Policies

Policy statement

Bainton Road Nursery will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life. Our Safeguarding Policy is based on the National Day Nursery Association (NDNA) Safeguarding Children Policy.

Procedures

We carry out the following procedures to ensure that we safeguard the children in our care.

Key commitment 1

We are committed to building a ‘culture of safety’ in which children are protected from abuse and harm in all areas of our service delivery.

• Our Designated Safeguarding Lead (a member of the management team) who oversees this work is: Sarah Pearson the Nursery Manager.
• Our Deputy Manager (a member of staff) who co-ordinates child protection issues, is Julie Lygo, who is always available.
• 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 the signs and symptoms of abuse, and understand their professional duty to ensure safeguarding concerns are reported to the Local Authority Multi Agency Safeguarding Hub (MASH) or the NSPCC.
• 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.
• 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.
• All staff are signed up to the DBS Update service, to allow regular checks to be carried out.
• 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 do not work unsupervised.
• Information is recorded about staff qualifications, and the identity checks and vetting processes that have been completed including:
• The DBS criminal records disclosure reference number;
• 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, court orders, reprimands and warnings or has been barred from, or had registration refused or cancelled in relation to any childcare provision (see above questions), 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 Safeguarding Lead in the setting has responsibility for ensuring that there is an adequate e-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 Safeguarding Lead will support the Deputy Manager to undertake their role adequately and offer advice, guidance, supervision and support.
• The Designated Safeguarding Lead will inform the Deputy Manager at the first opportunity of every significant safeguarding concern, however, this should not delay any referrals being made to the Local Authority MASH, 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).

Responding to suspicions of abuse

• We acknowledge that abuse of children can take different forms – physical, emotional, and sexual, as well as neglect.
• When children are suffering from physical, sexual or emotional abuse, or 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 consider factors affecting parental capacity and risk, such as social exclusion, domestic violence, parent’s drug or alcohol abuse, mental or physical illness or 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 MASH.

• We are aware of other factors that affect children’s vulnerability such as, abuse of disabled children; fabricated or induced illness; child abuse linked to beliefs in spirit possession; sexual exploitation of children, such as through internet abuse; and Female Genital Mutilation and radicalisation; that may affect, or may have affected, children and young people using our provision.
• We also make ourselves aware that some children and young people are affected by gang activity, by complex, multiple or organised abuse, through forced marriage or honour-based violence, witchcraft abuse, 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 Local Safeguarding Children Board 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 Safeguarding Lead’. 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 department and co-operate fully in any subsequent investigation. 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.
• We have a whistle blowing policy in place.

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:
• listen to the child, offers reassurance and give assurance that she or he will take action;
• do not question the child;
• make 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 Safeguarding Lead’ is informed of the issue at the earliest opportunity and within 1 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 Multi Agency Safeguarding Hub.

• The Local Safeguarding Children’s Board sets out procedures for making a referral to the MASH as well as a template form for recording concerns and making a referral.
• We keep a copy of this document in the safeguarding file in the nursery safe.

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 Local Safeguarding Children Board 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 in greater danger.
• Parents are informed when we make a record of concerns in their child’s file and that we also make a note of any discussion we 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 in greater danger.
• 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 the Designated Safeguarding Lead should seek advice from children’s social work services, 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’ 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 the Locality and Community Support Service (LCSS) and MASH 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 or volunteer 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:
• We also report any such alleged incident to Ofsted, 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 the Local Authority MASH team in conjunction with the police.
• Where the management team and MASH 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 young children, through 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 and neglect and that they are aware of the local authority guidelines for making referrals.
• Designated persons receive training in accordance with that recommended by the Local Safeguarding Children Board.
• We ensure that all staff know the procedures for reporting and recording any concerns they may have about the provision.

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 visible to others.

