Policies

policiesandprocedures

Transition Policy

The key to smooth transitions for children is effective communication between child, parents and staff and the creation of a positive and supportive climate for both the parent and child.

Starting Nursery

In the summer after half term children starting Dent Nursery in September are invited into the setting with their parents. This cannot be done on an ad hoc basis but must be done in consultation with the Nursery Staff.

Teaching staff will visit the child in the home setting before the child starts at Nursery.
On enrolling for Nursery, parents receive a Dent Pre-School handbook, which includes information on settling children in to Nursery life. Parents/Carers and staff talk together and discuss particular aspects of the children’s development.

Parents are welcome to remain with their child/children in the Nursery as their child settles into Nursery life.

Children are allocated a Key Worker of their own on starting at the Nursery.
Staff actively encourage the sharing of information with parents on a daily basis.
Parents/carers are invited to Parents’ Evening at Dent Nursery annually.

In the event of a child leaving this setting, Dent Nursery staff make available any appropriate information to parents and/or staff of the new Nursery or playgroup.
Parents sign a Home Agreement so they understand what the Nursery provides and expects in return.

As children get ready to start Reception they need time to talk about any fears and anxieties they might have. Adults play a vital role in listening sensitively and helping to prepare them for this exciting and positive change.

Nursery to School

Ad hoc trips to the Reception class in Dent Primary School are made by Nursery children throughout the summer term prior to starting school.
School role-play activities are actively encouraged during the summer term in Dent Nursery.

Due to the locality of the Nursery to School, the children see the school staff on a regular basis, which makes the transition to school run very smoothly.

All pre-school children are given the opportunity to visit their new school. Nursery staff are involved in the organisation and management of this process with regard to Dent Primary School. Visits are of varying length and include staying for their lunch once a week for a month before the end of term.

This policy was adopted at a meeting of Dent Pre-School Ltd. held on 01/03/2012

Signed by the Chairperson on behalf of The Management Committee

Safeguarding Children Policy

Statement of intent

Our setting will work with children, parents and the community to ensure the safety of children and to give them the very best start in life.

The key commitments of the Pre-school Learning Alliance policy for safeguarding children.

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

The Alliance is committed to responding promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in ‘What to do if you are worried a child is being abused’ (DoH 2004).

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.

Aims

Our aims are to carry out this policy by:

promoting 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;

promoting children’s right to be strong, resilient and listened to by encouraging children to develop a sense of autonomy and independence;

promoting 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;

helping children to establish and sustain satisfying relationships within their families, with peers, and with other adults; and

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

The legal framework for this work is:

Primary legislation

The Children Act 1989 – s 47

The Protection of Children Act 1999

Data Protection Act 1998

The Children Act 2004 (Every Child Matters)

The Children (NI) Order

The Children (Scotland) Order

Guidance

What to Do if You are Worried a Child is Being Abused (2004)

The Framework for the Assessment of children in Need and Their Families (2000)

Working Together to Safeguard Children (revised 1999)

The Common Assessment Framework 2005

Secondary Legislation

Sexual Offences Act (2003)

Criminal Justice and Court Services Act (2000)

Human Rights Act (1999)

Race Relations (Amendment) Act (2000)

Race Relations (Amendment )Act (1976) Regulations

Rehabilitation of Offenders Act 1974

Liaison with other bodies

We work within the Local Safeguarding Children’s Board (LSCB) guidelines.

Contacts: South Lakeland Area, Condor Block, County Offices, Kendal.  LA9 4RQ.

Phone: 01539713377  Fax: 01539773354  Email:  HYPERLINK “mailto:kendalssd@cumbriacc.gov.uk” kendalssd@cumbriacc.gov.uk

Emergency Out of Hours Service: 01228526690

We have a copy of ‘What to do if you a 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, to ensure that it is easy, in any emergency, for the setting and social services to work well together.

We notify the registration authority (Ofsted) of any incident or accident and any changes in our arrangements which may affect the wellbeing of children.

Details of the local National Society for the Prevention of Cruelty to Children (NSPCC) contacts are also kept.

If a referral is to be made to the local authority social services department, we act within the Area Safeguarding Children and Child Protection guidance in deciding whether we must inform the child’s parents at the same time.

Methods

Key Commitment 1

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

Staffing and volunteering

Our designated person (a member of staff) who co-ordinates child protection issues is

Mrs Jacky Stafford

Our designated officer (a committee member) who oversees this work is

Mrs Jill Mitchell

We provide adequate and appropriate staffing resources to meet the needs of children.

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

Candidates are informed of the need to carry out ‘enhanced disclosure’ checks with the Criminal Records Bureau before posts can be confirmed.

