ST MABYN PRE-SCHOOL

POLICIES

Policy/Procedure Date

Admissions Jan 09

Behaviour management Jan 09

Child Protection Oct 08

Complaints procedure Jan 09

Complaints proc. for Staff 11

Confidentiality Jan 09

Equality & Diversity Oct 08

Equipment & Resources Jan 09

Food & Drink 11

Health & Safety 11

ICT Use of Multimedia Computers 11

Non-collection of children Jan 09

Outings & visits March 09

Parental Involvement Jan 09

Payment of Fees Sept 07

Settling in March 11

Sick Child Policy 11

Staff Sickness Policy 11

Staffing and employment Jan 09

Student placement Jan 09

Training & Dev. May 09

Whistle Blowing July 08

Alcohol and other Substances Policy 11

Children in Care 11

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St Mabyn Pre-school

Admissions Policy

Statement of intent

It is our intention to make St Mabyn Pre-school accessible to children and families from all sections of the local community.

Aim

We aim to ensure that all sections of our community have access to the Pre-school through open, fair and clearly communicated procedures.

Method

In order to achieve this aim, we operate the following admissions policy.

Our waiting list is set as follows:

Children who already attend St Mabyn Pre-school requiring additional days

3/4 year olds who are in receipt of nursery education funding

Priority to brothers/sisters who have already attended the setting

All others

We ensure that the existence of the Pre-school is widely advertised in places accessible to all sections of the community.

We ensure that information about our Pre-school is accessible in written form, and where appropriate, in different languages. Where necessary, we will try to provide information in Braille, or through signing or an interpreter.

We describe our Pre-school and its practices in terms which make it clear that it welcomes both parents, members of the extended family and child carers.

We ensure that St Mabyn Pre-school, in its practices, treats all individuals equally and fairly, regardless of their gender, special educational needs, disabilities, background, religion, ethnicity or competence in spoken English.

We describe our Pre-school and its practices in terms of how it enables children with special needs/disabilities to take part in the life of the Pre-school.

We monitor the gender and ethnic background of children joining the group to ensure that no accidental discrimination is taking place.

We make our Equal Opportunities Policy widely accessible to all staff and parents.

We consult with families about the opening times of the pre-school to avoid excluding anyone.

St Mabyn Pre-school

CHILD PROTECTION POLICY

Statement of intent

St Mabyn Pre-school 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’ (DfES 2006).

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.

St Mabyn Pre-school

Complaints procedure

Statement of intent

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

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 Pre-school Learning Alliance publication ‘Complaints Summary Record’. This publication acts as the ‘summary log’ for this purpose.

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 Pre-School Manager.

The Pre-school Manager will give the parent a copy of our “Complaints Procedure”.

Parents should be encouraged to maintain confidentiality of their complaint so as to uphold the good reputation of the Pre-School.

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 Manager and the Chair of the Pre-School 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 supervisor may wish to store all information relating to the investigation in a separate file designated for this complaint.

St Mabyn Pre-School will investigate all written complaints within 28 days of having received the 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 supervisor and the 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 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 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 supervisor and the 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:

OFSTED Freshford House Redcliffe Way Bristol BS1 6NL

Telephone No. 0845 601 4772

These details are displayed on our pre-school’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 supervisor 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.

St Mabyn Pre-school

Complaints procedure for Staff

If staff feel that they have issues with their job or the Pre-school that are not being addressed, they should undertake the following procedure:

1. Discuss the matter verbally with the Pre-School Manager, or if you feel unable, discuss the matter verbally with the Chairperson or another member of the Core Committee (Treasurer or Secretary).
2. If no acceptable action or change comes from this, the staff member should submit his or her complaint in writing formally to the Pre-School Manager. The Manager should follow up with appropriate action and log what they have done. This log should be kept on file, together with the original complaint.
3. If no acceptable action or change comes from this, the staff member should submit his or her complaint in writing formally to the Pre-School Committee. The Chairperson should follow up with appropriate action and log what they have done. This log should be kept on file, together with the original complaint.
4. If the issue is still unresolved, the staff member should petition for a third party to meet with him/her and the Committee to act as a third party intercessor. The Pre-school Learning Alliance is a first-stop resource for this (contact details held in filing cupboard).

St Mabyn Pre-school

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

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

They are usually kept on the stage during Pre-School sessions, and in the filing cabinet when not in use, and can be accessed, and contributed to, by staff, the child and the child’s parents.

2. Personal records

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.

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, must adhere to our Confidentiality Policy and are 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 Manager.

The Manager 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 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. Copies 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 Manager 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 photocopied for the parents who are then invited in to discuss the contents. The file should never be given straight over, but should be gone through by the Manager, so that it can be explained.

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

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.

St Mabyn Pre-school

Equality and diversity policy

Statement of intent

St Mabyn Pre-school 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.

The legal framework for this policy is:

Race Relations Amendment Act 2000

Sex Discrimination Act 1986

Children Act 1989

Special Educational Needs and Disability Act 2001

Every Child Matters 2004

Disability Discrimination Act 1995

The Human Rights Act 1998

EYFS Framework 2008

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 pre-school 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 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 appropriate 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.

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 annually 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

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 snacks, and to respect the differences among them.

Meetings

Meetings are arranged to ensure that all families are able to make suggestions about the day-to-day aspects of the setting.

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

St Mabyn Pre-school

Equipment and resources policy

Statement of intent

We believe that high quality early years care and education are promoted by providing children with safe, clean, attractive, developmentally appropriate resources, toys and equipment.

Aim

We aim to provide children with resources and equipment that help to consolidate and extend their knowledge, skills, interests and aptitudes.

Methods

In order to achieve this aim we:

provide play equipment and resources that are safe and – where applicable – conform to the BSEN safety standards or Toys (Safety) Regulation (1995);

provide a sufficient quantity of equipment and resources for the number of children;

provide resources that promote all areas of children’s learning and development, which may be child or adult led;

select books, equipment and resources that promote positive images of people of all colours, cultures and abilities, are non-discriminatory and avoid racial and gender stereotyping;

provide play equipment and resources that promote continuity and progression, provide sufficient challenge and meet the needs and interests of all children;

provide made, natural and recycled materials that are clean, in good condition and safe for the children to use;

provide furniture that is suitable for children and furniture that is suitable for adults;

store and display resources and equipment where children can independently choose and select them;

regularly check all resources and equipment that are available at each session and ensure they are put away at the end of each session. We repair and clean, or replace, any unsafe, worn out, dirty or damaged equipment;

provide adequate insurance cover for the setting’s resources and equipment.

use the local library and toy library to introduce new books and a variety of resources to support children’s interests; and

plan the provision of activities and appropriate resources so that a balance of familiar equipment and resources and new exciting challenges is offered.

