oral health from the setting and the following website links below:

      https://www.e-lfh.org.uk/programmes/childrens-oral-health/ 

      https://www.dentalhealth.org/dental-helpline

      https://www.pacey.org.uk/Pacey/media/2015-images/Blog%20content%20images/Oral-health-flyer-5-(1).pdf

      https://www.gov.uk/government/publications/health-matters-child-dental-health/health-matters-child-dental-health 

      https://www.pacey.org.uk/working-in-childcare/spotlight-on/nutrition/ 

      https://www.gov.uk/government/collections/oral-health#surveys-and-intelligence:-children

      https://www.nhs.uk/live-well/healthy-body/take-care-of-your-teeth-and-gums/

      Outings policy

      Policy Statement

      Children benefit from being taken out of the setting to go on visits or trips to local parks, or other suitable venues, for activities which enhance their learning experiences.  Staff in our setting ensure that there are procedures to keep children safe on outings; all staff and volunteers are aware of and follow the procedures as laid out below.

      Procedures

      • Parents sign a general consent on registration for their children to be taken out as part of the daily activities of the setting.
      • This general consent details the venues used for daily activities.
      • There is a risk assessment for each venue carried out, which is reviewed regularly.
      • Parents are always asked to sign specific consent forms before major outings.
      • A risk assessment is carried out before an outing takes place.
      • A venue assessment is carried out before an outing takes place.
      • Our adult to child ratio is high.
      • Named children are assigned to individual staff to ensure that each child is well supervised, that no child goes astray and that there is no unauthorised access to children.
      • Outings are recording in outings record book kept in the setting, stating:
      • The date and time of the outing.
      • The venue and mode of transport (if any) used.
      • The name of the staff members assigned to each of the children.
      • The time of return.
      • Staff take a mobile phone on outings, as well as supplies of tissues, wipes, spare clothing and nappies, medicines required for individual children, a mini first aid kit, snacks and water (where required). The amount of equipment will vary and be consistent with the venue and the number of children, as well as how long they will be out for.
      • Staff take a list of children with them with contact numbers of parents/carers.
      • A minimum of two staff accompanies children on outings and a minimum of two remain behind with the rest of the children – always within EYFS ratios.

      Other useful Pre-School Learning Alliance Publications

      • Daily Register and Outings Record (2012)
      • Managing Risk (2009)
      Parent code of practice policy

      Unreasonable behaviour of parent towards staff

      This policy has been produced to create a joint understanding of what is considered acceptable and unacceptable behaviour when working with Brayton Headstart Preschool staff and its members, including dealing with abusive, persistent, or vexatious complaints and complainants.  

      Employers have a duty to provide a safe and healthy working environment to all employees. This includes protection from bullying, harassment, and unreasonable behaviour of any kind. Internal staff conflict is dealt with using the grievance and disciplinary policies. 

      At Brayton Headstart Preschool, we are keen to positively and proactively work with parents, carers, and visitors to resolve issues, using its resources to achieve the best outcomes for our setting and, specifically, our children.   

      The purpose of this policy 

      • To define the behaviours that are not acceptable and deemed as unreasonable to the setting, governing body and the local authority including behaviour by people making formal complaints.
      • To ensure that the ability of staff to conduct business is not adversely affected by those few individuals who behave in an unreasonable manner.
      • To ensure our staff have a safe working environment and are not exposed to unnecessary stress due to the unacceptable behaviour of others.
      • To empower staff to deal confidently and effectively with unreasonable behaviour.
      • To ensure that the mutual trust and confidence remains high and in a positive manner

      Who does this policy apply to? 

      This policy applies to all members of the public, including parents and carers and their families who deal staff. 

      What behaviour is unreasonable? 

      We recognise that, when you contact our setting, you may have reason to feel aggrieved, upset or distressed.  We do not view assertive behaviour (for example, putting forward your case in a persuasive manner) as unreasonable. 

      However, we will manage behaviour that is aggressive, rude, or abusive, or which places unreasonable demands on our staff under this policy. 

      Unreasonable behaviour is behaviour or language, whether face to face, by telephone, social media, through other parents and members of the public or written that may cause staff to feel intimidated, bullied, threatened, or abused. Examples may include: 

      • threats
      • verbal abuse
      • physical abuse, such as pushing, holding, kicking, biting, striking
      • cyber-bullying through social media, texts messages or similar
      • racist and sexist language
      • derogatory remarks
      • offensive language
      • rudeness
      • making inflammatory statements
      • raising unsubstantiated allegations
      • Appear to be targeted over a significant period on one or more members of staff, or
      • Cause ongoing distress to individual member(s) of staff, or 
      • Have a significant adverse effect overall or parts of the school community, or
      • Are pursued aggressively or pursued persistently despite the matter having been responded to by a member of staff. For example, if a parent does not agree with the response given by the member of staff and continues to seek a different response.

