BU Flowers 137

Achieving positive behaviour policy

High House Nursery

Achieving positive behaviour policy

General Welfare Requirement: Safeguarding and Promoting Children’s Welfare

Children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs.

Equality of opportunity

Policy statement

Our Nursery 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.

Children need to learn to consider the views and feelings, needs and rights, of others and the impact that their behaviour has on people, places and objects. This is a developmental task that requires support, encouragement, teaching and the correct example. The principles that underpin how we achieve positive and considerate behaviour exist within the programme for promoting personal, social and emotional development.

EYFS key themes and commitments

A Unique   Child Positive

Relationships

Enabling

Environments

Learning   and Development
1.1 Child   development

1.2   Inclusive practice

1.3   Keeping safe

2.2   Parents as

Partners

2.3   Supporting

learning

3.2   supporting every

Child

3.3 the   learning

environment

4.4   Personal, social and emotion development

 

Procedures

Joanna Ayres overall responsibility for our programme for supporting personal, social and emotional development, including issues concerning behaviour.

  • We require the named person to:
    • keep herself up-to-date with legislation, research and thinking on promoting positive behaviour and on handling children’s behaviour where it may require additional support;
    • access relevant sources of expertise on promoting positive behaviour within the programme for supporting personal, social and emotional development ; and
    • check that all staff have relevant in-service training on promoting positive behaviour. We keep a record of staff attendance at this training.
    • We recognise that codes for interacting with other people vary between cultures and require staff to be aware of -and respect -those used by members of the Nursery.
    • We require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.
    • We familiarise new staff and volunteers with the Nursery’s behaviour policy and its guidelines for behaviour.
    • We expect all members of our Nursery -children, parents, staff, volunteers and students -to keep to the guidelines, requiring these to be applied consistently.
    • We work in partnership with children’s parents. Parents are regularly informed about their children’s behaviour by their key person. We work with parents to address recurring inconsiderate behaviour, using our observation records to help us to understand the cause and to decide jointly how to respond appropriately.

Strategies with children who engage in inconsiderate behaviour

  • We require all staff, volunteers and students to use positive strategies for handling any inconsiderate behaviour, by helping children find solutions in ways which are appropriate for the children’s ages and stages of development. Such solutions might include, for example, acknowledgement of feelings, explanation as to what was not acceptable and supporting children to gain control of their feelings so that they can learn a more appropriate response.
  • We ensure that there are enough popular toys and resources and sufficient activities available so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns.
  • We acknowledge considerate behaviour such as kindness and willingness to share.
  • We support each child in developing self-esteem, confidence and feelings of competence.
  • We support each child in developing a sense of belonging in our group, so that they feel valued and welcome.
  • We avoid creating situations in which children receive adult attention only in return for inconsiderate behaviour.
  • When children behave in inconsiderate ways, we help them to understand the outcomes of their action and support them in learning how to cope more appropriately.
  • We never send children out of the room by themselves, nor do we use a ‘naughty chair’ or a ‘time out’ strategy that excludes children from the group.
  • We never use physical punishment, such as smacking or shaking. Children are never threatened with these.
  • We do not use techniques intended to single out and humiliate individual children.
  • We use physical restraint, such as holding, only to prevent physical injury to children or adults and/or serious damage to property.
  • Details of such an event (what happened, what action was taken and by whom, and the names of witnesses) are brought to the attention of our Nursery School Head and are recorded in the child’s personal file. The child’s parent is informed on the same day.
  • In cases of serious misbehaviour, such as racial or other abuse, we make clear immediately the unacceptability of the behaviour and attitudes, by means of explanations rather than personal blame.
  • We do not shout or raise our voices in a threatening way to respond to children’s inconsiderate behaviour.

Children under three years

  • When children under three behave in inconsiderate ways we recognise that strategies for supporting them will need to be developmentally appropriate and differ from those for older children.
  • We recognise that babies and very young children are unable to regulate their own emotions, such as fear, anger or distress, and require sensitive adults to help them do this.
  • Common inconsiderate or hurtful behaviours of young children include tantrums, biting or fighting. Staff are calm and patient, offering comfort to intense emotions, helping children to manage their feelings and talk about them to help resolve issues and promote understanding.
  • If tantrums, biting or fighting are frequent, we try to find out the underlying cause -such as a change or upheaval at home, or frequent change of carers. Sometimes a child has not settled in well and the behaviour may be the result of ‘separation anxiety’.
  • We focus on ensuring a child’s attachment figure in the Nursery, their key person, is building a strong relationship to provide security to the child.

Rough and tumble play, hurtful behaviour and bullying

Our procedure has been updated to provide additional focus on these kinds of inconsiderate behaviours.

Rough and tumble play and fantasy aggression

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

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

Hurtful behaviour

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

  • We recognise that young children behave in hurtful ways towards others because they have not yet developed the means to manage intense feelings that sometimes overwhelm them.
  • We will help them manage these feelings as they have neither the biological means nor the cognitive means to do this for themselves.
  • We understand that self-management of intense emotions, especially of anger, happens when the brain has developed neurological systems to manage the physiological processes that take place when triggers activate responses of anger or fear.
  • Therefore we help this process by offering support, calming the child who is angry as well as the one who has been hurt by the behaviour. By helping the child to return to a normal state, we are helping the brain to develop the physiological response system that will help the child be able to manage his or her own feelings.
  • We do not engage in punitive responses to a young child’s rage as that will have the opposite effect.
  • Our way of responding to pre-verbal children is to calm them through holding and cuddling. Verbal children will also respond to cuddling to calm them down, but we offer them an explanation and discuss the incident with them to their level of understanding.
  • We recognise that young children require help in understanding the range of feelings they experience. We help children recognise their feelings by naming them and helping children to express them, making a connection verbally between the event and the feeling. “Adam took your car, didn’t he, and you were enjoying playing with it. You didn’t like it when he took it, did you? Did it make you feel angry? Is that why you hit him?” Older children will be able to verbalise their feelings better, talking through themselves the feelings that motivated the behaviour.
  • We help young children learn to empathise with others, understanding that they have feelings too and that their actions impact on others’ feelings. “When you hit Adam, it hurt him and he didn’t like that and it made him cry.”
  • We help young children develop pro-social behaviour, such as resolving conflict over who has the toy. “I can see you are feeling better now and Adam isn’t crying any more. Let’s see if we can be friends and find another car, so you can both play with one.”
  • We are aware that the same problem may happen over and over before skills such as sharing and turn-taking develop. In order for both the biological maturation and cognitive development to take place, children will need repeated experiences with problem solving, supported by patient adults and clear boundaries.
  • We support social skills through modelling behaviour, through activities, drama and stories. We build self-esteem and confidence in children, recognising their emotional needs through close and committed relationships with them.
  • We help a child to understand the effect that their hurtful behaviour has had on another child; we do not force children to say sorry, but encourage this where it is clear that they are genuinely sorry and wish to show this to the person they have hurt.
  • When hurtful behaviour becomes problematic, we work with parents to identify the cause and find a solution together. The main reasons for very young children to engage in excessive hurtful behaviour are that:
    • they do not feel securely attached to someone who can interpret and meet their needs – this may be in the home and it may also be in the Nursery;
    • their parent, or carer in the Nursery, does not have skills in responding appropriately, and consequently negative patterns are developing where hurtful behaviour is the only response the child has to express feelings of anger;
    • the child may have insufficient language, or mastery of English, to express him/herself and may feel frustrated;
    • the child is exposed to levels of aggressive behaviour at home and may be at risk emotionally, or may be experiencing child abuse;
    • the child has a developmental condition that affects how they behave.
    • Where this does not work, we use the Code of Practice to support the child and family, making the appropriate referrals to a Behaviour Support Team where necessary.

Other useful PLA publications

The Social Child (2007)

 

 

Oct 2012

 

 

Physical Handling

All the adults in our Nursery aim to help children take responsibility for their own behaviour. We do this through:

Positive role modelling

Planning a range of interesting and challenging activities

Having appropriate boundaries and expectations

Positive reinforcement

If required we will utilise Physical Handling of which there are three main types:

1 Positive Handling

  • Giving guidance to children (eg how to hold scissors / carry chairs etc)
  • For emotional support
  • Physical care (eg first aid / nappy changing etc)

2 Physical Intervention

  • Store cupboards are kept closed / locked
  • Gates kept closed when children outside
  • Main doors are locked
  • Kitchen door kept closed / locked

3 Restrictive Physical Intervention

  • Using physical force to restrict a child’s movements.

                         Principles for the use of Restrictive Physical Intervention

Adults in our Nursery will only use Restrictive Physical Intervention in extreme circumstances and only when we believe it is in the child’s best interest i.e. if a child is in danger of hurting him/herself, others or of causing serious damage.

It is used to restore safety, both for the child and those around him or her. Minimal force will be used for as limited a period as possible according to the circumstances.

Restrictive Physical Intervention may be used when:

  • a child is injuring themselves or others
  • a child is damaging property
  • we believe that injury or damage is about to happen
  • a child attempts to leave the Nursery without their carer
  • there is an individual behaviour plan which includes this type of intervention.