St Mabyn Pre-school

Food and drink policy

Statement of intent

This setting regards snack and meal times as an important part of the setting’s session. Eating represents a social time for children and adults and helps children to learn about healthy eating. The Pre-school Learning Alliance promotes healthy eating through our campaign ‘Feeding Young Imaginations’.

Aim

At snack times, we aim to provide nutritious food, which meets the children’s individual dietary needs. We aim to meet the full requirements of the EYFS statutory framework on Food and Drink.

Methods

• Before a child starts to attend the setting, we find out from parents their children’s dietary needs and preferences, including any allergies.
• We record information about each child’s dietary needs in her/his registration record and parents sign the record to signify that it is correct.
• We regularly consult with parents to ensure that our records of their children’s dietary needs – including any allergies – are up to date. Parents sign the up-dated record to signify that it is correct.
• We display current information about individual children’s dietary needs so that all staff and volunteers are fully informed about them.
• We implement systems to ensure that children receive only food and drink that is consistent with their dietary needs and preferences as well as their parents’ wishes.
• We plan menus in advance, involving children and parents in the planning.
• We display the menus of snacks for the information of parents.
• We provide nutritious food for snacks, avoiding large quantities of saturated fat, sugar and salt and artificial additives, preservatives and colourings.

• We include foods from the diet of each of the children’s cultural backgrounds, providing children with familiar foods and introducing them to new ones.
• We take care not to provide food containing nuts or nut products and are especially vigilant where we have a child who has a known allergy to nuts.
• Through discussion with parents and research reading by staff, we obtain information about the dietary rules of the religious groups to which children and their parents belong, and of vegetarians and vegans, and about food allergies. We take account of this information in the provision of food and drinks.
• We require staff to show sensitivity in providing for children’s diets and allergies. Staff do not use a child’s diet or allergy as a label for the child or make a child feel singled out because of her/his diet or allergy.
• We organise snack times so that they are social occasions in which children and staff participate.
• We use snack times to help children to develop independence through making choices, serving food and drink and feeding themselves.
• We provide children with utensils that are appropriate for their ages and stages of development and that take account of the eating practices in their cultures.
• We have fresh drinking water constantly available for the children. We inform the children about how to obtain the water and that they can ask for water at any time during the session.
• In order to protect children with food allergies, we have rules about children sharing and swapping their food with one another.
• For children who drink milk, we provide whole pasteurised milk.

Packed lunches

Where settings cannot provide cooked meals and children are required to bring packed lunches, we:

• ensure perishable contents of packed lunches are refrigerated;
• inform parents of our policy on healthy eating;
• inform parents of whether we have facilities to microwave cooked food brought from home;
• encourage parents to provide sandwiches with a healthy filling, fruit, and milk based deserts such as yoghurt or creme fresh (petit filou) where we can only provide cold food from home. We discourage sweet drinks and can provide children with water or diluted fresh fruit juice;
• discourage packed lunch contents that consist largely of crisps, processed foods, sweet drinks and sweet products such as cakes or biscuits. We reserve the right to return this food to the parent as a last resort;
• provide children bringing packed lunches with plates and cups and cutlery; and
• ensure staff sit with children to eat their lunch so that the mealtime is a social occasion.

St Mabyn Pre-school

Health and safety policy

Statement of intent

St Mabyn Pre-school believes that the health and safety of children is of paramount importance. We make our setting a safe and healthy place for children, parents, staff and volunteers.

Aim

We aim to make children, parents and staff aware of health and safety issues and to minimise the hazards and risks to enable the children to thrive in a healthy and safe environment.

Methods

The member of staff responsible for health and safety is DI WESTLAKE – PRESCHOOL MANAGER,. She is competent to carry out these responsibilities. She has undertaken health and safety training and regularly updates her knowledge and understanding. And also BETHANY GILLESPIE – CHAIRPERSON. We display the necessary health and safety poster on the Parent’s Notice Board.

Risk assessment

Our risk assessment process includes:

• Checking for hazards and risks indoors and outside, and in our activities and procedures. Our assessment covers adults and children;
• Deciding which areas need attention; and
• Developing an action plan that specifies the action required, the timescales for action, the person responsible for the action and any funding required.

We maintain lists of health and safety issues, which are checked:

• Daily before the session begins;
• Weekly
• Annually - when a full risk assessment is carried out.

Insurance cover

We have public liability insurance and employers’ liability insurance. The certificate for public liability insurance is displayed on the Parent’s Notice Board.

Awareness raising

• Our induction training for staff and volunteers includes a clear explanation of health and safety issues so that all adults are able to adhere to our policy and understand their shared responsibility for health and safety. The induction training covers matters of employee well-being, including safe lifting and the storage of potentially hazardous substances.
• As necessary, health and safety training is included in the annual training plans of staff, and health and safety is discussed regularly at staff meetings.
• We have a no smoking policy.
• Children are made aware of health and safety issues through discussions, planned activities and routines.

Children’s safety

• We ensure all staff employed have been checked for criminal records by an enhanced disclosure from the Criminal Records Bureau.
• Adults never supervise children on their own, except in an emergency.
• Adults supervise all children at all times.
• Whenever children are on the premises at least two adults must be present.

Security

• Systems are in place for the safe arrival and departure of children. The times of the children’s arrivals and departures are recorded.
• The arrival and departure times of adults – staff, volunteers and visitors – are recorded.
• All doors are locked when everyone is inside the building.
• Our systems prevent unauthorised access inside our premises and a member of staff will always leave the building to see and speak with any visitor before allowing them into the building.
• Our systems prevent children from leaving our premises unnoticed.
• Staff must be informed if any unlisted person will be collecting a child, in which case the collector will be provided with a password via the parent, which they must give to the Pre School staff upon collection of the child. This password will change every time for extra security.
• Staff must be informed if there are any family issues where the child should be prevented from being collected by a listed person.
• The personal possessions of staff and volunteers can be securely stored in a locked cupboard during sessions.

Windows

• Low-level windows are made from materials that prevent accidental breakage or are made safe.

Floors

• All surfaces are checked daily to ensure they are clean and not uneven or damaged.

Kitchen

• Children do not have unsupervised access to the kitchen.
• All surfaces are clean and non-porous.
• There are separate facilities for hand-washing and for washing up.
• Cleaning materials and other dangerous materials are stored out of children’s reach.
• When children take part in cooking activities, they:

• Are supervised at all times;
• Are kept away from hot surfaces and hot water; and
• Do not have unsupervised access to electrical equipment.