      Whilst we accept that those in contact with us may feel angry, it is not considered acceptable when that anger becomes aggression directed towards staff. 

      Unreasonable requests and communication 

      Requests may be considered unreasonable by the nature and scale of service expected. Examples may include: 

      • requesting responses within unreasonable timescales
      • insisting on speaking with certain members of staff
      • adopting a “capture-all” approach by contacting many staff members and third parties

      Communication may be considered unreasonable if, for example, individuals:

      • continually contact us while we are in the process of looking at a matter
      • make several approaches about the same matter without raising new issues
      • refuse to accept a decision made where explanations for the decision have been given
      • continue to pursue complaints/issues which have no substance
      • continue to pursue complaints/issues which have already been investigated and determined
      • continue to raise unfounded or new complaints arising from the same set of facts

      How will we manage unreasonable behaviour? 

      All our staff within Brayton Headstart have the authority to manage unreasonable behaviour. We have a zero-tolerance position on violence, victimisation, and threats against staff and any such behaviour will always be reported to the police. 

      In all other cases, we will only restrict communication with you if we have informed you that your behaviour is unreasonable and have asked you to modify your behaviour. We will explain what action will be taken if the warning is ignored and, if you do not modify your behaviour, we will take steps to restrict communications with you.

      If we decide a restriction is appropriate, the preschool will consider which of the options best fits the circumstances. The level of restriction that is applied will be proportionate, considering the nature, extent, and impact of your behaviour on our ability to do our work. 

      We will be transparent and explain to you what restriction we are putting in place, our reasons for doing so, and how long the restriction will apply. 

      Who is a persistent complainant?

      For the purposes of this policy, a persistent complainant is a parent, carer or member of the public who complains about issues, either formally or informally, at a frequency that a reasonable person would deem excessive, or frequently raises issues that the complainant considers to be within the remit of the school and whose behaviour a reasonable person would deem unreasonable.  Such behaviour may be characterised by

      • have insufficient or no grounds for their complaint and be making the complaint only to annoy (or for reasons that he or she does not admit or make obvious)
      • refuse to specify the grounds of a complaint despite offers of assistance
      • refuse to co-operate with the complaints investigation process while still wishing their complaint to be resolved
      • refuse to accept that issues are not within the remit of the complaints policy and procedure despite having been provided with information about the scope of the policy and procedure
      • refuse to accept that issues are not within the power of the setting to investigate, change or influence (examples could be the responsibility of another organisation)
      • make what appear to be groundless complaints about the staff dealing with the complaints, and seek to have them dismissed or replaced
      • make an unreasonable number of contacts with us, by any means, in relation to a specific complaint or complaints
      • make persistent and unreasonable demands or expectations of staff and/or the complaints process after the unreasonableness has been explained to the complainant (an example of this could be a complainant who insists on immediate responses to numerous, frequent and/or complex letters, telephone calls or emails)
      • harass or verbally abuse or otherwise seek to intimidate staff dealing with their complaint, by use of foul inappropriate, offensive, or racist language
      • raise subsidiary or new issues whilst a complaint is being addressed that were not part of the complaint at the start of the complaint process
      • introduce trivial or irrelevant new information whilst the complaint is being investigated and expect this to be considered and commented on
      • change the substance or basis of the complaint without reasonable justification whilst the complaint is being addressed
      • deny statements he or she made at an earlier stage in the complaint process
      • electronically record meetings and conversations without the prior knowledge and consent of the other person involved
      • refuse to accept the outcome of the complaint process after its conclusion, repeatedly arguing the point, complaining about the outcome, and/or denying that an adequate response has been given
      • make the same complaint repeatedly, perhaps with minor differences, after the complaint’s procedure has been concluded, and insist that the minor differences make these ‘new’ complaints which should be put through the full complaint’s procedure
      • persistently approach the school through different routes about the same issue
      • persist in seeking an outcome which we have explained is unrealistic for legal or policy (or other valid) reasons
      • refuse to accept documented evidence as factual
      • complain about or challenge an issue based on a historic and irreversible decision or incident
      • insist on the complaint being dealt with in ways which are incompatible with the complaint’s procedure or with good practice.
      • Discuss with other parents and continue to cause unfounded allegations and accusations against a member of staff(s)
      • Bring discredit to Brayton Headstart Preschool

      Brayton Headstart Preschool’s expectations of parents, and carers school can expect parents, carers and members of the public who wish to raise problems with the setting to:

      • treat all staff with courtesy and respect
      • avoid any use, or threatened use, of violence to people or property
      • respect the needs and well-being of the children and staff within the setting
      • avoid any aggression or verbal abuse
      • recognise the time constraints under which members of staff work and allow the setting a reasonable time to respond
      • recognise that resolving a specific problem can sometimes take some time
      • in the case of a complaint, follow the settings complaints procedure.

