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Safeguarding children, young people and vulnerable adults
Policy statement
Our setting will work with children, parents and the community to ensure the rights and safety of children, young people* and vulnerable adults. Our Safeguarding Policy is based on the three key commitments of the Pre-school Learning Alliance Safeguarding Children Policy.
Procedures
We carry out the following procedures to ensure we meet the three key commitments of the Alliance Safeguarding Children Policy, which incorporates responding to child protection concerns.
 
Key commitment 1
We are committed to building a 'culture of safety' in which children, young people and vulnerable adults are protected from abuse and harm in all areas of our service delivery.
 
  • Our designated person (a member of staff) who co-ordinates child, young person and vulnerable adult protection issues is:
ZENA GRIFFITHS AND KAREN HANCOCK
  • When the setting is open but the designated person is not on site, a suitably trained deputy is available at all times for staff to discuss safeguarding concerns.
  • Our designated officer (a member of the management team) who oversees this work is:
LOUISE SUMMERS
  • The designated person, the suitably trained deputy and the designated officer ensure they have relevant links with statutory and voluntary organisations with regard to safeguarding.
  • The designated person (and the person who deputises for them) understands LSCB safeguarding procedures, attends relevant LSCB training at least every two years and refreshes their knowledge of safeguarding at least annually.]
  • We ensure all staff are trained to understand our safeguarding policies and procedures and that parents are made aware of them too.
  • All staff have an up-to-date knowledge of safeguarding issues, are alert to potential indicators and signs of abuse and neglect and understand their professional duty to ensure safeguarding and child protection concerns are reported to the local authority children’s social care team or the NSPCC. They receive updates on safeguarding at least annually.
  • All staff are confident to ask questions in relation to any safeguarding concerns and know not to just take things at face value but can be respectfully sceptical.
  • All staff understand the principles of early help (as defined in Working Together to Safeguard Children, 2015) and are able to identify those children and families who may be in need of early help and enable them to access it.
  • All staff understand LSCB thresholds of significant harm and understand how to access services for families, including for those families who are below the threshold for significant harm.
  • All staff understand how to escalate their concerns in the event that they feel either the local authority and/or their own organisation has not acted adequately to safeguard.
  • All staff understand what the organisation expects of them in terms of their required behaviour and conduct, and follow our policies and procedures on positive behaviour, online safety (including use of mobile phones), whistleblowing and dignity at work.
  • Children have a key person to build a relationship with, and are supported to articulate any worries, concerns or complaints that they may have in an age appropriate way.
  • All staff understand our policy on promoting positive behaviour and follow it in relation to children showing aggression towards other children.
  • Adequate and appropriate staffing resources are provided to meet the needs of children.
  • Applicants for posts within the setting are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974.
  • Enhanced criminal records and barred lists checks and other suitability checks are carried out for staff and volunteers prior to their post being confirmed, to ensure that no disqualified person or unsuitable person works at the setting or has access to the children.
  • Where applications are rejected based on information disclosed, applicants have the right to know and to challenge incorrect information.
  • Enhanced criminal records and barred lists checks are carried out on anyone living or working on the premises.
  • Volunteers must:
    • be aged 17 or over;
    • be considered competent and responsible;
    • receive a robust induction and regular supervisory meetings;
    • be familiar with all the settings policies and procedures;
    • be fully checked for suitability if they are to have unsupervised access to the children at any time.
  • Information is recorded about staff qualifications, and the identity checks and vetting processes that have been completed including:
  • the criminal records disclosure reference number;
  • certificate of good conduct or equivalent where a UK DBS check is not appropriate;
  • the date the disclosure was obtained; and
  • details of who obtained it.
  • All staff and volunteers are informed that they are expected to disclose any convictions, cautions, court orders or reprimands and warnings which may affect their suitability to work with children (whether received before or during their employment with us).
  • All staff and volunteers are required to notify us if anyone in their household (including family members, lodgers, partners etc.) has any relevant convictions, cautions, court orders, reprimands or warnings or has been barred from, or had registration refused or cancelled in relation to any childcare provision or have had orders made in relation to care of their children.
  • We notify the Disclosure and Barring Service of any person who is dismissed from our employment, or resigns in circumstances that would otherwise have led to dismissal for reasons of a child protection concern.
  • Procedures are in place to record the details of visitors to the setting.
  • Security steps are taken to ensure that we have control over who comes into the setting so that no unauthorised person has unsupervised access to the children.
  • Steps are taken to ensure children are not photographed or filmed on video for any other purpose than to record their development or their participation in events organised by us. Parents sign a consent form and have access to records holding visual images of their child.
  • Any personal information is held securely and in line with data protection requirements and guidance from the ICO.
  • The designated person in the setting has responsibility for ensuring that there is an adequate online safety policy in place.
  • We keep a written record of all complaints and concerns including details of how they were responded to.
  • We ensure that robust risk assessments are completed, that they are seen and signed by all relevant staff and that they are regularly reviewed and updated, in line with our health and safety policy.
  • The designated officer will support the designated person to undertake their role adequately and offer advice, guidance, supervision and support.
  • The designated person will inform the designated officer at the first opportunity of every significant safeguarding concern, however this should not delay any referrals being made to children’s social care, the LADO, Ofsted or Riddor.
 