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 setting or has access to the children.

Volunteers do not work unsupervised.

We abide by the Protection of Children 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 setting.

We take security steps to ensure that we have control over who comes into the setting so that no unauthorised person has unsupervised access to the children.

Key Commitment 2

The Alliance is committed to responding promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in ‘What to do if you are worried a child is being abused’ (DoH 2004.)

Method

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, or general well being, unexplained bruising, marks or signs of possible abuse,  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 setting leader or manager who is acting as the ‘designated person’. The information is stored on the child’s personal file.

Staff in the setting take care not to influence the outcome either through the way they speak to children or by asking questions of children.

Allegations against staff

We ensure that all parents know how to complain about staff or volunteer action within the setting, which may include an allegation of abuse.

We follow the guidance of Cumbria’s Local Authority Designated Officer (LADO) when responding to any complaint that a member of staff or volunteer has abused a child.

The LADO for Cumbria: Laura Cross, she can be contacted by mobile 07825340449.

We respond to any disclosure by children or staff that abuse by a member of staff 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 service department to investigate.

We co-operate entirely with any investigation carried out by social services in conjunction with the police.

Our policy is to suspend the member of staff on full pay 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 setting or internally disciplined because of misconduct relating to a child, we notify the Department of Health administrators so that the name may be included on the List for the Protection of Children and Vulnerable Adults.

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.

Method

Training

We seek out training opportunities for all adults involved in the setting to ensure that they are able to recognise the signs and symptoms of possible physical abuse, emotional abuse, sexual abuse and neglect and so 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 setting.

Planning

The layout of the rooms allows for constant supervision. No child is left alone with staff or volunteers in a one to one situation without being visible to others.

Curriculum

We introduce key elements of child protection into our programme to promote the personal, social and emotional development of all children, so that they may grow to be ‘strong, resilient and listened to’ and so that they develop understanding of why and how to keep safe.

We create within the setting 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.

Disclosures

Where a child makes a disclosure to a member of staff, that member of staff:

offers reassurance to the child;

listens to the child; and

gives reassurance that she or he will take action.

The member of staff does not question the child

Recording suspicions of abuse and disclosures

Staff make a record of:

the child’s name;

the child’s address;

the age of the child;

the date and time of the observation or the disclosure;

an objective record of the observation or 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.

The Pre-school Learning Alliance’s publication ‘Child Protection Record’ contains detailed procedures for this as well as a template form for recording concerns and making a referral.

All members of staff know 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 Area Safeguarding Children Committee 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.

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 Area Safeguarding Children Committee.

Support to families

The setting believes in building trusting and supportive relationships with families, staff and volunteers in the group.

The setting makes clear to parents its 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 social services department.

The setting continues to welcome the child and the family whilst investigations are being made in relation to any alleged abuse.

We work within the Local Safeguarding Childre’s Board (LSCB)  as set by the social services department in relation to the setting’s designated role and tasks in supporting the child and the 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 procedure and only if appropriate under the guidance of the Area Safeguarding Children Committee.

This policy was adopted at a meeting of Dent Pre-School Ltd.

Date: 10/01/2015

Signed on behalf of the Management Committee:

Role of signatory (e.g. chairperson etc.)

Safeguarding Children

Use of Mobile Phones and Digital Photography Policy

Policy Statement

Children have their photographs taken to provide evidence of their achievements for developmental records (The Early Years Foundation Stage, EYFS 2007). Staff, visitors, volunteers and students are not permitted to use their own mobile phones to take or record any images of pre school children for their own records during session times.

Procedures

· Under the Data Protection Act 1998, the pre-school must seek parental consent to take photographs and use video recorders. Photographs will be stored on the pre- school computer, which is password protected, until the pre-school ceases to operate, should this occur then all photographs will be shredded or deleted from the pre- school computer.

· The pre schools digital camera/s or memory cards must not leave the pre-school setting. Photos are printed in the setting by staff and images are then removed from the cameras memory.

· Photographs may be taken during indoor and outdoor play and displayed in albums or a child’s development records for children and parent/carers to look through.

· Often photographs may contain other children in the background.

· Events such as, Sports day, Outings, Christmas and Fundraising Events may be
recorded by video and photographs by staff and parent/carers but always in full view of all attending.

· On occasion we might like to use photographs of the children taking part in an activity to advertise/promote our pre-school via our Web site etc; however in this instance specific parental permission for these events would be required.

Equality and Diversity Policy

Statement of intent

Our setting is committed to valuing diversity by providing equality of opportunity and anti-discriminatory practice for all children and families.