Restrictive Physical Intervention will be used:

  • By an adult who knows the child well
  • In an emergency, by any of the staff

When Restrictive Physical Intervention is used we will aim:

  • For side-by-side contact with the child
  • For no gap between the adult and the child
  • To keep our backs straight
  • To hold the child by “long” bones (not joints)
  • To avoid restricting the child’s ability to breath
  • To avoid lifting the child

Any use of Restrictive Physical Intervention will be recorded and monitored.

Individual Behaviour Plans will be reviewed after any use of Restrictive Physical Intervention.

Any complaints by child, carer, staff, or visitor will be dealt with through our Complaints Procedure.

 

 

 

Administering Medicine

High House Nursery Ltd

 

Administering medicines policy

 

General Welfare Requirement: Safeguarding and Promoting Children’s Welfare

The provider must promote the good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill.

 

Promoting health and hygiene

 

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 Nursery, we will agree to administer medication as part of

maintaining their health and well-being or when they are recovering from an illness.

 

In many cases, it is possible for children’s GP’s 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 Nursery. If a child has not

had a medication before, it is advised that the parent keeps the child at home for the first 48

hours to ensure no adverse effect as well as to give time for the medication to take effect.

The Nursery will only administer antibiotics 24 hours after being prescribed. The Nursery will not administer medication that has not been prescribed by a doctor.

 

These procedures are written in line with current guidance in ‘Managing Medicines in Schools

and Early Years Nursery Schools; the Manager is responsible for ensuring all staff

understand and follow these procedures.

 

Andrea Ramsden is our Medication officer. She is responsible for the correct administration of medication to children. Andrea will collect all medication forms for that day in the morning. This includes ensuring that parent consent forms have been completed, that medicines are stored correctly and that records are kept according to procedures. In the absence of Andrea, the person over seeing that will be Vanessa Callan.  In the absence of Andrea or Vanessa, the officer in charge at that time will assume responsibility. This will be outlined in the diary.

 

EYFS key themes and commitments

A Unique   Child Positive

Relationships

Enabling

Environments

Learning   and Development
1.4 Health   and well-

being

 

2.2   Parents as

Partners

2.4 Key   person

3.2   Supporting every

child

 

 

 

Procedures

 

  • Children taking prescribed medication must be well enough to attend the Nursery School.
  • Only prescribed medication is administered. It must be in-date and prescribed for the current condition.
  • Children’s prescribed medicines are stored in their original containers, are clearly labelled and are inaccessible to the children.
  • Parents give prior written permission for the administration of medication. The staff receiving the medication must ask the parent to sign a consent form stating the following information.

 

No medication may be given without these details being provided:

  •  full name of child and date of birth;
  •  name of medication and strength;
  •  who prescribed it;
  •  dosage to be given in the Nursery;
  •  how the medication should be stored and expiry date;
  •  any possible side effects that may be expected should be noted; and
  •  signature, printed name of parent and date.

 

The administration is recorded accurately each time it is given and is signed by staff.

Parents sign the record book to acknowledge the administration of a medicine. The

medication record book records:

  • name of child;
  • name and strength of medication;
  • the date and time of dose;
  • dose given and method; and is
  • signed by key person; and is verified by parent signature at the end of

the day.

 

Storage of medicines

 

  • All medication is stored safely in a locked cupboard or refrigerated. 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 Nursery. Key persons check that any medication held to administer on an ‘as and when’ required basis, or on a regular basis,

is in date and returns any out-of-date medication back to the parent.

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

 

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

 

  • A risk assessment is carried out for each child with long term medical conditions that

require ongoing medication. This is the responsibility of the Head 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

Nursery, 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 is part of the risk assessment.

  • The risk assessment includes vigorous activities and any other nursery activity that may

give cause for concern regarding an individual child’s health needs.

  •  A health care plan for the child is drawn up with the parent; outlining the key person’s role and what information must be shared with other staff who care for the child.
  • The health care plan should include the measures to be taken in an emergency.
  • The health care plan is reviewed every six months or more if necessary. This includes reviewing the medication, e.g. changes to the medication or the dosage, any side effects noted etc.
  • Parents receive a copy of the health care plan and each contributor, including the parent signs it.
  • Children with ongoing medication will be highlighted on the registers in blue. The person taking the register will alert all staff and call the office to advise dosage and time. An ongoing medication sheet will be placed on the board in each building and is signed by the member of staff and dated.

 

May 2012

 

Administering medicines policy

High House Nursery Ltd

 

Administering medicines policy

 

General Welfare Requirement: Safeguarding and Promoting Children’s Welfare

The provider must promote the good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill.

 

Promoting health and hygiene

 

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 Nursery, we will agree to administer medication as part of

maintaining their health and well-being or when they are recovering from an illness.

 

In many cases, it is possible for children’s GP’s 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 Nursery. If a child has not

had a medication before, it is advised that the parent keeps the child at home for the first 48

hours to ensure no adverse effect as well as to give time for the medication to take effect.

The Nursery will only administer antibiotics 24 hours after being prescribed. The Nursery will not administer medication that has not been prescribed by a doctor.

 

These procedures are written in line with current guidance in ‘Managing Medicines in Schools

and Early Years Nursery Schools; the Manager is responsible for ensuring all staff

understand and follow these procedures.

 

Andrea Ramsden is our Medication officer. She is responsible for the correct administration of medication to children. Andrea will collect all medication forms for that day in the morning. This includes ensuring that parent consent forms have been completed, that medicines are stored correctly and that records are kept according to procedures. In the absence of Andrea, the person over seeing that will be Vanessa Callan.  In the absence of Andrea or Vanessa, the officer in charge at that time will assume responsibility. This will be outlined in the diary.

 

EYFS key themes and commitments

A Unique   Child PositiveRelationships EnablingEnvironments Learning   and Development
1.4 Health   and well-being

 

2.2   Parents asPartners

2.4 Key   person

3.2   Supporting everychild

 

 

Procedures

 

  • Children taking prescribed medication must be well enough to attend the Nursery School.
  • Only prescribed medication is administered. It must be in-date and prescribed for the current condition.
  • Children’s prescribed medicines are stored in their original containers, are clearly labelled and are inaccessible to the children.
  • Parents give prior written permission for the administration of medication. The staff receiving the medication must ask the parent to sign a consent form stating the following information.

 

No medication may be given without these details being provided:

  •  full name of child and date of birth;
  •  name of medication and strength;
  •  who prescribed it;
  •  dosage to be given in the Nursery;
  •  how the medication should be stored and expiry date;
  •  any possible side effects that may be expected should be noted; and
  •  signature, printed name of parent and date.

 

The administration is recorded accurately each time it is given and is signed by staff.

Parents sign the record book to acknowledge the administration of a medicine. The

medication record book records:

  • name of child;
  • name and strength of medication;
  • the date and time of dose;
  • dose given and method; and is
  • signed by key person; and is verified by parent signature at the end of

the day.

 

Storage of medicines

 

  • All medication is stored safely in a locked cupboard or refrigerated. 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 Nursery. Key persons check that any medication held to administer on an ‘as and when’ required basis, or on a regular basis,

is in date and returns any out-of-date medication back to the parent.

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

 

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

 

  • A risk assessment is carried out for each child with long term medical conditions that

require ongoing medication. This is the responsibility of the Head 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

Nursery, 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 is part of the risk assessment.

  • The risk assessment includes vigorous activities and any other nursery activity that may

give cause for concern regarding an individual child’s health needs.

  •  A health care plan for the child is drawn up with the parent; outlining the key person’s role and what information must be shared with other staff who care for the child.
  • The health care plan should include the measures to be taken in an emergency.
  • The health care plan is reviewed every six months or more if necessary. This includes reviewing the medication, e.g. changes to the medication or the dosage, any side effects noted etc.
  • Parents receive a copy of the health care plan and each contributor, including the parent signs it.
  • Children with ongoing medication will be highlighted on the registers in blue. The person taking the register will alert all staff and call the office to advise dosage and time. An ongoing medication sheet will be placed on the board in each building and is signed by the member of staff and dated.

 

Admissions

High House Nursery Ltd

Admissions Policy

General Welfare Requirement: Organisation

Providers must plan and organise their systems to ensure that every child receives an enjoyable and challenging learning and development experience that is tailored to meet their individual needs.

Policy Statement

It is our intention to make our Nursery 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 Nursery through open, fair and clearly communicated procedures.

EYFS key themes and commitments

A Unique Child Positive

Relationships

Enabling

Environments

Learning   and Development
1.2   Inclusive practice

 

2.1   Respecting each

other

3.3 The   learning

environment

3.4 The   wider

context

 

 

Procedures

  • We ensure that the existence of our Nursery School is widely advertised in places accessible  to all sections of the community.
  • We ensure that information about our Nursery is accessible, in written and spoken form. Where necessary, we will try to provide information in Braille, or through British Sign Language. We will provide translated written materials where language needs of families suggest this is required as well as access to an interpreter.
  • We arrange our waiting list in birth order. In addition our policy may take into account the following:

–       working parents

–       siblings already attending the Nursery School.

  • We keep a place vacant, if this is financially viable, to accommodate an emergency admission.