Key commitment 2
We are  committed to responding promptly and appropriately to all incidents, allegations or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in 'What to do if you’re worried a child is being abused' (HMG, 2015) and the Care Act 2014.
Responding to suspicions of abuse
  •  We acknowledge that abuse of children can take different forms - physical, emotional, and sexual, as well as neglect.
  • We ensure that all staff have an understanding of the additional vulnerabilities that arise from special educational needs and/or disabilities, plus inequalities of race, gender, language, religion, sexual orientation or culture, and that these receive full consideration in relation to child, young person or vulnerable adult protection.
  • When children are suffering from physical, sexual or emotional abuse, or experiencing neglect, this may be demonstrated through:
  • significant changes in their behaviour;
  • deterioration in their general well-being;
  • their comments which may give cause for concern, or the things they say (direct or indirect
  • disclosure);
  • changes in their appearance, their behaviour, or their play;
  • unexplained bruising, marks or signs of possible abuse or neglect; and
  • any reason to suspect neglect or abuse outside the setting.
  • We are aware of the ‘hidden harm’ agenda concerning parents with drug and alcohol problems and consider other factors affecting parental capacity and risk, such as social exclusion, domestic violence, radicalisation, mental or physical illness and parent’s learning disability.
  • We are aware that children’s vulnerability is potentially increased when they are privately fostered and when we know that a child is being cared for under a private fostering arrangement, we inform our local authority children’s social care team.
  • We are aware of other factors that affect children’s vulnerability that may affect, or may have affected, children and young people using our provision, such as abuse of children who have special educational needs and/or disabilities; fabricated or induced illness; child abuse linked to beliefs in spirit possession; sexual exploitation of children, including through internet abuse; Female Genital Mutilation and radicalisation or extremism.
  • In relation to radicalisation and extremism, we follow the Prevent Duty guidance for England and Wales published by the Home Office and LSCB procedures on responding to radicalisation.
  • The designated person completes online Channel training, online Prevent training and attends local WRAP training where available to ensure they are familiar with the local protocol and procedures for responding to concerns about radicalisation.
  • We aware of the mandatory duty that applies to teachers and health workers to report cases of Female Genital Mutilation to the police.
  • We also make ourselves aware that some children and young people are affected by peer on peer abuse, gang activity, by complex, multiple or organised abuse, through forced marriage or honour based violence or may be victims of child trafficking. While this may be less likely to affect young children in our care, we may become aware of any of these factors affecting older children and young people who we may come into contact with.
  • Where we believe that a child in our care or that is known to us may be affected by any of these factors we follow the procedures below for reporting child protection concerns and follow the LSCB procedures.
  • Where such evidence is apparent, the child's key person makes a dated record of the details of the concern and discusses what to do with the member of staff who is acting as the designated person. The information is stored on the child's personal file.
  • In the event that a staff member or volunteer is unhappy with the decision made of the designated person in relation to whether to make a safeguarding referral they must follow escalation procedures.
  • We refer concerns to the local authority children’s social care team and co-operate fully in any subsequent investigation. NB In some cases this may mean the police or another agency identified by the Local Safeguarding Children Board.
  • We take care not to influence the outcome either through the way we speak to children or by asking questions of children.
  • We take account of the need to protect young people aged 16-19 as defined by the Children Act 1989. This may include students or school children on work placement, young employees or young parents. Where abuse is suspected we follow the procedure for reporting any other child protection concerns. The views of the young person will always be taken into account, but the setting may override the young person’s refusal to consent to share information if it feels that it is necessary to prevent a crime from being committed or intervene where one may have been, or to prevent harm to a child or adult. Sharing confidential information without consent is done only where not sharing it could be worse than the outcome of having shared it.
  • All staff are also aware that adults can also be vulnerable and know how to refer adults who are in need of community care services.
  • We have a whistleblowing policy in place.
  • Staff/volunteers know they can contact the organisation Public Concern at Work for advice relating to whistleblowing; if they feel that the organisation has not acted adequately in relation to safeguarding they can contact the NSPCC whistleblowing helpline.
 
Recording suspicions of abuse and disclosures
  • Where a child makes comments to a member of staff that give cause for concern (disclosure), or a member of staff observes signs or signals that give cause for concern, such as significant changes in behaviour; deterioration in general well-being; unexplained bruising, marks or signs of possible abuse or neglect; that member of staff:
  • listens to the child, offers reassurance and gives assurance that she or he will take action;
  • does not question the child, although it is OK to ask questions for the purposes of clarification;
  • makes a written record that forms an objective record of the observation or disclosure that includes: the date and time of the observation or the disclosure; the exact words spoken by the child as far as possible; the name of the person to whom the concern was reported, with the date and time; and the names of any other person present at the time.
  • These records are signed and dated and kept in the child's personal file, which is kept securely and confidentially.
  • The member of staff acting as the designated person is informed of the issue at the earliest opportunity, and within one working day.
  • Where the Local Safeguarding Children Board stipulates the process for recording and sharing concerns, we include those procedures alongside this procedure and follow the steps set down by the Local Safeguarding Children Board.
 
Making a referral to the local authority children's social care team
  • The Pre-school Learning Alliance's publication Safeguarding Children contains procedures for making a referral to the local children's social care team, as well as a template form for recording concerns and making a referral.
  • We keep a copy of this document alongside the procedures for recording and reporting set down by our Local Safeguarding Children Board, which we follow where local procedures differ from those of the Pre-school Learning Alliance.
 
Escalation process
  • If we feel that a referral made has not been dealt with properly or that concerns are not being addressed or responded to, we will follow the LSCB escalation process.
  • We will ensure that staff are aware of how to escalate concerns.
 
Informing parents
  • Parents are normally the first point of contact. Concerns are discussed with parents to gain their view of events, unless it is felt that this may put the child at risk, or interfere with the course of a police investigation. Advice will be sought from social care if necessary.
  • Parents are informed when [we/I] make a record of concerns in their child’s file and that [we/I] also make a note of any discussion [we/I] have with them regarding a concern.
  • If a suspicion of abuse warrants referral to social care, parents are informed at the same time that the referral will be made, except where the guidance of the Local Safeguarding Children Board does not allow this, for example, where it is believed that the child may be placed at risk.
  • This will usually be the case where the parent is the likely abuser.
  • If there is a possibility that advising a parent beforehand may place a child at greater risk (or interfere with a police response) the designated person should seek advice from children’s social care, about whether or not to advise parents beforehand, and should record and follow the advice given.
 