Aim

We aim to:

provide a secure environment in which all our children can flourish and in which all contributions are 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 people with disabilities;

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 setting.

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

The legal framework for this policy is:

Race Relations Act 1976;

Race Relations Amendment Act 2000;

Sex Discrimination Act 1986;

Children Act 1989; and

Special Educational Needs and Disability Act 2001.

Equality Act 2010

Methods

Admissions

Our setting is open to all members of the community.

We advertise our service widely.

We reflect the diversity of members of our society in our publicity and promotional materials.

We provide information in clear, concise language, whether in spoken or written form.

We provide information in as many languages as possible.

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 setting, 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 setting because of any disability.

We develop an action plan to ensure that people with disabilities can participate successfully in the services offered by the setting and in the curriculum offered.

We take action against any discriminatory behaviour by staff or parents. Displaying of openly racist insignia, distribution of racist material, 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 of the Race Relations Act and the Sex Discrimination Act where this is necessary 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 equality and 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 review our practices to ensure that we are fully implementing our policy for equality, diversity and inclusion.

Curriculum

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

We do this by:

making children feel valued and good about themselves;

ensuring that children have equality of access to learning;

recognising the different learning styles of girls and boys, making appropriate provision within the curriculum to ensure each child receives the widest possible opportunity to develop their skills and abilities;

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;

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 setting.

We encourage parents/carers to take part in the life of the setting and to contribute fully.

For families who speak languages in addition to English, we will develop means to 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

Meetings are arranged to ensure that all families who wish to may be involved in the running of the setting.

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.

This policy was adopted at a meeting of

Dent Pre-School Ltd.

Held on (date)

01/03/06

Signed on behalf of the Management Committee/Proprietor

Role of signatory (e.g. chairperson etc.)

Confidentiality Policy

Statement of intent

It is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality early years care and education in our setting.

Aim

We aim to ensure that all parents and carers can share their information in the confidence that it will only be used to enhance the welfare of their children.

Methods

We keep two kinds of records on children attending our setting:

1. Developmental records / Tapestry

These include observations of children in the setting, samples of their work, summary developmental reports and records of achievement.

They are usually kept in the playroom and can be accessed, and contributed to, by staff, the child and the child’s parents.

2. Personal records / Tapestry

These include registration and admission forms, signed consents, and correspondence concerning the child or family, reports or minutes from meetings concerning the child from other agencies, an ongoing record of relevant contact with parents, and observations by staff on any confidential mater involving the child, such as developmental concerns or child protection matters.

These confidential records are stored in a lockable file or cabinet and are kept secure by the person in charge in an office or other suitably safe place.

Parents have access, in accordance with the access to records procedure, to the files and records of their own children but do not have access to information about any other child. Parents will also be given passwords to access Tapestry online.

Staff will not discuss personal information given by parents with other members of staff, except where it affects planning for the child’s needs.  Staff induction includes an awareness of the importance of confidentiality in the role of the key person.

Other records

Issues to do with the employment of staff, whether paid or unpaid, remain confidential to the people directly involved with making personnel decisions.

Students on Pre-school Learning Alliance or other recognised qualifications and training, when they are observing in the setting, are advised of our confidentiality policy and required to respect it.

Access to personal records

Parents may request access to any records held on their child and family following the procedure below.

Any request to see the child’s personal file by a parent or person with parental responsibility must be made in writing to the setting leader or manager.

The setting leader informs the chairperson of the management committee and sends a written acknowledgement.

The setting commits to providing access within 14 days – although this may be extended.

The setting’s leader or manager and chairperson of the management committee prepare the file for viewing.

All third parties are written to, stating that a request for disclosure has been received and asking for their permission to disclose to the person requesting it. A copy of these letters are retained on the file.

‘Third parties’ include all family members who may be referred to in the records.

It also includes workers from any other agency, including social services, the health authority, etc. It is usual for agencies to refuse consent to disclose, preferring the individual to go directly to them.

When all the consents/refusals to disclose have been received these are attached to the copy of the request letter.

A photocopy of the complete file is taken.

The setting leader and chairperson of the management committee go through the file and remove any information which a third party has refused consent to disclose. This is best done with a thick black marker, to score through every reference to the third party and information they have added to the file.

What remains is the information recorded by the setting, detailing the work initiated and followed by them in relation to confidential matters. This is called the ‘clean copy’.

The ‘clean copy’ is photocopie for the parents who are then invited in to discuss the contents. The file should never be given straight over, but should be gone through by the setting leader, so that it can be explained.

Legal advice may be sought before sharing a file, especially where the parent has possible grounds for litigation against the setting or another (third party) agency.