Curriculum

• We introduce key elements of keeping children safe into our programme to promote the personal, social and emotional development of all children, so that they may grow to be strong, resilient and listened to and so that they develop 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 care worker in relation to the setting’s designated role and tasks in supporting that child and their family, subsequent to any investigation.
• Confidential records kept on a child are shared with the child’s parents or those who have parental responsibility for the child in accordance with the Confidentiality and Client Access to Records procedure and only if appropriate under the guidance of the Local Safeguarding Children Board.

Legal framework

Primary legislation

• Children Act (1989 s47)
• Protection of Children Act (1999)
• Data Protection Act (2018)
• The Children Act (Every Child Matters) (2004)
• Safeguarding Vulnerable Groups Act (2006)
• Childcare Act 2006

Secondary legislation

• Sexual Offences Act (2003)
• Criminal Justice and Court Services Act (2000)
• Equalities Act (2010)
• Childcare (Disqualification) Regulations 2009
• Children and Families Act 2014
• Serious Crime Act 2015

Further guidance

• Working Together to Safeguard Children (2018)
• What to do if You’re Worried a Child is Being Abused (DfE 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 2007)
• Information Sharing: Guidance for Practitioners providing Safeguarding Services (DfE 2015)
• Disclosure and Barring Service: uk/disclosure-barring-service-check
• Counter-Terrorism Security (2015)
• Keeping Children Safe in Education (2021)

Policy statement

At Bainton Road Nursery 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, our staff are committed and the setting is a happy and dedicated place to attend or work in.

We want children to feel safe, stimulated and happy in the setting and to feel secure and comfortable with our staff. We also want parents to have confidence in both their children’s well-being and their role as active partners with our setting. We aim to make our 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 child must have a key person. These procedures set out a model for developing a key person approach that promotes effective and positive relationships for children.

Procedures

• We allocate a key person before the child starts.
• The key person is responsible for:
• Providing an induction for the family and for settling the child into our setting.
• Offering unconditional regard for the child and being non-judgemental.
• Working with the parents to plan and deliver a personalised plan for the child’s well-being, care and learning.
• Acting as the key contact for the parents.
• 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.
• Having links with other carers involved with the child and co-ordinating the sharing of appropriate information about the child’s development with those carers.
• Encouraging positive relationships between children in her/his key group, spending time with them as a group each day.
• 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 adults and children.

Settling-in

• Before a child starts to attend our setting, we use a variety of ways to provide his/her parents with information. These include written information (including in our prospectus and policies), displays about activities available within the setting, information days and evenings and individual meetings with
• During the settling in period before a child is enrolled, we provide opportunities for the child and his/her parents to visit the setting.
• 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 may offer a home visit by the person who will be the child’s key person to ensure all relevant information about the child can be made known. This is also key to seeing the child in their home environment, where they are happy and comfortable and we can gain an understanding about the child and their home life, which we otherwise would not have known.
• We use pre-start visits and the first session at which a child attends to explain and complete, with his/her parents, the child’s registration records.
• When a child starts to attend, we explain the process of settling-in with his/her parents and jointly decide on the best way to help the child to settle into the setting.
• We have an expectation that the parent, carer or close relative, will stay for most of the session during the first week, gradually taking time away from their child; increasing this time as and when the child is able to
• 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 they will be back.
• We recognise that some children will settle more readily than others, but that some children who appear to settle rapidly are not ready to be left. We expect that the parent will honour the commitment to stay for at least the first week, or possibly longer, until their child can stay happily without them.
• We do not believe that leaving a child to cry will help them to settle any quicker. We believe that a child’s distress will prevent them from learning and gaining the best from the setting.
• We reserve the right not to accept a child into the setting without a parent or carer if the child finds it distressing to be left. This is especially the case with very young children.
• Within the first four to six weeks of starting, we discuss and work with the child’s parents to begin to create their child’s record of achievement.

The progress check at age two

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

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 our setting. We also aim to support parents in their own continuing education and personal development.