      If you continue to behave unreasonably after we have asked you to modify your behaviour, the options we will consider are:

      Terminating contact if you persistently raise issues which we have already responded to in full. We will politely explain that we are unable to comment further on the matter and will ask if there are any other issues you wish to raise. If no new issues are raised and you persist in raising issues which we have already addressed, we will tell you so before ending contact. Where relevant a written warning will then be sent, with a view to limiting future communication to written communication only. If digital contact is made under a username, if necessary, we will aim to seek identity. 

      Terminating contact if you are aggressive, rude, abusive, or offensive. We will politely ask you to modify your behaviour, but if the behaviour continues, we will tell you again that your behaviour is unacceptable and end the call. The manager of the member of staff involved will intervene including where relevant a written warning, with a view to limiting future communication to written only. As above, if digital contact is made under a username, if necessary, we will aim to seek identity. 

      Terminating contact if parents or carers mutual trust and confidence has broken down and there are no grounds of safeguard, but you (as parents) still maintain to bring discredit, trust, loyalty, or honesty towards the staff of Brayton Headstart Preschool.

      Physical or verbal aggression.

      Brayton Headstart Preschool will not tolerate any form of physical or verbal aggression or personal unreasonable behaviour against staff. If staff are subject to this type of aggression the setting may

      • Prohibit the individual from entering the school site with immediate effect
      • Exclude your child from Brayton Headstart Preschool
      • Inform the individual that communication with them will cease, other than for the health and safety of any child
      • Take further legal action to protect staff. This could include, amongst other action, requesting an Anti-Social Behaviour Order or prosecution under appropriate legislation.

      Features of an unreasonably persistent and/or vexatious complainant include the following (the list is not exhaustive, nor does one single feature on its own necessarily imply that the person will be considered as being in this category): 

      An unreasonably persistent and/or vexatious complainant may: 

      Where a complainant continues to behave in a way which is unacceptable, the Solicitor to the preschool, in consultation with the Director of Children’s Services may decide to refuse all contact with the complainant and stop any investigation into his or her complaint.

      Where the behaviour is so extreme or it threatens the immediate safety and welfare of staff, we will consider other options, for example reporting the matter to the police or taking legal action. In such cases, we may not give the complainant warning of that action.

      Should an incident of cyber bullying occur, the preschool will take steps to remove the offending material from view and where appropriate, consult with the legal department regarding what action should be initiated. 

      New complaints from complainants who are treated as abusive, vexatious, or persistent 

      New complaints from people who have come under this policy will be treated on their merits. The Solicitor to Brayton Headstart Preschool will decide whether any restrictions applied previously are still appropriate and necessary in relation to the new complaint. We do not accept a “blanket approach” of ignoring genuine service request or complaints where they are founded. 

      The fact that a complainant is judged to be unreasonably persistent or vexatious, and any restrictions imposed on our contact with him or her, will be recorded and notified to those who need to know within the setting. 

      In some cases, relations between Brayton Headstart Preschool and unreasonably persistent or vexatious complainants break down completely while complaints are under investigation and there is little prospect of achieving a satisfactory outcome. In such circumstances, there may be little purpose in following all the stages of the complaint’s procedure.

      Record keeping 

      Adequate records will be retained by the Directors on the details of the case and the action that has been taken. The Solicitor to the setting will retain a record of: 

      • The name and address of each customer who is treated as abusive, vexatious, or persistent
      • When the restriction came into force and ends
      • What the restrictions are
      • When the customer and departments were advised
      Record keeping policy

      BUSINESS RECORDS

      Policy Statement

      We keep records for the purpose of maintaining our business. These include:

      • Records pertaining to our registration.
      • Landlord/lease documents and other contractual documentation pertaining to amenities, services, and goods.
      • Financial records pertaining to income and expenditure.
      • Risk assessments.
      • Employment records of staff including their name, home address and telephone number.
      • Name, address, and telephone number of anyone else who is regularly in unsupervised contact with the children

      Our records are regarded as confidential based on sensitivity of information, such as regarding employment records. These confidential records are maintained regarding the framework of the Data Protection Act 2018, General Data Protection Regulation (GDPR) (2018) and the Human Rights Act (1998).

      This policy and procedure should be read alongside our Privacy Notice, our Confidentiality & Client Access to Records Policy and our Information Sharing Policy.

      Procedures

      All records are the responsibility of the preschool Directors who ensure they are kept securely.