Liaison with other agencies
  • We work within the Local Safeguarding Children Board guidelines.
  • The current version of ‘What to do if you’re worried a child is being abused’ is available for parents and staff and all staff are familiar with what they need to do if they have concerns.
  • We have procedures for contacting the local authority regarding child protection issues, including maintaining a list of names, addresses and telephone numbers of social workers, to ensure that it is easy, in any emergency, for the setting and children's social care to work well together.
  • We notify Ofsted of any incident or accident and any changes in our arrangements which may affect the well-being of children or where an allegation of abuse is made against a member of staff (whether the allegations relate to harm or abuse committed on our premises or elsewhere). Notifications to Ofsted are made as soon as is reasonably practicable, but at the latest within 14 days of the allegations being made.
  • Contact details for the local National Society for the Prevention of Cruelty to Children (NSPCC) are also kept.
 
Allegations against staff
  • We ensure that all parents know how to complain about the behaviour or actions of staff or volunteers within the setting, or anyone living or working on the premises occupied by the setting, which may include an allegation of abuse.
  • We respond to any inappropriate behaviour displayed by members of staff, volunteer or any other person living or working on the premises, which includes:
  • inappropriate sexual comments;
  • excessive one-to-one attention beyond the requirements of their usual role and responsibilities, or inappropriate sharing of images.
  • We follow the guidance of the Local Safeguarding Children Board when responding to any complaint that a member of staff or volunteer within the setting, or anyone living or working on the premises occupied by the setting, has abused a child.
  • We ensure that all staff and volunteers know how to raise concerns about a member of staff or volunteer within the setting. We respond to any concerns raised by staff and volunteers who know how to escalate their concerns if they are not satisfied with our response
  • We respond to any disclosure by children or staff that abuse by a member of staff or volunteer within the setting, or anyone living or working on the premises occupied by the setting, may have taken, or is taking place, by first recording the details of any such alleged incident.
  • We refer any such complaint immediately to the Local Authority Designated Officer (LADO) to investigate and/or offer advice:
WENDY CHEETHAM     01952 385728  
 
  • We also report any such alleged incident to Ofsted (unless advised by LADO that this is unnecessary due to the incident not meeting the threshold), as well as what measures we have taken. We are aware that it is an offence not to do this.
  • We co-operate entirely with any investigation carried out by children’s social care in conjunction with the police.
  • Where the management team and children’s social care agree it is appropriate in the circumstances, the member of staff or volunteer will be suspended for the duration of the investigation. This is not an indication of admission that the alleged incident has taken place, but is to protect the staff, as well as children and families, throughout the process.
 
Disciplinary action
Where a member of staff or volunteer has been dismissed due to engaging in activities that caused concern for the safeguarding of children or vulnerable adults, we will notify the Disclosure and Barring Service of relevant information, so that individuals who pose a threat to children and vulnerable groups can be identified and barred from working with these groups.
 
Key commitment 3
We are committed to promoting awareness of child abuse issues throughout our training and learning programmes for adults. We are also committed to empowering children our early childhood curriculum, promoting their right to be strong, resilient and listened to.
 
Training
  • Training opportunities are sought for all adults involved in the setting to ensure that they are able to recognise the signs and signals of possible physical abuse, emotional abuse, sexual abuse (including child sexual exploitation) and neglect and that they are aware of the local authority guidelines for making referrals.
  • Designated persons receive appropriate training, as recommended by the Local Safeguarding Children Board, every two years and refresh their knowledge and skills at least annually.
  • We ensure that all staff know the procedures for reporting and recording any concerns they may have about the provision.
  • We ensure that all staff receive updates on safeguarding via emails, newsletters, online training and/or discussion at staff meetings at least once a year.
 
Planning
  • The layout of the rooms allows for constant supervision. No child is left alone with staff or volunteers in a one-to-one situation without being within sight and/or hearing of other staff or volunteers.
 
Curriculum
  • We introduce key elements of keeping children safe into our programme to promote the personal, social and emotional development of all children, so that they may grow to be strong, resilient and listened to and so that they develop an understanding of why and how to keep safe.
  • We create within the setting a culture of value and respect for individuals, having positive regard for children's heritage arising from their colour, ethnicity, languages spoken at home, cultural and social background.
  • We ensure that this is carried out in a way that is developmentally appropriate for the children.
 
Confidentiality
  • All suspicions and investigations are kept confidential and shared only with those who need to know. Any information is shared under the guidance of the Local Safeguarding Children Board.
 
Support to families
  • We believe in building trusting and supportive relationships with families, staff and volunteers.
  • We make clear to parents our role and responsibilities in relation to child protection, such as for the reporting of concerns, information sharing, monitoring of the child, and liaising at all times with the local children’s social care team.
  • We will continue to welcome the child and the family whilst investigations are being made in relation to any alleged abuse.
  • We follow the Child Protection Plan as set by the child’s social worker in relation to the setting's designated role and tasks in supporting that child and their family, subsequent to any investigation.
  • Confidential records kept on a child are shared with the child's parents or those who have parental responsibility for the child in accordance with the Confidentiality and Client Access to Records procedure, and only if appropriate under the guidance of the Local Safeguarding Children Board.
 