Some parents are less well represented in early years’ settings; these include fathers, parents who live apart from their children, but who still play a part in their lives, as well as working parents. In carrying out the following procedures, we will ensure 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 step-parents and parents who do not live with their children, but have contact with them and play a part in their lives. ‘Parents’ also includes same sex parents, as well as foster parents.

The Children 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’.

Procedures

• Parents are made to feel welcome in our Nursery setting; they are greeted appropriately, there is adult seating and provision for refreshment.
• We have a means to ensure all parents are included – that may mean that we have different strategies for involving fathers, or parents who work or live apart from their children.
• We make every effort to accommodate parents who have a disability or impairment.
• We consult with all parents to find out what works best for them.
• We ensure on-going 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.
• Information about a child and his or her family is kept confidential within our Nursery setting. The exception to this is where there is cause to believe that a child may be suffering, or is likely to suffer, significant harm, or where there are concerns regarding child’s development that need to be shared with another agency. We will seek parental permission unless there are reasons not to in order to protect the safety of the child. Reference is made to our Information Sharing Policy on seeking consent for disclosure.
• We seek parental consent to administer medication, take a child for emergency treatment, take a child on an outing and take photographs for the purposes of record keeping.
• The expectations that we make on parents are made clear at the point of registration.
• We make clear our expectation that parents will participate in settling their child at the commencement of a place according to an agreed plan.
• We seek parents’ views regarding changes in the delivery of our service.
• Parents are actively encouraged to participate in decision making processes according to the structure in place within our setting.
• We encourage parents to become involved in the social and cultural life of the setting and actively contribute to it.
• As far as possible our service is provided in a flexible way to meet the needs of parents without compromising the needs of children.
• We provide sufficient opportunity for parents to share necessary information with staff and this is recorded and stored to protect confidentiality.
• Our key persons meet regularly with parents to discuss their child’s progress and to share concerns if they arise.
• Where applicable, our key persons work with parents to carry out an agreed plan to support special educational needs.
• Where applicable, our key persons work with parents to carry out any agreed tasks where a Protection Plan is in place for a child.
• We involve parents in the shared record keeping about their children – either formally or informally – and ensure parents have access to their children’s written or on-line developmental records.
• We provide opportunities for parents to contribute their own skills, knowledge and interests to the activities of the setting.
• We support families to be involved in activities that promote their own learning and well-being; informing parents about relevant conferences, workshops and training.
• We consult with parents about the times of meetings to avoid excluding anyone.
• We provide information about opportunities to be involved in the setting in ways that are accessible to parents with basic skills needs, or those for whom English is an additional language; making every effort to provide an interpreter for parents who speak a language other than English and to provide translated written materials.
• We hold meetings in venues that are accessible and appropriate for all.
• We welcome the contributions of parents; in whatever form these may take.
• We inform all parents of the systems for registering queries, complaints or suggestions and we check to ensure these are understood. All parents have access to our written complaints procedure.
• We provide opportunities for parents to learn about the curriculum offered in the setting and about young children’s learning, in the setting and at home. There are opportunities for parents to take active roles in supporting their child’s learning in the setting: informally through helping out or taking part in activities with their child, or through structured projects engaging parents and staff in learning about children’s learning.

In compliance with the Safeguarding and Welfare Requirements, the following documentation is also in place at our setting:

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

Policy statement

We work in partnership with local and national agencies to promote the well-being of all children.

Procedures

• We work in partnership, or in tandem, with local and national agencies to promote the well-being of children.
• We have procedures are in place for the sharing of information about children and families with other agencies. These are set out in our Information Sharing Policy, Safeguarding Children and Child Protection Policy and the Supporting Children with Special Educational Needs Policy.
• Information shared by other agencies with us is regarded as third party information. This is also kept in confidence and not shared without consent from that agency.
• When working in partnership with staff from other agencies, we make those individuals welcome in our setting and respect their professional roles.
• We follow the protocols for working with agencies, for example on child protection.
• We ensure that staff from other agencies do not have unsupervised access to the child they are visiting in the setting and do not have access to any other child(ren) during their visit.
• Our staff do not casually share information or seek informal advice about any named child/family.
• When necessary, we consult with and signpost to local and national agencies who offer a wealth of advice and information that help us to develop our understanding of the issues facing us and who can provide support and information for parents. For example, ethnic/cultural organisations, drug/alcohol agencies, welfare rights advisors or organisations promoting childcare and education, or adult education.