All the undertakings above are subject to the paramount commitment of the setting, which is to the safety and well-being of the child.  Please see also our policy on child protection .

This policy was adopted at a meeting of

Dent Pre-School Ltd

Held on (date)

01/03/06

Signed on behalf of the Management Committee/Proprietor

Role of signatory (e.g. chairperson etc.)

Complaints Procedure

Statement of intent

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

Aim

We aim to bring all concerns about the running of our setting to a satisfactory conclusion for all of the parties involved.

Methods

To achieve this, we operate the following complaints procedure. All settings are required to keep a ‘summary log’ of all complaints that reach stage 2 or beyond. This is to be made available to parents as well as to Ofsted inspectors. A full procedure is set out in the Ofsted provider complaints record and how to complete the record.

Making a complaint

Stage 1

Any parent who has a concern about an aspect of the setting’s provision talks over, first of all, his/her worries and anxieties with the setting leader.

Most complaints should be resolved amicably and informally at this stage.

Stage 2

If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to Stage 2 of the procedure by putting the concerns or complaint in writing to the setting leader and the owner or chair of the management committee.

For parents who are not comfortable with making written complaints, there is a template form for recording complaints in the above-mentioned publication; the form may be completed with the person in charge and signed by the parent.

The setting stores written complaints from parents in the child’s personal file. However, if the complaint involves a detailed investigation, the setting leader may wish to store all information relating to the investigation in a separate file designated for this complaint.

When the investigation into the complaint is completed, the setting leader or manager meets with the parent to discuss the outcome.

When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record.

Stage 3

If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the setting leader and the owner/chair of the management committee. The parent should have a friend or partner present if required and the leader should have the support of the chairperson of the management committee, or the proprietor/senior manager, present.

An agreed written record of the discussion is made as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it.

This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record.

Stage 4

If at the Stage 3 meeting the parent and setting cannot reach agreement, an external mediator is invited to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice.  A mediator has no legal powers but can help to define the problem, review the action so far and suggest further ways in which it might be resolved.

Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to be invited to act as mediators.

The mediator keeps all discussion confidential. S/he can hold separate meetings with the setting personnel (setting leader and owner/chair of the management committee) and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives.

Stage 5

When the mediator has concluded her/his investigations, a final meeting between the parent, the setting leader and the owner/chair of the management committee is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator’s advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached.

A record of this meeting, including the decision on the action to be taken, is made.  Everyone present at the meeting signs the record and receives a copy of it.  This signed record signifies that the procedure has concluded.

The role of the Office for Standards in Education, Early Years Directorate (Ofsted) and the Area Safeguarding Children Committee.

Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the setting’s registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the National Standards for Day Care are adhered to.

The address and telephone number of our Ofsted regional centre are:

The National Business Unit

Ofsted

Piccadilly Gate

Store Street

Manchester  M1 2WD                                                       Telephone Helpline 03001231231

DENT PRE-SCHOOL LIMITED OFSTED NO: EY460094

These details are displayed on our setting’s notice board.

If a child appears to be at risk, our setting follows the procedures of the Area Safeguarding Children Committee in our local authority.

In these cases, both the parent and setting are informed and the setting leader works with Ofsted or the Area Safeguarding Children Committee to ensure a proper investigation of the complaint, followed by appropriate action.

Records

A record of complaints against our setting and/or the children and/or the adults working in our setting is kept, including the date, the circumstances of the complaint and how the complaint was managed.

The outcome of all complaints is recorded in the Complaints Summary Record which is available for parents and Ofsted inspectors on request.

This policy was adopted at a meeting of

Dent Pre-School Ltd

Held on (date)

01/03/06

Signed on behalf of the Management Committee/Proprietor

Role of signatory (e.g. chairperson etc.)

Behaviour Management Policy

Statement of intent

Our setting believes that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their behaviour.

Aim

We aim to teach children to behave in socially acceptable ways and to understand the needs and rights of others. The principles guiding management of behaviour exist within the programme for supporting personal, social and emotional development.

Methods

We have a named person who has overall responsibility for our programme for supporting personal, social and emotional development, including issues concerning behaviour. In small settings this may be shared between co-staff: Mrs Jacky Stafford.

We have a named person who has overall responsibility for issues concerning behaviour.

We require the named person to:

keep her/himself 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 to

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 setting.

We require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.

We familiarise new staff and volunteers with the setting’s behaviour policy and its guidelines for behaviour.

We expect all members of our setting – children, parents, staff, volunteers and students – to keep to the guidelines, requiring these to be applied consistently.

We work in partnership with children’s parents.  Parents are regularly informed about their 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.