      • All records are kept in an orderly way in files and filing is kept up to date.
      • Financial records are kept up to date for audit purposes.
      • Health and safety records are maintained; these include risk assessments, details of checks or inspections and guidance etc.
      • Our Ofsted registration certificate is displayed.
      • Our Employer’s Liability insurance certificate is displayed.
      • All our employment and staff records are kept securely and confidentially.

      We notify Ofsted of any:

      • change in the address of our premises.
      • change to the premises which may affect the space available to children and the quality of childcare available to them.
      • change to our name and address and contact information.
      • change to the person managing the preschool.
      • any significant event which is likely to affect our suitability to look after children; or any other event as detailed in the Early Years Foundation Stage (EYFS).

      Legal Framework:

      • Data Protection Act (1998)
      • Human Rights Act (1998)

      Other Useful Pre-School Learning Alliance Publications:

      • Accident Record (2010)
      • Accounts Record (2005)
      • Safeguarding Children (2010)
      • Recruiting and Managing Employees (2010)
      • Financial Management (2010)
      • Medication Record (2010)
      • Daily Register and Outings Record (2012)
      • Managing Risk (2009)
      • Complaints Investigation Record (2012)

      CHILDREN’S RECORDS

      Policy Statement

      We have record keeping systems in place that meet legal requirements; this means we use to store and share that information takes place within the framework of the Data Protection Act 2018 and General Data Protection Regulation (GDPR) (2018).

      This policy and procedure should be read alongside our Privacy Notice, our Confidentiality & Client Access to Records Policy and our Information Sharing Policy.

      Procedures

      If a child attends another setting, we establish a regular two-way flow of appropriate information with parents and other providers. Where appropriate, we will incorporate comments from other providers, as well as parents and carers into the child’s records.

      We keep two kinds of records on children attending our setting:

      1. Developmental Records –
      • We record children’s development using paper Learning Journey’. This includes observations of children in the pre-school, photographs, and samples of their work and summary developmental reports.
      • Summaries of children’s development are kept in the office. They can be accessed on request, and contributed to, by staff, the child and the child’s parents.
      1. Personal Records –
      • Personal details including the child’s Registration Form, signed consent forms, and correspondence concerning the child or family, reports or minutes from meetings concerning the child from other agencies, an ongoing record of relevant contact with parents, and observations by staff on any confidential matter involving the child, such as developmental concerns or child protection matters.
      • Child’s development, health, and well-being – including a summary only of the child’s EYFS profile report, a record of discussions about everyday matters about the child’s development health and well-bring with the parent.
      • Early Support – including any additional focussed intervention provided by our setting (e.g., support for behaviour, language or development that needs a SEN action plan) and records of any meetings held.
      • Welfare and child protection concerns – including records of all welfare and protection concerns, and our resulting action, meetings and telephone conversations about the child, an Education, Health and Care Plan and any information regarding a Looked After Child.
      • Correspondence and Reports – including a copy of the child’s 2-Year-Old Progress Check (as applicable), all letters and emails to and from other agencies and any confidential reports from other agencies.
      • These confidential records are stored in a lockable office and on encrypted computer.
      • We ensure that access to children’s files is restricted to those authorised to see them and make entries in them, this being the Directors, Designated Safeguarding Children Officer, SENCO, the child’s key person, or other staff as authorised by the Directors.
      • We may be required to hand children’s personal files to Ofsted as part of an inspection or investigation process; or to local authority staff conducting a S11 audit if authorisation is seen. We ensure that children’s personal files are not handed over to anyone else to look at.
      • Parents have access, in accordance with our Privacy Notice and our Confidentiality & Information Sharing Policy, to the files and records of their own children, but do not have access to information about any other child.
      • Our staff will not discuss personal information given by parents with other members of staff, except where it affects planning for the child’s needs
      • We retain children’s records for three years after they have left the setting. These are kept in a secure place. After this three-year period, they are destroyed.
      • If data is kept electronically, it is encrypted.

      OTHER RECORDS

      • We keep a daily record of the names of the children we are caring for, their hours of attendance and the names of their key person.
      • Issues to do with the employment of staff, whether paid or unpaid, remain confidential to the people directly involved with making personnel decisions.
      • Students who are training are advised of our Confidentiality & Information Sharing Policy and are required to respect it.

      ALL RECORDS

      • All records may be stored securely off-site if required.

      RETENTION PERIOD OF RECORDS

      We will adhere to the following legal requirements on retention periods for records and as per the advice given by the Pre-School Learning Alliance. In addition, we will endeavour to follow the recommended guidelines where possible and practical.