Legal framework
Primary legislation
  • Children Act (1989 s47)
  • Protection of Children Act (1999)
  • The Children Act (2004 s11)
  • Safeguarding Vulnerable Groups Act (2006)
  • Childcare Act (2006)
Secondary legislation
  • Sexual Offences Act (2003)
  • Criminal Justice and Court Services Act (2000)
  • Equality Act (2010)
  • Data Protection Act (1998)
  • Childcare (Disqualification) Regulations (2009)
  • Children and Families Act (2014)
  • Care Act (2014)
  • Serious Crime Act (2015)
  • Counter-Terrorism and Security Act (2015)
 
Further guidance
 
  • Working Together to Safeguard Children (HMG, 2015)
  • What to do if you’re Worried a Child is Being Abused (HMG, 2015)
  • Framework for the Assessment of Children in Need and their Families (DoH 2000)
  • The Common Assessment Framework for Children and Young People: A Guide for Practitioners
(CWDC 2010)
  • Statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (HMG 2008)
  • Hidden Harm – Responding to the Needs of Children of Problem Drug Users (ACMD, 2003)
  • Information Sharing: Guidance for Practitioners providing Safeguarding Services (DfE 2015)
  • Disclosure and Barring Service: www.gov.uk/disclosure-barring-service-check
  • Revised Prevent Duty Guidance for England and Wales (HMG, 2015)
  • Inspecting Safeguarding in Early Years, Education and Skills Settings, (Ofsted, 2016)
Administering medicines
Policy statement
While it is not our policy 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. We ensure that where medicines are necessary to maintain health of the child, they are given correctly and in accordance with legal requirements.
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, especially a baby/child under two, 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.
Our staff are responsible for the correct administration of medication to children for whom they are the key person which 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, the manager is responsible for the overseeing of administering medication. We notify our insurance provider of all required conditions, as laid out in our insurance policy.
Procedures
  • Children taking prescribed medication must be well enough to attend the setting.
  • We only usually administer medication when it has been prescribed for a child by a doctor (or other medically qualified person). It must be in-date and prescribed for the current condition.
  • Non-prescription medication, such as pain or fever relief (e.g. Calpol) and teething gel, may be administered, upon the manager’s discretion, but only with prior written consent of the parent and only when there is a health reason to do so, such as a high temperature. Children under the age of 16 years are never given medicines containing aspirin unless prescribed specifically for that child by a doctor. The administering of un-prescribed medication is recorded in the same way as any other medication.
  • Children's prescribed medicines are stored in their original containers, are clearly labelled and are inaccessible to the children. On receiving the medication, the member of staff checks that it is in date and prescribed specifically for the current condition.
  • Parents must give prior written permission for the administration of medication. The staff member receiving the medication will 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 child and date of birth
  • the name of medication and strength
  • who prescribed it
  • the dosage and times to be given in the setting
  • the method of administration
  • how the medication should be stored and its expiry date
  • any possible side effects that may be expected
  • the signature of the parent, their printed name and the date
  • The administration of medicine is recorded accurately in individual child’s medication record form each time it is given and is signed by the person administering the medication [and a witness]. Parents are shown the record at the end of the day and asked to sign the record book to acknowledge the administration of the medicine. The medication record book records the:
  • name of the child
  • name and strength of the medication
  • name of the doctor that prescribed it
  • date and time of the dose
  • dose given and method
  • signature of the person administering the medication and a witness who verifies that the medication has been given correctly
  • parent’s signature (at the end of the day).
  • If the administration of prescribed medication requires medical knowledge, we obtain individual training 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.
  • We monitor the medication forms and to look at the frequency of medication given in the setting. For example, a high incidence of antibiotics being prescribed for a number of children at similar times may indicate a need for better infection control.
Storage of medicines
  • All medication is stored safely in a locked cupboard or refrigerated as required. Where the cupboard or refrigerator is not used solely for storing medicines, they are kept in a marked plastic box.
  • The child’s key person is responsible for ensuring 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. Key persons check that any medication held in the setting, is in date and return any out-of-date medication back to the parent.
Any medication that is required to stay on the premises is kept in a box in a locked filing cabinet in the office. This is recorded on a sheet kept by the filing cabinet and checked termly.
 
Children who have long term medical conditions and who may require ongoing medication
  • We carry out a risk assessment for each child with a long term medical condition that requires on-going medication. This is the responsibility of our 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 is sought from the child’s GP if necessary where there are concerns.
  • An individual health plan for the child is drawn up with the parent; outlining the key person’s role and what information must be shared with other adults who care for the child.
  • The individual health plan should include the measures to be taken in an emergency.
  • We review the individual health plan 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 individual health plan and each contributor, including the parent, signs it.
Managing medicines on trips and outings
  • If children are going on outings, the key person for the child will accompany the children 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, the original pharmacist’s label and the name of the medication. Inside the box is a copy of the consent form and a card to record when it has been given, including all the details that need to be recorded in the medication record as stated above. For medication dispensed by a hospital pharmacy, where the child’s details are not on the dispensing label, we will record the circumstances of the event and hospital instructions as relayed by the parents.
  • On returning to the setting the card is stapled to the medicine record book and the parent signs it.
  • If a child on medication has to be taken to hospital, the child’s medication is taken in a sealed plastic box clearly labelled 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.

British values
The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all settings to promote the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”
The government have set out its definition of British values in the 2011 ‘Prevent Strategy’ and these values have been reiterated by the Prime Minister in 2014 and added to Ofsted inspection guidance in July 2014
Promoting British Values at Teagues Bridge Preschool
We are a charity and committee run setting and we believe that our curriculum and environment enables children to be independent learners, to make choices and to build strong relationships with their peers and all adults.  Our setting believes that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their behaviour. We would challenge any behaviour within our setting that expressed opinions contrary to fundamental British Values.

We respect, listen to and act on children’s and parent’s voices. Children are involved in making rules and they are expected to contribute and cooperate with them, taking into account the views of others.
The Rule of Law
We consistently reinforce our high expectations of our children. Children are taught the value and reasons behind our rules, explaining that they are there to protect us, that everyone has a responsibility and that there are consequences when rules are broken.  Our ‘Achieving Positive Behaviour’ policy aims to teach children to behave in socially acceptable ways and to understand the rights and needs of others. We teach children right from wrong and what would be the consequences if we did something wrong. We use positive strategies to handle any conflict and praise and acknowledge desirable behaviours.
Individual Liberty
Here at Teagues Bridge Preschool, we actively encourage children to make their own choices, knowing that they are in a supportive and safe environment.
Mutual Respect
We value all of our children and families who attend our setting. We celebrate cultural and religious diversity and promote mutual respect. We encourage children by role modelling mutual respect through caring, sharing and listening to others. Adults help the children to understand how actions and words can affect others. All children, including those with special education needs and disabilities are valued for their individuality and supported to achieve their best. Children are shown that life is not the same for everyone and we support ‘Red Nose Day’, ‘Children in Need’, Sports Relief, ‘Harvest for the homeless’. We have also celebrated the Queens Diamond Jubilee, the wedding of the Duke and Duchess of Cambridge, Diwali Chinese New Year, and Hanukkah.
 