Policy statement

At Bainton Road, we recognise that children learn in different ways and at different rates and plan for this accordingly. Our aim is to support all children attending the nursery to attain their maximum potential within their individual capabilities.

We provide a positive play environment for every child, so they may develop good social skills and an appreciation of all aspects of this country’s multi-cultural society. We plan to learn experiences to ensure, as far as practical, there is equality of opportunity for all children and a celebration of diversity.

We maintain a personalised record of every child’s development, showing their abilities, progress, interests and areas needing further staff or parental assistance.

For children whose home language is not English, we will take reasonable steps to:

• Provide opportunities for children to develop and use their home language in play and learning and support their language development at home; and
• Ensure that children have sufficient opportunities to learn and reach a good standard in the English language during the EYFS, ensuring that children are ready to benefit from the opportunities available to them when they begin the year.

We ensure that the educational programmes are well planned and resourced to have depth and breadth across the seven areas of learning. They provide interesting and challenging experiences that meet the needs of all children. Planning is based on a secure knowledge and understanding of how to promote the learning and development of young children and what they can achieve.

We implement the Early Years Foundation Stage (EYFS) set by the Department of Education that sets standards to ensure all children learn and develop well. We support and enhance children’s learning and development holistically through play-based activities. We review all aspects of learning and development and ensure a flexible approach is maintained, which responds quickly to children’s learning and developmental needs. We develop tailor-made activities based on observations which inform future planning and draw on children’s needs and interests. This is promoted through a balance of adult-led and child-initiated opportunities both indoors and outdoors.

Direct observation is supplemented by a range of other evidence to evaluate the impact that practitioners have on the progress children make in their learning including:

evidence of assessment that includes the progress of different groups of children:

• assessment on entry, including parental contributions
• two-year-old progress checks (where applicable)
• on-going (formative) assessments, including any parental contributions
• the Early Years Foundation Stage Profile (where applicable) or any other summative assessment when children leave.

We acknowledge parents as primary educators and encourage parental involvement as outlined in our Parents and Carers as Partners policy. We build strong home links in order to enhance and extend children’s learning both within the nursery environment and in the child’s home.

We share information about the EYFS curriculum with parents and signpost them to further support via the following websites:

www.foundationyears.org.uk/

www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/early-years-foundation-stage-eyfs

Policy statement

At Bainton Road Nursery we believe that children flourish best when their personal, social and emotional needs are understood, supported and met and where there are clear, fair and developmentally 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

In order to manage children’s behaviour in an appropriate way we will:

• attend relevant training to help understand and guide appropriate models of behaviour;
• implement the setting’s behaviour procedures including the stepped approach;
• have the necessary skills to support other staff with behaviour issues and to access expert advice, if necessary;
• ensure all staff complete the Promoting Positive Behaviour programme, on Educare (http://pre-school.educare.co.uk/Login.aspx)

Stepped approach

Step 1

• We will ensure that EYFS guidance relating to ‘behaviour management’ is incorporated into relevant policy and procedures;
• We will be knowledgeable with, and apply the setting’s procedures on Promoting Positive Behaviour;
• We will undertake an annual audit of the provision to ensure the environment and practices support healthy social and emotional development. Findings from the audit are considered by management and relevant adjustments applied. (A useful guide to assessing the well-being of children can be found at be/img/sics-ziko-manual.pdf)
• ensure that all staff are supported to address issues relating to behaviour including applying initial and focused intervention approaches (see below).