 

 

  • We describe our Nursery and its practices in terms that make it clear that it welcomes both fathers and mothers, other relations and other carers, including childminders.
  • We describe our Nursery and its practices in terms of how it treats each child and their family, having regard to their needs arising from their gender, special educational needs, disabilities, social background, religion, ethnicity or from English being a newly acquired additional language.
  • We describe our Nursery and its practices in terms of how it enables children and/or parents with disabilities to participate in the life of the Nursery.
  • We monitor the gender and ethnic background of children joining the group to ensure that our intake is representative of social diversity.
  • We make our Equal Opportunities Policy widely known.
  • We consult with families about the opening times of the Nursery to ensure we accommodate a broad range of family need.
  • We try to be flexible about attendance patterns to accommodate the needs of individual children and families, providing these do not disrupt the pattern of continuity in the Nursery that provides stability for all the children.

 

. Oct 2012

 

 

Admissions Policy

High House Nursery Ltd

Admissions Policy

General Welfare Requirement: Organisation

Providers must plan and organise their systems to ensure that every child receives an enjoyable and challenging learning and development experience that is tailored to meet their individual needs.

Policy Statement

It is our intention to make our Nursery 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 Nursery through open, fair and clearly communicated procedures.

EYFS key themes and commitments

A Unique Child Positive

Relationships

Enabling

Environments

Learning   and Development
1.2   Inclusive practice

 

2.1   Respecting each

other

3.3 The   learning

environment

3.4 The   wider

context

 

 

Procedures

  • We ensure that the existence of our Nursery School is widely advertised in places accessible  to all sections of the community.
  • We ensure that information about our Nursery is accessible, in written and spoken form. Where necessary, we will try to provide information in Braille, or through British Sign Language. We will provide translated written materials where language needs of families suggest this is required as well as access to an interpreter.
  • We arrange our waiting list in birth order. In addition our policy may take into account the following:

–       working parents

–       siblings already attending the Nursery School.

  • We keep a place vacant, if this is financially viable, to accommodate an emergency admission.

 

 

  • We describe our Nursery and its practices in terms that make it clear that it welcomes both fathers and mothers, other relations and other carers, including childminders.
  • We describe our Nursery and its practices in terms of how it treats each child and their family, having regard to their needs arising from their gender, special educational needs, disabilities, social background, religion, ethnicity or from English being a newly acquired additional language.
  • We describe our Nursery and its practices in terms of how it enables children and/or parents with disabilities to participate in the life of the Nursery.
  • We monitor the gender and ethnic background of children joining the group to ensure that our intake is representative of social diversity.
  • We make our Equal Opportunities Policy widely known.
  • We consult with families about the opening times of the Nursery to ensure we accommodate a broad range of family need.
  • We try to be flexible about attendance patterns to accommodate the needs of individual children and families, providing these do not disrupt the pattern of continuity in the Nursery that provides stability for all the children.

 

 

 

 

 

Animals in the Nursery School Policy

High House Nursery

Animals in the Nursery School Policy

 

General Welfare Requirement: Safeguarding and Promoting Children’s Welfare

The provider must promote the good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill.

 

Promoting health and hygiene

Policy Statement

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

EYFS key themes and commitments

A   Unique Child Positive Relationships Enabling Environments Learning   and Development
1.4   Health and well being

 

2.3   Supporting learning 3.3   The learning environment 4.4 Areas of learning and development

 

Procedures

Animals in the Nursery School as pets:

  • We take account of the views of parents and children when selecting an animal or creature to keep as a pet in the Nursery School.
  • We carry out a risk assessment with a knowledgeable person accounting for any hygiene or safety risks posed by the animal or creature.
  • We provide suitable housing for the animal or creature and ensure this is cleaned out regularly and is kept safely.
  • We ensure the correct food is offered at the right times.
  • We make arrangements for weekend and holiday care for the animal or creature.
  • We make sure all vaccinations and other regular health measures, such as de-worming are up-to-date and recorded.
  • Children are taught correct handling and care of the animal or creature and are supervised.
  • Children wash their hands after handling the animal or creature and do not have contact with animal soil or soiled bedding.
  • Staff wear disposable gloves when cleaning housing or handling soiled bedding.
  • If animals or creatures are brought in by visitors to show the children they are the responsibility of the owner.
  • The Head or Deputy carries out a risk assessment, detailing how the animal or creature is to be handled and how any safety or hygiene issues will be addressed.

 

Nov 2012

Children’s rights and entitlements

High House Nursery

Children’s rights and entitlements

 

General Welfare Requirement: Safeguarding and Promoting Children’s Welfare

 

Safeguarding Children

Policy statement

  • We promote children’s right to be strong, resilient and listened to by creating an environment in our setting that encourages children to develop a positive self image, which includes their heritage arising from their colour and ethnicity, their languages spoken at home, their religious beliefs, cultural traditions and home background.
  • We promote children’s right to be strong, resilient and listened to by encouraging children to develop a sense of autonomy and independence.
  • We promote children’s right to be strong, resilient and listened to by enabling children to have the self-confidence and the vocabulary to resist inappropriate approaches.
  • We help children to establish and sustain satisfying relationships within their families, with peers, and with other adults.
  • We work with parents to build their understanding of, and commitment to, the principles of safeguarding all our children.

EYFS key themes and commitments

A   Unique Child Positive Relationships Enabling Environments Learning   and Development
1.2   Inclusive practice

1.4   Health and well-

being

2.2   Parent as partners

2.4 Key person

3.2   Supporting every       child  

 

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

listened to’.

To be strong means to be:

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

To be resilient means to:

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

To be listened to means: .

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

 

Nov 2012

 

.

 

Employment and staffing policy

High House Nursery

Employment and staffing policy                                                                                                         (Including vetting, contingency plans, training and development)

General Welfare Requirement: Suitable People

Providers must ensure that adults looking after children, or having unsupervised access to them, are suitable to do so.

 

Policy Statement

We provide a staffing ratio in line with the Welfare requirements of the Early Years Foundation Stage to ensure that children have sufficient individual attention and to guarantee care and education of a high quality. Our staff are appropriately qualified and we carry out checks for criminal and other records through the Criminal Records Bureau in accordance with statutory requirements.

EYFS key themes and commitments

A Child Positive

A Unique Child Positive

Relationships

Enabling

Environments

Learning and Development
1.3 keeping safe

 

2.4 Key person 3.4 The wider context  

 

Procedures

Ratios

  • To meet this aim we use the following ratios of adult to children:
    • children aged 3months to two years: 1 adult : 3 children; and
    • children aged two years of age: 1 adult : 4 children; and
    • children aged three to five years of age: 1 adult : 8 children.
    • A minimum of two staff/adults are on duty at any one time.
    • We use a key person approach to ensure that each child has a named member of staff with whom to form a relationship and who plans with parents for the child’s well-being and development in the Nursery. The key person is available to meet with the family for discussion and consultation on their child’s progress.
    • We hold regular staff meetings to undertake curriculum planning and to discuss children’s  progress, their achievements and any difficulties that may arise from time to time.

Vetting and staff selection.

  • We work towards offering equality of opportunity by using non-discriminatory procedures for staff recruitment and selection.
  • All staff have job descriptions which set out their staff roles and responsibilities.
  • We welcome applications from all sections of the community. Applicants will be considered on the basis of their suitability for the post, regardless of marital status, age, gender, culture, religious belief, ethnic origin or sexual orientation. Applicants will not be placed at a disadvantage by our imposing conditions or requirements that are not justifiable.
  • We use Ofsted guidance on obtaining references and enhanced criminal record checks through the Criminal Records Bureau for staff and volunteers who will have unsupervised access to children. This is in accordance with requirements under the Safeguarding Vulnerable Groups Act 2006 for the vetting and barring scheme.
  • We keep all records relating to employment of staff and volunteers, in particular those demonstrating that checks have been done, including the date and number of the enhanced CRB check.

Changes to staff

  • We inform Ofsted of any changes in the person responsible for our Nursery School.

Training and staff development

  • Our Nursery Head is a fully qualified teacher and our Deputy Head is a nursery nurse.
  • We provide regular in-service training to all staff -whether paid staff or volunteers -through the local council and external agencies.
  • Our Nursery budget allocates resources to training.
  • We provide staff induction training in the first three weeks of employment. This induction includes our Health and Safety Policy, Safeguarding Children and Child Protection Policy. Other policies and procedures will be introduced within an induction plan.
  • We support the work of our staff by holding regular supervision meetings and appraisals.
  • We are committed to recruiting, appointing and employing staff in accordance with all relevant legislation and best practice.

Managing staff absences and contingency plans for emergencies

  • Where staff take holiday or may need to take time off for any reason other than sick leave or training, this is agreed with the Manager with sufficient notice.
  • Where staff are unwell and take sick leave in accordance with their contract of employment, we organise cover to ensure ratios are maintained.
  • Sick leave is monitored and action is taken where necessary in accordance with the contract of employment.
  • We have contingency plans to cover staff absences, such as permanent Bank Staff and extra staff in each unit for such occurrences.

 

 

 

.

 

 

Maintaining children’s safety and security on premises

High House Nursery

Maintaining children’s safety and security on premises

 

General Welfare Requirement: Safeguarding and Promoting Children’s Welfare

 

Safeguarding children

Policy statement

High House Nursery maintains the highest possible security of our premises to ensure that each child is safely cared for during their time with us.

