Tiddley Tots Nursery policies

A Guide for staff and parents / carers

  1. Admissions
  2. Arrival and Departure
  3. Sickness and Medical Requirements
  4. Special Educational Needs
  5. Complaints Procedure
  6. Social Networking
  7. Safeguarding & Child Protection Policy
  8. Missing Child Policy

1.Admissions

Clothing

Each child should be provided with a complete change of clothes. It is an essential component of educative play that children are able to enjoy art and craft activities with, for example, glue, paste, paint, sand, water, etc. Inevitably children will transfer some of these materials to themselves and their clothing. We attempt as far as possible to purchase glue, paste and paint which are “washable”, but in practice not everything is washable off all clothing materials. Parents should therefore dress their children with this in mind. We will accept no liability for clothing damaged while the child is at the nursery.

Settling in

We aim to ensure your child’s introduction to our setting is as stress free as possible. Once a place has been offered, we aim to achieve this by inviting you and your child to visit the nursery prior to your child’s official start date. This helps to familiarise your child with the nursery, the nursery staff and the other children, and provides the opportunity to give your journey a trial run.

A child who is tense or unhappy will not be able to play or learn properly, so it is important for parents/carers and staff to work together to help the child feel confident and secure in the group. This takes longer for some children and parents/carers should not feel worried if their child takes a while to settle. You must be prepared to accept that it may take some time for your child to adjust to the nursery but very few children fail to settle eventually. We find that staying with your child and then leaving him/her for short periods eases the separation process. Please remember, the more your child comes and experiences the activities on offer and sees you interacting with the staff, the more settled s/he will feel. Below is our recommended programme to introduce your child to life at the nursery.

Day 1: 10am – 11 am or 2pm to 3pm

We suggest that you stay with your child and spend the hour together in the nursery setting. This will normally be enough for your child’s first day.

You will be encouraged to leave your child in the appropriate unit during this time to see how well they manage on their own. Do not be concerned if this is not the case: some children arrive on Day 1 as if they have been coming to the nursery for years but others will take a little longer to settle in.

Collection of children

In the event that a child’s parent/ carer is unable to collect them from nursery, a nominated person will be allowed to collect them with one of the following procedures:

  • A description of the adult i.e. height, hair colour, eye colour, build, clothing and if appropriate the make of car and registration number. A photographic form of ID, i.e. Driver’s Licence/Passport.
  • Emergency password – this is the password given on the child’s Registration forms, and signed by the parent/carer at the point of registration. This password would then be given to the nominated person by yourself and then to nursery staff so that the child can be released.

(a) No child will be handed over to an unidentified individual without this password.

(b) If the nursery staffs are in any doubt, they will not release the child.

(c) We stress that in the event of an emergency the parent/ carer should try their utmost to contact nursery staff to inform them of the situation prior to using this procedure.

(d) Collectors who are known to the nursery can collect children without constantly been asked the password. The password can be changed on request by the parent/carer only, who must inform The Nursery Manager who will make the required amendment to the child’s file.

The child’s departure time from nursery will be recorded on the nursery register.

We will not allow children to leave the premises with older siblings under the age of sixteen. We will require written permission for them to collect a child if under the age of eighteen.

Sun cream

Children have the opportunity to play in the fresh air throughout the year and therefore in the summer months it is important that all children have an application of sun cream before they go into the garden. It is the policy at our Nursery to gain parent/carer permission before applying sun cream to a child by means of a consent form.

Staff at Tiddley Tots Nursery are aware that

  • Parents/Carers must give sun cream consent via our registration form.
  • If a Parent/Carer does not sign a form then the child must be kept inside until the Nursery can contact the parents to gain permission. If a Parent/Carer does not want a child to have

Sun cream, the child will be kept out of the sun.

The nursery can provide Nivea +50 sun cream, which can be used with parents’/carers’ consent.

Personal Property Children should not bring sweets or valuables to the nursery (e.g. jewellery, toys, etc), since we will not be held responsible for any personal belongings being lost or damaged.

Late Collection The nursery closes promptly each day at 6.00pm. If your child is not collected on time, our legal liability relating to the staff/child ratio will be infringed as two members of staff must remain at the nursery until the last child has been collected. Any parent/carer who is late collecting their child will have to pay a charge which helps to cover the additional staffing costs incurred for this reason. The charge is £5 for the first 10 minutes, with an additional £5 for every 5 minutes thereafter.

Uncollected Child Policy We understand that, from time to time, parents are held up or run late, in these cases we ask that you inform us as soon as you are able so that we can reassure your child. If we have not heard form you by the end of the session, we will make every effort to contact you. If we cannot reach you, we will contact the names you have provided as “emergency contact details”. Should we be unable to reach anyone and have not heard from you, after 30 mins we will contact children’s social care team and follow their instructions.


2. Arrival and Departure

Section 1: Arrival procedure

  • After granting access to the nursery to a parent or visitor, members of staff are then responsible for ensuring the conduct of such persons, and that only appropriate access to children is allowed and supervised.
  • If a volatile situation occurs between any visitors, the member of staff should act in a calm and professional manner and try to diffuse the situation. The individual should immediately refer the individual to the manager. In this situation, care for the children should be upmost and all children should be removed from the immediate area where possible.
  • Visitors are not to be let into the rooms, unless supervised by a manager or member of staff. These visitors must be supervised at all times. 
  • At entry all children should be brought into their main (Baby, Toddler or Pre School) room by the person (parent or guardian) who is responsible for them upon arrival and are received by a qualified member of staff. 
  • On receipt of a child at the front door or in a room, it is the receiving member of staff’s responsibility to sign children in (time and date) into the room register.
  • Both the person dropping off and the staff member will then spend time exchanging information. This information will be used to assess the child’s welfare and ongoing day.
    • The person dropping off should place the child’s belongings in the appropriate places and drop the child off and/or leave the nursery.

Key information to be exchanged between person dropping off child and member of staff:

  • An overview of the child since their last attendance.
  • What they have eaten before attending Nursery.
  • Are they in good health? If not, what are the problems?
  • Have they had medication in the past 12 hours? If yes, what?
  • The arrival and departure time of each child will be recorded on the room registered by staff.
  • Any specific information provided by the parents should be recorded and passed onto the relevant member of staff/key worker.
  • If a parent/carer requests that their child be given medicine during the day, the staff member must ensure that the medication consent form is completed and signed (staff should follow administration of medicine policy).
  • If a child has an existing injury, bruise, bump etc. parents/carers have a responsibility of informing staff of this when dropping the child off and should complete an existing injury form.
  • If a staff member is concerned about child safety, ratios or their ability to perform their duties they must inform management of this.

Section2: Pick-up

  • After granting access to a parent or visitor, members of staff are then responsible for ensuring the conduct of such persons and that only appropriate access to children is allowed and supervised.
  • Parents must arrive in good time to ensure collection before the session end or closure time. Parents arriving late at the end of either session will incur a late collection fine (see late collection policy).
  • Parents will be given feedback about their child’s time spent within nursery by their child’s key worker or a responsible member of staff at pick-up.
  • All children will be signed out on the room registers by the manager or staff member in charge of the child.
  • After children have been handed over to parent/carer, the responsibility for the child is placed on the person collecting that child.
  • Staff must ensure that all room doors and barriers are secure after handing over a child and at all times to ensure the safety of other children in the room.

Section 3: Arrivals and pick-up security

  • Staff must ensure that all room doors and barriers are secure after handing over a child and at all times to ensure the safety of other children in the room. Children must not be allowed to exit rooms unsupervised.   
  • Upon registration parents must provide names for persons other than themselves to collect their child, at least two named persons are required and full contact details are required in cases of emergency. Only those named people are allowed to collect that child unless specific arrangements have been made prior to the child being collected directly by the parent or guardian of the child.
  • All staff will enter the building in the same way as the children.
  • Only members of staff that have been through enhanced DBS clearance and induction processes will be given the code to the door leading into the nursery.
  • All children and visitors must be signed in and out of rooms in the nursery to log their attendance.
  • Staff will sign in and out of the rooms at arrival and departure and lunch breaks.
  • Staff who are new or volunteering or who are not enhanced DBS checked will not open the front or room doors for parents. They should notify a qualified member of staff. These staff will be supervised by a qualified member of staff.
  • Staff must ensure that all room doors and barriers are closed at all times, to ensure the safety of other children in the room.

Front door

The front door will be locked at all times. In the event of visitors, the manager/front of house is responsible for the front door and must ensure that all visitors are supervised and the door remains closed. Parents and staff also must ensure the door is securely shut behind them.


3. Sick child and Medication

This policy promotes the good health of the children in our care, in line with the Early Years Foundation Stage safeguarding and welfare requirements.

Children who are taking medication may attend the nursery provided they are not suffering from an infectious illness, are not displaying any signs or symptoms of illness and they are well enough to fully participate in nursery activities; this is at the manager’s discretion. Parents may consult our exclusion policy for more details.