Step 2

• We address unwanted behaviours using the agreed and consistently applied initial intervention approach. If the unwanted behaviour does not reoccur or cause concern, then normal monitoring will resume.
• Behaviours that result in a concern for the child and/or others will be discussed between the key person, the behaviour co-ordinator and Special Educational Needs Coordinator (SENCO) or/and manager. During the meeting, the key person will use their knowledge and assessments of the child to share any known influencing factors (new baby, additional needs, illness etc.) in order to place the behaviour into context. Appropriate adjustments to practice will be agreed and if successful normal monitoring resumed.
• If the behaviour continues to reoccur and remain a concern, then the key person should liaise with parents to discuss possible reasons for the behaviour and to agree on next steps. If a cause for the behaviour is not known or only occurs whilst in the setting, then the SENCO will suggest using a focused intervention approach to identify a trigger for the behaviour.
• If a trigger is identified, then the SENCO and the key person will meet with the parents to plan support for the child through developing an action plan. If relevant, recommended actions for dealing with the behaviour at home should be agreed with the parent/s and incorporated into the plan. Other members of the staff team should be informed of the agreed actions in the action plan and help implement the actions. The plan should be monitored and reviewed regularly by the key person and SENCO until improvement is noticed.

Step 3

• If despite applying the initial intervention and focused intervention approaches, the behaviour continues to occur and/or is of significant concern, then the behaviour co-ordinator and SENCO will invite the parents to a meeting to discuss external referral and next steps for supporting the child in the setting.
• It may be agreed that the Early Help process should begin and that specialist help be sought for the child – this support may address either developmental or welfare needs. If the child’s behaviour is part of a range of welfare concerns that also include a concern that the child may be suffering or likely to suffer significant harm, follow the Safeguarding and Children and Child Protection Policy (1.2). It may also be agreed that the child should be referred for an Education, Health and Care assessment. (See Supporting Children with SEN policy 9.2)
• Advice provided by external agencies should be incorporated into the child’s action plan and regular multi-disciplinary meetings held to review the child’s progress.

Initial intervention approach

• We use an initial problem-solving intervention for all situations in which a child or children are distressed on in the conflict. All staff use this intervention consistently.
• This type of approach involves an adult approaching the situation calmly, stopping any hurtful actions, acknowledging the feelings of those involved, gathering information, restating the issue to help children reflect, regain control of the situation and resolve the situation themselves.
• High Scope’s Conflict Resolution process provides this type of approach but equally any other similar method would be suitable. Periodically the effectiveness of the approach will be checked.

Focused intervention approach

• The reasons for some types of behaviour are not always apparent, despite the knowledge and input from key staff and parents.
• Where we have considered all possible reasons, then a focused intervention approach should then be applied.
• This approach allows the key person and behaviour co-ordinator to observe, reflect, and identify causes and functions of unwanted behaviour in the wider context of other known influences on the child.
• We follow the ABC method which uses key observations to identify a) an event or activity (antecedent) that occurred immediately before a particular behaviour, b) what behaviour was observed and recorded at the time of the incident, and c) what the consequences were following the behaviour. Once analysed, the focused intervention should help determine the cause (e.g. ownership of a toy or fear of a situation) and function of the behaviour (to obtain the toy or avoid a situation) and suitable support will be applied.

Use of rewards and sanctions

• All children need consistent messages, clear boundaries and guidance to intrinsically manage their behaviour through self-reflection and control.
• Rewards such as excessive praise and stickers may provide an immediate change in the behaviour but will not teach children how to act when a ‘prize’ is not being given or provide the child with the skills to manage situations and their emotions. Instead, a child is taught how to be ‘compliant’ and respond to meet adult’s own expectations in order to obtain a reward (or for fear of a sanction). If used, then the type of rewards and their functions must be carefully considered before applying.
• Children should never be labelled, criticised, humiliated, punished, shouted at or isolated by removing them from the group and left alone in ‘time out’ or on a ‘naughty chair’. However, if necessary children can be accompanied and removed from the group in order to calm down and if appropriate helped to reflect on what has happened.