EYFS key themes and commitments

A   Unique Child Positive Relationships Enabling Environments Learning   and Development
1.3   Keeping safe

 

2.2   Parent as partners

 

 

 

Procedures

Children’s personal safety

  • We ensure all employed staff have been checked for criminal records by an enhanced disclosure from the Criminal Records Bureau.
  • All children are supervised by adults at all times.
  • Whenever children are on the premises at least two adults are present.
  • We carry out risk assessment to ensure children are not made vulnerable within any part of our premises, nor by any activity.

Security

  • Systems are in place for the safe arrival and departure of children.
  • The times of the children’s arrivals and departures are recorded.
  • Our systems prevent unauthorised access to our premises.
  • Our systems prevent children from leaving our premises unnoticed.
  • The personal possessions of staff and volunteers are securely stored during sessions.

 

Managing children with allergies, or who are sick or infectious policy

High House Nursery

Managing children with allergies, or who are sick or infectious policy

(Including reporting notifiable diseases)

 

General Welfare Requirement: Safeguarding and Promoting Children’s Welfare

The provider must promote the good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill.

 

Promoting health and hygiene

Policy statement

We provide care for healthy children and promote health through identifying allergies and preventing contact with the allergenic substance and through preventing cross infection of viruses and bacterial infections.

 

EYFS key themes and commitments

A Unique   Child Positive

Relationships

Enabling

Environments

Learning   and Development
1.2   Inclusive practice

1.4 Health   and well-

being

2.2   Parents as

partners

2.4 Key   person

3.2   Supporting every

child

 

 

Procedures for children with allergies

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

Insurance requirements for children with allergies and disabilities .

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

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

 

Oral Medication

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

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

Life saving medication & invasive treatments

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

  • The Nursery School must have:
    • a letter from the child’s GP/consultant stating the child’s condition and what medication if any is to be administered;
    • written consent from the parent or guardian allowing staff to administer medication; and proof of training in the administration of such medication by the child’s GP, a district nurse, childrens’ nurse specialist or a community paediatric nurse. .
    • Procedures required by Nursery Insurers are checked and adhered to.
    • Key person for special needs children -children requiring help with tubes to help them with everyday living e.g. breathing apparatus, to take nourishment, colostomy bags etc.
    • Prior written consent from the child’s parent or guardian to give treatment and/or medication prescribed by the child’s GP.
    • Key person to have the relevant medical training/experience, which may include those who have received appropriate instructions from parents or guardians, or who have qualifications.
    • Procedures required by Nursery Insurers are checked and adhered to.

Procedures for children who are sick or infectious

  • If children appear unwell during the day – have a temperature, sickness, diarrhoea  – the Head. Manager or Deputy calls the parents and asks them to collect the child, or send a known carer to collect on their behalf.
  • If a child has a temperature, they are kept cool by removing top clothing, sponging their wrists and head with cool water, but kept away from draughts.
  • The nursery may feel it is necessary if the child appears to be very unwell and the temperature is high to administer Calpol or other paracetamol based medicine. Permission is sought on entry to the nursery to carry out this procedure. Parents are also asked at the time of the occurrence to confirm via text or email that they are happy for the staff to administer the dose. If the parents cannot be contacted, the nursery will use the original consent forms signed on entry to the nursery.
  • In the event that a child appears to have the symptoms of an allergic reaction and this is the first time the child has experienced an allergy, the nursery will contact the parents and seek to obtain written consent to administer a dose of antihistamine.
  • In extreme cases of emergency the child should be taken to the nearest hospital and the parent informed.
  • Parents are asked to take their child to the doctor before returning them to nursery; the nursery can refuse admittance to children who have a temperature, sickness and diarrhoea or a contagious infection or disease.
  • Where children have been prescribed antibiotics, if the infection is contagious, a minimum of 24hours exclusion applies to ensure the bacteria does not spread. In the case of a non contagious infection, parents are asked to keep the child at home until they are fully well and fit before returning to the Nursery. Parents will be phoned immediately if the child appears to be unwell.
  • If a child has been prescribed antibiotics and the child is not contagious, we ask that the parents administer at least one dose at home before entering school. This is to ensure the child does not have an allergic reaction to the medication. If we suspect an allergic reaction is occurring due to medication, we will call parents to collect the child and/or call the emergency services.
  • High House Nursery does not accept children who have been administered Calpol or other temperature reducing medication before they come into nursery. If a child has a temperature before arriving at nursery, this is a sign of infection. We kindly ask parents not to do this and to keep the child off school on that day.
  • After diarrhoea and sickness, parents are asked to keep children home for at least 24 hours (48 hours preferably) or until a formed stool and no sickness has passed. All cases will be looked at individually. Toddler diarrhoea is recognised as being a common complaint and the nursery will take a view on if the diarrhoea is a result of a virus/bacterial infection rather than a digestive problem and ongoing health problem. Should a child return to nursery and the condition clearly has not gone away, parents will immediately be called and a full 48 hours exclusion will apply to ensure the bacteria/virus has gone. If parents believe the child is not contagious and the sickness or diarrhea is due to anything other than infection, the nursery has the right to refuse entry until a doctor’s note explaining the nature of the illness is received.
  • The Nursery has a list of excludable diseases and current exclusion times. The full list is obtainable from www.hpa.org.uk/servlet/ContentServer?c=HPAweb_C&cid=1194947358374&pagename=HPA webFile and includes common childhood illnesses such as measles.

Reporting of ‘notifiable diseases’

  • If a child or adult is diagnosed suffering from a notifiable disease under the Public Health (Infectious Diseases) Regulations 1988, the GP will report this to the Health Protection Agency.
  • When the Nursery becomes aware, or is formally informed of the notifiable disease, the Head informs Ofsted and acts on any advice given by the Health Protection Agency.

HIV/AIDS/Hepatitis procedure

  • HIV virus, like other viruses such as Hepatitis, (A, B and C) are spread through body fluids. Hygiene precautions for dealing with body fluids are the same for all children and adults.
  • Single use vinyl gloves and aprons are worn when changing children’s nappies, pants and clothing that are soiled with blood, urine, faeces or vomit.
  • Protective rubber gloves are used for cleaning/sluicing clothing after changing.
  • Soiled clothing is rinsed and bagged for parents to collect.
  • Spills of blood, urine, faeces or vomit are cleared using mild disinfectant solution and mops; cloths used are disposed of with the clinical waste.
  • Tables and other furniture, furnishings or toys affected by blood, urine, faeces or vomit are cleaned using a disinfectant.

Nits and head lice

  • Nits and head lice are not an excludable condition, although in exceptional cases a parent may be asked to keep the child away until the infestation has cleared.
  • On identifying cases of head lice, all parents are informed and asked to treat their child and all the family if they are found to have head lice.

 

 

Sprains and broken bones

 

  • A child will not be excluded from High House if suffering from a sprain or broken bone. This is the case if the child is able to function normally within the nursery setting. Should the child require 1:1 care to use the toilet/climb the stairs or feed him/herself, the child will need to stay at home until recovered. In the case of a baby with a broken bone, the baby may come into nursery if they are able to function within the normal realms of baby behaviour. If the cast or sprain causes pain and the child appears distressed, the best place to be would be at home with his/her parents. In this case we would review on an individual basis each case from the point of view of the child and nursery staff.
  • If the child has a long term disability, a health plan will be put into place and when full risk assessments and insurance implications are dealt with, the child may return to nursery.
  • A child returning to nursery with a sprain or broken bone will inevitably come into contact with elements that may contradict with best practice in terms of recovery. High House will not take responsibility if a parent decides to bring their child into nursery despite having a sprain or broken bone. We cannot provide 1:1 care and therefore cannot restrain a child and prevent them from running, jumping or doing any other activity that may hinder recovery.
  • A child returning to High House with a sprain or broken bone will be required to provide full details from the doctor or hospital. These must outline the nature of the injury, risks and treatment. Parents will be asked to fill in a pre-existing injury form.
  • Parents must provide written explanation and letter from the doctor explaining what the injury is etc.

Further guidance

Managing Medicines in Schools and Early Years Nursery Schools (DfES 2005)

http://publications.teachernet.gov.uk/eOrderingDownload/1448-2005PDF-EN-02.pdf

June 6th 2012

Managing children with allergies, or who are sick or infectious policy

High House Nursery

Managing children with allergies, or who are sick or infectious policy

(Including reporting notifiable diseases)

 

General Welfare Requirement: Safeguarding and Promoting Children’s Welfare

The provider must promote the good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill.

 

Promoting health and hygiene

Policy statement

We provide care for healthy children and promote health through identifying allergies and preventing contact with the allergenic substance and through preventing cross infection of viruses and bacterial infections.

 

EYFS key themes and commitments

A Unique   Child Positive

Relationships

Enabling

Environments

Learning   and Development
1.2   Inclusive practice

1.4 Health   and well-

being

2.2   Parents as

partners

2.4 Key   person

3.2   Supporting every

child

 

 

Procedures for children with allergies

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

Insurance requirements for children with allergies and disabilities .