Consent

A parent/carer must give prior written permission on the relevant medicine form for each and every medicine before it can be administered; verbal permission will not be accepted.  The forms are kept in each room and the office, Parents must fill in the relevant form before leaving their child. We have forms for continuous medication and for short term medications.

Instructions and storage

Medication must be in the original container in which it was dispensed, with legible instructions in English.

Medication must be within its expiry date; parents are responsible for the safe disposal of any expired medication.

We will only administer the dosage and frequency indicated on the instructions/prescription label. Medication will be stored out of children’s reach and strictly in accordance with the product instructions. Short term medication will be sent home with the child daily and cannot be left overnight in the nursery. Long term medication can be kept in the nursery for as long as it is required.

Long term medication for children with health care plans needs to be devised by health professional, alongside parents to ensure correct dosage and staff understanding of the child’s condition and medication.

Healthcare plans

We use a healthcare plan to record important details about individual children’s medical needs, their triggers, signs, symptoms, medication and other treatments. Further documentation can be attached to the healthcare plan if required.

Healthcare plans accompanied by an explanation of why and how it is used, is given to all parents of children with a long-term medical condition.

If a child has a short term medical condition that requires medication during school hours, a medication form plus explanation is given to the child’s parents to complete.

Every child with a healthcare plan has their plan discussed and reviewed at least once a year with a named member of staff, parents and the child’s doctor.

We ensure that all staff protects pupil confidentiality.

Use of healthcare plans

Healthcare plans are used to inform the appropriate staff about the individual needs of a child with a medical condition in their care.

Consent to administer medicines

All parents of children with a medical condition who may require medication in an emergency are asked to provide consent on the healthcare plan for staff to administer medication.

Records

The relevant medicine form will be completed by the staff member each time medication is administered; a parent will be required to sign this on collection.

Where medication is required to treat a long term medical condition, a care plan will be completed by the parent. Long term use of paracetamol, ibuprofen and aspirin will require a supporting letter from the GP confirming the health condition this is required for e.g. febrile convulsions.

Administering medication

Medication will only be administered by the management team, or by the designated nursery staff who have received the relevant technical/medical training.

If the administration of medication requires technical/medical knowledge e.g. insulin injections, suppositories, etc, then individual training must be provided for staff from a qualified health professional which is to be arranged by the parent prior to the child attending; training must be specific to the individual child concerned. For Epipens, staff will be trained in-house.

The nursery will only administer medication that is prescribed by a doctor, except Calpol which can be administered according to the instructions on the box depending on staff judgement.

Prescription medication can only be given to that particular child; we cannot administer to any other child, including a sibling, any medication that is prescribed for another named child.

We cannot administer both paracetamol and ibuprofen at the same dosage time; these must be given at separate times according to the instructions. We cannot give any aspirin based medicines to children unless these are prescribed.

If a child refuses to take medicine, staff will make every attempt to encourage them but cannot force them. In this instance the parent will be contacted immediately to inform them.


Measures for High Temperature
If you suspect a child has a temperature the following steps must be followed:

  • Take child’s temperature using the ear thermometer.
  • Record the child’s temperature on a monitoring form.
  • Record comments that show what measures have been done to help reduce temperature.
  • Take layers of clothing off to help reduce temperature.
  • Give the child some water to drink.
  • Call the Parent and record time of call on the monitoring sheet.
  • Comfort the child if upset (however try not to cuddle them for too long as your body heat will add to temperature).
  • Record and monitor every 15 minutes. If temperature does not go down after the first 15 minutes, give Calpol.
  • Retake temperature after 15 minutes and if continues, parents should be asked to collect the child.
  • If continues to rise, call parent again to see how long before collection.
  • If you are unable to bring the temperature down and it continues to rise and you cannot contact the parent/carers, contact other named persons on the child’s registration pack.

Temperatures 40c and above

  • If child’s temperature is 40c or above, complete monitoring form and inform Manager.
  • Manager to check child’s temperature and contact parent/carer and ask them to collect.
  • If parent/carer unable to collect immediately, inform them that the temperature will continue to be monitored for 15 minutes and at two 15 minutes intervals thereafter.
  • If there is no change or it increases, an ambulance will need to be called due to high risk of febrile convulsions.
  • Continue to monitor temperature and reduce layers of clothing.
  • If temperature maintains or increases after 10 minutes, an ambulance will need to be called.
  • Parents/carers to be notified immediately.
  • A senior member of staff is to accompany the child to hospital ensuring they take the child’s registration pack with them and a mobile phone.

4. Special Educational Needs Policy

This policy was written by our SENCO (Special Educational Needs Coordinator) with support from the directors and in consultation with all staff and parents/carers. The policy complies with the statutory requirements laid out in the SEND Code of Practice, which is produced by the Department for Education and describes the way nurseries should identify and support all children with SEND, and with reference to the following guidance and documents:

  • The Children and Families Act 2014.
  • The Equality Act 2010: advice for schools DfE Feb 2013.
  • The Statutory Framework for the Early Years Foundation Stage (EYFS).
  • The Special Educational Needs and Disability Regulations 2014.
  • Schools SEN Information Report Regulations (2014).
  • Statutory Guidance on Supporting Children at School with Medical Conditions – December 2015.
  • Safeguarding Policy.

Name of Special Educational Needs Co-ordinator (SENCO)  Gulsah Bellikli

Vision Statement

Tiddley Tots Nursery aims to provide our children with the best start in life. Working alongside other agencies, we support children by engaging their parents, carers, extended families and the wider community. Through play, in a safe caring environment, all our children are encouraged to become creative, confident, independent, lifelong learners.

Aims for Inclusion

At Tiddley Tots Nursery, we aim to create a listening atmosphere and environment where everyone is welcomed, all individual needs are met, support is given and information is shared. We also want to ensure that we enable all children to become confident learners with a growing ability to communicate their own views. We are committed to working in partnership with parents/carers and outside agencies to raise aspirations and expectations for children with SEND by focusing on the whole child to ensure positive outcomes and to enable all children to fulfill their potential.

To achieve this we will:   

  • Provide a welcoming, receptive and responsive environment in which parents/carers work in partnership with staff to meet each child’s individual needs.
  • Ensure effective communication between staff and children, staff and parents/carers, staff/parents/carers and outside agencies, and staff.
  • Ensure that all children have access to a broad and balanced curriculum which is delivered using a variety of high quality teaching techniques and follows children’s own interests.
  • Plan for and regularly assess children’s individual needs following an “assess, plan, do, review” cycle involving parents/carers every step of the way. Develop a strong leadership and management team to support staff to identify needs and enable them to access training.
  • Meet with parents regularly allowing flexibility for meeting times and respecting them as their child’s first educators.
  • Ensure transition periods are well planned for and information is transferred promptly and confidentially.
  • Ensure all school policies are inclusive and are known, and accessible, to all parents/carers, and staff.
  • Ensure that parents/carers are well informed about the support they can expect to receive.

Further details on our sick child and medication policy here


Identifying Children with SEND

At Tiddley Tots Nursery we believe that all children develop and learn at different rates, as is reflected in the EYFS and our Vision Statement. However, there are some children who, at some time in nursery, may find it harder to learn than other children. It is important that we identify a child’s individual needs as early as possible and put things in place to help them quickly, as early intervention has been shown to improve children’s long term outcomes.

A child is identified as having a special educational need and/or disability (SEND) ‘where their learning difficulty or disability calls for special educational provision, namely provision different from, or additional to, that normally available to children of the same age’ Children may be identified as having difficulties in one or more of the following four broad areas of need:   

  1. Communication and Interaction: Children with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. These needs may change over time.
  2. Cognition and Learning: Support for learning difficulties may be required when children learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs including moderate learning difficulties (MLD), severe learning difficulties (SLD) and profound and multiple learning difficulties (PMLD). Specific learning difficulties (SpLD), such as dyslexia or dyspraxia, affect one or more specific aspects of learning.
  3. Social, emotional and mental health difficulties: Children may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours can reflect underlying mental health difficulties such as anxiety or depression, attention deficit disorder or an attachment disorder.
  4. Sensory and/or physical needs: Some children have a disability which prevents or hinders them from making use of the educational facilities generally provided. This may include vision impairment, hearing impairment or multisensory impairment. Some children with a physical disability require additional ongoing support and equipment to access all the opportunities available to their peers.

The four broad areas described above give an overview of the range of needs that the nursery plans for. However, individual children often have needs that cut across all of these areas and their needs may change over time e.g. children with ASD.

These needs may have been identified by parents/carers, doctors, health visitors or a paediatrician before the child starts at nursery. Specialised agencies such as Portage, Speech and Language Therapy, Educational Psychology, Social Care etc. may therefore already be involved.

A child may also be identified by nursery staff in consultation with parents/carers once they have started at nursery. In this case, nursery staff will consider all the information about the child’s learning and development from within and beyond the nursery. Practitioners will pay particular attention to the child’s development in the prime areas of the EYFS (personal, social and emotional development, communication and language development and physical development) when considering whether or not a child has SEN. The child will be closely monitored by practitioners and all information will be brought together with the observations of the parents/carers and discussed with them fully.