      Legal Framework

      • Data Protection Act (1998), GDPR (2018)
      • Freedom of Information Act (2000)
      • Human Rights Act (1998)
      • Children Act (1989)

      Further Guidance:

      • What to do if you’re Worried a Child is being Abused (HMG 2006)
      • Information Sharing: Guidance for Practitioners and Managers (DCSF 2008)
      • Links to Data Protection Act 2018 Policy
      • Links to Child Protection and Safeguard Policy

      Confidentiality and Client Access to Records

      Policy Statement

      ‘Confidential information is information that is not normally in the public domain or readily available from another source, it should have a degree of sensitivity and vale and be subject to a duty of confidence.  A duty of confidence arises when one person provides information to another in circumstances where it is reasonable to expect that the information will be held in confidence.’

      Information Sharing:  Advice for practitioners proving safeguarding services to the children, young people, parents, and carers 2018.

      In our setting, staff and managers can be said to have a ‘confidential relationship’ with families.  It is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality early years care and education in our setting.  We aim to ensure that all parents and carers can share their information in the confidence that it will only be used to enhance the welfare of their children.  There are record keeping systems in place that meet legal requirements; the means we use to store and share that information takes place within the framework of the Data Protection Act (1998, 2020), GDPR (2018) and the Human Rights Act (1998).

      Confidentiality Procedures

      • We always check whether parents regard the information they share with us to be confidential or not.
      • Some parents may share information about themselves with other parents as well as staff; the setting cannot be held responsible if information is shared beyond those parents whom the person has ‘confided’ in.
      • Information shared between parents in a discussion or training group is usually bound by a shared agreement that the information is confidential to the group and not discussed outside of it.
      • We inform parents when we need to record confidential information beyond the general personal information we keep (see our Children’s Records Policy) – for example with regard to any injuries, concerns or changes in relation to the child or the family, any discussions with the parents on sensitive matters, any records we are obliged to keep regarding action taken in respect of child protection and any contact and correspondence with external agencies in relation to their child.
      • We keep all records securely (see our Children’s Records Policy).

      Client Access to Records Procedures

      Parents may request to access to any confidential records held on their child and family following the procedure below:

      • Any requests to see the child’s personal file by a parent or person with parental responsibility must be made in writing to the setting leader or manager.
      • The setting leader/manager informs the management team and sends a written acknowledgement.
      • The setting commits to providing access within 14 days, although this may be extended.
      • The settings leader/manager and chair/director prepare the file for viewing.
      • All their parties are written to, stating that a request for disclosure has been received and asking for their permission to disclose to the person requesting it.  Copies of these letters are retained on file.
      • ‘Third parties’ include all family members who may be referred to in the records.
      • It also includes workers from any other agency, including children’s social care, the health authority, etc. It is usual for agencies to refuse consent to disclose, preferring the individual to go directly to them.
      • When all the consents/refusals to disclose have been received, these are attached to the copy of the request letter.
      • A photocopy of the complete file is taken.
      • The setting leader/manager and chair/director go through the file and remove any information which a third party has refused consent to disclose.  A thick black marker is used, to score through every reference to the third party and information they have added to the file.
      • What remains is the information recorded by the setting, detailing the work initiated and followed by them in relation to confidential matters.  This is called the ‘clean copy’.
      • The ‘clean copy’ is photocopied for the parents, who are then invited in to discuss the contents.  The file should never be given straight over but should be gone through by the setting leader/manager, so that it can be explained.
      • Legal advice may be sought before sharing a file, especially where the parent has possible grounds for litigation against the setting or another (third party) agency. 

      Telephone advice regarding general queries may be made to The Information Commissioner’s Office Helpline 0303 123 1113.

      All the undertakings above are subject to the paramount commitment of the setting, which is to the safety and well-being of the child.  Please see also our policy on Safeguarding and Child Protection.

      Legal Framework

      • Data Protection Act (1998)
      • Human Rights Act (1998)
      • GDPR (2018)

      Further Guidance

      • Information Sharing: Advice for practitioners proving safeguarding services to the children, young people, parents, and carers 2018.

      Transfer of Records to School

      Policy Statement

      At Brayton Headstart we recognise that children sometimes move to another Early Years Setting before they go on to school, although many will leave our setting to enter a nursery or reception class.

      We prepare children for these transitions and involve parents and the receiving setting or school in this process. We prepare records about a child’s development and learning in the Early Years Foundation Stage in our setting; to enable smooth transitions, we share appropriate information with the receiving setting or school at transfer.

      Confidential records are shared where there have been child protection concerns according to the process required by our Local Safeguarding Children Board.

      The procedure guides this process and determines what information we can and cannot share with a receiving setting or school.

      Procedures

      Transfer of development records for a child moving to another Early Years Setting or School:

      • Using the Development Matters in the Early Years Foundation Stage guidance and our assessment of children’s development and learning, the key person will prepare a summary of achievements in the seven areas of learning and development.
      • The record refers to:
        • Any additional language spoken by the child and his or her progress in both languages
        • Any additional needs that have been identified or addressed by the setting
        • Any special needs or disability, whether a CAF was raised in respect of special needs or disability, whether there is a Statement of Special Educational Needs, and the name of the lead professional.