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

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

 

Oral Medication

  • Oral medications must be prescribed by a GP.
  • The Nursery must be provided with clear written instructions on how to administer such medication.
  • All risk assessment procedures need to be adhered to for the correct storage and administration of the medication.
  • High House must have the parents or guardians prior written consent. This consent must be kept on file.
  • Life saving medication & invasive treatments

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

    • High House must have:
      • a letter from the child’s GP/consultant stating the child’s condition and what medication if any is to be administered;
      • written consent from the parent or guardian allowing staff to administer medication; and proof of training in the administration of such medication by the child’s GP, a district nurse, childrens’ nurse specialist or a community paediatric nurse. .
      • Procedures required by Nursery Insurers are checked and adhered to.
      • Key person for special needs children -children requiring help with tubes to help them with everyday living e.g. breathing apparatus, to take nourishment, colostomy bags etc.
      • Prior written consent from the child’s parent or guardian to give treatment and/or medication prescribed by the child’s GP.
      • Key person to have the relevant medical training/experience, which may include those who have received appropriate instructions from parents or guardians, or who have qualifications.
      • Procedures required by Nursery Insurers are checked and adhered to.

    Procedures for children who are sick or infectious

    • If children appear unwell during the day – have a temperature, sickness, diarrhoea  – the Head. Manager or Deputy calls the parents and asks them to collect the child, or send a known carer to collect on their behalf.
    • If a child has a temperature, they are kept cool by removing top clothing, sponging their wrists and head with cool water, but kept away from draughts.
    • The nursery may feel it is necessary if the child appears to be very unwell and the temperature is high to administer Calpol or other paracetamol based medicine. Permission is sought on entry to the nursery to carry out this procedure. Parents are also asked at the time of the occurrence to confirm via text or email that they are happy for the staff to administer the dose. If the parents cannot be contacted, the nursery will use the original consent forms signed on entry to the nursery and only administer if four hours have passed from the start of the child’s session. A first aid trained member of staff will administer the medicine and the parent will be asked to sign a form on collection of the child.
    • In the event that a child appears to have the symptoms of an allergic reaction and this is the first time the child has experienced an allergy, the nursery will contact the parents and seek to obtain written consent to administer a dose of antihistamine.
    • In extreme cases of emergency the child should be taken to the nearest hospital by ambulance and the parent informed.
    • Parents are asked to take their child to the doctor before returning them to nursery; the nursery can refuse admittance to children who have a temperature, sickness and diarrhoea or a contagious infection or disease.
    • Where children have been prescribed antibiotics, if the infection is contagious, a minimum of 24hours exclusion applies to ensure the bacteria does not spread. In the case of a non contagious infection, parents are asked to keep the child at home until they are fully well and fit before returning to the Nursery. Parents will be phoned immediately if the child appears to be unwell.
    • If a child has been prescribed antibiotics and the child is not contagious, we ask that the parents administer at least one dose at home before entering school. This is to ensure the child does not have an allergic reaction to the medication. If we suspect an allergic reaction is occurring due to medication, we will call parents to collect the child and/or call the emergency services.
    • High House Nursery does not accept children who have been administered Calpol or other temperature reducing medication before they come into nursery. If a child has a temperature before arriving at nursery, this is a sign of infection. We kindly ask parents not to do this and to keep the child off school on that day.
    • After diarrhoea and sickness, parents are asked to keep children home for at least 24 hours (48 hours preferably) or until a formed stool and no sickness has passed. All cases will be looked at individually. Toddler diarrhoea is recognised as being a common complaint and the nursery will take a view on if the diarrhoea is a result of a virus/bacterial infection rather than a digestive problem and ongoing health problem. Should a child return to nursery and the condition clearly has not gone away, parents will immediately be called and a full 48 hours exclusion will apply to ensure the bacteria/virus has gone. If parents believe the child is not contagious and the sickness or diarrhea is due to anything other than infection, the nursery has the right to refuse entry until a doctor’s note explaining the nature of the illness is received.
    • The Nursery has a list of excludable diseases and current exclusion times. The full list is obtainable from www.hpa.org.uk/servlet/ContentServer?c=HPAweb_C&cid=1194947358374&pagename=HPA webFile and includes common childhood illnesses such as measles.

    Reporting of ‘notifiable diseases’

    • If a child or adult is diagnosed suffering from a notifiable disease under the Public Health (Infectious Diseases) Regulations 1988, the GP will report this to the Health Protection Agency.
    • When the Nursery becomes aware, or is formally informed of the notifiable disease, the Head informs Ofsted and acts on any advice given by the Health Protection Agency.

    HIV/AIDS/Hepatitis procedure

    • HIV virus, like other viruses such as Hepatitis, (A, B and C) are spread through body fluids. Hygiene precautions for dealing with body fluids are the same for all children and adults.
    • Single use vinyl gloves and aprons are worn when changing children’s nappies, pants and clothing that are soiled with blood, urine, faeces or vomit.
    • Protective rubber gloves are used for cleaning/sluicing clothing after changing.
    • Soiled clothing is rinsed and bagged for parents to collect.
    • Spills of blood, urine, faeces or vomit are cleared using mild disinfectant solution and mops; cloths used are disposed of with the clinical waste.
    • Tables and other furniture, furnishings or toys affected by blood, urine, faeces or vomit are cleaned using a disinfectant.

    Nits and head lice

    • Nits and head lice are not an excludable condition, although in exceptional cases a parent may be asked to keep the child away until the infestation has cleared.
    • On identifying cases of head lice, all parents are informed and asked to treat their child and all the family if they are found to have head lice.

     

     

    Sprains and broken bones

     

    • A child will not be excluded from High House if suffering from a sprain or broken bone. This is the case if the child is able to function normally within the nursery setting. Should the child require 1:1 care to use the toilet/climb the stairs or feed him/herself, the child will need to stay at home until recovered. In the case of a baby with a broken bone, the baby may come into nursery if they are able to function within the normal realms of baby behaviour. If the cast or sprain causes pain and the child appears distressed, the best place to be would be at home with his/her parents. In this case we would review on an individual basis each case from the point of view of the child and nursery staff.
    • If the child has a long term disability, a health plan will be put into place and when full risk assessments and insurance implications are dealt with, the child may return to nursery.
    • A child returning to nursery with a sprain or broken bone will inevitably come into contact with elements that may contradict with best practice in terms of recovery. High House will not take responsibility if a parent decides to bring their child into nursery despite having a sprain or broken bone. We cannot provide 1:1 care and therefore cannot restrain a child and prevent them from running, jumping or doing any other activity that may hinder recovery.
    • A child returning to High House with a sprain or broken bone will be required to provide full details from the doctor or hospital. These must outline the nature of the injury, risks and treatment. Parents will be asked to fill in a pre-existing injury form.
    • Parents must provide written explanation and letter from the doctor explaining what the injury is etc.

    Further guidance

    Managing Medicines in Schools and Early Years Nursery Schools (DfES 2005)

    http://publications.teachernet.gov.uk/eOrderingDownload/1448-2005PDF-EN-02.pdf

    Parental involvement policy

    High House Nursery Ltd

    Parental involvement policy

    General Welfare Requirement: Organisation

    Partnership

    Policy Statement

    We believe that children benefit most from early years education and care when parents and Nursery Schools work together in partnership.

    Our aim is to support parents as their children’s first and most important educators by involving them in their children’s education and in the full life of the Nursery School.

    Some parents are less well represented in early years Nursery Schools; 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 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.

    ‘Parental responsibility’ is all the rights, duties, powers and responsibilities and authority which by law a parent of a child has in relation to the child and his property

    EYFS key themes and commitments

    A Unique   Child Positive

    Relationships

    Enabling

    Environments

    Learning   and Development
    1.2   Inclusive practice

    1.4 Health   and well being

     

    2.1   Respecting each

    Other

    2.2   Parents as

    Partners

    2.3 Supporting   learning

    2.4 Key   person

    3.2   Supporting every child

     

     

     

     

    Procedures

    • We have a means to ensure all parents are included – that may mean we have different strategies for involving fathers or parents who work or live apart from their children.
    • We consult with all parents to find out what works best for them.
    • We ensure ongoing dialogue with parents to improve our knowledge of the needs of their children and to support their families.
    • We inform all parents about how the Nursery School is run and its policies through access to written information and through regular informal communication. We check to ensure parents understand the information that is given to them.
    • We regularly talk to parents about their children’s progress.
    • 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 developmental records.
    • We provide opportunities for parents to contribute their own skills, knowledge and interests to the activities of the Nursery School.
    • We consult with parents about the times of meetings to avoid excluding anyone.
    • We provide information about opportunities to be involved in the Nursery School in ways that are accessible to parents with basic skills needs, or those for whom English is an additional language.
    • 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 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 Nursery School and about young children’s learning, in the Nursery School and at home.

    In compliance with the Welfare Requirements, the following documentation is in place:

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

    Physical Intervention Policy

    High House Nursery Ltd

     

    Physical Intervention Policy

    Introduction

    This policy was formulated with reference to DfEE circular 10/98 and current LEA advice.  It should also be considered in conjunction with the following school documents:

    Policy for Personal, Social and Emotional Development

    Behaviour Policy

    Anti Bullying Policy

    Health and Safety Policy

    Child Protection Policy

     

    Principles

    At High House Nursery School we are committed to ensuring that all staff and adults with responsibility for children’s safety and welfare will deal professionally with incidents of aggressive behaviour, and will only use physical intervention as a last resort, always ensuring minimal risk of injury to children and staff.  Named staff who have been authorised by the Manager will have control or charge of children when necessary.  Use of physical intervention, when all other strategies and approaches have failed, could reasonably be considered in situations involving risk to the safety of children, staff or visitors.