Importantly, the following needs/factors are NOT considered SEN, but may impact on progress and attainment:

  • Disabilities (it is the duty of all schools to make “reasonable adjustments” to their setting to include children with disabilities as described in the Equality Act 2010—this alone does not constitute SEN).
  • Attendance and punctuality.
  • Health and Welfare.
  • EAL (English as an Additional Language).
  • Receipt of the Pupil Premium Grant.
  • Looked After Child (LAC).
  • Child of a serviceman/woman.
  • Behaviour- no longer a way of describing SEN but a sign that a child has an unmet need.

Once a child has been identified as having a special educational need, the child is recorded. This outlines their specific needs and the types of support being accessed. The level and type of support for each child will be offered on an individual need basis, and may increase or decrease over time as the child’s needs change.

At Tiddley Tots Nursery, we support children with SEN using a graduated approach:

  1. Monitoring

Children are at this stage when concerns have been raised by practitioners or parents/carers but more information is required before deciding if the child has SEN or not. Children at this stage will have access to high quality teaching and a differentiated curriculum. Practitioners will monitor children closely for a period of time (six weeks) and then meet with parents/carers to discuss their concerns and to decide together if the child should be identified as having SEN.

2. SEN Support 1

Children at this stage have been identified as having SEN based on information gathered by the Key Person, parents/carers, any outside agency and in consultation with the SENCO. Children at this stage require provision different from, or additional to, that normally available to children of the same age, including from outside agency support such as Speech and Language Therapists. Children at this stage may be prioritised for specialist interventions such as language groups, music groups, social skills groups and peer supported play.

3. SEN support 2  

Children at this stage often have complex needs, requiring multiple outside agency involvement and/or episodes of one to one support to help them develop their skills and make progress.

4. Education, Health and Care Plan (EHC Plan)

Parents/Carers or nursery staff may apply for an EHC needs assessment by the Local Authority if it is evident that the child’s needs are complex, will have a long term impact on their learning and/or the child requires more than 20 hours of one to one adult support in school. The decision to request an EHC Plan for a child takes place at a termly review meeting with parents/carers, Key Person, SENCO and all outside agencies represented. In order to proceed with the request for an EHC Plan, a child must be receiving input from a Community Paediatrician, a Speech and Language Therapist and an Educational Psychologist. A Profile will then be prepared by the SENCO in close consultation with parents/carers and with input from any outside agencies involved. A Team Around the Child (TAC) meeting will be held to finalise the child’s Profile, which will be submitted by the SENCO, along with supporting documentation, to the Local Authority to request an EHC needs assessment. If successful, the resulting EHC Plan will detail the support required for the child to make progress and state the number of hours of adult support the child is entitled .

5.

At every stage of SEN support mentioned above, children and families are at the centre of planning and wider family needs are considered. Children may move up or down the stages of SEN support depending on progress and needs which may change over time. The decision to move children up or down the stages of SEN support is made as part of the ‘assess, plan, do, review’ cycle within each stage.

  • Assess Children’s progress is assessed against the EYFS outcomes each term by their key person. Assessments may also be done by outside agencies (with parental/carer consent) who then set targets and suggest strategies to support children to achieve the targets. The results of these assessments are shared with parents/carers.
  • Plan Based on the results of the assessments outcomes are identified and agreed with parents/carers, Key Person and SENCO
  • Do The child’s Key Person is responsible for working with the child on a daily basis; they should oversee the implementation of the interventions/strategies. The Key Person will make observations on the success of the strategies and the child’s progress.
  • Review Parent/carers will be asked to attend a meeting at nursery at least termly (three times per year) to discuss their child’s progress. This meeting must include the child’s Key Person but may also include the SENCO, and any outside agencies involved. The child’s views are always sought and included in the review process. Decisions will be made at this meeting regarding any additional provision, interventions or support that may be needed for the child to continue to make progress.

Roles and Responsibilities for SEND at Tiddley Tots Nursery

We take a whole Nursery approach to the management of children with special needs. This involves the SENCO, Early Years Practitioners and other support staff in:

  • Developing a range of strategies to meet the needs of all children.
  • Building on the achievements of all children.
  • Having positive attitudes and high expectations of all children.
  • Valuing individuals and accepting each child for themselves.
  • Working in partnership with parents.
  • Making sure the child’s voice is heard and included in planning.

Supporting Children and their Families

At Tiddley Tots Nursery we put children and families at the centre of identifying, planning and supporting children with SEND.  We recognize the importance of parents as their child’s first educator and views on their child’s development are sought and recorded as soon as they start nursery.  Partnership with parents plays a key role in promoting a culture of co-operation between parents, the nursery, the Local Authority and others.  This is important in enabling children with SEND to achieve their potential. Parents should be fully involved in decisions made about their child’s needs. Parents/carers are supported at every step to understand what they can expect from us within the nursery’s own resources by the staff team. 

Supporting Children at Nursery with Medical Conditions

The nursery recognises that children with medical conditions should be properly supported so that they have full access to education, including trips out.

      • Some children with medical conditions may be disabled, and where this is the case the school will comply with its duties under the Equality Act (2010).
      • Some children may also have special educational needs (SEN) and may have an EHC plan.  The nursery recognises its responsibility in line with the Equality Act (2010) to identify and remove barriers to learning for all children.

Accessibility

The nursery recognises its responsibility in line with the Equality Act (2010) to identify and remove barriers to learning for all children. This includes:

    • Increasing and promoting access for disabled children to the curriculum and wider nursery activities such as trips out.
    • Improving access to the physical environment of the nursery by, for example, providing physical aids to facilitate a child’s access to education.
    • Improving the delivery of written information to disabled children and their families. This could include timetables, newsletters, etc.

Storing and Managing Information

SEND records on individual children are stored on a confidentially. Records are kept for seven years and then deleted.

At every stage of SEN support, the nursery may request help from outside agencies to better assess a child’s needs and gain appropriate strategies. These referrals are made only with parental/carer consent and a form will normally need to be filled in. Some of these agencies may include:

    • Speech and Language Therapy
    • Social Communication Worker
    • Educational Psychology
    • Occupational Therapy
    • Music Therapy
    • Dietetics
    • Physiotherapy
    • Sensory Service (for Vision/Hearing Impairments)
    • CAMHS (Child and Adolescent Mental Health Service)
    • Community Paediatrician.


5.Complaints Procedure

By listening to the parent/ carer, we are able to evaluate and improve our service. 

What might a complaint be about?

  • Dissatisfaction with any aspect of our service.
  • Concerns about the conduct of a member of staff.
  • General worries.

Procedures

  • All complaints and action taken to resolve are to be formally logged and kept for 3 years, and will be supplied to Ofsted if requested.
  • You should refer the matter to the Nursery Officer who is responsible for your child’s room in the first instance. The Nursery Officer will log all the complaints they receive to use for monitoring purposes. (We refer to complaints made to a Nursery Officer as stage one complaints).
  • If unhappy with the response from the Nursery Officer, you should refer the matter to the Nursery Manager to investigate. The Nursery Manager will contact you within 24 hours to arrange a meeting. You will receive a written answer to your complaints from the Nursery Manager within 5 working days of the meeting. (We refer to complaints made to the Nursery Manger as stage two complaints).
  • You should then if not satisfied put your concerns in writing – we will investigate and respond within 28 days.
  • In the unlikely event that your concerns remain unresolved by staff within the nursery,  contact with a Director should be made, who will meet with you to discuss your continued concern, answer your complaint in writing within 5 working days of the meeting.
  • If the allegation is one of serious harm or abuse by any person living or working or looking after the children at the premises, or any other abuse which is alleged to have taken place at the premises, our safeguarding procedures will be followed (see “allegations against staff”), a member of staff will inform the nursery manager and director, who will in turn inform Ofsted of the allegation within 14 days. We will inform the Local Authority Designated Officer (LADO – follow their directions, co-operate with any investigation including preparing and submitting any reports. If the allegation was found to be true, we will consider grounds for dismissal and refer to the ISA (Independent Safeguarding Authority). On a case by case basis we would either suspend the staff member whilst the investigation was being carried out, remove form directly working with the children, or only let them only work under supervision.

The nursery will ensure concerns are treated in confidentiality, and action will be taken immediately. The manager must deliver a good training to all members of staff to understand the procedure to be followed in the events of an allegation being made against member of staff.

During our internal complaints process the Nursery Manger will contact Ofsted if the complaint involves a serious safety and welfare issue of a child using our services. 

As a user of the service you have a right to contact Ofsted at any time during a complaints process. Normally Ofsted would want you to complete the internal process but they will be happy to advise you at any stage. Ofsted’s Complaints & Enforcement Team can be contacted on 0300 123 4666 (8am – 6pm) or in writing to:

Complaint Investigation Enforcement Team
Ofsted
Piccadilly Gate
Store Street
Manchester
M1 2WD


6.Social Networking

The intention of this policy is to ensure that all staff has a clear understanding of their responsibility to the Nursery when using Social Networking sites (e.g. Facebook, Twitter etc.)