Electrical/gas equipment

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

Storage

• All resources and materials from which children select are stored safely.
• All equipment and resources are stored or stacked safely to prevent them accidentally falling or collapsing.

Outdoor area

• Our outdoor area is securely fenced. However, members of the public do have access to use the public toilets, therefore children are supervised at all times.
• Our outdoor area is checked for safety and cleared of rubbish before it is used.
• Adults and children are alerted to the dangers of poisonous plants, herbicides and pesticides.

• Where water can form a pool on equipment, it is emptied before children start playing outside.
• All outdoor activities are supervised at all times.

Hygiene

• We regularly seek information from the Environmental Health Department and the Health Authority to ensure that we keep up to date with the latest recommendations.
• Our daily routines encourage the children to learn about personal hygiene.
• We have a daily cleaning routine for the setting, which includes play room(s), kitchen, rest area, toilets and nappy changing areas.
• We have a schedule for cleaning resources and equipment, dressing-up clothes and furnishings.
• The toilet area has a high standard of hygiene including hand washing and drying facilities and the disposal of nappies.
• We implement good hygiene practices by:

• Cleaning tables between activities;
• Checking toilets regularly;
• Wearing protective clothing – such as aprons and disposable gloves – as appropriate;
• Providing sets of clean clothes;
• Providing tissues and wipes; and

Activities

• Before purchase or loan, equipment and resources are checked to ensure that they are safe for the ages and stages of the children currently attending the pre-school.
• The layout of play equipment allows adults and children to move safely and freely between activities.
• All equipment is regularly checked for cleanliness and safety and any dangerous items are repaired or discarded.
• All materials – including paint and glue – are non-toxic.
• Sand is clean and suitable for children’s play.
• Physical play is constantly supervised.
• Children are taught to handle and store scissors and gardening tools safely.
• Children learn about health, safety and personal hygiene through the activities we provide and the routines we follow.

Food and drink

• Staff who prepare and handle food receive appropriate training and understand – and comply with – food safety and hygiene regulations.
• All food and drink is stored appropriately.
• Adults do not carry hot drinks through the play area and do not place hot drinks within reach of children.
• Snack times are appropriately supervised and children do not walk about with food and drinks.
• Fresh drinking water is available to the children at all times.
• We operate systems to ensure that children do not have access to food/drinks to which they are allergic.
• Safer Food better Business procedures have been introduced. Paperwork completed each session and reviewed monthly during term time.

Outings and visits

• We have agreed procedures for the safe conduct of outings.
• Parents sign a general consent on registration for their children to be taken out as a part of the daily activities of the setting.
• Parents always sign consent forms before major outings.
• A risk assessment is carried out before an outing takes place.
• We encourage all parents to attend outings. Parents who do attend are fully responsible for their own children during the outing and any other children they bring with them.
• When parents are unable to attend, named children are assigned to individual staff to ensure each child is individually supervised and to ensure no child gets lost and that there is no unauthorised access to children.

• Staff take a mobile phone on outings, and supplies of tissues, wipes, pants etc as well as a mini first aid pack, a snack and water. The amount of equipment will vary and be consistent with the venue and the number of children as well as how long they will be out for.
• Records are kept of the vehicles used to transport children, with named drivers and appropriate insurance cover.
• A minimum of two staff should accompany children on outings and a minimum of two should remain behind with any children who remain at the Pre School.

Missing child

If a child goes missing from the setting

• The person in charge will carry out a thorough search of the building and garden.
• The register is checked to make sure no other child has also gone astray.
• Doors and gates are checked to see if there has been a breach of security whereby a child could wander out.
• Person in charge talks to staff to establish what happened
• If the child is not found the parent is contacted and the missing child is reported to the police.

If a child goes missing from an outing where parents are not attending and responsible for their own child, the setting ensures that there is a procedure that is followed.

• As soon as it is noticed that a child is missing, staff on the outing ask children to stand with their designated person and carry out a headcount to ensure that no other child has gone astray. One staff searches the immediate vicinity but does not search beyond that.
• The person in charge is informed, if she is not on the outing she makes her way to the venue to aid the search and be the point of contact for the police as well as support staff.
• Staff take the remaining children back to the setting.
• The person in charge of the setting contacts the child’s parent who makes their way to the setting or outing venue as agreed with the person in charge.
• The staff contact the police using the mobile phone and report the child as missing.
• In an indoor venue, the staff contact the venue’s security that will handle the search and contact the police if the child is not found.
• The person in charge contacts the chairperson of the management committee who comes down to the setting as soon as possible.

The investigation

• The management committee chairperson carries out a full investigation taking written statements from all the staff present at the time, or who were on the outing.
• The key person/ staff writes an incident report detailing:

• The date and time of the report;
• What staff/ children were in the group/outing;
• When the child was last seen in the group/outing;
• What has taken place in the group/outing since then; and
• The time it is estimated that the child went missing.

• A conclusion is drawn as to how the breach of security happened.
• If the incident warrants a police investigation all staff co-operate fully. In this case, the police will handle all aspects of the investigation, including interviewing staff. Social Services may be involved if it seems likely that there is a child protection issue to address.
• OFSTED is informed.
• The Insurance Department at the Pre-School Learning Alliance is informed.

Animals

• Animals visiting the setting are free from disease and safe to be with children, and do not pose a health risk.
• Our setting’s pets are free from disease, safe to be with children, and do not pose a health risk.
• Children wash their hands after contact with animals.
• Outdoor footwear worn to visit farms are cleaned of mud and debris and should not be worn indoors.

Fire safety

• Fire doors are clearly marked, never obstructed and easily opened from inside.
• Smoke detectors and fire fighting appliances conform to BSEN standards, are fitted in appropriate high-risk areas of the building and are checked as specified by the manufacturer.
• Our emergency evacuation procedures are approved by the Fire Safety Officer and are:

• Clearly displayed in the premises;
• Explained to new members of staff, volunteers and parents; and
• Practised regularly at least once every six weeks.

• Records are kept of fire drills and the servicing of fire safety equipment.
• The designated Fire Meeting Point is at the front of the Memorial Hall

First aid and medication

At least one member of staff with current first aid training is on the premises or on an outing at any one time. The first aid qualification includes first aid training for infants and young children.

Our first aid kit:

• Complies with the Health and Safety (First Aid) Regulations 1981 and EYFS STATUTORY Requirements
• Is checked monthly by a designated member of staff and re-stocked as necessary;
• Is easily accessible to adults; and
• Is kept out of the reach of children.