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 setting leader 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 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.

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 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 experienced. 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? It made you feel angry, didn’t it, and you hit him’.

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 setting;

their parent, or carer in the setting, 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 is exposed to levels of aggressive behaviour at home and may be at risk emotionally, or may be experiencing child abuse; and

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.

Bullying

We take bullying very seriously. Bullying involves the persistent physical or verbal abuse of another child or children. It is characterised by intent to hurt, often planned, and accompanied by an awareness of the impact of the bullying behaviour.

A child who is bullying has reached a stage of cognitive development where he or she is able to plan to carry out a premeditated intent to cause distress to another.

Bullying can occur in children five years old and over and may well be an issue in after school clubs and holiday schemes catering for slightly older children.

If a child bullies another child or children:

we show the children who have been bullied that we are able to listen to their concerns and act upon them;

we intervene to stop the child who is bullying from harming the other child or children;

we explain to the child doing the bullying why her/his behaviour is not acceptable;

we give reassurance to the child or children who have been bullied;

we help the child who has done the bullying to recognise the impact of their actions;

we make sure that children who bully receive positive feedback for considerate behaviour and are given opportunities to practise and reflect on considerate behaviour;

we do not label children who bully as ‘bullies’;

we recognise that children who bully may be experiencing bullying themselves, or be subject to abuse or other circumstance causing them to express their anger in negative ways towards others;

we recognise that children who bully are often unable to empathise with others and for this reason we do not insist that they say sorry unless it is clear that they feel genuine remorse for what they have done. Empty apologies are just as hurtful to the bullied child as the original behaviour;

we discuss what has happened with the parents of the child who did the bullying and work out with them a plan for handling the child’s behaviour; and

we share what has happened with the parents of the child who has been bullied, explaining that the child who did the bullying is being helped to adopt more acceptable ways of behaving.

This policy was adopted at a meeting of

Dent Pre-School Ltd

name of setting

Held on (date)

Signed on behalf of the Management Committee/Proprietor

Role of signatory (e.g. chairperson etc.)

 

Aims and Objectives

Dent Nursery is part of the pre-school provision in Dentdale. Children attend the combined playgroup and nursery from the age of two years. Our setting aims to provide a safe, secure and stimulating environment for the children. Whilst in our care children are able to participate in a wide variety of play experience which enables them to develop the skills needed for them to become more independent, with a positive self image and understanding of their fellow beings, regardless of colour, religion, gender or ability.

During 2016/2017 our main objectives are:

• Link planning to the individual child’s development in accordance with the EYFS framework in all areas of learning.

• Questioning/explaining and recording responses from children

• Using assessment sheet at regular staff meetings to monitor and evaluate the overall setting.

• Use information from assessment to include appropriate challenges for children in future planning.

• Evaluate continuous provision for all areas in the nursery.

• Provide parents with information on the programme of children’s learning and how this can be extended within the home.

• By regular newsletters.

• Inviting parents/carers to an open evening annually.

 

Admissions Policy

Dent Pre-School Ltd. is registered for 14 children between the ages of 2 years and 5 years.

FACTORS WHICH ARE TAKEN INTO ACCOUNT WHEN DECIDING TO ADMIT A CHILD.

When an application is received – priority being given to those who have been on the waiting list for the longest period.

Our ability to provide facilities for the welfare of the child,
The effect on the existing children and staff of the admission of a child.

Any extenuating circumstances affecting the child’s welfare.
If a child has siblings who are already in Dent Pre-School.
Local Dentdale children will be given priority.

The setting has regard to the Disability Discrimination Act (DDA) 1995 and the need not to treat any child less favourably and the need to make reasonable adjustments and from October 2004 this includes making physical alterations to buildings.

We never have, and have no intention in the future of, discriminating against any child on the grounds of sex, race, religion, colour or creed. Wherever possible those designated disabled or disadvantaged will be considered for a place, taking into account their individual circumstances and the ability of the nursery to provide the necessary standards of care.

 

Access to Information Policy

Dent Pre-School OFSTED NO: EY460094 has an open access policy. Parents and carers are welcome to view the policies and procedures file, which governs the way we work, at any time that we are open. Ask the Nursery staff.
They are also welcome to see the records kept on their child, but as this would mean withdrawing a member of staff from her usual duties, we ask that you would make an arrangement in advance.

Complaints Procedure

If any parent/carer should have cause for complaint, they should in the first instance take it up with the Pre-School Leader. If the matter cannot be resolved to their satisfaction, they have the right to raise the matter with:

OFSTED
Piccadilly Gate
Store Street
Manchester
M1 2WD

Helpline Tel. No 03001231231

 

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