It is important when using social networking sites such as Facebook or Twitter that staff maintains confidentiality and ensures proper practice at all times. This is to protect the children, parents & families of the setting along with the staff. It is also to guard the nursery’s reputation and the staff’s own personal reputation.

Staff guidelines when using social media sites include but are not limited to:

  • Staff must not mention any of the children from the nursery on their online profiles.
  • Staff must not write direct or indirect suggestive comments about work on their online profiles.
  • Staff must not publish photos of the children on their online profiles.
  • Staff must not publish photos of other staff while in the nursery on their online profiles.
  • Staff must not write anything about other staff members on their online profiles.
  • Staff must not use mobile phones to take photos in the nursery or to access social networking sites during their working hours.
  • Staff must not mention any of the companies that Tiddley Tots Nursery works with on their online profile.
  • In order to maintain professional boundaries staff should not accept personal invitations to be friends from parents of the nursery unless they know them in a personal capacity.
  • Staff members are advised to set their online profiles to private so that only friends are able to see their information.
  • Staffs are responsible for adhering to the terms of service of each site they use.
  • Personal profiles should not contain any images or videos which may be perceived as inappropriate behaviour for a childcare professional.
  • Staff will not have the nursery name anywhere in their personal profile.
  • Any breaches of the Facebook & social networking policy could result in disciplinary action.

The absence of, or lack of explicit reference to a specific site does not limit the extent of the application of this policy. Where no policy or guideline exists, employees should use their professional judgment and take the most prudent action possible. Consult with your manager or supervisor if you are uncertain.

Phone

1. This policy applies to all parties in the nursery, including staff, parents, contractors, children, and all other parties, and applies to fixed line and mobile phones – where this includes the use of personal mobile phones.

2. Any nursery phone use should be limited to emergency or business use only.

3. The use of mobile phones is prohibited on nursery grounds other than in the designated mobile phone areas.  This is to minimise the risks posed to children from their potential misuse.

4. The designated mobile phone areas (which are purposefully located away from the children) are:

  • Entrance to the nursery – specifically in the space from the front doors up-to the TV monitor, but not beyond this.
  • The office , and
  • Outside the nursery premises.

5. Mobile phone areas are designated to allow staff and visitors access to their mobile phones on a limited basis.

6. The image and camera policy applies to the use of mobile phones.

7. No recording (visual / auditory) or transmission of any nursery activity or child will take place.  Such activity will be regarded as gross misconduct.

8. Visitors are not exempt from this policy and should be advised not to use their mobile phones other than in the designated zone.

9. Children are not allowed mobile phones at any time or in any part of the premises.

10. Breach of this policy will result in performance management action being applied.

Camera

  • The purpose and context for any proposed image should always be considered. It must

be determined whether taking a photograph or video, for example, will be the most effective option or whether alternative methods of capturing information are to be judged more appropriate in the given circumstance.

  • Sensitivity must be shown to any child or young person who is to appear uncomfortable;

and the potential for misinterpretation is to be recognised. Images will therefore not be taken of any child or young person against their wishes or who appear uncomfortable.

  • Coercion must not be used to encourage a child or young person to participate

when it has been indicated that they do not want to be involved.  A child or young person’s right not to be photographed is to be respected.

  • The taking or making of images of a children in a one to one situation with

an adult is to be avoided whenever possible; unless there is an agreed, specified reason for doing so. It is to be recognised that this may leave both the adult and child in a vulnerable position and is therefore not to be considered accepted practice.

  • Permission must be obtained from all parents and carers for images to be taken. If any

parent or carer has indicated that their child is not to have a photograph taken no images are to be created.

  • All images to be taken should represent the diversity of the children and young people

who attend the early years setting. No child is to be favored in photographs.

  • Images which could be considered in any way to cause distress, upset or embarrassment

must not be used.

  • Images of children and young people must only be taken when they are in full and

suitable dress. In no circumstances, are images to be taken of children or young people in any state of undress. Should children and young people be participating in sport activities, careful consideration must be given to the appropriateness of taking such images, in particular the angle of which shots may be taken.

  • The taking or making of images in sensitive areas, for example, toilet cubicles and changing areas are not permitted.
  • It should be ensured that a child name or any other identifying information does not appear in any image, caption or accompanying text alongside their or within thier photograph, for example on displays, documentation panels and name cards. Particular care is to be taken where such images are likely to be viewed by others external to the setting, including the general public.
  • It must be understood that the need to obtain consent for the use of images, is to be

applied to adults as well as children.

  • Where a third party provides such photographs/images, they must confirm in writing that

they have the express consent of the parent or carer to use the said image, where applicable.

  • No webcams are to be used.


7.Safeguarding and Child Protection

Designated Child Protection Officer:

Lorice Moran

Deputy Designated Child Protection Officer:

Gulsah Bellikli

This policy must be seen in the context of Working Together 2015, the Early Years Foundation Stage 2014 and Barnet Safeguarding Children Board Procedures.

Policy Statement

Our Nursery is committed to creating and maintaining the safest possible environment for children.

We do this by:

  • Recognising that all children have the right to freedom from abuse and harm
  • Promoting joint working with parents in the interests of children’s welfare and wellbeing
  • Ensuring that all our staff and volunteers are carefully selected and vetted, have the relevant qualifications and experience, and accept responsibility for helping to prevent the abuse of children in their care
  • Supporting all staff in bringing concerns to the attention of the Designated Child Protection Officer, so that they can be considered and acted upon if necessary
  • Responding quickly and appropriately to all suspicions or allegations of abuse
  • Providing parents/carers, children/young people with the opportunity to voice any concerns they may have
  • Adopting positive behaviour management procedures and strategies which are non-violent and do not impose humiliation
  • Appointing a Named Child Protection Officer who takes specific responsibility for children’s and young people’s protection, safety and well-being
  • Reviewing the effectiveness of the nursery’s Child Protection Policy and Procedures
  • Working with external organisations, for example, Children’s Social Care, police, to ensure, as far as is possible, that children/young people are protected
  • Not tolerating bullying. Incidents of bullying will be investigated and treated seriously. Action will be taken to stop the bullying

Procedures and guidance

  1. Safeguarding concerns – Recognition of types of abuse and neglect

The four main categories of abuse are:

  1. Physical
  2. Sexual
  3. Emotional
  4. Neglect

Training

All members of staff will regularly access appropriate safeguarding training (depending on their level of responsibility) as advised by the Barnet Safeguarding Children Board (BSCB) and ensure their knowledge is up to date on safeguarding issues.

All staff must complete Safeguarding and Child Protection training in line with BSCB guidance. This is completed through the induction process for all staff, students and volunteers. All staff should update Safeguarding Children training every 3 years (2 years for Designated Officer). Designated Officers must ensure staff are notified of any updates or changes in legislation.

Staff must follow the setting’s safeguarding policies and procedures and respond appropriately to any signs of possible abuse and neglect including;

  • Significant changes in children’s behaviour;
  • Deterioration in children’s well-being;
  • Unexplained bruising, marks or signs of possible abuse or neglect;
  • Children’s comments which may cause concern; any reason to suspect neglect or abuse outside the setting, for example in the child’s home; and/or
  • Inappropriate behaviour displayed by other members of staff, or any other person working with the children. For example, inappropriate sexual comments; excessive one to one attention beyond the requirements of their usual role and responsibilities; or inappropriate sharing of images (EYFS 2014)
  1. Procedures to follow if you suspect that a child is at risk of harm.

All staff have a statutory duty to notify agencies if we have concerns about children’s safety and welfare (Working Together to Safeguard Children 2015).

All staff at the nursery are aware that they must record and report concerns immediately to the:

  • Named Designated Safeguarding Person for Child Protection:

Designated Child Protection Officer

Lorice Moran 0208 444 8500

2.In her absence, contact Deputy Designated Child Protection Officers:

Gulsah Bellikli 0208 444 8500

Advice & Guidance on Safeguarding Issues can be discussed with:

  • Early Years Service Manager: Kirsty Reed on: 0208 359 7520
  • If none of the above staff are available you must contact Multi-agency Safeguarding Hub (MASH) on 0208 359 4066 or Emergency Social Work Service 0208 359 2000 (evenings and weekends).
  • Where there is a concern about a child’s welfare or wellbeing, or a concern that a child is in need of protection, this must be raised with your Designated Officer and recorded on the Incident Record Form, for action as soon as possible on the same day, and within 24 hours.
  • Designated person logs onto www.barnet.gov.uk/caf to check whether an early assessment (eCAF) is already in place. If an eCAF is in place, record this on your referral. Designated officer starts chronology using concerns tracking record. Any concerns and your intention to refer to MASH should be discussed with parents unless doing so would place the child at further risk of harm.
  • Once completed, Incident Record Forms are kept confidential and secure, in the child’s file in a locked filing cabinet, within a secure room.
  • Any member of staff can have a consultation with Children’s Services Contact Team (CSCT) on 0208 359 4066 (Referral and Advice) without giving family identity.
  • Concerns are always discussed with parents and carers unless this would put a child at further risk of serious harm (see details in section 3 below).
  • We know that when we have concerns about a child’s welfare we need to:
  • Focus on the needs of the child – their physical and emotional welfare
  • Be sensitive, taking into account individual families circumstances
  • Talk it over – with the Designated Officer or in her absence, the Deputy Designated Officer for Child Protection, who may seek advice from MASH, or the Early Year’s Safeguarding Advisor.
  • Unless we are advised otherwise by Children’s Social Care the concerns are shared with parents.
  • The flowchart for ‘Making a child protection referral to Children’s Social Care’ is displayed in the nursery.
  • The Safeguarding policy is accessible to all parents and carers.