At the time of admission to the setting, parents’ written permission for emergency medical advice or treatment is sought. Parents sign and date their written approval.

Parents sign a consent form at registration allowing staff to take their child to the nearest Accident and Emergency unit to be examined, treated or admitted as necessary on the understanding that parents have been informed and are on their way to the hospital.

Our accident forms and file:

• Are kept safely and accessibly in the Filing Cabinet;
• All staff and volunteers know where it is kept and how to complete it; and
• Is reviewed at least half termly to identify any potential or actual hazards.

Ofsted is notified of any injury requiring treatment by a hospital doctor, or the death of a child or adult.

When there is any injury requiring general practitioner or hospital treatment to a child, parent, volunteer or visitor or where there is a death of a child or adult on the premises, we make a report to the Health and Safety Executive using the format for the Reporting of Injuries, Diseases and Dangerous Occurrences.

Dealing with incidents

We meet our legal requirements for the safety of our employees by complying with RIDDOR (the Reporting of Injury, Disease and Dangerous Occurrences Regulations) 1995. We report to the Health and Safety Executive:

• Any accident to a member of staff requiring treatment by a general practitioner or hospital; and
• Any dangerous occurrences. This may be an event that causes injury or fatalities or an event that does not cause an accident but could have done, such as a gas leak.
• Any dangerous occurrence is recorded in our Incident Book. See below.

Information for reporting the incident to Health and Safety Officer is detailed in the Pre-school Learning Alliance’s publication, Accident Record.

Our Incident Forms and File

• We keep an incident file in the filing cabinet for recording incidents including those that that are reportable to the Health and Safety Executive as above.
• These incidents include:

• Break in, burglary, theft of personal or the setting’s property;
• Fire, flood, gas leak or electrical failure;
• Attack on member of staff or parent on the premises or near by;
• Any racist incident involving a staff or family on the centre’s premises;
• Death of a child, and
• A terrorist attack, or threat of one.

• In the incident file we record the date and time of the incident, nature of the event, who was affected, what was done about it – or if it was reported to the police, and if so a crime number. Any follow up, or insurance claim made, should also be recorded.
• In the unlikely even of a terrorist attack we follow the advice of the emergency services with regard to evacuation, medical aid and contacting children’s families. Our standard Fire Safety Policy will be followed and staff will take charge of their key children. The incident is recorded when the threat is averted.
• In the unlikely even of a child dying on the premises the emergency services are called, and the advice of these services are followed.
• The incident file is not for recording issues of concern involving a child. This is recorded in the child’s own file.

Administration of medication

• Only prescribed medication may be administered. It must be in-date and prescribed for the current condition.
• Children taking prescribed medication must be well enough to attend the setting.
• Children’s prescribed drugs 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. This states the name of the child, name/s of parent(s); date the medication starts, the name of the medication and prescribing doctor, the dose and times, or how and when the medication is to be administered.
• 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.
• If the administration of prescribed medication requires medical knowledge, individual training is provided for the relevant member of staff by a health professional.

Sickness

Our policy for the exclusion of ill or infectious children is discussed with parents. This includes procedures for contacting parents – or other authorised adults – if a child becomes ill while in the setting.

• We do not provide care for children who are unwell, have a temperature, or sickness and diarrhoea, or who have an infectious disease.
• Children and staff who have had sickness or diarrhoea must not return back to the pre-school until 48 hours after the LAST episode of sickness or diarrhoea.
• Children with head lice are not excluded, but must be treated to remedy the condition.
• Parents are notified if there is a case of head lice in the setting.
• Parents are notified if there is an infectious disease, such as chicken pox.
• HIV (Human Immunodeficiency Virus) may affect children or families attending the setting. Staff may or may not be informed about it.
• Good hygiene practice concerning the clearing of any spilled bodily fluids is carried out at all times.
• Ofsted is notified of any infectious diseases that a qualified medical person considers notifiable.

Safety of adults

• Adults are provided with guidance about the safe storage, movement, lifting and erection of large pieces of equipment.
• When adults need to reach up to store equipment, they are provided with safe equipment to do so.
• All warning signs are clear and in appropriate languages.
• The sickness of staff and their involvement in accidents is recorded. The records are reviewed termly to identify any issues that need to be addressed.

Records

In accordance with the Statutory Framework for the Early Years Foundation Stage, we keep records of:

Adults

• Names and addresses of all staff on the premises, including temporary staff who work with the children or who have regular access to them;
• Names and addresses of all members of the management committee;
• All records relating to the staff’s employment with the setting, including application forms, references, results of checks undertaken etc.

Children

• Names, addresses and telephone numbers of parents and adults authorised to collect children from setting;
• The names, addresses and telephone numbers of emergency contacts in case of children’s illness or accident;
• The allergies, dietary requirements and illnesses of individual children;
• The times of attendance of children, staff, volunteers and visitors;
• Accidents and medicine administration records;
• Consents for outings, administration of medication, emergency treatment; and incidents.

In addition, the following procedures and documentation in relation to health and safety are in place:

• Risk assessment.
• Record of visitors.
• Fire safety procedures.
• Operational procedures for outings.
• Vehicle records including insurance.

• Administration of medication.
• Prior parental consent to administer medicine.
• Record of the administration of medicines.
• Prior parental consent for emergency treatment.
• Accident record.
• Sick children policy.
• No smoking.

St Mabyn Pre-school

ICT and Use of Multimedia Computers Policy

St Mabyn Pre-school works to The Early Years Foundation Stage (EYFS) – a government prepared document which sets out what is expected for most children by the end of the foundation stage (the term after their fifth birthday) of their education.

One of the Areas of Learning and Development is ‘Knowledge and Understanding of the World’ and in the EYFS it states:

‘Support children in using a range of ICT to include cameras, photocopiers, CD players, tape recorders and programmable toys in addition to computers’

We believe that for pre-school children familiarity with computers is important because:

• The use of computers is widespread in the technological world and likely to grow

• Computers are an important medium for learning and study at all educational levels.

By providing access to multimedia computers within the pre-school setting will provide all children the opportunity to become familiar with this technology, not just those fortunate enough to have it available at home.

In particular, for our pre-school children we believe the use of multimedia computers will aid the development of the following:

• Thinking skills – The computer can stimulate children to perform tasks related to problem solving and planning.

• Interactivity – Children have to make decisions about what they see and hear on the computer. These tools are self-motivating; children can learn at their own speed and be rewarded for their efforts. For example; by hearing some music or seeing a funny face.

