Please see our Policies and Procedures document below and contact us if you have any questions. Please use “Ctrl+F” or your finder tool to navigate to a specific policy or section.

POLICIES AND PROCEDURES

September 2025

Approved by:

Tara McAdam Manager

_____________________________________________

Olivia Pardoe (Registered Person & Committee Chair)

Table of Contents

Introduction

Safeguarding children

1. Safeguarding children and child protection

– Glossary of terms

– Key commitments

1.Culture of Safety

2. Recognising, Responding & Reporting

3. Training & Awareness

– DSL & DDSL

-Child attendance and absences

– Behaviour management

– Safely Handling Children

2. Managing allegations

3. Behaviour Management

4. Safely Handling Children with Complex and Challenging Needs in Early Years

5. Looked after children

6. Confidentiality and client access to records

7. Information sharing

8. Uncollected child

9. Missing child

10. Supervision of children on outings and visits

11. Maintaining children’s safety and security on premises

12. Making a complaint

13. Technology Policy (Including Mobile Phone & Cameras)

14. Lone working policy

15. Intimate care policy

16. Baby and Toddler Stay and Play

Employment and safer recruitment

17. Employment, safer recruitment and Code of Conduct

– Staff Sickness

18. Induction of staff, volunteers and managers

19. Student placements

20. Workplace emotional health and wellbeing

21. Whistleblowing

Health and safety

22. Risk assessments

23. First aid

24. Fire safety and emergency evacuation

25. Recording and reporting of accidents and incidents

26. Food hygiene

27. Basic kitchen opening and closing checks

28. Outdoor learning and risky play

Administration

29. Admissions

30. Fees and Funding

31. Payment

Child care practice

32. The role of the key person and settling-in

33. Parental involvement

34. Working in partnership with other agencies

Record keeping

35. Children’s records

36. Provider records

37. Transfer of records to school

38. Storage of information

Equality

39. Valuing diversity and promoting equality

40. Supporting children with special educational needs

Health and sickness

41. Achieving positive Social, Emotional and Mental Health

42. Equipment and resources

43. Administering medicines

44. Managing children with allergies, or who are sick or infectious

45. HIV/AIDS/Hepatitis procedure

46. Nits and head lice

47. Nappy changing and toileting

48. Nutrition, Healthy Eating and Safer Eating

49. Oral Hygiene

50. Menopause

Introduction

Policies and procedures help us to provide good quality provision. They do this by making clear to staff and parents what sort of setting we want to be and what has to be done to make this happen. The Statutory Framework of the Early Years Foundation Stage requires providers to have written policies and procedures and to ensure all staff are given copies at their induction (and read regularly) and that they are provided and explained to parents. There are five overarching general requirements, as follows.

Safeguarding and promoting children’s welfare

The provider must take necessary steps to safeguard, promoting the welfare of children and creating a culture of safety. The provider must promote the good health of the children, take necessary steps to prevent the spread of infection and take appropriate action when they are ill. Children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs.

Suitable people

Providers must ensure that adults looking after children, or having unsupervised access to them, are suitable to do so. Adults looking after children must have appropriate qualifications, training, skills and knowledge. Staffing arrangements must be organised to ensure safety and to meet the needs of the children.

Suitable premises, environment and equipment

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

Organisation

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

Documentation

Providers must maintain records, policies and procedures required for the safe and efficient management of the setting and to meet the needs of children.

All staff and parents should be involved in adopting, implementing and reviewing policies so that all the adults involved can influence the way the setting is run.

Adopting policies

Copies of the policies and procedures to be adopted should be made available to all parents and staff.
A meeting to discuss and adopt the policies and procedures should be held. This will enable everyone to discuss and agree each policy statement and procedure.

Implementing policies

All new parents and staff will be introduced to the setting’s policies and procedures and all updates are communicated.
It should be explained to all parents and staff that the policies are the rules required for running a setting registered with Ofsted and must be adhered to.

Reviewing policies

Each policy and procedure should be continually monitored by collecting evidence about the results of its implementation.
The evidence should be used to make any necessary changes to the policy or procedure and/or the way it is implemented.
All staff and parents should contribute to the evidence collected and share in decisions about any necessary changes.

Safeguarding children

Safeguarding children and child protection

Safeguarding Glossary of Terms

Safeguarding
Protecting children from maltreatment, preventing harm to their health or development, ensuring safe and effective care, and enabling them to grow up with secure and positive outcomes.