     

    Training

    In service training or advice will be provided for staff who have control or charge of children.  The Manager will keep staff informed of approved approaches and current Government/council advice with regard to the use of physical intervention.

     

    Planning

    Children known to behave in ways that may involve the use of physical intervention will have individual restraint plans drawn up for them.  These will be agreed and discussed with parents/carers and kept in individual confidential files in the office and in the key worker’s file.

     

    Strategies and Approaches

    Staff are experienced in the use of a wide range of consistent behaviour management strategies intended to defuse potentially aggressive situations, for example, diversion, reasoning, positive behaviour strategies, warning and we use these first.  If these fail, one or more of the following approaches may become necessary:

     

    • holding (for      example, gentle arm around shoulder to reassure)
    • blocking
    • physically      moving between children
    • leading by      the hand/arm
    • shepherding      away (for example by placing hand in centre of the child’s back)
    • more      physically restrictive hold

     

    The purpose of a physically restrictive hold would be to limit the child’s ability to hurt him/herself or others with the minimum application of force through limitation of movement.  Where possible, aid is sought at an early stage from other members of staff for assistance, support and presence.

     

    We aim to take the following actions after serious incidents which have necessitated the use of physical intervention:

     

    • gradual      release of restraint as the child regains control, with adult reassuring
    • child      allowed time for calm under supervision
    • checks made      for any injuries and appropriate medical aid provided if necessary
    • Manager      informed as soon as possible
    • member of      staff involved in the restraint given time to recover, if possible support      provided by another member of staff and recording process initiated
    • incident      reviewed with Manager or nominated person
    • senior      member of staff to talk through incident with the child to ascertain their      perception
    • member of      staff offered counselling time

     

    Recording and Reporting

    A written record of any incident involving the use of physical restraint is made as soon as possible afterwards using the Physical Restraint Incident Report form (see sample) and this is shared with the Manager.  Witnesses or any staff involved in providing additional support may also add signed and dated notes giving details of the incident.  In the case of a child who already has an agreed Physical Intervention Plan in place, any completed Physical Restraint Incident Form should be attached to this.  These records are kept in the Confidential File in the Manager’s office.  A debriefing session is held as soon as possible after any incident, including members of staff involved, any witnesses and the child if appropriate.  Parents and carers are always informed of incidents involving physical restraint.

     

    Parental Involvement

    Parents and carers are made aware of the school’s Physical Intervention Policy, which is available in the lobby, and they will be kept fully informed of any incidents that have necessitated the use of physical restraint to their own children.  Parents and carers of children known to behave in ways which may necessitate physical intervention will be invited to attend meetings to discuss, agree and review individual plans.

     

    Complaints

    Staff are aware that the use of physical restraint may lead of complaints.  They appreciate that in following our agreed policy and practice and ensuring that their actions are appropriate to the situation they are in a good position to demonstrate and reasonableness of their actions in any subsequent investigation.

     

    Dec 2012

     

     


    High House Nursery Ltd

     

    Physical Intervention Plan

     

     

    Child’s Name:

     

     

    Date of birth:

     

     

    Key Person:

     

    Reason(s) for physical intervention plan:

     

     

     

     

    Agreed strategies and approaches:

     

     

     

    Named staff involved:

     

     

     

    Parent/carer involvement:

     

     

     

     

    Signed:

     

     

    Date:

     

     

    Written records of the use of this programme will be completed and attached to this plan
    High House Nursery Ltd

     

    Physical Restraint/Bullying Incident Report

     

     

    Name of child:

     

     

    Date/time of incident:

     

    Details of incident:

     

     

     

     

     

     

    Incident managed by:

     

    Witnesses/other staff involved:

     

    Method(s) of restraint if used:

     

     

     

    Debriefing session/evaluation:

     

     

     

    Parent/carer informed/response:

     

    Date/time this report completed:

     

    Signed:

     

    Signatures of witnesses/other staff involved:

     

    Provider records policy

    High House Nursery Ltd

    Provider records policy

    General Welfare Requirement: Documentation

    Providers must maintain records, policies and procedures required for the safe and efficient

    management of the Nursery Schools and to meet the needs of the children.

    Record keeping

    Policy Statement

    We keep records for the purpose of maintaining our business. These include:

    • Records pertaining to our registration.
    • Landlord/lease documents and other contractual documentation pertaining to amenities, services and goods.
    • Financial records pertaining to income and expenditure.
    • Risk assessments.

    Employment records of staff.

    Our records are regarded as confidential on the basis of sensitivity of information, such as with regard to employment records and these are maintained with regard to the framework of the Data Protection Act and the Human Rights Act.

    This policy and procedure is taken in conjunction with the Confidentiality and Client Access to Records policy and Information Sharing policy.

    EYFS key themes and commitments

    A Unique   Child Positive

    Relationships

    Enabling

    Environments

    Learning   and Development
    1.2   Inclusive practice

     

    2.1   Respecting each

    other

    3.3 The   learning environment  

     

    Procedures

    • All records are the responsibility of the Head who ensures they are kept secure.
    • All records are kept in an orderly way in files and filing is kept up-to-date.
    • Financial records are kept up-to-date for audit purposes.
    • Health and safety records are maintained; these include risk assessments, details of checks or inspections and guidance etc.
    • Our Ofsted registration certificate is displayed.
    • Our Public Liability insurance certificate is displayed.
    • All our employment and staff records are kept securely and confidentially.

     

    Risk assessment Policy

    High House Nursery Ltd

    Risk assessment Policy

     

    General Welfare Requirement: Suitable premises, environment and equipment

    Outdoor and indoor spaces, furniture and toys must be safe and suitable for their purpose.

     

    Policy statement

    High House Nursery believes that the health and safety of children is of paramount importance. We make our Nursery a safe and healthy place for children, parents, staff and volunteers by assessing and minimising the hazards and risks to enable the children to thrive in a healthy and safe environment.

    The basis of this policy is risk assessment. PLA risk assessment processes follow five steps as follows:

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

    EYFS key themes and commitments

    1.3   Keeping safe

     

      3.3 The   learning

    environment

    3.4 The   wider

    context

     

     

    Procedures

    • Our risk assessment process covers adults and children and includes:
      • checking for and noting hazards and risks indoors and outside, and in our

    premises and for activities;

    • assessing the level of risk and who might be affected;
    • deciding which areas need attention; and
    • developing an action plan that specifies the action required, the time-scales for action, the person responsible for the action and any funding required.

     

    • Where more than five staff and volunteers are employed the risk assessment is written and is reviewed regularly.
    • We maintain lists of health and safety issues, which are checked daily before the session begins as well as those that are checked on a weekly and yearly basis when a full risk assessment is carried out.

    Legal framework

    Management of Health and Safety at Work Regulations 1992

     

     

    Safe guarding children and child protection

    High House Nursery Ltd

    Safe guarding children and child protection

    (Including managing allegations of abuse against a member of staff)

     

    General Welfare Requirement: Safeguarding and Promoting Children’s Welfare

     

    Policy statement

    High House 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 three key commitments of the Nursery Safeguarding Children Policy.

    EYFS key themes and commitments

    A Unique   Child Positive

    Relationships

    Enabling

    Environments

    Learning   and Development
    1.3   Keeping safe

     

    2.1   Respecting each

    Other

    2.2   Parents as

    partners

    3.34 The   wider

    context

    4.4   Personal, social and emotion development

     

    Procedures

    We carry out the following procedures to ensure we meet the three key commitments of the Nursery Safeguarding Children Policy.

    Key commitment 1

    The Nursery is committed to building a ‘culture of safety’ in which children are protected from abuse and harm in all areas of its service delivery.

    Staff and volunteers

    • Our designated person who co-ordinates child protection issues is:

    Mrs Ute Hart

    • We ensure all staff and parents are made aware of our safeguarding policies and procedures.
    • We provide adequate and appropriate staffing resources to meet the needs of children.
    • Applicants for posts within the Nursery School are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974.
    • Candidates are informed of the need to carry out ‘enhanced disclosure’ checks with the Criminal Records Bureau.
    • Where applications are rejected because of information that has been disclosed, applicants have the right to know and to challenge incorrect information.
    • We abide by Ofsted requirements in respect of references and Criminal Record Bureau checks for staff and volunteers, to ensure that no disqualified person or unsuitable person works at the Nursery or has access to the children.
    • Volunteers do not work unsupervised.
    • We abide by the Protection of Vulnerable Groups Act requirements in respect of any person who is dismissed from our employment, or resigns in circumstances that would otherwise have lead to dismissal for reasons of child protection concern.
    • We have procedures for recording the details of visitors to the Nursery.
    • We take security steps to ensure that we have control over who comes into the Nursery so that no unauthorised person has unsupervised access to the children.

    Key commitment 2

    The Nursery is committed to responding promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in ‘What to do if you’re worried a child is being abused’ (HMG 2006).