• Familiarity with everyday objects – we are happy to teach our children the name of objects around the kitchen or to let them switch on the TV and play videos, so why not the terms of computer equipment? E.g. computer, monitor, disk drive. Also in that way we teach children not to touch electricity cables in the home then we should teach them about safety around computers.

• Social skills – Experiences on the computer can be shared as can a book or set of building bricks.

• Numeracy & basic skills – Developing familiarity with shapes, numbers and letters in an interactive environment.

• HAVING FUN!!!

Children will be allocated sessions of no more than 15 minutes each week. They will be supervised at the computer workstation at all times, and the supervisor to child ratio will be no more than 2:1 (i.e. there will be no more than two children at the computer at any one time). Children will be encouraged to take an interest in the computer, but no child will be forced to use the computer against their will – we aim to provide an environment which is fun and interesting at all times.

Below are responses to some of the most frequently asked questions about the use of computers in the pre-school setting:

Frequently asked questions

What is multimedia?

• Multimedia is the interaction of people and computers using text, graphics, voice and video. A multimedia computer will have extra facilities included, such as, CD drive, speakers and microphone.

• Isn’t pre-school age too young to be introducing computers to children?

• St Mabyn Pre-school recognises that children at a young age are still developing basic social skills or basic educational skills – too much of one thing leads to a shortage in something else. The way that you would regulate the amount of TV your child watches, use of computers should be regulated.

• Isn’t introducing computers at this age forcing children to behave like adults?

• The use of computers in the home, in the pre-school should not be substituted for other forms of creativity or play. Children will not be forced to use the technology, and will only be encouraged to play on the computer when they show the interest in doing so.

• What if I don’t want my child to use the computer?

• That’s OK; your child will not be forced to do anything against theirs or your will. Please inform our Pre-school Supervisor, if you do not wish your child to use our computer.

• My child has shown no interest at home on the computer. Will he/she be missing out?

• Some children will take to computers and show interest (or lack of interest) more quickly than others. What is needed is lots of encouragement, lots of patience and no pressure.

What can a computer do for pre-school children?

Software for pre-school children should be intuitive with clear areas to click on, with buttons and controls that do what the child expects them to do. The best programs allow children to explore and experiment without a lot of rules. Good software will give positive reinforcement when the child answers a question correctly and should offer help and encouragement when they make a mistake. This builds confidence and positive attitudes towards learning.

St Mabyn Pre-school

Non-collection of children policy

Statement of intent

In the event that a child is not collected by an authorised adult at the end of a session, St Mabyn Pre-school puts into practice agreed procedures. These ensure the child is cared for safely by an experienced and qualified practitioner who is known to the child.

Aim

In the event that a child is not collected by an authorised adult, we will ensure that the child receives a high standard of care in order to cause as little distress as possible. We inform parents/carers of our procedures so that, if they are unavoidably delayed, they will be reassured that their children will be properly cared for.

Methods

Parents of children starting at the setting are asked to provide specific information which is recorded on our Registration Form, including:

Home address and telephone number – if the parents do not have a telephone, an alternative number must be given, perhaps a neighbour or close relative;

Place of work, address and telephone number (if applicable);

Mobile telephone number (if applicable);

Names, addresses, telephone numbers and signatures of adults who are authorised by the parents to collect their child from the setting, for example a childminder or grandparent;

Information about any person who does not have legal access to the child; and

Who has parental responsibility for the child.

On occasions when parents or the persons normally authorised to collect the child are not able to collect the child, they record the name, address and telephone number of the person who will be collecting their child in our Collection Book. We agree with parents how to verify the identity of the person who is to collect their child e.g. use of agreed password.

Parents are informed that if they are not able to collect the child as planned; they must inform us so that we can begin to follow back-up procedures. We provide parents with our contact telephone number. We also inform parents that – in the event that their children are not collected from St Mabyn Pre-school by an authorised adult and the staff can no longer supervise the child on our premises – we apply our child protection procedures as set out in our child protection policy.

If a child is not collected at the end of the session, we follow the following procedures:

Parents/carers are contacted at home or at work.

St Mabyn Pre-School

Outings and Visits Policy

We have agreed procedures for the safe conduct of outings.

Parents sign a general consent on registration for their children to be taken out as part of the daily activities of the setting.

Parents always sign consent forms before major outings.

A risk assessment is carried out before an outing takes place.

Named children are assigned to individual staff or volunteers to ensure each child is individually supervised and to ensure no child gets lost and that there is no unauthorised access to children.

Staff take a mobile phone on outings, and supplies of tissues, wipes, pants as well as a mini first aid pack, a snack and water. The amount of equipment will vary and be consistent with the venue and the number of children as well as how long they will be out for.

Records are kept of the vehicles used to transport children, with named drivers and appropriate insurance cover.

A minimum of two staff should accompany children on outings.

PARENTAL CONSENT FORM

This form has been produced for parent/carers of the children in St Mabyn Pre-school to complete with regard to visits and journeys and gives the necessary authority to our group to take your child on the visit.

Visit/Activity …………………………………………………………………………

Date …………………………………………………………………………………..

I wish my son/daughter ……………………………………………………………….

To be allowed to take part in the above mentioned journey/visit and having read the information provided agree to him/her taking part in any activities described.

I consent to any emergency medical treatment required by my child during the course of the visit.

I confirm that my child does not suffer from any medical condition requiring regular treatment OR my child suffers from ………………………….. requiring regular treatment (e.g. diabetes, asthma). (Delete as appropriate) If your child suffers from a particular complaint, please enclose a letter giving details of the complaint and it’s treatment.

I consent to my child traveling by any form of public or contracted transport and/or a motor vehicle driven by:

Name: ………………………………….. Signed:…………………………………

I can confirm that I have comprehensive insurance cover.

Seen by Supervisor □

***********************************************

Signature of Parent/Carer …………………………………………… Date………………..

Address………………………………………………………………………………………

Tel No. ……………………………………………………….
St Mabyn Pre-school

Parental involvement policy

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

Our aim

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

Method

In order to fulfil these aims we:

are committed to ongoing dialogue with parents to improve our knowledge of the needs of their children and to support their families.

inform all parents about how the setting is run and its policies through access to written information and through regular informal communication. We check to ensure parents understand the information that is given to them.

encourage and support parents to play an active part by being involved with the Pre-School Committee.

inform all parents on a regular basis about their children’s progress.

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.

provide opportunities for parents to contribute their own skills, knowledge and interests to the activities of the setting.

inform parents about relevant conferences, workshops and training.

provide information about opportunities to be involved in the setting in ways that are accessible to parents with basic skills needs, or those for whom English is an additional language.

welcome the contributions of parents, in whatever form these may take.