Child Protection
Part of safeguarding that focuses specifically on protecting individual children who are suffering, or are at risk of suffering, significant harm.

Abuse
A form of maltreatment where a child is harmed or placed at risk of harm. Abuse can take place in person, online, within a family, institutional, or community setting, and may be caused by adults or other children.

Physical abuse – deliberately causing physical harm, e.g. hitting, shaking, burning, poisoning, or fabricating illness.
Emotional abuse – persistent emotional maltreatment that damages a child’s emotional development, e.g. rejection, humiliation, inappropriate expectations, or limiting exploration and learning.
Sexual abuse – forcing or enticing a child to take part in sexual activities, including grooming, contact and non-contact behaviours, or exposure to sexual materials.
Neglect – persistent failure to meet a child’s basic physical or emotional needs, including food, shelter, supervision, medical care, or emotional warmth.

Vulnerability
A heightened risk of harm due to personal or family circumstances, such as disability, additional needs, poverty, family stress, or previous trauma.

Significant Harm
The threshold for statutory child protection intervention, where a child’s health or development is impaired, or is likely to be impaired, through ill-treatment or neglect.

Additional Safeguarding Terms

Designated Safeguarding Lead (DSL)
A senior member of staff with lead responsibility for safeguarding and child protection, including staff training, record keeping, and liaison with external agencies.

Early Help
Support provided to children and families at the first sign of need, to prevent concerns from escalating and to promote positive outcomes.

Duty of Care
The legal and moral responsibility of all staff to keep children safe, act in their best interests, and take appropriate action when concerns arise.

Allegation
A claim or concern that a member of staff, volunteer, or other adult has harmed, or may pose a risk of harm to, a child. Allegations must be reported and managed in line with safeguarding procedures.

Disclosure
When a child, young person, or adult shares information that they are, or have been, experiencing abuse, neglect, or harm.

Multi-Agency Working
Different organisations and professionals (e.g. social care, health, education, police) working together to safeguard children and promote their welfare.

Prevent Duty
The statutory duty on early years providers and schools to have due regard to preventing children from being drawn into terrorism or extremist ideologies.

Online Safety
Protecting children from harm online, including exposure to inappropriate content, grooming, exploitation, cyberbullying, radicalisation, or misuse of personal data.

Safer Recruitment
Processes designed to ensure that adults working with children are suitable, including DBS checks, references, identity and qualification checks, and continuous vigilance throughout employment.

Whistleblowing
The process of raising concerns about unsafe practices, misconduct, or the behaviour of colleagues that may put children at risk. Staff should feel able to report concerns without fear of reprisal, knowing they will be taken seriously.

Low-Level Concern
A behaviour by staff that does not meet the threshold of an allegation but is inconsistent with the setting’s code of conduct or safeguarding ethos. Recording and addressing these helps maintain a safe culture.

LADO (Local Authority Designated Officer)
The officer within the local authority responsible for overseeing the management of allegations against adults working with children, ensuring they are dealt with fairly, consistently, and promptly.

Contextual Safeguarding
An approach that recognises children may be harmed in contexts outside of the home, such as schools, peer groups, neighbourhoods, or online, and seeks to address risks in those environments.

Policy statement

At Abberley Preschool we work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life. Our safeguarding policy is based on three key commitments. Safeguarding is everyone’s responsibility (all staff, volunteers, trainees, students, committee members, parents and anyone involved with our children) and a child’s needs must come first.

Procedures

We carry out the following procedures to ensure we meet the three key commitments.

Key Commitment 1

At Preschool we are committed to creating and maintaining a culture of safety in which every child is protected from all forms of abuse and harm. This commitment is embedded across all areas of our practice and aligns with the statutory requirements of the EYFS and Ofsted safeguarding framework, as well as other relevant legislation.