Tolerance of those of Different Faiths and Beliefs
We aim to enhance children’s understanding of different faiths and beliefs by participating in a range of celebrations throughout the year. Children have the opportunity to dress up in clothes and try different foods from other cultures and we encourage parents/carers to participate and support our multi-cultural events.  We ensure that posters, displays, messages of welcome reflect the wide range of languages and cultures that we are fortunate to have in our setting. We monitor all forms of bullying and harassment and actively promote courtesy and good manners to all.
Here at Teagues Bridge Preschool we believe that in everything we do, shows our determination to develop skills of empathy and tolerance to make everyone at our setting to feel valued and respected.
Promoting health and hygiene
 
First aid
 
Policy statement
 
In our setting staff are able to take action to apply first aid treatment in the event of an accident involving a child or adult. All members of staff hold first aid training so this ensures there is a qualified first aider on the premises or on an outing at any one time. The first aid qualification includes first aid training for infants and young children.
 
EYFS key themes and commitments

A Unique Child Positive Relationships Enabling Environments Learning and Development
1.3 Keeping safe
1.4 Health and well-being
2.2 Parents as partners
2.4 Key person
3.2 Supporting every child
3.4 The wider context
 
 
Procedures
 
The First Aid Kit
Our first aid kit complies with the Health and Safety (First Aid) Regulations 1981 and contains the following items only:
  • Triangular bandages (ideally at least one should be sterile) - x 4.
  • Sterile dressings:
a) Small (formerly Medium No 8) - x 3.
b) Medium (formerly Large No 9) – HSE 1 - x 3.
c) Large (formerly Extra Large No 3) – HSE 2 - x 3.
  • Composite pack containing 20 assorted (individually-wrapped) plasters 1.
  • Sterile eye pads (with bandage or attachment) eg No 16 dressing 2.
  • Container or 6 safety pins 1.
  • Guidance card as recommended by HSE 1.
In addition to the first aid equipment our box is  supplied with:
  • 2 pairs of disposable plastic (PVC or vinyl) gloves.
  • 1 plastic disposable apron.
  • a children’s’ thermometer.
  • The first aid box is easily accessible to adults, it is situated in the office above medical cabernet and is kept out of the reach of children.
  • No un-prescribed medication is given to children, parents or staff.
  • At the time of admission to the setting, parents' written permission for emergency medical advice or treatment is sought.  Parents sign and date their written approval.
  • Parents sign a consent form at registration allowing staff to call for the Accident and Emergency to attend and carry out necessary examinations, treated or admitted as necessary on the understanding that parents have been informed and are on their way to the hospital.
  • First aid forms are stored next to the first aid box.
  • All staff have an awareness of how to complete a first aid form and understand a parents signature must be obtained. 
Promoting health and hygiene
 
Food, drink and healthy eating
 
Policy statement
This setting regards snack and their meal times as an important part of the setting's day. Eating represents a social time for children and adults and helps children to learn about healthy eating. We promote healthy eating using resources and materials. At snack times, we aim to provide nutritious food, which meets the children's individual dietary needs and encourage parents to provide a lunch that follows this.
 
EYFS Key themes and commitments
A Unique Child Positive Relationships Enabling Environments Learning and Development
1.4 Health and well-being
 
2.1 Respecting each other
2.2 Parents as partners
2.4 Key person
3.2 Supporting every child
3.4 The wider context
4.4 Personal, social and emotional development
 
Procedures
  • Before a child starts to attend the setting, we find out from parents their children's dietary needs and preferences, including any allergies.  (See the Managing Children with Allergies policy.)
  • We record information about each child's dietary needs in her/his registration record and parents sign to signify that this information 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 in the kitchen and office current information about individual children's dietary needs so that all staff and volunteers are fully informed about them.
  • We also display in the kitchen a dietary and allergy sheet for products that are bought for snacks.
  • 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.
  • Through discussion with parents and research reading by staff, we obtain information about the dietary rules of the religious groups to which children and their parents belong, and of vegetarians and vegans, and about food allergies. We take account of this information in the provision of food and drinks.
  • We require staff to show sensitivity in providing for children's diets and allergies.  Staff do not use a child's diet or allergy as a label for the child or make a child feel singled out because of her/his diet or allergy.
  • Each room displays what snack will be provided for in the morning and afternoon sessions.
Snack times:
  • We provide nutritious food for all snacks, avoiding large quantities of saturated fat, sugar and salt and artificial additives, preservatives and colourings.
  • We include a variety of foods from the some of the main food groups:
  • dairy foods;
  • grains, cereals and starch vegetables; and
  • fruit and vegetables.
  • We provide tasting sessions that include foods from the diet of each of the children's cultural backgrounds, providing children with familiar foods and introducing them to new ones.
  • We take care not to provide food containing nuts or nut products and are especially vigilant where we have a child who has a known allergy to nuts.
  • We organise snack times so that they are social occasions in which children and staff participate. Our snack times are planning for rolling events once or twice a week depending on staff: child ratios and takes place during the child’s free play. Staff ensures that all children at least receive a drink during their play.
  • We use snack times to help children to develop independence through making choices, serving food and drink and feeding themselves.
  • We provide children with utensils that are appropriate for their ages and stages of development and take account of the eating practices in their cultures.
  • We have fresh drinking water constantly available for the children.  We inform the children about how to obtain the water and that they can ask for water at any time during the day.
  • We require parents to bring a named water bottle to the session to help encourage their child to have fluid intake during the session/day. Those who attend all day will have their drink replenished with only water when needed.
  • We do not accept fruit shoot bottles, energy drinks, or fizzy drinks.
  • We inform parents who provide a snack for their children about the storage facilities available in the setting.
  • For children who drink milk, we provide whole pasteurised milk for 2 year olds and semi skimmed milk for 3 year olds.
  • For children who are unable to drink milk for allergy reasons, we will liaise with parents to provide them with an adequate substitute for them to drink.
 