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.

provide opportunities for parents to learn about the curriculum offered in the setting and about young children’s learning, in the setting and at home.

In compliance with the Statutory Framework for the Early Years Foundation Stage, all policies and procedures are in place and reviewed annually or when a change occurs.

St Mabyn Pre-school

Settling in pre-school policy

Statement of intent

We want children to feel safe, stimulated and happy in St Mabyn Pre-school, and to feel secure and comfortable with staff. We also want parents to have confidence in both their children’s well being and their role as active partners with the pre-school.

Aim

We aim to make St Mabyn Pre-school a welcome place where children settle quickly and easily because consideration has been given to the individual needs and circumstances of children and their families.

Methods

• Before a child starts to attend the pre-school, we use a variety of ways to provide his/her parents with information. These include written information (including our prospectus and policies), displays about pre-school activities available within the pre-school and any information days/evenings.
• During the term a child is enrolled, we provide opportunities for the child and his/her parents to visit the pre-school.
• When a child starts to attend, we work with his/her parents to decide on the best way to help the child to settle into the pre-school.
• We allocate a key person to each child and his/her family, after she/he starts to attend; this will be the member of staff that the child forms the best relationship with from the start and feels the most comfortable around.
• We use pre-start visits and the first session at which a child attends to explain and complete with his/her parents the child’s registration records.
• Within the first term of starting we discuss and work with the child’s parents to create their child’s record of achievement.

St Mabyn Pre-school

Sick Child Policy

St Mabyn Pre-School is unable to care for a child who is unwell, as we need to consider all the children in our care, as well as the health of our staff.

If a child becomes unwell whist attending a session at the Pre-School, the manager will contact the next-of-kin, and parents must make arrangements for their child to be collected at the earliest opportunity in the interest of the child and the other children being cared for.

The 48-hour rule applies to any child who has suffered from sickness and/or diarrhoea. The child must be kept at home for at least 48 hours AFTER the last bout of sickness and/or diarrhoea.

Children who are suffering from any infectious condition must adhere to NHS and Infectious Controls in Schools and Settings guidelines. If they are unsure, parents are advised to discuss each individual case with the Pre-School Manager. Even if a child is kept off, parents are advised to inform the Pre-School if their child is suffering from an infectious condition so that, whilst maintaining confidentiality, other parents can be informed.

The Pre-School is happy to administer medication provided the appropriate consent forms have been signed. This medication MUST have been prescribed by a Doctor, Dentist or Practice Nurse, and the dosage of the medication MUST be checked by 2 members of the Pre-School staff prior to administration. It is imperative that the Pre-School Manager checks with the parent that the child has taken this medication before without any ill effects, so as to cut down the potential risk of an allergic reaction. All medications on the premises should be kept safely and out of the reach of children. We are not allowed to give a child Calpol, or other pain relief or shop bought medication.

It will be the responsibility of the Pre-School Manager to make any exceptions, depending on the individual circumstances. Each case will be discussed with parents.

St Mabyn Pre-school

Staff Sickness Policy

Staff sickness absence can have a significant impact on the running of St Mabyn Pre-School. The effects are likely to be:

• Expenditure (this may include temporary staff costs)
• Quality of the service, in terms of continuity
• Morale of other employees

St Mabyn Pre-School has a staff sickness procedure that all staff members need to adhere to.

St Mabyn Pre-School is committed to allowing sick staff member’s absence from work; we are committed to maintaining confidentiality about any aspect of the illness that we are made aware of.

Short Term Illness

Employees need to contact their manager by phone as soon as they know they will be absent from work. Staff members are not to come into the pre-school to inform their manager of sickness. The manager must be aware of any absence before 8:00am the morning of absence. The ideal time that we encourage is the night before a session. The manager will record whenever a staff member phones in to report that she/he is unwell. They will record when the call was made, the stated reason for the absence and how long the employee expects to be absent. If the illness continues beyond that, the employee needs to contact their line manager again.

St Mabyn Pre-School will conduct a routine “return to work” interview each time an employee returns to work following a short-term absence. Members of Staff are required to complete a self-certification form on their return to work to accompany the interview.

St Mabyn Pre-School is committed to identifying whether there are any other factors contributing to a staff illness (for instance family or work related stress). We will be supportive and sympathetic towards the staff member, but we will clearly explain that frequent absence from school on these grounds is unacceptable and will result in disciplinary action.

If absences due to sickness are frequent we will encourage a staff member to seek further medical advice. We will set reasonable targets and time-limits for improvement in attendance and we will ensure that the staff member is achieving them. We will provide written and verbal warnings of the consequences of continuing unsatisfactory attendance.

St Mabyn Pre-School will keep confidential records of all absences, discussions and medial certificates and make sure that the records clearly identify the reasons for an employee’s various absences.

The 48-hour rule applies to any staff member who has suffered from sickness and/or diarrhoea. The staff member must stay at home for at least 48 hours AFTER the last bout of sickness and/or diarrhoea.

Staff members who are suffering from any infectious condition must adhere to NHS and Infectious Controls in Schools and Settings guidelines. If they are unsure, discuss each individual case with the Pre-School Manager. Even if a staff member is kept away from the pre-school, they must inform the Pre-School if they are suffering from an infectious condition so that, whilst maintaining confidentiality, parents and other staff members can be informed.

If necessary and appropriate, members of staff are allowed to take medication whilst at work. This medication MUST have been prescribed by a Doctor, Dentist or Practice Nurse. All medications on the premises should be kept safely and out of the reach of children.

Long Term Illness

St Mabyn Pre-School will maintain supportive contact with the employee whilst they are off sick, keeping them up to date on any work issues as necessary.

We will ask the staff member’s permission to keep the pre-school informed on their condition, as staff members and committee members will be concerned about the welfare of their colleagues.

We will obtain up-to-date medical advice if necessary. We will keep the employee’s absence record under review, and we will meet with the employee to discuss the options and consider the employee’s views on continuing employment in conjunction with the medical advice taken.

St Mabyn Pre-School will provide a phased return to work, and will help them adjust to the workplace at a gradual pace if they are able to return. We will encourage colleagues to support the individual’s rehabilitation when they have returned.

St Mabyn Pre-school

Staffing and employment policy

Statement of intent

St Mabyn Pre-school provides a staffing ratio in line with the requirements of the National Standards for Day Care to ensure that children have sufficient individual attention and to guarantee care and education of a high quality. Our staff are appropriately qualified or undertaking appropriate training and we carry out checks for criminal and other records through the Criminal Records Bureau in accordance with statutory requirements.