We implement this by:

Clear Safeguarding Policies and Procedures – All staff understand their responsibilities in protecting children from harm, abuse, neglect, and exploitation. Policies are regularly reviewed to reflect current EYFS guidance and safeguarding procedures.
Designated Safeguarding Lead (DSL) – A trained DSL and deputies lead safeguarding practice, offering advice, support, and oversight to staff. DSL’S are Tara (manager) and Laura (deputy manager & SENCO), DDSL is Sarah (SENCO)
Staff Training and Awareness – All staff receive Universal Safeguarding training at induction, which is repeated every 2 years (as a minimum). All staff also read our Safeguarding Policy at induction, as well as the KCSIE document. This is then read again by staff annually (as a minimum), or as it is updated. Each term, staff read a safeguarding refresher then complete a quiz to check understanding. This is then discussed in further detail during staff meeting (termly as a minimum). Regular updates, discussions, supervisions, scenario questioning and reflection sessions then take place throughout the term ensuring that staff are supported to implement their learning. This is to ensure that staff are confident to recognise and respond to any concerns, including indicators of abuse or neglect. Staff are empowered to speak out and take action.
Safe Recruitment and Suitability Checks (see safer recruitment policy) – We follow safer recruitment processes to ensure all staff, volunteers, and visitors are suitable to work with children.
Child-Centred Approach – Children’s voices are listened to and respected. Staff are alert to any signs of harm and respond promptly following safeguarding procedures.
Monitoring Child Attendance and Absences – We maintain accurate attendance records and follow up immediately on unexplained absences. Any child who does not arrive as expected (by 10:30am) will be contacted via phone. If contact cannot be made or there is a pattern of frequent unexplained absences, this will trigger a safeguarding check with parents/carers and, if necessary, local safeguarding authorities. This ensures children are safe and supported at all times.
Open Culture and Whistleblowing ( see policy) – Staff are encouraged to raise concerns openly and safely, knowing that all reports are taken seriously and addressed appropriately.
Partnership with Families and Agencies – We work collaboratively with parents, carers, and safeguarding partners (such as social care and health professionals) to protect children from harm.
Safe Environment and Supervision – We provide a secure and well-supervised setting, with daily risk assessments and staff vigilant to children’s safety both indoors and outdoors.
Raising awareness and providing regular reminders, updates discussions and activities to children and parents/carers throughout the year with a schedule of safeguarding topics, including:
- Safety (we have an appointed Internet Safety Coordinator)
- Personal safety and boundaries – NSPCC PANTS rule
- Stranger Danger & Safe Adults
- Oral Hygiene
- Healthy and safe eating
- Sun safety
- Outdoor/risky play & Forest School safety
- Road safety
- Fire and emergency safety
- Water safety

This is implemented through stories, songs, discussions and activities during the preschool day with our children. Updates, reminders and links to signpost to further information are sent out regularly to parents and carers via Famly, weekly newsletter and via the preschool website.

By embedding these measures into everyday practice, we aim to ensure safeguarding is a shared responsibility and that all children are protected, including through proactive monitoring of attendance and absences.

Preventing Radicalisation

Here at Abberley Preschool, the committee and staff are committed to promoting the fundamental British values of:

Democracy
The rule of law
Individual liberty
Individual respect and tolerance of those with different faiths and beliefs.

Key commitment 2

Preschool is committed to recognising, responding and reporting promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies.

Recognising and responding to suspicions of abuse

We acknowledge that abuse of children can take different forms – physical, emotional, sexual, neglect and child on child abuse. All staff are vigilant and maintain an attitude that ‘it could happen here’. When children are suffering, this may be demonstrated through the things they say (direct or indirect disclosure) or through changes in their appearance, their behaviour, or their play.

We take into account factors affecting parental capacity, such as social exclusion, domestic violence, parent’s drug or alcohol abuse, mental or physical illness or parent’s learning disability.

We are aware of other factors that affect children’s vulnerability such as abuse of children with SEND, non-verbal children, fabricated or induced illness, child abuse linked to beliefs in spirit possession, sexual exploitation of children such as through internet abuse and Female Genital Mutilation that may affect or may have affected children and young people using our provision.

Where we believe a child in our care or known to us may be affected by any of these factors we follow the procedure for reporting child protection concerns.

Reporting suspicions of abuse and disclosures.

Where there are any concerns or disclosures made, the concerned member of staff will fill out a Safety and Welfare form for the child. This will be dated, and details of the concern will be written down. This form will then be passed onto the Designated Safeguarding Lead where the details will be discussed.

Depending on the suspicion/disclosure, there are different routes to take.

LEVEL 1 – Universal support.

This is where the family are coping with life and need no extra support at the moment. The child is at preschool.

LEVEL 2 – Targeted support to meet additional needs.