Packed lunches
For children who stay at the pre-school all day parents are provided with a leaflet stating our regulations and ideas for an adequate lunch. We also imply the following:
  • We inform parents what types of packed lunches parents are allowed to bring to the session; We do not allow sweets, fruit winders (sugar content is high), nuts, chocolate and crisps nor fizzy (fruit shoots) and energy drinks. No Chocolate mousse, yoghurts, chocolate puddings. No yoghurts that have been previously frozen.
  • We discourage packed lunch contents that consist largely of crisps, processed foods, nuts, sweet/ fizzy drinks and sweet products such as cakes or biscuits. Baked crisps or crackers are more suitable.  We reserve the right to return this food to the parent as a last resort;
  • We encourage parents to provide sandwiches with a healthy filling, fruit, and milk based deserts such as yoghurt or crème fraîche. No chocolate spread or peanut butter.
  • If children do not have own drink they will be offered either milk or water.
  • Staff ensure perishable contents of packed lunches are refrigerated or contain an ice pack to keep food cool; as we have a separate fridge for milk and lunch boxes they are able to be stored whole, as no other food will be stored inside this fridge.
  • Food are checked for dates and are edible, food that is not suitable will be returned to the parent in a bag with an explanation of why, on occasions like this we will try to provide an alternative for the child.
  • When children start all day sessions we inform parents of our policy on healthy eating and provide a booklet with ideas to help support them.
  • In order to protect children with food allergies, we discourage children from sharing and swapping their food with one another.
  • Any waste will be sent home in the lunch box so you can see how much of the lunch has been eaten.
  • If needed staff will provide children who bring packed lunches, with plates, cups and cutlery; and ensure staff sit with children to eat their lunch so that the mealtime is a social occasion.
Parents who forget their child’s packed lunch will be telephoned immediately for a lunch to be brought to the pre-school. If this is not possible the pre-school will attempt to provide the child with an adequate lunch. However the parent will be charged £2.00. For parents who repeatedly do not provide a lunch will have their details passed onto the Business manager/ committee, who will have the right to review the child’s place during the lunch service

Safeguarding children
Making a complaint
Policy statement
Teagues Bridge 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 of the parties involved.
EYFS key themes and commitments
A Unique Child Positive Relationships Enabling Environments Learning and Development
1.2 Inclusive practice 2.1 Respecting each other
2.2 Parents as partners
3.2 Supporting every child
3.4 The wider context
 
 
Procedures
Making a complaint
Stage 1
  • Any parent who has a concern about an aspect of the setting's provision talks over, first of all, his/her concerns with the setting leader/Chair.
  • Most complaints should be resolved amicably and informally at this stage.
Stage 2
  • If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complaint in writing to the setting leader and the chair of the management committee.
  • The pre-school stores written complaints from parents in the child's personal file. However, if the complaint involves a detailed investigation, all information relating to the investigation is stored in a separate file designated for this complaint.
  • When the investigation into the complaint is completed, the setting leader/Chair meets with the parent to discuss the outcome.
  • Parents must be informed of the outcome of the investigation within 28 days of making the complaint.
  • When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record.
Stage 3
  • If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the setting leader chair of the management committee. The parent should have a friend or partner present if required and the leader should have the support of the chairperson of the management committee.
  • An agreed written record of the discussion is made as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it.
  • This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record.
Stage 4
  • If at the stage three meeting the parent and setting cannot reach agreement, an external mediator is invited to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice.  A mediator has no legal powers but can help to define the problem, review the action so far and suggest further ways in which it might be resolved.
  • Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to be invited to act as mediators.
  • The mediator keeps all discussions confidential. S/he can hold separate meetings with the setting personnel (setting leader and the chair of the management committee) and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives.
Stage 5
  • When the mediator has concluded her/his investigations, a final meeting between the parent, the setting leader and the owner/chair of the management committee is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator's advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached.
  • A record of this meeting, including the decision on the action to be taken, is made.  Everyone present at the meeting signs the record and receives a copy of it.  This signed record signifies that the procedure has concluded.
The role of the Office for Standards in Education, Early Years Directorate (Ofsted) and the Local Safeguarding Children Board
  • Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the setting's registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Welfare Requirements of the Early Years Foundation Stage are adhered to.
  • The number to call Ofsted with regard to a complaint is:
030 123 1231 www.ofsted.gov.uk/childcare
  • These details are displayed in our pre-schools main entrance.
  • If a child appears to be at risk, our setting follows the procedures of the Local Safeguarding Children Board in our local authority.
  • In these cases, both the parent and setting are informed and the setting leader works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint, followed by appropriate action.
Records
  • A record of complaints against our setting and/or the children and/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 Summary Complaints Record which is available for parents and Ofsted inspectors on request.
 
 Managing children who are sick, infectious, or with allergies
 
Policy statement
 
We aim to provide care for healthy children through preventing cross infection of viruses and bacterial infections and promote health through identifying allergies and preventing contact with the allergenic trigger.
 