      Transfer of confidential information:

      • The receiving school or setting will need to have a record of any safeguarding or child protection concerns that were raised in the setting and what was done about them
      • A summary of concerns will be made to send to the receiving setting or school, along with the date of the last professional meeting or case conference.
      • Where a CAF has been raised in respect of any welfare concerns, the name and contact details of the lead professional will be passed on to the receiving setting or school.
      • Where there has been an S47 investigation regarding a child protection concern, the name and contact details of the child’s social worker will be passed on to the receiving setting or school – regardless of the outcome of the investigation.
      • This information is posted or taken to the school or setting, addressed to the setting or school’s designated person for child protection and marked as “confidential”.
      • Any data information will be password protected and e-mailed.

      Legal Framework

      • Data Protection Act (1998, 2020), GDPR (2018)
      • Freedom of Information Act (2000)
      • Human Rights Act (1998)
      • Children Act (1989)

      Further Guidance:

      • What to do if you’re Worried a Child is being Abused (HMG 2006)
      • Information Sharing: Guidance for Practitioners and Managers (DCSF 2008)
      Role of the key person policy

      Policy Statement

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

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

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

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

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

      Procedures

      • We allocate a key person before the child starts. We also allocate a key person buddy. This is to ensure parents always have access to their child’s keyperson. As we all know, staff have rest days, sessions or may be off sick, holiday or on training. Brayton Headstart takes pride in ensuring that each child’s needs are met 100% and they and their families have a person to speak to.
      • The key person is responsible for the induction of the family and for settling the child into our setting.
      • The key person offers unconditional regard for the child and is non-judgemental.
      • The key person works with parents to plan and deliver a personalised plan for the child’s well-being, care, and learning.
      • The key person acts as the key contact for the parents and has links with other carers involved with the child, such as a childminder, and co-ordinates the sharing of appropriate information about the child’s development with those carers.
      • The key person is responsible for developmental records and for sharing information on a regular basis with the child’s parents to keep those records up to date, reflecting the full picture of the child in our setting and at home.
      • We promote the role of the key person as the child’s primary carer in our setting, and as the basis for establishing relationships with other staff and children.
      • We reserve the right to change a child’s key person should we feel, this would benefit the child/their family however this will be in exceptional circumstances only and in full agreement of the staff and the family.

      Settling-in

      • During the half-term before a child is enrolled, we provide opportunities for the child and his/her parents to visit the setting.
      • We allocate a key person to each child and his/her family before she/he starts to attend; the key person welcomes and looks after the child and his/her parents at the child’s first session and during the settling-in process.
      • We use pre-start visits and the first session at which a child attends to explain and complete, with his/her parents, the child’s registration records.
      • When a child starts to attend, we explain the process of setting-in with his/her parents and jointly decide on the best way to help the child to settle into the setting.
      • Younger children will take longer to settle in, as will children who have not previously spent time away from home. Children who have had a period of absence may also need their parent to be on hand to re-settle them.
      • We judge a child to be settled when they have formed a relationship with their key person; for example, the child looks for the key person when he/she arrives, goes to them for comfort, and seems pleased to be with them. The child is also familiar with where things are and is pleased to see other children and participate in activities.
      • When parents leave, we ask them to say goodbye to their child and explain that they will be coming back, and when.
      • We recognise that some children will settle more readily than others, but that some children who appear to settle rapidly are not ready to be left. We expect that the parent will honour the commitment to stay, until their child can stay happily without them.
      • We do not believe that leaving a child to cry will help them to settle any quicker. We believe that a child’s distress will prevent them from learning and gaining the best from the setting.
      • We reserve the right not to accept a child into the setting without a parent or carer if the child finds it distressing to be left.
      • Within the first four to six weeks of starting, we discuss and work with the child’s parents to begin to create their child’s record of achievement, known as the learning journey in our pre-school.

      The progress check at age two

      • The key person carries out the progress check at age two in accordance with local procedures that are in place and referring to the guidance A Know How Guide: The EYFS progress check at age two. This will take place in conjunction with the health visitor’s 2-year check where possible.
      • The progress check aims to review the child’s development and ensures that parents have a clear picture of their child’s development.
      • Within the progress check, the key person will note areas where the child is progressing well and identify areas where progress is less than expected.
      • The progress check will describe the actions that will be taken by our playgroup to address any developmental concerns (including working with other professionals where appropriate) as agreed with the parent(s).
      • The key person will plan activities to meet the child’s needs within our setting and will support parents to understand the child’s needs to enhance their development at home.