3. Working in partnership with parents/carers

  • The Nursery is committed to developing and maintaining a culture of openness and honesty and to working in partnership with parents to ensure the best interest of children and their families.

Explanation of the Safeguarding responsibilities of the Nursery:

  • During the settling in process, Nursery Managers explain to parents and carers, that the setting has a duty to report concerns about children’s safeguarding, to Children’s Social Care.
  • Additional opportunities to explain this statutory duty and to remind parents of the importance of reporting all marks, bruises and accidental injuries to their Key person, need to be raised regularly, e.g. in termly letters to parents and during meetings, about progress reports or transition.
  • When staff identify a concern, this is discussed with the parent/carer and parents are informed if a referral to Children’s Social Care is to be made unless this would put a child at further risk of serious harm.
  • Staff are required to talk the concern through with the Designated Officer or in her absence, her Deputy, to agree who will be best placed to meet the parent/carer and what exactly will be said.
  • All confidential discussions with parents must be held in a private space.
  • If a parent or carer reports an accident which occurred out of the Nursery, this must be recorded on an Accident at home form and signed by the parent.
  • All staff are reminded to only record factual information, with clear objective evidence.
  • All disclosures of any abuse from children, such as hitting, need to be responded to professionally and without prejudice.
  • The main focus is on what has been seen or observed by asking the parent/carer about the concern in a straightforward and non-judgmental way. For instance if the concern is about an injury: “that’s quite a nasty bump on his head, do you mind telling me how it happened?” It is important to be sensitive and approach the conversation without making assumptions.
  • It is important to remind the parent of our statutory duty to ask this type of question, in order to ensure children’s welfare and well-being.
  • During the discussions, staff must maintain positive interaction and active listening to what the parent/carer says.
  • Parents may appear nervous, because it is stressful to be questioned like this. But does the explanation seem reasonable and is it consistent with what you have noticed? Make a note of exactly what was said as soon as possible.
  • After the meeting – talk it over again with the Designated Child Protection Officer or Deputy to agree whether the issue is resolved or needs further action.
  • Advice should be taken from the Early Year’s Safeguarding Advisor.
  • If it shows evidence of abuse requiring follow up action OR if there have been previous concerns, then Children’s Social Care will need to be informed and they will advise on continued liaison with parents/carers.
  • All referrals to Children’s Social Care must also be copied to the Early Years Safeguarding Advisor.
  • In cases of suspected sexual abuse and cases where a child would be in immediate danger or at risk of significant harm if taken home again by the parents/carers, Children’s Social Care must always be contacted first, not the parents.

They will advise on next steps of action.

  • Multi-agency Safeguarding Hub on 0208 359 4066 (Referral and Advice Team) or
  • 0208 359 2000 (Emergency Social Work Service: evenings and weekends).

4. Disclosure of abuse – What to do? Recording and reporting

If a child makes a disclosure of abuse the following actions are to be taken:

  • React calmly so as not to frighten or deter the child
  • Listen carefully to what the child tells you without interrupting and take it seriously
  • Avoid asking questions. Use the child’s language or vocabulary for clarification.
  • Do not stop a child / young person who is freely recalling significant events. Allow them to continue at their own pace.
  • Offer comfort bearing in mind the age and needs of the child
  • If the child has disclosed sexual abuse, ask them when it happened but nothing more. Whether a child is asked this question will depend upon the child’s age and understanding.
  • Tell them that they were right to tell you and it was not their fault and they are not bad.
  • Tell them who you are going to tell so that they can be made safe – children may fear that what they have said will be passed on to everyone and they need to know that this will not be the case
  • Do not be tempted to give false reassurances to the child but tell them that you will do your best to protect or help them.
  • Ensure the safety of the child / young person
  • As soon as possible take care to record in writing what was said, using the child’s own words on a Blank INCIDENT form. Only record factual information, with clear, objective evidence of what you have seen or heard.
  • Record the date, time, setting, any names mentioned, to whom the information was given and other people present. Sign and date the record.
  • A separate record must be recorded for each incident.
  • Record any subsequent events and actions, including parent/carer’s feedback, on a new INCIDENT form.
  • Carefully draw and describe in writing, any mark you have seen, on the body map.

  Use this map to:

a) provide a written description,

b) draw a visual picture of the type of injury (for example, show the difference between an alleged slap mark, possibly showing finger marks, versus a smaller more defined mark or bruise, possibly caused by child falling on a toy);

c) to identify the exact site of injury, especially on the face, soft tissues and other parts of the body, more likely to be involved in non-accidental injuries.

  • It is not your responsibility to decide if a child has been abused. Any disclosure must be raised immediately with the Designated Child Protection Officer or in their absence, the Deputy and followed through appropriately.
  • A child may recall former abuse once in a safe situation. Although they may be under no current threat to their safety, any disclosure must be raised with the Designated Child Protection Officer immediately and followed through appropriately.
  • You may also have concerns about a child’s welfare where there has not been any disclosure or allegation. In the best interests of the, these concerns should be raised with the Designated Child Protection Officer and followed through appropriately. Recording concerns in writing and raising issues with the Designated Child Protection Officer, is a key tool to safeguarding and protecting children.

The Designated Child Protection Officer or in their absence, the Deputy, will complete the Concerns Tracking Form Record of actions and referral to MASH.

All records of concerns, emails, notes of phone conversations and actions are to be recorded on the LBI referral to CSCT Concerns Tracking Form by the Designated Child Protection Officer or Deputy and filed confidentially in a locked cupboard.

  • The Designated person to whom the concern is being reported must record the date and time when the form is received and a summary of actions following up reporting this concern.
  • All referrals to Children’s Social Care must also be copied to the Early Year’s Safeguarding Advisor and Nursery Director

5. Children with special education needs or disabilities

The risks to disabled children may be increased by:

  • their need for practical assistance and physical dependency, including intimate care, which may be delivered by a number of different carers;
  • by possible communication difficulties and lack of access to strategies to keep themselves safe, or
  • by the increased risk that they may be socially isolated.
  • Staff members who work with children in any capacity must be particularly aware of and sensitive to how the effects of abuse or harm may present, and be able to pick up on any changes in behaviour or presentation that might indicate a concern.
  • Concerns should be shared immediately with the Designated Child Protection Ofiicer or in their absence, the Deputy.
  • Staff will have important information about individual children’s presentation, their levels of understanding and how best to communicate with them.
  • All staff working with children with special educational needs or disabilities will receive appropriate training to enable them to meet the needs of these children appropriately and to recognise and report any concerns.
  • This should be read in conjunction with the setting’s separate policies on Nappy changing Policy and the Medicine Policy.

6. Role of the Designated Child Protection Officer

It is the role of the Designated Child Protection Office to act as a source of support and guidance on all matters of child protection and safeguarding within the setting. In the absence of the Designated Child Protection Officer, staff should report any concerns to the Deputy who will act in accordance with this policy and BSCB procedures and will report back to the Designated Child Protection Officer.

The Designated Child Protection Officer is responsible for:

  • Liaising with the LBB Early Years Designated Safeguarding Advisor and Children’s Social Care as appropriate
  • Ensuring that all staff receive appropriate child protection training so that they are up to-date with current legislation, policy and practice and are able to respond sensitively and appropriately to any child protection concerns.
  • Ensuring that all staff, volunteers and students new to the setting receive induction training to enable them to understand and adhere to the setting’s policies
  • Ensuring that they are fully up to date with their safeguarding and child protection training
  • Ensuring that child protection referrals are made using the format agreed by Barnet Children’s Social Care or the format required by other boroughs if the child is not an Barnet resident
  • Ensuring they are up to date with information disseminated by the Local Authority and Ofsted
  • Ensuring the setting’s child protection and safeguarding policies and procedures are maintained, up-to-date and are disseminated and adhered to by all staff

7. Confidentiality and ‘need to know’ basis

Information should not be kept private between a parent and a staff member. Where there are significant issues around a child’s welfare, wellbeing or protection, these must always be passed onto the Designated Child Protection Officer or Deputy.