At this level, practitioners maybe noticing different behaviours, maybe some signs that the child/family need some extra support. Practitioners would use a Safety and welfare form to write down, as much as needed, concerns and conversations with the child. These would be monitored by the DSL and the member of staff working with the child. The parent would be shown all records and asked questions to help practitioners gather a clearer picture of the child’s life. Practitioners may use an Early Help Assessment to help support the family within the setting. Progress will be recorded. If the situation does not become resolved, then the child/family will move up to Level 3.

LEVEL 3 – Complex needs, family needs further help.

This is where the DSL would phone the Family Front Door to discuss issues and then fill out a Cause for Concern form on the professional portal. At level 3 the safeguarding practitioners would have gathered enough information for them to be able to make the referral. Practitioners will liaise with other services, such as the community social worker, and any other outside agencies that need to be involved as appropriate.

LEVEL 4 – Danger and needs immediate protection.

If we believe that the child is in immediate risk of danger, the Police will be called on 999 straight away. After this, the practitioners will call the Family Front Door to notify them. At this point parents will not be notified by the setting, the police and social care will take over. If the parents come to collect the child before the police and social services arrive, the parents will not be able to enter the setting.

Allegations against a member of staff

Here at Abberley Preschool we will take any safeguarding allegations very seriously, whether this comes from another member of staff, a parent or a child. He/she can feel secure in the knowledge that by speaking out any concerns, there will be no recriminations against them and they will remain anonymous.

If staff have any worries or concerns about another member of staff, the Whilstleblowing Policy should then be followed.

If a child/parent made any allegation against a member of staff, this should be referred to the manager. If the allegation or concern made is about the manager, this should be referred to the Committee Chair (Olivia – contact details on the staff notice board). The manager/ Committee Chair will then write down the details of the alleged incident. If the manager, and head of committee feels it necessary, then the member of staff will be suspended (on full pay) for the duration of the investigation. We will then refer this to the LADO to investigate.

We will also need to report the alleged incident to Ofsted and what measures we have taken.

Where the situation remains unresolved then the person raising the concern can contact the Ofsted Whistle Blowing Hotline (03001233155) for advice.

Disciplinary action

Where a member of staff or volunteer has been dismissed due to engaging in activities that caused concern for the safeguarding of children or vulnerable adults, we will notify the Independent Safeguarding Authority (ISA) of relevant information so that individuals who pose a threat to children (and vulnerable groups), can be identified and barred from working with these groups.

Key commitment 3

Preschool is committed to promoting awareness of child abuse issues throughout its training and learning programmes for adults.

Training

We seek out training opportunities for all adults involved in the setting to ensure that they are able to recognise the signs and signals of possible physical abuse, emotional abuse, sexual abuse and neglect and that they are aware of the local authority guidelines for making referrals. We ensure that all staff know the procedures for reporting and recording their concerns in the setting. All staff undertake regular safeguarding training (every 2 years) and stay up to date by reviewing ongoing updates to our Safeguarding Policy and the relevant guidelines and legislation. We also ensure that regular safeguarding updates, discussions and quizzes are undertaken by all staff each term.

Planning

The layout of the rooms allows for constant supervision. No child is left alone with staff or volunteers in a one-to-one situation without being visible to others. Where children need to spend time away from the rest of the group the door is left ajar.

Confidentiality

All suspicions and investigations are kept confidential and shared only with those who need to know. Any information is shared under the guidance of the Local Safeguarding Children Board.

Support to families

We believe in building trusting and supportive relationships with families, staff and volunteers in the group. We make clear to parents our role and responsibilities in relation to child protection, such as for the reporting of concerns, providing information, monitoring of the child, and liaising at all times with the local children’s social care team. We will continue to welcome the child and the family whilst investigations are being made in relation to any alleged abuse. At our setting the care and safety of the child is paramount we do all in our power to support and work with the child’s family.

Behaviour Management Policy

Purpose
This policy sets out how our preschool supports positive behaviour and manages behaviour concerns to ensure the safety, wellbeing, and development of all children and adults.

Key Principles

Every child has the right to feel safe, respected, and valued.
Positive relationships and consistent approaches help children learn appropriate behaviour.
Staff model respectful, calm, and positive interactions at all times.
Behaviour management strategies must always safeguard children and staff.