      Other useful Pre-school Learning Alliance Publications

      • Play is What I Do (2010)
      • Statutory Framework for the Early Years Foundation Stage (2012) with supporting documentation
      Sun protection and extreme weather policy

      Too much exposure to ultraviolet (UV) radiation from the sun causes sunburn, skin damage and increases the risk of skin cancer. Sun exposure in the first 15 years of life contribute significantly to the lifetime risk of skin cancer.

      At Brayton Headstart Preschool we want all staff and children to enjoy the sun safely. We will work with staff, parents, and carers to achieve this through.

       Education

      • All children will be involved in a discussion, appropriate for their age and understanding, at the start of summer about sun protection and the risks.
      • All staff will be educated in the importance of sun protection and the risks involved in not protecting both themselves and others.
      • Parents and carers will be informed about our policy.

      Sun safety will be promoted through working with parents, staff, and the wider community to improve our understanding and provision to avoid the harmful effects of too much exposure to UV. Staff should always act as a positive role model and set a good example by seeking shade whenever possible, wearing appropriate clothing, and applying sunscreen.

      Protection

      The settings garden has shade provided with outdoor shelter and large trees.

      • Children will be encouraged to use the shaded areas during playtimes when appropriate.

      Clothing

      • The children will be encouraged to wear clothes that provide good sun protection (sun hats etc)
      • Parents/carers will be duly informed of the importance to provide the preschool with the appropriate clothing/headwear.
      • Staff should wear hats when appropriate to act as a good role model and to also demonstrate drinking plenty of water.
      • Children are encouraged to increase their water intake in hot weather and are encouraged to do so in outdoor areas also.
      • Water will always be available to children throughout the day from water dispensers which children will be able to access independently. (Both indoors and outdoors)

         Sunscreen

        • Parents of children that attend for a half day should apply sun cream to their child at home. For those children that attend for a full day, parents should apply cream to their children before they come to preschool and staff will assist the child in re-applying it during the day when necessary.
        • Parents are asked to give written permission for sun cream to be applied to their children. This will be in the registration pack.
        • Parents are required to provide the preschool appropriate sun cream for their children.
        • The sun cream must be in date and be a minimum factor 30.
        • Parents are welcome to leave the sun cream at the preschool for the duration of the summer, but this cream must be clearly labelled with the child’s name on it.

        Extreme Weather

        The safety of our children, staff & the families who use our settings, is of the utmost importance to us. We will therefore endeavour to remain open where possible during bad weather, or other adverse conditions that affect operational running, but this will heavily depend upon several circumstances:

        • If adverse conditions are predicted, we may make the decision to close the preschool the following day. In this situation, each child’s primary contact will be individually contacted, by email or telephone, to notify them of the closure. Staff would be notified, if not in person, then by these methods also.
        • If the preschool remains open during adverse conditions, we will aim to operate as normal for as long as possible. However, we may make the decision to open later or close earlier, depending on how many staff members can work/safely travel to and from work, the preschool building both inside and outside being accessible, safe, and the temperature being suitable for the children when inside.

        We will keep staff and parents updated via Facebook/emails throughout the day.  It should be noted that we cannot remain open unless the minimum correct adult: child ratios can be met.

        Therefore, if the preschool opens and only a certain number of staff members can work on the day, unfortunately the children that we are able to accept on that day will be based on those who are in the order of: vulnerable, essential key workers, school leavers, ¾ year olds and then 2-year-olds.

        We will aim to contact other staff members from our wider team, but we are not able to go over the required ratio number.

        If the preschool is open as normal and we experience adverse conditions during the day, the Preschool Directors will have the final judgement on whether the preschool remains open for the day, and for how long.

        We will take into consideration any local school closures, along with the local area forecast, as well as following any relevant Local Authority /or government instruction/guidelines. We will also monitor closely the services available by public transport. The safety of everyone accessing the preschool is paramount to us and if we feel parents need to start collecting their children earlier than usual to get home safely.  Phone calls will be made to all parents to inform them of our decision.

        Staff members will be sent home in order of distance or personal circumstances, but only as and when ratios within the preschool allow it. These decisions will be made at the discretion of the Management team.

        Snow specifically, can be very exciting for the children so we like to be able to make these times fun for them and incorporate learning opportunities.

        Therefore, we ask that children attending preschool when snow is forecast or evident, that they are sent in appropriate clothing with suitable outerwear and footwear as it is more than likely that they will go outside to play during their time at preschool. As always, all items should be name-labelled.

        Most of the time travel and the operation of the preschool can remain normal, but we ask that all parents understand the need for safety when faced with bad weather. We suggest that when it does snow, that staff and parents give themselves ample time to make their way to and from the setting, and that they travel as safely as possible.