  • Important and relevant information shared by the parent/carer is passed onto the Designated Child Protection Officer and the key person.
  • Incidents or disclosures should be shared with the Designated Officers
  • Any further safeguarding issues will be shared with the team or to the whole staff, if appropriate

8. Children harming other children

  • It is part of our duty of care that we make sure that children are protected from harm from other children.
  • In an early years setting with children under aged five years, biting, pushing, scratching and hitting may all occur at times
  • Please refer to the Behaviour policy for managing these incidents. It is very important that if you think a child is targeting another child, you raise this issue with the Designated Child Protection Officer or Deputy, immediately.
  • In recording and reporting incidents it is important that the identity of the child who hurt the other child is not disclosed.
  • This is part of our duty of confidentiality to all children and families. If a parent asks who has hurt their child, please show your understanding of their upset, anger, or pain, but explain that we are not able to share this information.
  • Refer to the Nursery Manager if necessary.

9. Vetting and barring

We understand our duties in relation to the Safeguarding Authority procedures. The Disclosure and Barring Service (DBS) is responsible for the disclosure of criminal records (previously CRB’s) and the Independent Safeguarding Authority for barring. We have a duty to meet any requirements of the Independent Safeguarding Authority (ISA) including the following:

  • A person who is barred by the Independent Safeguarding Authority from working with children or vulnerable adults will be breaking the law if they work or volunteer, or try to work or volunteer with those groups.
  • An organization that knowingly employs a barred individual to work with children or vulnerable adults will also be breaking the law.
  • If a member of staff or volunteer is dismissed because they have harmed a child or vulnerable adult, or would have been dismissed if they not left, we must refer this information to the Independent Safeguarding Authority (ISA)

We will check ISA information on an on-going basis to ensure that the setting remains up to date with the current information.

10. Safer recruitment

Safe recruitment and selection practice is vital to safeguarding and protecting children. Please refer to the Barnet Safe Recruitment policy and procedure for more detailed information.

  • All staff and volunteers are carefully selected. The Nursery recruitment procedures are in line with LBB safer recruiting guidelines.
  • DBS checks are carried out for all staff, student on placements, volunteers and agency supply workers before they are allowed to work at the nursery.
  • DBS disclosures are recorded on the Nursery’s Single Central Record.
  • All new members of staff, student on placements, volunteers and agency supply workers complete the induction process and sign to agree that they have understood our policies, procedures including basic safeguarding practices (See flowcart)

11. Allegations against a member of staff / volunteer

Allegations of abuse against a member of staff/volunteer must be passed on to the Designated Child Protection Officer immediately. They will liaise with the Nursery Manager, Early Years Safeguarding Advisor or the Local Authority Designated Officer (LADO) who will manage any allegation in line with agreed protocols and procedures.  This will be in accordance with ‘Working Together to Safeguard Children 2015’ and the London Safeguarding Children Board www.londonscb.gov.uk

  • The Nursery has an overarching duty to protect children from abuse and keep children safe. Wanting to support a colleague or finding it difficult to believe what you have heard or seen must come second to that.
  • In the case of allegations made about the Designated Child Protection Officer or Deputy, these should be reported to a Senior member of staff and passed on to Kirsty Reed, Early Years Service Manager and John-Paul Brookes, Local Authority Designated Officer (LADO).
  • If any worker is concerned that no action is being taken, it is their responsibility to report the matter directly to the Early Years Designated Safeguarding Advisor or the LADO.
  • The flowchart for managing ‘allegations against a member of staff’ is displayed in the nursery. The Safeguarding policy is accessible to all parents and carers.
  • It is the responsibility of all staff to share concerns about the actions or attitudes of colleagues with the Nursery Manager who will deal with the concerns appropriately.
  • This often difficult issue is discussed at staff meetings and during supervision on a regular basis so that all staff understand what is meant by the term ‘whistle-blowing’ and their responsibilities with regards to it, and are able to raise concerns with the Nursery Manager.
  • In all cases, even when the allegation does not need further investigation, there should be a review of procedures and policies following the investigation.
  • The members may be removed from working with children on-site or off site depending on the circumstances. This doesn’t imply that the allegations are proven.
  • Employees must give management details of any incident, order, determination, conviction or any other possible issue which may impact on their suitability to work with children.
  • Employees must inform management if they are living in the same household as someone who has been barred from working with children (DBS) or disqualified from working with children under the Childcare Act 2016.
  • If any such event should lead to disqualification, appropriate action will be taken to ensure the safety and wellbeing of children in the setting.
  • Details will be forwarded to Ofsted (section 76 Childcare Act 2006) who, in certain circumstances, may consider a waiver of the disqualification in line with relevant legislation.

12. Boundaries and good practice

All staff should have a clear understanding of good professional practice and boundaries in order to safeguard children and themselves. What constitute appropriate good professional practice and boundaries is regularly discussed and revisited during staff meetings.

Good professional practice and boundaries include:

  • Raising concerns about poor or unsafe practice in relation to children to the Designated Member of Staff
  • Reporting allegations made by a child immediately to the Designated Child Protection Officer or Deputy.
  • In the case of allegations made about the Nursery Manager, these should be reported to Kirsty Reed, Early Years Service Manager and John-Paul Brookes, Local Authority Designated Officer (LADO).
  • Being mindful of the need to maintain clear professional boundaries with parents and service users and ensure confidentiality of information about children and families attending the setting.
  • No staff should baby-sit/work for parents or carers in a private capacity

13. Positive Behaviour Policy

Please refer to the Nursery’s Behaviour Policy

Remember that:

  • There may be occasions when a child is a danger to others or themselves, when time out/moving out of the room to a safe space is used.
  • It is never acceptable to hit, smack, shake, pull or to threaten any of these actions to child whilst you are at work in the nursery.
  • It is also not acceptable for a parent/carer or any other adult to do this in the nursery (please report this concern to the Designated Child Protection Officer if this happens).

14. Bullying

We know that children feel happy if they are safe and secure. It is all staff and parents responsibility to foster an anti-bullying ethos in the nursery. Incidents of bullying will be investigated and treated seriously and action will be taken to stop the bullying.

15. Early Help

Early help will be considered for a child and family as soon as it is identified they would be likely to benefit from support.

Early help can mean taking action at an early stage in a child’s life or it can mean taking action at an early stage in the development of a problem. It is about stepping in as early as possible either at the first signs of a problem or before a problem becomes apparent to prevent that problem from getting worse.

Early help can be offered through the Nursery where there is access to a range of services including health, benefits and housing advice, parenting support and guidance.

Where a child and family would benefit from coordinated support from more than one agency an inter-agency assessment will be offered. These early help assessments, currently through eCAF, should identify what help the child and family require to prevent needs escalating to a point where intervention would be needed via a statutory assessment.

A lead professional will be identified from within the agencies engaged in coordinated support for the child and family. This could be a family support worker, families first worker (within a family requiring support at least one child will be over 5), key person, health or other professional.

Referrals for early help assessments through targeted family support at the link Children’s Centre can be made by a range of professionals or parents can self-refer directly to the Children’s Centre. If a referral is made to Children’s Services Contact Team and it doesn’t meet the threshold for statutory intervention but it is thought the child and family would benefit from early help the referral will be passed to early years targeted family support to offer a service to the families.

16. Links with other policies and procedures

All staff, students, agency staff and volunteers are given basic information about safeguarding and child protection policy and procedures before they start any work with children.

On-going training and professional development, as well as induction procedures all facilitate staff to develop an appropriate understanding of:

      • Attachment and the role of the key person
      • Settling in processes
      • Managing intimate care and toileting needs
      • Positive behaviour strategies
      • Children’s personal, social and emotional development
      • How children communicate

17. E-safety and use of digital devices

Mobile phones and digital devices can present a number of problems when not used appropriately:

  • phones and personal devices can allow Internet access and bypass the nursery security settings and filtering.
  • Mobile phones with integrated cameras could lead to child protection, bullying and data protection issues with regard to inappropriate capture, use or distribution of images of children or staff.

Mobile phones

Staff must not have personal mobile phones with them when they are working with children at the nursery. This also applies to students and volunteers.

Staff mobile phones must be kept in staff lockers and used only when staff are on break time in the staff room or outside the nursery.

    • The telephone number of the nursery should be used by staff expecting a personal call and for emergency contact.
    • Staff are not permitted to use their own personal phones or devices for contacting children and their families within or outside of the setting in a professional capacity.
    • Keeping mobile phones in rooms while working with children constitutes a staff disciplinary matter and may lead to student and volunteers’ placement being terminated.
    • Nursery mobile phones should be used for off-site activities, home visits and outings. Staff are not permitted to use their mobile phones whilst out of the nursery on an outing.
    • Parents, carers and visitors are requested not to use their mobile phones while on the nursery premises. Nursery staff will remind parents of the policy by reminding them to switch off their phones when they enter the nursery or asking them to leave the rooms to take calls in the foyer when necessary. 