Use of physical intervention

• The term physical intervention is used to describe any forceful physical contact by an adult to a child such as grabbing, pulling, dragging, or any form of restraint of a child such as holding down. Where a child is upset or angry, staff will speak to them calmly, encouraging them to vent their frustration in other ways by diverting the child’s attention.
• Staff will not ever use physical intervention – or the threat of physical intervention, to manage a child’s behaviour unless it is necessary to use “reasonable force in order to prevent children from injuring themselves or others or damage property” (EYFS).
• If “reasonable force” has been used for any of the reasons shown above, parents are to be informed on the same day that it occurs. The intervention will be recorded as soon as possible within the child’s file, which states clearly when and how parents were informed.
• Corporal (physical) punishment of any kind should never be used or threatened.

Further guidance

• SEND Code of Practice: 0-25 Years ( 2014)

Policy statement

At Bainton Road Nursery we are committed to ensuring that our service is fully inclusive in meeting the needs of all children.

We recognise that children and their families come from a wide range of backgrounds with individual needs, beliefs and values.  They may grow up in family structures that include one or two parents of the same or different sex.  Children may have close links or live with extended families of grandparents, aunts, uncles and cousins; while other children may be more removed from close kin, or may live with other relatives or foster carers. Some children come from families who experience social exclusion, severe hardship; discrimination and prejudice because of their ethnicity, disability and/or ability, the languages they speak, their religious or personal beliefs, their sexual orientation and marital status. Some individuals face discrimination linked to their gender and some women are discriminated against because of their pregnancy and maternity status. We understand that all these factors can affect the well-being of children within these families and may adversely impact on children’s learning, attainment and life outcomes.

We are committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families using our setting. We aim to:

• promote equality and value diversity within our service and foster good relations with the local community;
• actively include all families and value the positive contribution they make to our service;
• promote a positive non-stereotyping environment that promotes dignity, respect and understanding of difference in all forms;
• provide a secure and accessible environment in which every child feels safe and equally included;
• improve our knowledge and understanding of issues relating to anti-discriminatory practice,
• challenge and eliminate discriminatory actions on the basis of a protected characteristic as defined by the Equality Act (2010) namely:
  • age;
  • gender;
  • gender reassignment;
  • marital status;
  • pregnancy and maternity;
  • race;
  • disability;
  • sexual orientation; and
  • religion or belief.
• where possible, take positive action to benefit groups or individuals with protected characteristics who are disadvantaged, have a disproportional representation within the service or need different things from the service.

Policy statement

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

Procedures

• We 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 additional educational needs and/or disability.
• 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, 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.
• Displaying of openly discriminatory and possibly offensive or threatening materials, name calling, or threatening behaviour are unacceptable on, or around, [our/my] 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.

Policy statement

At Bainton Road Nursery we take steps to ensure that there are effective procedures in place to protect children, young people and vulnerable adults from the unacceptable use of Information Communication Technology (ICT) equipment or exposure to inappropriate materials in the setting.

Procedures

Our designated person (Nursery Manager) responsible for co-ordinating action taken to protect children is:

Sarah Pearson

Information Communication Technology (ICT) equipment

• Only ICT equipment belonging to the setting is used by staff and children.
• The designated person is responsible for ensuring all ICT equipment is safe and fit for purpose.
• All computers have virus protection installed.
• The designated person ensures that safety settings are set to ensure that inappropriate material cannot be accessed.
• Rigid systems are in place to only allow access to children’s record’s during working hours.