Aims

To ensure that children below school age and their parents are offered high quality early years care and education.

Methods

To meet this aim we use the following ratios of adult to child:

children aged two years of age: 1 adult : 4 children; and

children aged three – 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 system 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 setting. The key person meets regularly 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.

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.

Our Pre-school Manager holds the Level III NVQ in Childcare & Education qualification, working towards Level IV, our Pre-School Supervisor holds Level III, and our Assistant has Cache Level III.

We provide regular in-service training to all staff – whether paid staff or volunteers – through Cornwall Family Services, the Pre-school Learning Alliance and other external agencies.

Our setting budget allocates resources to training.

We provide staff induction training in the first week of employment. This induction includes our Health and Safety Policy and 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. It is the responsible of the Pre-School Manager to inform Ofsted of any changes of members of staff and committee.

We use Ofsted guidance on obtaining references and criminal record checks through the Criminal Records Bureau for staff and volunteers who will have substantial access to children.

St Mabyn Pre-school

Student placement policy

Statement of intent

St Mabyn Pre-school recognises that qualifications and training make an important contribution to the quality of the care and education provided by early years settings. As part of our commitment to quality, we offer placements to students undertaking early years qualifications and training.

Aim

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

Methods

We require students to meet the ‘suitable person’ requirements of Ofsted.

We require schools placing students under the age of 17 years with the setting to vouch for their good character.

We supervise students under the age of 17 years at all times and do not allow them to have unsupervised access to children.

If over the age of 17 years, trainee staff employed by the setting may be included in the ratios if they are deemed competent.

We take out employers’ liability insurance and public liability insurance, which covers both trainees and voluntary helpers.

We require students to keep to our confidentiality policy.

We co-operate with students’ tutors in order to help students to fulfil the requirements of their course of study.

We provide students, at the first session of their placement, with a short induction on how our setting is managed, how our sessions are organised and our policies and procedures.

We communicate a positive message to students about the value of qualifications and training.

We make the needs of the children paramount by not admitting students in numbers that hinder the essential work of the setting.

We ensure that trainees and students placed with us are engaged in bona fide early years training, which provides the necessary background understanding of children’s development and activities.
St Mabyn Pre-school

Training and Professional Development policy

All providers of early education and childcare need to have trained staff. St Mabyn Pre-school need to plan and record our Staff Development Programme encouraging our staff, paid or voluntary, to attend ongoing in-service training.

The following is an extract from the Services for Children, Young People & Families Training Directory – Autumn 2007 to Summer 2008.

Staff Record of Training and Professional Development Opportunities

Each regular staff member/volunteer engaged in the delivery of the Early Years Foundation Stage should be participating in training and professional development activities associated with the principles of the Early Years Foundation stage framework.

This input should amount to no less than four days per year and can be included within your funded 38 weeks.

This does not necessarily mean attendance at a training event. Professional development opportunities are defined as any occasion where a practitioner learns something that increases their knowledge about any aspect of early education, childcare and playwork. ONE DAY OF ‘TRAINING’ IS CALCULATED AS SIX HOURS.

The Family Services training directory, the Pre-school Learning Alliance training programme plus other training agencies information, as and when received will be available to all staff. A training action plan for each member of staff will be formulated from April to March each year in liaison with the Supervisor and Committee. A training request form to be completed by individual staff members when wishing to attend training courses or events, to be presented and authorized, in advance, at a committee meeting.

Our pre-school allocates resources to training. For the year April 2010 to March 2011 there is a maximum limit of £100 per individual staff member.

We will endeavour to support staff training by paying 50% of course costs up to a maximum of £100 per staff member per year. However, if a staff member should leave our employment voluntarily within one year of receiving their training, 50% of the course cost, the amount would be repayable by that staff member.

If a training course takes place on a staff member’s contracted working day the member of staff will be paid for their contracted working hours.

If a staff member attends a training course outside of their contracted working hours e.g. evenings or weekends we will endeavour to pay up to half the total number of hours attended.

We will endeavour to issue each staff member with a Training Support Grant administered by Family Services as soon as possible after the start of each financial year. (April)

St Mabyn Pre-school encourages weekly staff meetings. However, we recognise that there is value in having staff meetings out of opening hours and we will endeavour to pay for one out of hours meeting up to a maximum of two hours twice per term, per staff member.

St Mabyn Pre-school realises the value of a highly qualified, committed and trained workforce and will make every effort in supporting staff with their individual professional development.

St Mabyn Pre-School

Confidential Reporting Policy

(Whistle-Blowing)

St Mabyn Pre-school is committed to the highest standards of care, integrity, openness and accountability. We recognise that we are providing services to vulnerable children and their families and that we are highly dependent on the goodwill and respect of a wide range of other individuals and organisations that support us in providing these services.

The aim of the policy is to encourage our employees, volunteers, students and others to come forward with serious concerns about any aspect of our work in a confident and confidential manner, to know who to contact and to reassure them that it will be treated in a serious manner.

There may be an occasion when you will be concerned about something that you think is bad practice. We are encouraging you to speak to the Pre-school Manager in the first instance.

Concerns may be raised verbally or in writing, and you may be accompanied by a friend or colleague at any meeting. Confidentiality about the complaint raised must be maintained at all times by staff, committee members and the complainant.

All concerns raised will remain confidential and will be treated seriously and we will investigate them thoroughly. If a complaint is about a staff member or specific incident, the matter will be dealt with by the Manager. If the complaint is about the Manager, the Chairperson of the Committee will investigate the matter. Both sides of the incident will be listened to carefully and considerately, which hopefully will result in a mutually satisfactory outcome.

We will treat you and the person who is the subject of the concern fairly and with respect, whilst being sensitive to potential tensions within the workplace.

This procedure encourages you to put your name to your concern, as anonymous allegations may often be difficult to prove.

You will be informed of the action taken in writing, subject to legal constraints and appropriate confidentiality. A copy of the report will be kept confidentially at the Pre-School.

If you feel that it is not appropriate to raise your concern with the Pre-school Manager, or that the matter is not being dealt with in an appropriate manner, you may contact:

Chair:……………………………………………………….. Tel No………………………………………………..