Digital cameras, tablets

    • Staff should not use personal devices such as mobile phones or cameras to take photos or videos of pupils and will only use work provided equipment for this purpose.
    • Personal cameras are not allowed in the nursery setting and should not be used on off-site activities, home visits and outings.
    • The nursery holds a number of digital cameras for staff and where appropriate parents, carers, student and volunteers to take photographs of children for display, observations or profile books.
    • Use of video equipment can be a legitimate learning / training aid. Children / young people and parents / carers should be made aware that this is part of the learning / training.
    • Students, volunteers and visitors are not permitted to take photographs or recordings of the children without permission from the Nursery Manager or Deputy Manager.
    • No one is permitted to photograph or record images in the following areas:
    • Changing areas
    • Toilet areas
    • Private spaces
    • Children can only be photographed if permission of parents/carers is given.
    • Those taking photos, including staff/volunteers/professional photographers must identify themselves
    • Photographers will be required to have formal identification which must be worn at all times
    • Children’s images will not be used for promotional or press releases unless parents/carers have consented
    • Unsupervised access to children or one-to-one photo sessions are prohibited
    • Personal details which might make a child vulnerable, for example, address, email address, phone number should never be revealed

E-safety

Children should never be allowed to use the internet in the setting without adult supervision. Please refer to the E-safety policy.

Staff who use the nursery’s ICT and communications systems:

  • must use it responsibly and keep it safe
  • must maintain safe professional boundaries with parents.
  • This includes not giving their personal email address to nursery users or
  • befriending nursery users on social networks such as Facebook.
  • must treat as confidential any passwords provided to allow access to ICT equipment
  • must report known breaches of this policy, including any inappropriate images or other material which may be discovered on the nursery’s ICT systems
  • must comply with any ICT security procedures governing the use of systems in the nursery including anti-virus measures
  • must ensure that it is used in compliance with this policy

18. Management of data

The Data Protection Act 1998 (the Act) applies to anyone who handles or has access to information concerning individuals. Everyone in our setting has a legal duty to protect the privacy of information relating to individuals. The Act sets standards (eight data protection principles), which must be satisfied when processing personal data (defined as information that will identify a living individual). The Act also gives rights to the people the information is about i.e. subject access rights lets individuals find out what information is held about them. The eight principles are that personal data must be:

  • Processed fairly and lawfully
  • Processed for specified purposes
  • Adequate, relevant and not excessive
  • Accurate and up-­to-­date
  • Held no longer than is necessary
  • Processed in line with individual’s rights
  • Kept secure
  • Transferred only to other countries with suitable security measures.

The quantity and variety of data held on children, families and on staff is always expanding. Whilst this data can be very useful in improving services, data could be mishandled; stolen or misused therefore it is important that all records are handled with sensitivity and in line with the above act.

19. Prevent Duty 2015

We understand that protecting children from the risk of radicalisation is part of childcare providers’ wider safeguarding duties, and is similar in nature to protecting children from other harms (e.g. drugs, gangs, neglect, sexual exploitation), whether these come from within their family or are the product of outside influences.

The statutory framework for the Early Years Foundation Stage sets standards for learning, development and care for children from 0-5, thereby assisting their personal, social and emotional development and understanding of the world.

The Prevent Duty summarises the requirements for schools and childcare providers in terms of four general themes: risk assessment, working in partnership, staff training and IT policies.

If a member of staff has a concern about a particular child they should follow the nursery’s normal safeguarding procedures, including discussing with the Designated Child Protection Officer, and where deemed necessary, with children’s social care.

Risk assessment

We understand that there is no single way of identifying an individual who is likely to be susceptible to a terrorist ideology. As with managing other safeguarding risks, we understand the need to be alert to changes in children’s behaviour and family circumstances which could indicate that they may be in need of help or protection. Children at risk of radicalisation may display different signs of concerning behavior. Even very young children may be vulnerable to radicalisation by others, whether in the family or outside, and display concerning behaviour. 

General safeguarding principles apply to keeping children safe from the risk of radicalisation as set out in the relevant statutory guidance, Working together to safeguard children and Keeping children safe in education.

Nursery staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately and follow the nursery safeguarding procedures when and where concerns are raised.

Nursery staff should understand when it is appropriate to make a referral to the Channel programme. Channel is a programme which focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism. It provides a mechanism for settings to make referrals if they are concerned that an individual might be vulnerable to radicalisation. An individual’s engagement with the programme is entirely voluntary at all stages.

Detailed guidance on Channel is available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/425189/Channel_Duty_Guidance_April_2015.pdf

Working in partnership

We are committed to working with external organisations (for example Children’s Social Care, the police, the local authority, the Local Safeguarding Children Boards) to promote the welfare of children in our local area and ensure that children / young people are protected and the Prevent duty builds on such existing local partnership arrangements.

We know the importance of effective engagement with parents/family as they are in a key position to spot signs of radicalisation. It is important to assist and advise families who raise concerns and be able to point them to the right support mechanisms.

Staff training

We understand the importance of Prevent awareness training to equip staff to identify children at risk of being drawn into terrorism and to challenge extremist ideas.

An online general awareness training module on Channel is available. The module is suitable for nursery staff and other front-line workers. It provides an introduction to the topics covered by this advice, including how to identify factors that can make people vulnerable to radicalisation, and case studies illustrating the types of intervention that may be appropriate, in addition to Channel.

http://course.ncalt.com/Channel_General_Awareness/01/index.html

We will also ensure that the Designated Safeguarding Lead undertakes Prevent awareness training so as to be able to provide advice and support to other members of staff on protecting children from the risk of radicalisation.

IT policies

We understand the need to ensure that children are safe from inappropriate sites including terrorist and extremist material when accessing the internet in our setting. We will ensure that suitable filtering is in place.

We also understand our role to play in equipping families with young children children to stay safe online, both at home and outside.

Building children’s resilience to radicalisation

As a nursery, we already have a strong focus on children’s personal, social and emotional development. We are committed to doing this in an age appropriate way, through ensuring children learn right from wrong, mix and share with other children and value other’s views, know about similarities and differences between themselves and others, and challenge negative attitudes and stereotypes. We encourage our children to recognise and manage risk, to understand and manage difficult situations and to make safer choices through developing positive character traits such as resilience, persistence, self-esteem and confidence. The key person system ensures that every child in the nursery can build a safe trusting relationship with a significant adult.

20. Promoting British Values

As a nursery, we promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs.

  • We ensure actively promote principles and values which –
    • Enable children to develop their self-knowledge, self-esteem and self-confidence
    • Enable children to distinguish right from wrong and to follow nursery expectations which will prepare them to respect the civil and criminal law of England in the future
    • Encourage children to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the setting is situated and to society more widely
    • Enable children to acquire a broad general knowledge of and respect for public institutions and services such as fire fighters, health services, libraries, police and green spaces in the locality
    • Further tolerance and harmony between different cultural traditions by enabling children to acquire an appreciation of and respect for their own and other cultures
    • Encourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010
    • Encourage making choices from an early age to support growing understanding and respect for democracy and support for participation in the democratic process,

Ofsted’s current inspection framework for early years provision reflects the requirements

in the Statutory Framework for the Early Years Foundation Stage.

4Children, has published the following good practice examples demonstrating what promoting fundamental British Values means in the early years. (http://www.foundationyears.org.uk/2015/03/fundamental-british-values-in-the-early-years/ )

21. Safeguarding Vulnerable Adults

We have a responsibility to prevent the abuse of adults (Safeguarding Vulnerable Groups Act 2006) and will therefore refer to the following for guidance and procedures:

  • Barnet Council Policy and Procedure on Safeguarding Vulnerable Adults
  • Barnet Safeguarding Adults Partnership- Quick Guide to Safeguarding Adults

22. Harmful traditional practices

Harmful traditional practices (HTP) include:

  • female genital cutting/mutilation
  • so called ‘honour’ based violence and ‘honour’ killings
  • early, child and forced marriage
  • abuse linked to a belief in spirit possession
  • breast ironing also known as breast flattening

Harmful traditional practices are based on tradition, culture, custom and practice, religion and/or superstition. They have often been embedded in communities for a long time and are born out of community pressure. They are committed and actively condoned by the child’s parents or significant adults within the child’s/young person’s community. 

They include rituals, traditions or other practices that have a detrimental effect on the physical, mental and emotional health of the victim. Many of the practices involve bias against groups of children, particularly girls and children with disabilities. Many involve physical abuse and pain leading, in some cases intentionally, to death or serious injury. Others involve mental abuse.

Force-feeding is also a harmful traditional practice that is based on families wanting to ensure that their child, both girls and boys, are getting enough to eat. It also has detrimental medical, physical and psychological effects on the child.

Our nursery is committed to working towards preventing and addressing harmful traditional practices in Barnet by:

  • raising awareness of the dangers of the practices, and encouraging the reporting of concerns about harmful traditional practices
  • promoting community participation in tackling harmful traditional practices

If you think that a child/young person is in immediate danger you must ring the police on 999.