    Responding to suspicions of abuse

    • We acknowledge that abuse of children can take different forms -physical, emotional, and sexual, as well as neglect.
    • When children are suffering from physical, sexual or emotional abuse, or may be experiencing neglect, this may be demonstrated through the things they say (direct or indirect disclosure) or through changes in their appearance, their behaviour, or their play.
    • Where such evidence is apparent, the child’s key person makes a dated record of the details of the concern and discusses what to do with the Nursery Head who is acting as the ‘designated person’. The information is stored on the child’s personal file.
    • We refer concerns to the local authority children’s social care department and co-operate fully in any subsequent investigation.

    NB In some cases this may mean the police or another agency identified by the Local

    Safeguarding Children’s Board.

    • We take care not to influence the outcome either through the way we speak to children or by asking questions of children.
    • We use the detailed procedures and reporting format contained in the PLA’s publication ‘Child Protection Record for use in Early Years Nursery Schools when making a referral to children’s social care or other appropriate agencies.

    Recording suspicions of abuse and disclosures

    • Where a child makes comments to a member of staff that gives cause for concern (disclosure), or there are 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, we
      • listen to the child, offer reassurance and give assurance that action will be taken; 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 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.

    Making a referral to the local authority social care team .

    • The PLA’s publication ‘Child Protection Record’ contains detailed procedures for making a referral to the local social care team, as well as a template form for recording concerns and making a referral. This is based on ‘What to do if you’re worried a child is being abused’ (HMG 2006).
    • We keep a copy of this document and follow the detailed guidelines given.
    • All members of staff are familiar with the Nursery’s Child Protection Record and follow the procedures for recording and reporting.

    Informing parents

    • Parents are normally the first point of contact.
    • If a suspicion of abuse is recorded, parents are informed at the same time as the report is made, except where the guidance of the Local Safeguarding Children Board does not allow this.
    • This will usually be the case where the parent is the likely abuser. In these cases the investigating officers will inform parents.

    Liaison with other agencies

    • We work within the Local Safeguarding Children Board guidelines.
    • We have a copy of ‘What to do if you’re worried a child is being abused’ for parents and staff and all staff are familiar with what to do if they have concerns.
    • We have procedures for contacting the local authority on child protection issues, including maintaining a list of names, addresses and telephone numbers of social workers if applicable, to ensure that it is easy, in any emergency, for the Nursery and social services to work well together.
    • We notify the registration authority (Ofsted) of any incident or accident and any changes in our arrangements that may affect the wellbeing of children.
    • Contact details for the local National Society for the Prevention of Cruelty to Children (NSPCC) are also kept.
    • If a referral is to be made to the local authority social care department, we act within the area’s.
    • Safeguarding Children and Child Protection guidance in deciding whether we must inform the child’s parents at the same time.

    Allegations against staff

    • We ensure that all parents know how to complain about the behaviour or actions of staff or volunteers within the Nursery School, or anyone working on the premises occupied by the Nursery School, which may include an allegation of abuse.
    • We follow the guidance of the Local Safeguarding Children Board when responding to any complaint that a member of staff, or volunteer within the Nursery School, or anyone working on the premises occupied by the Nursery School, has abused a child.
    • We respond to any disclosure by children or staff that abuse by a member of staff or volunteer within the Nursery School, or anyone working on the premises occupied by the Nursery School, may have taken, or is taking place, by first recording the details of any such alleged incident.
    • We refer any such complaint immediately to the local authority’s social care department to investigate. We also report any such alleged incident to Ofsted and what measures we have taken. We are aware that it is an offence not to do this.
    • We co-operate entirely with any investigation carried out by 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 Head will suspend the member of staff on full pay, or the volunteer, for the duration of the investigation. This is not an indication of admission that the alleged incident has taken place, but is to protect the staff as well as children and families throughout the process.

    Disciplinary action

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

    Key commitment 3

    The Alliance is committed to promoting awareness of child abuse issues throughout its training and learning programmes for adults. It is also committed to empowering young children, through its early childhood curriculum, promoting their right to be strong, resilient and listened to.

     

    Training

    • We seek out training opportunities for all adults involved in the Nursery School 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.
    • We ensure that all staff know the procedures for reporting and recording their concerns in the Nursery School.

    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 that they develop an understanding of why and how to keep safe.
    • We create within the Nursery School a culture of value and respect for the individual, having positive regard for children’s heritage arising from their colour, ethnicity, languages spoken at home, cultural and social background.
    • We ensure that this is carried out in a way that is developmentally appropriate for the children.

    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 in the group.
    • We make clear to parents our role and responsibilities in relation to child protection, such as for the reporting of concerns, providing information, monitoring of the child, and liaising at all times with the local children’s social care team.
    • We will continue to welcome the child and the family whilst investigations are being made in relation to any alleged abuse.
    • We follow the Child Protection Plan as set by the child’s social care worker in relation to the Nursery School’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.

    The Nursery operates an “Existing  Injury File”

    If any member of staff notices an injury, they should immediately inform the Head or the Deputy Head. The Head or Deputy Head will ask the parent how the injury occurred. Details of the injury and how it occurred will be entered into the Existing Injury File and signed by both parties.

     

     

     

     

    Supporting children with special educational needs policy

    High House Nursery

    Supporting children with special educational needs policy

    General Welfare Requirement: Safeguarding and Promoting Children’s Welfare

    Equality of opportunity

    Policy statement

    High House Nursery provides an environment in which all children, including those with special educational needs, are supported to reach their full potential.

    • We have regard for the DfES Special Educational Needs Code of Practice (2001).
    • We ensure our provision is inclusive to all children with special educational needs.
    • We support parents and children with special educational needs (SEN).
    • We identify the specific needs of children with special educational needs and meet those needs through a range of SEN strategies.
    • We work in partnership with parents and other agencies in meeting individual children’s needs.
    • We monitor and review our policy, practice and provision and, if necessary, make adjustments.

    EYFS key themes and commitments

    • A Child Positive
    A Unique Child Positive

    Relationships

    Enabling

    Environments

    Learning and Development
    1.1 Child development

    1.2 Inclusive practice

    1.4 Health and well-

    being

     

    2.1 Respecting each

    other

    2.2 Parents as

    partners

    2.3 Supporting

    learning

    2.4 Key person

    3.2 supporting every

    child

    3.3 The Learning

    environment

    3.4 The wider context

    4.1 Play and

    exploration

    4.2 Active learning

    4.3 Creativity and

    critical   thinking

     

     

    Procedures

    • We designate a member of staff to be the Special Educational Needs Co-ordinator (SENCO) and give his/her name to parents. Our SENCO is Miss Verity Marks
    • We ensure that the provision for children with special educational needs is the responsibility of all members of the Nursery.
    • We ensure that our inclusive admissions practice ensures equality of access and opportunity.
    • We use the graduated response system for identifying, assessing and responding to children’s special educational needs.
    • We work closely with parents of children with special educational needs to create and maintain a positive partnership.
    • We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children’s education.
    • We provide parents with information on sources of independent advice and support.
    • We liaise with other professionals involved with children with special educational needs and their families, including transfer arrangements to other Nursery and schools.
    • We provide a broad, balanced and differentiated curriculum for all children with special educational needs.
    • We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs) for children with special educational needs. If a child has an IEP, this is recorded in the register so all staff are aware of the specific needs and targets.
    • We ensure that children with special educational needs are appropriately involved at all stages of the graduated response, taking into account their levels of ability.
    • We have systems in place for supporting children during Early Years Action, Early Years Action Plus, Statutory Assessment and the Statementing process.
    • We use a system for keeping records of the assessment, planning, provision and review for children with special educational needs.
    • We provide resources (human and financial) to implement our Special Educational Needs Policy.
    • We provide in-service training for parents, practitioners and volunteers.
    • We raise awareness of any specialism the Nursery has to offer, e.g. Makaton trained staff.
    • We ensure the effectiveness of our special educational needs provision by collecting information from a range of sources e.g. Individual Education Plan reviews, staff and management meetings, parental and external agency’s views, inspections and complaints. This information is collated, evaluated and reviewed annually.
    • We provide a complaints procedure.
    • We monitor and review our policy annually.

     

     

    Valuing diversity and promoting equality Policy

    High House Nursery

    Valuing diversity and promoting equality Policy

    General Welfare Requirement: Safeguarding and Promoting Children’s Welfare

    Equality of opportunity

    Policy statement

    High House Nursery ensures that our provision is fully inclusive in meeting the needs of all children, particularly those that arise from their ethnic heritage, social and economic background, gender, ability or disability. Our Nursery is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to:

    • provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued;
    • include and value the contribution of all families to our understanding of equality and diversity;
    • provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people;
    • improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity; and
    • make inclusion a thread that runs through all of the activities of the Nursery.

    EYFS key themes and commitments

    A Unique   Child Positive

    Relationships

    Enabling

    Environments

    Learning   and Development
    1.2   Inclusive practice

    1.3   Keeping safe

    2.1   Respecting each

    other

    2.2   Parents as

    Partners

    2.3   Supporting

    Learning

    2.4 Key   person

    3.2   supporting every

    Child

    3.4 The wider   context

    4.4 Areas   of learning

    and development

     

    Procedures

    Admissions

    Our Nursery is open to all members of the community.