        Please note that there will be no refunds offered for any closures or alterations to opening hours for the reasons detailed above. We do not take the decision to close any of our settings lightly and would only ever do so under extreme unavoidable conditions.

        Further guidance and information is found in our:

        Uncollected child policy

        Policy Statement

        This policy is for protection of children who have been left at the Preschool over the agreed collection time or once the preschool has closed. The preschool has a duty of care to the children and parents to ensure that collection of very young children is made at the agreed time or within normal preschool opening hours.

        Late collection causes additional overhead and cost for the preschool and potentially unnecessary distress to a child. Children remaining in our care after the agreed collection time or after normal opening hours must be supervised by a minimum of two members of staff, one of whom must be qualified.

        We appreciate that sometimes there may be circumstances beyond parent / carer control affecting the prompt collection of your child. If you know you are going to be late collecting the child in our care, please call at the earliest opportunity and discuss with the directors/room manager the arrangements for the collection.

        Please note that a late stay fee will still be chargeable, unless agreed otherwise, for example in exceptional circumstances.

        We inform parents/carers of our procedures so that, if they are unavoidably delayed, they will be reassured that their children will be properly cared for.

        Procedures

        • Parents of children starting at the setting are asked to provide the following specific information, which is recorded on our Registration Form:
          – Home address and telephone number – if the parents do not have a telephone, an alternative number must be given, perhaps a neighbour or close relative.
        • Place of work, address, and telephone number (if applicable).
        • Mobile telephone number (if applicable)
        • Names, addresses, telephone numbers of adults who are authorised by the parents to collect their child from the setting, for example a child-minder or grandparent.
        • Who has parental responsibility for the child.
        • On occasions when parents are aware that they will not be at home or in their usual place of work, they inform us in writing how they can be contacted.
        • On occasions when parents, or the persons normally authorised to collect the child, are not able to collect the child, they provide us with written details of the names and telephone number of the person who will be collecting their child. We agree with parents how to verify the identity of the person who is to collect their child.
        • Parents are informed that if they are not able to collect the child as planned, they must inform us so that we can begin to take back-up measures. We provide parents with our contact telephone number.
        • We inform parents that we apply our child protection procedures in the event that their children are not collected by an authorised adult within one hour after the setting has closed and the staff can no longer supervise the child on our premises.
        • If a child is not collected at the end of the session/day, we follow the procedures below:
        • The child’s file is checked for any information about changes to the normal collection routines.
        • If no information is available, parents/carers are contacted at home or at work.
        • If this is unsuccessful, the adults who are authorised by the parents to collect their child from the setting – and whose telephone numbers are recorded on the Registration Form – are contacted.
        • All reasonable attempts are made to contact the parents or nominated carers.
        • The child does not leave the premises with anyone other than those named on the Registration Form or in their file.
        • If no-one collects the child after the setting has closed and there is in-one who can be contacted to collect the child, we apply the procedures for uncollected children.
        • We contact our local authority prevention team:

                            01609 780780

        • The child stays at the setting in the care of two fully vetted workers until the child is safely collected either by the parents or by a social care worker.
        • Social care will aim to find the parent or relative. If they are unable to do so, the child will become looked after by the local authority.
        • Under no circumstances will staff go to look for the parent, nor do they take the child home with them.
        • A full written report of the incident is recorded in the child’s file.
        • Depending on the circumstances, we reserve the right to charge parents for the additional hours worked by our staff.
        • Ofsted will be informed within 14 days and best practice within 48 hours:

                            0300 123 1231

        Late Collection of Child

        We understand when there is a real one-off emergency, and you cannot get to pre-school on time to collect your child. In these circumstances, we ask you to telephone preschool immediately to let us know the situation and to inform us which of the authorised adults named on the Registration Form will be collecting your child on your behalf. The staff also have their own children to collect and their own responsibilities to manage outside their normal working hours.

        However, if your child is regularly collected late from pre-school, this causes us issues with staffing and costs. We therefore reserve the right to charge the following “Late Collection Fees” when children are persistently being collected late from their session at pre-school:

        A five-minute grace period will be applied for repeated failure to collect on time. Please refer to your payment contract:

        •  Understand that persistent late collection of a child (10 mins after session closure) will result in a £20.00 fine, payable by the next session.

        We further reserve the right to double these fees if late collection occurs at the end of the day. 

        Other useful Pre-school Learning Alliance Publications

        • Safeguarding Children (2010)
        Working in partnership with parents/carers policy

        Policy Statement

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

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

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

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

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

        Procedures

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

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

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

        Other useful Pre-school Learning Alliance Publications

        • Complaint Investigation Record (2012)
        • Engaging Mothers & Fathers (2010)
        • Safeguarding Children (2010)
        • Looking at Learning Together (2005)
        • Fire and Foremost Series (2008)