If you think that a child/young person is at risk of HTP you must make an immediate referral to Barnet’s Multi-agency Safeguarding Hub, 0208 359 4066, mash@barnet.gov.uk

Contact Barnet’s Children’s Services Contact Team , 020 7527 7400, , mash@barnet.gov.uk for information and advice concerning children/young people at risk of HTP.

Key links to support groups

23. Domestic violence

In September 2012 the government widened the definition of domestic violence to include 16-17 year olds and to reflect coercive control. The new definition was implemented in March 2013. 

Domestic violence is defined as:  

‘Any incident or pattern of incidents of controlling*, coercive** or threatening behaviour,  violence or abuse between those aged 16 or over who are, or have been, intimate partners or family members regardless of gender or sexuality. This can encompass, but is not limited to, the following types of abuse: 

  • psychological
  • physical
  • sexual
  • financial
  • emotional

 *Controlling behaviour is: a range of acts designed to make a person subordinate and/or dependent by isolating them from sources of support, exploiting their resources and capacities for personal gain, depriving them of the means needed for independence, resistance and escape and regulating their everyday behaviour. 

**Coercive behaviour is: an act or a pattern of acts of assault, threats, humiliation and intimidation or other abuse that is used to harm, punish, or frighten their victim.’

 This definition, which is not a legal definition, includes so called ‘honour’ based violence, female genital mutilation (FGM) and forced marriage, and is clear that victims are not confined to one gender or ethnic group. 

The Department of Health estimates that, every year, 750,000 children experience domestic violence. It is likely that this figure is higher due to under-reporting.

Seeing or overhearing violence to another person in the home has adverse effects on a child’s development and welfare. In families where there is domestic violence children are at increased risk of being physically and sexually abused. Unborn children are also at increased risk; domestic violence is a prime cause of miscarriage, still birth, premature birth, foetal psychological damage, foetal physical injury and foetal death.  

Nationally, domestic violence is reported to be an issue in approximately 75% of cases where children are subject to a child protection plan. Domestic violence was a factor in three-quarters of cases where children had been killed or seriously injured.   

All agencies need to work together to identify and protect these children/young people. 

If you are concerned about a child where there is, or you suspect, domestic violence in the home or you have concerns that a young person’s intimate relationship is abusive, please contact Multi-agency Safeguarding Hub on 0208 359 4066.

The Freephone 24 Hour National Domestic Violence Helpline is a national service for women experiencing domestic violence, their family, friends, colleagues and others calling on their behalf.  24 hour Freephone: 0808 2000 247

24. Private fostering

Private fostering is an arrangement where a child or young person under the age of 16 (or under 18 if they are disabled) is looked after full time for more than 28  consecutive days by an adult who is not their:

  • Parent, step parent or legal guardian
  • Grandparent
  • Brother or sister
  • Aunt or uncle

The arrangement is made between the child’s parents and the private foster carer whose responsibility is the day to day care of the child.

Some common examples of private fostering. Private fostering often occurs where;

  • A teenager who isn’t getting on with their parents goes to live with a friend’s family
  • Parents pay someone to care for their children while they are away working or studying
  • Children are sent from abroad to live
  • Children are placed with a family friend or relative as a result of parental separation, divorce, arguments at home, or a parent being hospitalised.

Please contact Barnet’s Private Fostering, 0208 359 5315, Dutykinship&permanency@barnet.gov.uk for advice and to make a referral.

25. Sexual exploitation

Children at risk of sexual exploitation or who are being sexually exploited are a vulnerable group. All agencies need to work together to identify and protect them.

Sexual exploitation of children and young people involves situations and relationships where they, or a third person or persons, receive something which could be food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money, as a result of them performing sexual activities and/or others performing sexual activities on them. Children are often groomed for future sexual exploitation.

Children can be trafficked for sexual exploitation. Unaccompanied minors, disabled children, looked after children and those involved in gangs, or on the fringes of gangs, are at increased risk of sexual exploitation.  

Child sexual exploitation can occur through the use of technology without the child’s immediate recognition. For example, being persuaded to post sexual images on the internet/mobile phones, without immediate payment or gain.

In all cases, those exploiting the child/young person have power over them by virtue of their age, gender, intellect, physical strength and/or economic or other resources. Violence, coercion and intimidation are common. Involvement in exploitative relationships are in the main characterised by the child or young person’s limited availability of choice resulting from their social/economic and/or emotional vulnerability.

If you think a child is at risk of sexual exploitation or is being sexually exploited you must make an immediate referral to Multi-agency Safeguarding Hub, 0208 359 4066, mash@barnet.gov.uk


8. Missing Child Policy

Children’s safety is our highest priority, both on and off the premises. Every attempt is made, through carrying out the outings procedure and the exit/entrance procedure, to ensure that the security of children is maintained at all times. In the unlikely event of a child going missing, our missing child procedure is followed. There are a number of situations where a child could be lost and the procedure for these is as follows.

Child goes missing from the premises

  • As soon as it is noticed that a child is missing, the key person/staff member alerts the person in charge. The person in charge immediately enquires of relevant members of staff as to when the child was last seen and where.
  • Ensuring that the remaining children are secure and sufficiently supervised by at least two members of staff, the remaining staff should search the building, garden and immediate vicinity.
  • Doors and gates are checked to see if there has been a breach of security whereby a child could wander out.
  • Staff continues to search, opening up the area, and keeping in touch with each other.
  • The person in charge telephones the police and reports the child as missing and then calls the parent.
  • The register is checked to make sure that no other child has also gone astray.
  • The person in charge talks to staff to find out when and where the child was last seen and records this.
  • The person in charge contacts the Nursery Directors and reports the incident.
  • The Director s may come to the setting immediately to carry out an investigation (see below).

Child going missing on an outing

This describes what to do when staff has taken a small group on an outing, leaving the setting leader and or other staff back in the setting. If the setting leader has accompanied children on the outing, the procedures are adjusted accordingly. What to do when a child goes missing from a whole setting outing may be a little different, as parents usually attend and are responsible for their own child.

  • As soon as it is noticed that a child is missing, staff on the outing ask children to stand with their designated carer and carry out a headcount to ensure that no other child has gone astray.
  • Ensuring that the children are safe and sufficiently supervised, the remaining adults spread out in different directions and search the immediate area; they then open up the area as necessary.
  • The person in charge (the most senior staff member) telephones the police and reports the child as missing.
  • The nursery manager is contacted immediately (if not on the outing) and the incident is recorded.
  • The nursery manager contacts the child’s parents.
  • Staff takes remaining children back to the setting.
  • In an indoor venue, the staff contacts the venue’s security as soon as the child is found to be missing. The venue’s security will assist in the search and contact the police if the child is not found.
  • The setting leader contacts the chair of the Nursery Directors and reports the incident. The Directors may come to the setting immediately to carry out an investigation.
  • The nursery manager or member of staff may be advised by the police to stay at the venue until they arrive.

The investigation

  • Staff keeps calm and do not let the other children become anxious or worried.
  • The nursery manager with the Directors speaks to the parents.
  • The Directors carry out a full investigation, taking written statements from all the staff that was on the outing.
  • The key person/staff member writes an incident report detailing:
  • the date and time of the report
  • what staff/children were in the group and the name of the staff designated responsible for the missing child
  • when the child was last seen in the group
  • what has taken place in the group or outing since the child went missing
  • 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, include interviewing staff. Children’s social care may be involved if it seems likely that there is a child protection issue to address.
  • The incident is reported under RIDDOR arrangement; the local authority Health and Safety Officer may want to investigate and will decide if there is a case for prosecution.
  • In the event of disciplinary action needing to be taken, Ofsted is informed.

Managing people

Missing child incidents are very worrying for all concerned. Part of managing the incident is to try to keep everyone as calm as possible.

  • The staff will feel worried about the child, especially the key person or the designated carer responsible for the safety of the child for the outing. They may blame themselves and their feelings of anxiety and distress will rise as the length of time the child is missing increases.
  • Staff may be the understandable target of parental anger and they may be afraid. The nursery managers need to ensure that staff under investigation are not only fairly treated, but receive support while feeling vulnerable.
  • The parents will feel angry and fraught. They may want to blame staff and may single out one staff member over others; they may direct their anger at the setting manager. When dealing with a distraught and angry parent, there should always be two members of staff, one of whom is the setting manger; the other should be the Nursery Director.  No matter how understandable the parent’s anger may be, aggression or threats against staff are not tolerated, and the police should be called.
  • The other children are also sensitive to what is going on around them. They too may be worried. The remaining staff caring for them need to be focused on their needs and must not discuss the incident in front of them. They should answer children’s questions honestly, but also reassure them.
  • In accordance with the severity of the final outcome, staff may need counseling and support. If a child is not found, or is injured, or worse, this will be a very difficult time. The Directors will use their discretion to decide what action to take.
  • Staff must not discuss any missing child incident with the press without taking advice.