Internet access

• Children do not normally have access to the internet and never have unsupervised access.
• If staff access the internet with children for the purposes of promoting their learning, written permission is gained from parents who are shown this policy.
• The designated person has overall responsibility for ensuring that children and young people are safeguarded and risk assessments in relation to online safety are completed.
• Children are taught the following stay safe principles in an age appropriate way prior to using the internet;
• only go on line with a grown up
• be kind on line
• keep information about me safely
• only press buttons on the internet to things I understand
• tell a grown up if something makes me unhappy on the Internet
• Designated persons will also seek to build children’s resilience in relation to issues they may face in the online world, and will address issues such as staying safe, having appropriate friendships, asking for help if unsure, not keeping secrets as part of social and emotional development in age appropriate ways.
• If a second-hand computer is purchased or donated to the setting, the designated person will ensure that no inappropriate material is stored on it before children use it. And will not be used for internet access.
• All computers/smart board used by children are located in an area clearly visible to staff.
• Children are not allowed to access social networking sites.
• Staff report any suspicious or offensive material, including material which may incite racism, bullying or discrimination to the Internet Watch Foundation at org.uk.
• Suspicions that an adult is attempting to make inappropriate contact with a child on-line is reported to the National Crime Agency’s Child Exploitation and Online Protection Centre at police.uk.
• The designated person ensures staff have access to age-appropriate resources to enable them to assist children in using the Internet safely.
• If staff become aware that a child is the victim of cyber-bullying, they discuss this with their parents and refer them to sources of help, such as the NSPCC on 0808 800 5000 or www.nspcc.org.uk, or ChildLine on 0800 1111 or www.childline.org.uk.

Email

• Children are not permitted to use email in the setting. Parents and staff are not permitted to use the setting equipment to access personal emails.
• Staff do not access personal or work email whilst supervising children.
• Staff send personal information by encrypted email and share information securely at all times.

Mobile phones – children

• Children do not bring mobile phones or other ICT devices with them to the setting. If a child is found to have a mobile phone or ICT device with them, this is removed and stored in a locked drawer in the Managers office until the parent collects them at the end of the session.

Mobile phones – staff and visitors

• Personal mobile phones are not used by our staff on the premises during working hours. They will be stored in a locked cupboard in the Managers office until the end of the staffs working day.
• In an emergency, personal mobile phones may be used in an area where there are no children present, with permission from the Manager.
• Our staff and volunteers ensure that the setting telephone number is known to family and other people who may need to contact them in an emergency.
• If our members of staff or volunteers take their mobile phones on outings, for use in case of an emergency, they must not make or receive personal calls or take photographs of children.
• Parents and visitors are requested not to use their mobile phones whilst on the premises. We make an exception if a visitor’s company or organisation operates a lone working policy that requires contact with their office periodically throughout the day. Visitors will be advised of a quiet space i.e. the Managers office where they can use their mobile phone, where no children are present.

Cameras and videos

• Our staff and volunteers must not bring their personal cameras or video recording equipment into the setting.
• Photographs and recordings of children are only taken for valid reasons i.e. to record their learning and development, or for displays within the setting, with written permission received by parents (see the Registration form). Such use is monitored by the manager.
• Where parents request permission to photograph or record their own children at special events, general permission is gained from all parents for their children to be included. Parents are advised that they do not have a right to photograph anyone else’s child or to upload photos of anyone else’s children.
• If photographs of children are used for publicity purposes, parental consent must be given and safeguarding risks minimised, for example, ensuring children cannot be identified by name or through being photographed in a sweatshirt with the name of their setting on it.

Social media

• Staff are advised to manage their personal security settings to ensure that their information is only available to people they choose to share information with.
• Staff should not accept service users, children and parents as friends due to it being a breach of expected professional conduct.
• In the event that staff name the organisation or workplace on any social media, they do so in a way that is not detrimental to the organisation or its service users.
• Staff observe confidentiality and refrain from discussing any issues relating to work
• Staff should not share information they would not want children, parents or colleagues to view.
• Staff should report any concerns or breaches to the designated person in their setting.
• Staff avoid personal communication, including on social networking sites, with the children and parents with whom they act in a professional capacity. If a practitioner and family are friendly prior to the child coming into the setting, this information is shared with the manager prior to a child attending and a risk assessment and agreement in relation to boundaries is agreed.