     

    • We advertise our service widely.
    • We reflect the diversity of our society in our publicity and promotional materials.
    • We provide information in clear, concise language, whether in spoken or written form.
    • We base our admissions policy on a fair system.
    • We ensure that all parents are made aware of our equal opportunities policy.
    • We do not discriminate against a child or their family, or prevent entry to our Nursery, on the basis of colour, ethnicity, religion or social background, such as being a member of a Travelling community or an asylum seeker.
    • We do not discriminate against a child with a disability or refuse a child entry to our Nursery for reason relating to disability.
    • We ensure wherever possible that we have a balanced intake of boys and girls in the Nursery.
    • We develop an action plan to ensure that people with disabilities can participate successfully in the services offered by the Nursery and in the curriculum offered.
    • We take action against any discriminatory behaviour by staff or parents. Displaying of openly discriminatory and possibly offensive materials, name calling, or threatening behaviour are unacceptable on or around the premises and will be dealt with in the strongest manner.

    Employment

    • Posts are advertised and all applicants are judged against explicit and fair criteria.
    • Applicants are welcome from all backgrounds and posts are open to all.
    • We may use the exemption clauses in relevant legislation to enable the service to best meet the needs of the community.
    • The applicant who best meets the criteria is offered the post, subject to references and checks by the Criminal Records Bureau. This ensures fairness in the selection process.
    • All 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 staff and volunteers to enable them to develop anti-discriminatory and inclusive practices, which enable all children to flourish.
    • We ensure that staff are confident and fully trained in administering relevant medicines and performing invasive care procedures when these are required.
    • We review our practices to ensure that we are fully implementing our policy for promoting equality, valuing diversity and inclusion.

    Curriculum

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

    Our environment is as accessible as possible for all visitors and service users. If access to the Nursery School is found to treat disabled children or adults less favourably then we make reasonable adjustments to accommodate the needs of disabled children and adults. We do this by:

    • making children feel valued and good about themselves;
    • ensuring that children have equality of access to learning;
    • undertaking an access audit to establish if the Nursery is accessible to all children;
    • making adjustments to the environment and resources to accommodate a wide range of learning, physical and sensory impairments;
    • making appropriate provision within the curriculum to ensure each child receives the widest possible opportunity to develop their skills and abilities, e.g. recognising the different learning styles of girls and boys;
    • positively reflecting the widest possible range of communities in the choice of resources; avoiding stereotypes or derogatory images in the selection of books or other visual materials;
    • celebrating a wide range of festivals;
    • creating an environment of mutual respect and tolerance;
    • differentiating the curriculum to meet children’s special educational needs;
    • helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable;
    • ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities;
    • ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning; and
    • ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages.

    Valuing diversity in families

    • We welcome the diversity of family lifestyles and work with all families.
    • We encourage children to contribute stories of their everyday life to the Nursery.
    • We encourage parents/carers to take part in the life of the Nursery and to contribute fully.
    • For families who speak languages in addition to English, we will develop means to ensure their full inclusion.
    • We offer a flexible payment system for families of differing means and offer information regarding sources of financial support.

    Food

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

    Meetings

    Information about meetings is communicated in a variety of ways -written, verbal and in translation -to ensure that all parents have information about and access to the meetings.

    Monitoring and reviewing

    • To ensure our policies and procedures remain effective we will monitor and review them annually to ensure our strategies meets the overall aims to promote equality, inclusion and valuing diversity.
    • We provide a complaints procedure and a complaints summary record for parents to see.

    Legal framework

    The Equality Act 2006

    Disability Discrimination Act (DDA) 1995, 2005

    Race Relations Act 1976

    Race Relations Amendment Act 2000

    Sex Discrimination Act 1976,1986

    Children Act 1989, 2004

    Special Educational Needs and Disability Act 2001

    Other useful PLA publications

    Embracing Equality (2007)

    Volunteer Policy

    High House Nursery

    Volunteer Policy

     

    High House recognises the immense benefits that volunteers bring to the nursery. In return, we hope to give volunteers an opportunity to exercise their skills in a different environment and to undertake new experiences.

    Status of volunteers

    A volunteer is not an employee and will not have a contract of employment with the nursery. We will however insist that the volunteer follows all nursery procedures in the same manner as a paid employee to ensure consistency and quality of care and early learning for the children.

     

    *Enhanced CRB check/* Disclosure Scotland checks/PVG registration

    All volunteers will have suitability checks conducted in the same way as paid employees. This will include *enhanced CRB check/*Disclosure Scotland checks or from February 2011 becoming registered with the Protecting Vulnerable Groups (PVG) scheme. These checks will be conducted before any volunteer starts their time within the nursery and this will also include two written references.

     

    Training

    Volunteers will be offered training and/or support as appropriate. We will provide any training and support required for the role, including child protection and health and safety training. The purpose of this is to enable the volunteer to get the most out of their decision to volunteer and enhance their performance in their voluntary role within our team.

     

     

     

    Policies and procedures

    Volunteers are expected to comply with all the nursery’s policies and procedures. The volunteer’s induction process will include an explanation of this.

     

    Confidentiality

    Volunteers are likely to become aware of confidential information within the nursery either about the children, its staff and parents. Volunteers should not disclose this information and should follow the nursery confidentiality procedure at all times.

     

     

    Volunteer’s induction pack

    On commencing their volunteer work, the volunteer will be given a pack containing:

    • General      information about the nursery
    • A copy of this      volunteering policy
    • A confidentiality      statement which will require reading, signing and returning to the nursery      manager
    • Details of access      to all nursery relevant policies and procedures.

     

     

     

     

     

     

    Waste Management Policy

     

    High House Nursery

    Waste Management Policy

    At High House Nursery we value our environment and in order to keep our earth safe and healthy for our children we closely monitor the management of our waste and its disposal in accordance with local authority requirements.

     

    Staff are made aware of the need to minimise energy waste and the nursery uses appropriate measures to save energy, including:

    • Energy saving light bulbs
    • Turning off lights when not in use
    • Not leaving any equipment on standby
    • Unplugging all equipment at the end of its use/the day
    • Energy saving wash cycles on the washing machine.

     

    We assess our nursery’s impact on the environment on a regular basis and place procedures in place to counteract this impact.

     

    This policy is reviewed annually and is carefully considered in the best interests of the children, nursery and the environment.

     

     

    Oct 2012

     

     

     

    Whistle Blowing Policy

    Whistle Blowing Policy

     

    Introduction

     

    High House Nursery expects the highest standards of conduct from all employees, and will treat seriously any concern that an employee may have about illegal or improper conduct.

     

    Employees will be expected, through agreed procedures and without fear of recrimination, to bring to the attention of the manager any serious impropriety or beach of procedure.

     

    Purpose

     

    The procedure is designed to enable employees to notify the manager of any reasonable suspicion of illegal or improper conduct. The procedure requires all employees to act responsible to uphold the reputation of the Nursery and to help maintain public confidence.

     

    It is a procedure in which the manager will expect to act swiftly and constructively in the investigation of any concerns in accordance with the nursery’s disciplinary procedure.

     

    Concern about a colleague’s professional capability should be dealt with using this procedure.

     

    When should it be used?

     

    The procedure is not designed to replace or be used as an alternative to the grievance procedure, which should be used where an employee is only aggrieved about her own situation.

     

    Employees who are worried about wrong doing at work do not necessarily have a personal grievance.

     

    Employees must act in good faith and must have reasonable grounds for believing the information to be accurate.

     

    No employees who use this procedure in good faith will not be penalised for doing so. The nursery will not tolerate harassment/ or victimisation of any employee raising concerns.

     

    Blowing the Whistle on Malpractice. Malpractice covers a wide range of concerns.  The types of activity that should be disclosed include but are not limited to the following:-

    • fraud or      corruption
    • unauthorised      use of Nursery goods
    • the      physical, emotional or sexual abuse of employees or children
    • failure      to comply with legal obligations
    • endangering      of an individual’s health and safety
    • damage to      the environment
    • a      criminal offence
    • showing      undue favour to a employee or trainee

     

    Mechanism for raising concerns

     

    Where the issue concerns your manager or, having made your report, you believe she has failed to take appropriate action, then you should bring it to the attention of the other manager, or contact Ofsted helpline on 0300 123 1231

     

    Depending on the nature of the concern, the complainant will be asked to do this in writing. It will be helpful to note down any facts and dates as they happen.

     

    Employees who want to use this procedure but feel uneasy about it may wish to consult a trade union initially and bring a friend or trade union representative along to any discussions, so long as the third party is independent of the issue.

     

    Where anonymity is requested efforts will be made to meet the request where appropriate but that might not always be possible. The earlier and more open the expression of concern the easier it will be to take appropriate action.

     

    Each case will be investigated thoroughly with the aim of informing the complainant of the outcome of any investigation as quickly as possible.

     

     

    Working in partnership with other agencies policy

    High House Nursery

    Working in partnership with other agencies policy

    General Welfare Requirement: Organisation

    Policy Statement

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

     

    2.1   Respecting each

    Other

     

    3.4 The   wider context  

     

    Procedures

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