Procedures for children who are sick or infectious
 
  • If children appear unwell during the day – for example, if they have a temperature, sickness, diarrhoea or pains, particularly in the head or stomach – our manager will call the parents and ask them to collect the child, or to send a known carer to collect the child on their behalf.
  • If a child has a temperature, they are kept cool, by removing top clothing and sponging their heads with cool water, but kept away from draughts.
  • The child's temperature is taken using an ear thermometer, stored in the office with a recording sheet.
  • If the child’s temperature does not go down and is worryingly high, then we may give them Calpol or another similar analgesic, after first obtaining verbal consent from the parent where possible. This is to reduce the risk of febrile convulsions. Parents sign the medication record when they collect their child.
  • In extreme cases of emergency, an ambulance is called and the parent informed.
  • Parents are asked to take their child to the doctor before returning them to the setting; We will refuse admittance to children who have a temperature, sickness and diarrhoea or a contagious infection or disease.
  • When a child has a recorded temperature of 38 degrees or over they are required to stay at home for a minimum of 24 hours.
  • Where children have been prescribed antibiotics for an infectious illness or complaint, we ask parents to keep them at home for 48 hours before returning to the setting.
  • After diarrhoea/ sickness, we ask parents keep children home for 48 hours following the last episode.
  • Some activities, such as sand and water play, and self-serve snacks where there is a risk of cross-contamination may be suspended for the duration of any outbreak.
  • We a list of excludable diseases and current exclusion times. The full list is obtainable from
www.hpa.org.uk/webc/HPAwebFile/HPAweb_C/1194947358374 and includes common childhood illnesses such as measles.
Reporting of ‘notifiable diseases’
  • If a child or adult is diagnosed as suffering from a notifiable disease under the Health Protection (Notification) Regulations 2010, the GP will report this to Public Health England.
  • When we become aware, or are formally informed of the notifiable disease, our manager informs Ofsted and contacts Public Health England, and acts on any advice given.
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. We:
  • Wear single-use vinyl gloves and aprons when changing children’s nappies, pants and clothing that are soiled with blood, urine, faeces or vomit.
  • Use protective single use gloves for cleaning/sluicing clothing after changing.
  • Rinse soiled clothing and bag it for parents to collect .
  • Clear spills of blood, urine, faeces or vomit using mild disinfectant solution and mops; any cloths used are disposed of with the clinical waste.
  • Clean any tables and other furniture, furnishings or toys affected by blood, urine, faeces or vomit using a disinfectant.
 
Nits and head lice
  • Nits and head lice are not an excludable condition; although in exceptional cases We may ask a parent to keep the child away until the infestation has cleared.
  • On identifying cases of head lice, we inform all parents ask them to treat their child and all the family if they are found to have head lice.
 
Procedures for children with allergies
  • When children start at the setting we ask their parents if their child suffers from any known allergies. This is recorded on the Registration Form.
  • If a child has an allergy, we complete a risk assessment form 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 of skin, swelling, breathing problems etc).
    • What to do in case of allergic reactions, 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 measures.
  • This risk assessment form is kept in the child’s personal file and a copy is displayed where our staff can see it.
  • 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
  • If necessary, our insurance will 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 our insurance provider must be obtained to extend the insurance.
  • At all times we ensure that the administration of medication is compliant with the Safeguarding and Welfare Requirements of the Early Years Foundation Stage.
  • Oral medication:
  • Asthma inhalers are now regarded as ‘oral medication’ by insurers and so documents do not need to be forwarded to our insurance provider. Oral medications must be prescribed by a GP or have manufacturer’s instructions clearly written on them.
  • We must be provided with clear written instructions on how to administer such medication.
  • We adhere to all risk assessment procedures for the correct storage and administration of the medication.
  • We 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 our insurance provider.
  • Life-saving medication and invasive treatments:
These include 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).
  • We 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 our staff to administer medication; and
  • proof of training in the administration 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 to the Pre-school Learning Alliance Insurance Department for appraisal Written confirmation that the insurance has been extended will be issued by return.
  • Key person for special needs 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 receiving appropriate instructions from parents or guardians.
  • Copies of all letters relating to these children must first be sent to the Pre-school Learning Alliance Insurance Department for appraisal Written confirmation that the insurance has been extended will be issued by return.
  • If we are unsure about any aspect, we will contact the Pre-school Learning Alliance Insurance Department on 020 7697 2585 or email membership@pre-school.org.uk/insert details of your insurance provider.
 
Periods of Exclusion for Infectious Disease
Disease Exclusion Period Management
Bronchiolitis (Croup) During acute stage of illness None
Chicken Pox Minimum of 5 days from onset of rash Pregnant women should seek advice from their doctor
Conjunctivitis The first dose of prescribed medication has to be implemented before returning to nursery Towels and face cloths should not be shared
Diarrhoea All cases to be excluded until they have been free from diarrhoea for 48 hours None
E. Coli 0157 Seek advice from CCDC Seek advice from CCDC
German Measles (Rubella) Minimum period of exclusion 5 days from onset of rash Pregnant women should seek advice from their doctor
Hand, Foot and Mouth None It can be transmitted by direct contact with rash, airborne and faecal hand to mouth route.
Hepatitis A (Jaundice) Exclusion should be attempted where hygiene may be an issue None
Hepatitis B None  
High Temperature 38 degrees and over 24 hours Keep cool
give calpol
HIV infection None  
Impetigo For 48 hours from start of antibiotic treatment or until the skin has healed None
Leptospirosis Until child feels well enough Transmission from person to person is rare
Measles Minimum of 5 days from onset of rash None
Acute Meningitis and Septicaemia Until considered by GP to be free from infection and fit to return CCDC will give advice
MRSA None unless child is unwell Advice from CCDC
Mumps Minimum of 5 days until swelling has subsided None
Parvoviruses Infection (Fifth Disease or Slapped Cheek Syndrome) Unwell children should be excluded. Pregnant women should seek advice from GP
Molluscum Contagiosium None but avoid contact with lesions None
Poliomylitis Until considered by CCDC to be free from infection Advice from CCDC
Pediculosis (hair lice) None Follow up treatment advice
Bacillary Dysentery All cases to be excluded until they have been free from diarrhoea for 48 hours Siblings should be screened
 