Electronic learning journals for recording children’s progress

• Managers seek permission from the St John’s College Principal Bursar, Zoe Hancock
• prior to using any online learning journal. A risk assessment is completed with details on how the learning journal is managed to ensure children are safeguarded.
• Staff adhere to the guidance provided with the system at all times.

Use and/or distribution of inappropriate images

• Staff are aware that it is an offence to distribute indecent images. In the event of a concern that a colleague or other person is behaving inappropriately, the Safeguarding Children and Child Protection policy, in relation to allegations against staff and/or responding to suspicions of abuse, is followed
• Staff are aware that grooming children and young people on line are an offence in its own right and concerns about a colleague’s or others’ behaviour is reported (as above).

Further guidance

NSPCC and CEOP Keeping Children Safe Online training: www.nspcc.org.uk/what-you-can-do/get-expert-training/keeping-children-safe-online-course/

Policy statement

At Bainton Road Nursery we believe 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 with the appropriate member of staff. If this does not achieve the desired result, we have a set of procedures for dealing with concerns. We aim to bring all concerns about the running of our setting to a satisfactory conclusion for all of the parties involved.

Procedures

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

Making a complaint

Stage 1

• Any parent who has a concern about an aspect of our setting’s provision talks about his/her concerns with our Nursery Manager first of all.
• Most complaints should be resolved amicably and informally at this stage.
• We record the issue, and how it was resolved, in the child’s file.

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.
• For parents who are not comfortable with making written complaints, there is a template form for recording complaints in the Complaint Investigation Record; the form may be completed by the Nursery Manager and signed by the parent.
• Our setting stores all information relating to written complaints from parents in the child’s personal file. However, if the complaint involves a detailed investigation, the nursery Manager 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, our manager meets with the parent to discuss the outcome.
• We inform parents of the outcome of the investigation within 28 days of him/her making the complaint.
• When the complaint is resolved at this stage, we log the summative points in our Complaint Investigation Record, which is made available to Ofsted on request.

Stage 3

• If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with St John’s College Principal Bursar.
• The parent may have a friend or partner present if they prefer and the nursery 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 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, we log the summative points in our Complaint Investigation Record.

Stage 4

• If at the stage three meeting the parent cannot reach an agreement with us, we invite an external mediator 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 us to define the problem, review the action so far and suggest further ways in which it might be resolved.
• Staff or volunteers within the National Day Nurseries Assosciation are appropriate persons to be invited to act as mediators.
• The mediator keeps all discussions confidential. S/he can hold separate meetings with our staff 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 and the Principal Bursar is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator’s advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached.
• A record of this meeting, including the decision on the action to be taken, is made. Everyone present at the meeting signs the record and receives a copy of it. This signed record signifies that the procedure has concluded.

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

• Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the setting’s registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Safeguarding and Welfare Requirements of the Early Years Foundation Stage are adhered to.
• Parents can complain to Ofsted by telephone on in writing at:

Ofsted National Business Unit, Piccadilly Gate, Store Street, Manchester M1 2WD

Tel: 0300 123 1231

• These details are displayed on our setting’s notice board.
• If a child appears to be at risk, we follow the procedures of the Local Safeguarding Children Board.
• In these cases, both the parent and at our setting are informed and the Nursery Manager will work 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 for at least three years; including the date, the circumstances of the complaint and how the complaint was managed.
• The outcome of all complaints is recorded in our Complaint Investigation Record, which is available for parents and Ofsted inspectors to view on request.

• 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.

• We seek out training opportunities for our staff and volunteers to enable them to develop anti-discriminatory and inclusive practices.
• We ensure that [our staff are 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.

• 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 children with disability 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.
  • 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 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
    
  • Meetings are arranged to ensure that all families who wish to take part in Nursery life are included and planned to everyone’s needs.
  • 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.
  • Legal framework
    The Equality Act (2010)
    Children Act (1989) & (2004)
    Children and Families Act (2014)
    
  • SEND Code of Practice: 0-25 Years ( 2014)