St Mabyn Pre-school

Or

Jenny Aherne (Pre-School Learning Alliance) on 07515 098867 or e-mail: jennyaherne@hotmail.co.uk

St Mabyn Pre-school

Alcohol and Other Substances Policy

If any member of staff, volunteer or other person working directly with children or anywhere in the Pre-School while the children are present is suspected of being under the influence of alcohol or a illegal substance, the Pre School manager has the authority to request that the individual leave the Pre School and/ or children’s environment immediately. A meeting will be arranged as soon as is convenient for all parties and includes the individual, the Pre School manager and the Chair of the Pre School.

In the case of this being a member of staff, the normal disciplinary procedure will be followed. The issue will be recorded and monitored by the Pre School Manager and Chair of the Pre School. In other cases the person will be refused access to the Pre School on a permanent basis.

Where staff are taking prescribed drugs that may affect their alertness and/or behaviour and therefore their ability to care for the children they should advise the Manager or Chair and a mutually acceptable decision about contact with the children should be reached.

St Mabyn Pre-school

Children in Care Policy

Early years settings are committed to providing quality provision based on equality of opportunity for all children and their families. All staff are committed to doing all they can to enable ‘looked after’ children in their care to achieve and reach their full potential.

Definition of ‘Looked after Children’ (LAC): Children and young people become ‘looked after’ if they have either been taken into care by the local authority, or have been accommodated by the local authority (a voluntary care arrangement). Most LAC will be living in foster homes, but a smaller number may be in a children’s home, living with a relative or even placed back home with their parent(s).

We recognise that children who are being looked after have often experienced traumatic situations; physical, emotional or sexual abuse or neglect. However, we also recognise that not all looked after children have experienced abuse and that there are a range of reasons for children to be taken in to the care of the local authority. Whatever the reason, a child’s separation from their home and family signifies a disruption in their lives that has impact on their emotional well-being.

In our setting, we place emphasis on promoting children’s right to be strong, resilient and listened to. Our policy and practice guidelines for looked after children are based on these two important concepts, attachment and resilience. The basis of this is to promote secure attachments in children’s lives as the basis for resilience. These aspects of well-being underpin the child’s responsiveness to learning and are the basis in developing positive dispositions for learning. For young children to get the most out of educational opportunities they need to be settled enough with their carer to be able to cope with further separation, a new environment and new expectations made upon them.

Principles

§ The term ‘looked after child’ denotes a child’s current legal status; this term is never used to categorise a child as standing out from others. We do not refer to such a child using acronyms such as LAC.

§ We offer places to two-year-old children in exceptional circumstances who are in care. In such cases, the child should have been with the foster carer for at least two months and show signs of having formed a secure attachment to the carer and where the placement in the setting will last a minimum of three months.

§ We offer places for funded three and four-year-olds who are in care to ensure they receive their entitlement to early education. We expect that a child will have been with a foster carer for a minimum of one month and has formed a secure attachment to the carer. We expect that the placement in the setting will last a minimum of six weeks.

§ We will always offer ‘stay and play’ provision for a child who is two to five years old who is still settling with their foster carer, or who is only temporarily being looked after.

§ Where a child who normally attends our setting is taken into care and is cared for by a local foster carer we will continue to offer the placement for the child.

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	2.1 Respecting each other 2.2 Parents as partners 2.4 Key person	3.2 Supporting every child 3.4 The wider context	4.4 Personal, social and emotional development

Procedures

§ The designated person for looked after children is the designated child protection co-ordinator : DI WESTLAKE

• Contact details for LAC Officer are:

The Inny Building

Old County Hall

Truro

TR1 3AY

01872 323104

§ Every child is allocated a key person before they start and this is no different for a looked after child. The designated person ensures the key person has the information, support and training necessary to meet the looked after child’s needs.

§ The designated person and the key person liaise with agencies, professionals and practitioners involved with the child and his or her family and ensures appropriate information is gained and shared.

§ The setting recognises the role of the local authority social care department as the child’s ‘corporate parent’ and the key agency in determining what takes place with the child. Nothing changes, especially with regard to the birth parent’s or foster carer’s role in relation to the setting without prior discussion and agreement with the child’s social worker.

§ At the start of a placement there is a professionals meeting that will determine the objectives of the placement and draw up a care plan that incorporates and the child’s learning needs. This plan is reviewed after two weeks, six weeks and three months. Thereafter at three to six monthly intervals.

§ The care plan needs to consider such issues for the child as:

- the child’s emotional needs and how they are to be met;

- how any emotional issues and problems that affect behaviour are to be managed;

- the child’s sense of self, culture, language/s and identity – how this is to be supported;

- the child’s need for sociability and friendship; the child’s interests and abilities and possible learning journey pathway; and

- how any special needs will be supported.

§ In addition the care plan will also consider:

- how information will be shared with the foster carer and local authority (as the ‘corporate parent’) as well as what information is shared with whom and how it will be recorded and stored;

- what contact the child has with his/her birth parent(s) and what arrangements will be in place for supervised contact. If this is to be the setting, when, where and what form the contact will take will be discussed and agreed;

- what written reporting is required;

- wherever possible, and where the plan is for the child’s return home, the birth parent(s) should be involved in planning; and

- with the social worker’s agreement, and as part of the plan, the birth parent(s) should be involved in the setting’s activities that include parents, such as outings, fun-days etc alongside the foster carer.

§ The settling-in process for the child is agreed. It should be the same as for any other child, with the foster carer taking the place of the parent, unless otherwise agreed. It is even more important that the ‘proximity’ stage is followed until it is visible that the child has formed a relationship with his or her key person sufficient to act as a ‘secure base’ to allow the gradual separation from the foster carer. This process may take longer in some cases, so time needs to be allowed for it to take place without causing further distress or anxiety to the child.

§ In the first two weeks after settling-in, the child’s well-being is the focus of observation, their sociability and their ability to manage their feelings with or without support.

§ Further observations about communication, interests and abilities will be noted to firm a picture of the whole child in relation to the Early Years Foundation Stage 6 areas of learning.

§ Concerns about the child will be noted in the child’s file and discussed with the foster carer.

§ If the concerns are about the foster carer’s treatment of the child, or if abuse is suspected, these are recorded in the child’s file and reported to the child’s social care worker according to the setting’s safeguarding children procedure.

§ Regular contact should be maintained with the social worker through planned meetings that will include the foster carer.

§ Transition to school will be handled sensitively and the designated person and or the child’s key person will liaise with the school, passing on relevant information and documentation with the agreement of the looked after child’s birth parents.

Further guidance

§ Guidance on the Education of Children and Young People in Public Care (DfEE 2000)

§ Who Does What: How Social Workers and Carers can Support the Education of Looked After Children (DfES 2005)

§ Supporting Looked After Learners – A Practical Guide for School Governors (DfES 2006)