Disease Exclusion Period Management
Rotavirus See diarrhoea  
Scabies Exclusion unnecessary once adequate treatment has started  
Shingles 5 days from onset of rash Non-immune people can catch chicken pox from patients with shingles
Streptococcal Infection (Scarlet Fever) Until pronounced fit by GP or 5 days after starting antibiotics None
Threadworm None Treat all family contacts
Thrush Until treatment has commenced None
Toxoplasmosis None cannot be spread from person to person None
Tuberculosis At the discretion of the chest physician. CCDC will advise.  
Typhoid Fever and Paratyphoid Fever CCDC will advise CCDC will advise
Ringworm of the body None unless advised by CCDC  
Ringworm of the feet (Athletes Foot) None None
Ringworm of the scalp Until started on appropriate treatment  
Verrucae (plantar Warts) None as long as warts remain covered with occlusive plaster. None
Whooping Cough Minimum of 21 days from onset of paroxysmal cough. Reduced to 5 days if given antibiotics None

Procedures

Admissions

Our setting is open and accessible to all members of the community.
  • We base our Admissions Policy on a fair system.
  • We do not discriminate against a child or their family in our service provision, including preventing their entry to our setting based on a protected characteristic as defined by the Equality Act (2010).
  • We advertise our service widely.
  • We provide information in clear, concise language, whether in spoken or written form and provide information in other languages (where ever possible).
  • We reflect the diversity of our community and wider society in our publicity and promotional materials.
  • We provide information on our offer of provision for children with special educational needs and disabilities.
  • We ensure that all parents are made aware of our Valuing Diversity and Promoting Equality Policy.
  • We make reasonable adjustments to ensure that disabled children can participate successfully in the services and in the curriculum offered by the setting.
  • We ensure, wherever possible, that we have a balanced intake of boys and girls in the setting.
  • We take action against any discriminatory, prejudice, harassing or victimising behaviour by our staff, volunteers or parents whether by:
  • direct discrimination – someone is treated less favourably because of a protected characteristic e.g. preventing families of a specific ethnic group from using the service;
  • indirect discrimination – someone is affected unfavourably by a general policy e.g. children must only speak English in the setting;
  • discrimination arising from a disability – someone is treated less favourably because of something connected with their disability e.g. a child with a visual impairment is excluded from an activity;
  • association – discriminating against someone who is associated with a person with a protected characteristic e.g. behaving unfavourably to someone who is married to a person from a different cultural background; or
  • perception – discrimination on the basis that it is thought someone has a protected characteristic e.g. making assumptions about someone's sexual orientation.
  • We will not tolerate behaviour from an adult who demonstrates dislike or prejudice towards individuals who are perceived to be from another country (xenophobia).
  • Displaying of openly discriminatory xenophobic and possibly offensive or threatening materials, name calling, or threatening behaviour are unacceptable on, or around, our premises and will be dealt with immediately and discreetly by asking the adult to stop using the unacceptable behaviour and inviting them to read and to act in accordance with the relevant policy statement and procedure. Failure to comply may lead to the adult being excluded from the premises.

Employment

  • We advertise posts 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 suitability checks. This ensures fairness in the selection process.
  •  All our job descriptions include a commitment to promoting equality, and recognising and respecting diversity as part of their specifications.
  • We monitor our application process to ensure that it is fair and accessible.

Training

  • We seek out training opportunities for [our staff and/myself and my] volunteers to enable them to develop anti-discriminatory and inclusive practices.
  • We ensure that [our staff are/I am] confident and fully trained in administering relevant medicines and performing invasive care procedures on children when these are required.
  • We review our practices to ensure that we are fully implementing our policy for Valuing Diversity and Promoting Equality.

Curriculum

The curriculum offered in our setting encourages children to develop positive attitudes about themselves as well as about people who are different from themselves. It encourages development of confidence and self esteem, empathy, critical thinking and reflection.
We ensure that our practice is fully inclusive by:
  • creating an environment of mutual respect and tolerance;
  • modelling desirable behaviour to children and helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable;
  • positively reflecting the widest possible range of communities within resources;
  • avoiding use of stereotypes or derogatory images within our books or any other visual materials;
  • celebrating locally observed festivals and holy days;
  • ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning;
  • ensuring that disabled children with and without special educational needs are fully supported;
  • ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages
We will ensure that Our environment is as accessible as possible for all visitors and service users. We do this by:
  • Undertaking an access audit to establish if the setting is accessible to all disabled children and adults. If access to the setting is found to treat disabled children or adults less favourably, then we make reasonable adjustments to accommodate the needs of disabled children and adults.
  • Fully differentiating the environment, resources and curriculum to accommodate a wide range of learning, physical and sensory needs.
Valuing diversity in families
  • we welcome the diversity of family lifestyles and work with all families.
  • we encourage children to contribute stories of their everyday life to the setting.
  • we encourage mothers, fathers and other carers to take part in the life of the setting and to contribute fully.
  • For families who speak languages in addition to English, we will develop means to encourage their full inclusion.
  • we offer a flexible payment system for families experiencing financial difficulties and offer information regarding sources of financial support.
  • we take positive action to encourage disadvantaged and under-represented groups to use the setting.
  •  
  • we work in partnership with parents to ensure that dietary requirements of children that arise from their medical, religious or cultural needs are met where ever possible.
  • we help children to learn about a range of food, and of cultural approaches to mealtimes and eating, and to respect the differences among them.
  •  
  • Meetings are arranged to ensure that all families who wish to may be involved in the running of the setting.
  • We positively encourage fathers to be involved in the setting, especially those fathers who do not live with the child.
  • Information about meetings is communicated in a variety of ways - written, verbal and where resources allow in translation – to ensure that all mothers and fathers have information about, and access to, the meetings.
Monitoring and reviewing
  • So that our policies and procedures remain effective, we monitor and review them annually to ensure our strategies meet our overall aims to promote equality, inclusion and to value diversity.
  • we provide a complaints procedure and a complaints summary record for parents to see.
Public Sector Equality Duty
  • we have regard to the Duty to eliminate discrimination, promote equality of opportunity, foster good relations between people who share a protected characteristic and those who do not.
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