Procedures

Promoting Positive Behaviour

Preschool rules are discussed each day as part of circle time and children are reminded of these regularly throughout the day.
Routines are established and followed to help provide clear expectations for our children.
Staff use positive reinforcement to encourage desired behaviour.
Clear, age-appropriate boundaries are explained to children.
Physical punishment, humiliation, or shaming are never permitted.
Where behaviour poses a risk to others, staff intervene calmly and ensure all children and adults remain safe.
Circle time is used to regularly discuss emotions, kindness, regulation strategies, preschool rules and related topics to help improve the children’s understanding through discussions and the opportunity to ask questions.
Staff support children to manage their emotions by staying close, offering reassurance, and modelling calm behaviour.
The aim is for children to feel safe, understood, and able to develop positive coping strategies.

Managing Challenging Behaviour

– Behaviour concerns are addressed promptly and fairly

Staff work to understand the underlying cause of behaviour (e.g. tiredness, communication needs, frustration), drawing on training undertaken.
staff use an ABCC chart to help identify patterns, triggers, and maintaining factors of the behaviour, allowing for a better understanding of the individual’s needs and the development of effective support strategies.
Strategies include distraction, redirection, offering choices, and providing calm spaces when needed.
Children are supported to reflect on their behaviour in an age-appropriate way.
Staff encourage children to consider the feelings of others and find ways to make amends.
Opportunities are provided for children to rebuild and restore relationships after conflict.
Regulation zones are provided (either to use independently or together with a practitioner) to encourage improved emotional regulation.
- Techniques such as naming feelings, breathing exercises, and gentle guidance are encouraged to help children learn self-regulation over time.
Individual behaviour support plans are developed in partnership with parents/carers and other professionals where appropriate.

Preventing Bullying

Bullying of any kind (physical, verbal, relational, or online) is not tolerated.
Staff actively promote kindness, inclusion, and friendship.
Incidents of bullying are dealt with swiftly, recorded, and communicated with parents/carers.

Monitoring and Review

Behaviour management strategies are reviewed regularly to ensure they meet the needs of all children.
The policy will be reviewed annually, or sooner if required, in line with safeguarding and EYFS updates.

Staff will undertake additional up-to-date training to help each child under the individual circumstances regarding their behaviour.

Safely Handling Children with Complex and Challenging Needs in Early Years

This policy sets out how our preschool supports the safety, care, and learning of young children (ages 0–5) who may have complex and challenging needs. We aim to provide a nurturing, inclusive environment where every child can thrive.

This policy applies to all preschool staff, volunteers, and external professionals working with children in our early years setting.

Complex Needs: Children who may need extra help due to physical disabilities, medical conditions, sensory impairments, communication difficulties, or developmental delays. – Challenging Behaviour: Behaviour that is difficult to manage and may include hitting, biting, kicking, running away, or self-harming. Often, this behaviour is a way for young children to express feelings they cannot yet put into words.

Key Principles – Every child is unique: We treat all children with dignity, compassion, and respect. – Understanding behaviour: We view behaviour as a form of communication and aim to understand the cause.

Safe, calm environments: We create structured routines and predictable settings to help children feel safe. – Positive support: We focus on what children can do and encourage good choices through praise and guidance.

Responsibilities – Practitioners and key workers are responsible for providing daily care and early intervention strategies. – SENCO (Special Educational Needs Coordinator) helps develop personalised plans and coordinates with other professionals. – Manager or Designated Safeguarding Lead (DSL) ensures policies are followed and concerns are addressed quickly.

Supporting Children Safely

Individual Support Plans (ISPs): Created for children who need additional help. Plans include routines, triggers, calming strategies, and communication preferences. – Environment adaptations: Use of quiet areas, sensory tools, and visual aids to help reduce distress and overstimulation. – Positive handling only when necessary: Physical contact (e.g., guiding a child away from danger) is only used when a child is at immediate risk to themselves or others. All interventions must be gentle, appropriate for their age, and follow training. – Staff training: All staff are trained in early intervention, de-escalation, and behaviour support suitable for early years.

Working with Families – Parents/carers are key partners. We involve them in care plans, listen to their insights, and keep them informed of progress and incidents. – We respect families’ backgrounds, languages, and values.

Incident Reporting – All incidents involving challenging behaviour or physical support are recorded in an Incident Log and shared with parents. – Reports include: what happened, what support was given, and any follow-up actions. – Persistent or serious incidents are reviewed with the SENCO and management.

Safeguarding – All concerns about a child’s safety or well-being are reported immediately to the Designated Safeguarding Lead. – Safeguarding always comes first — this includes emotional, physical, and developmental safety.

Staff Training All staff receive ongoing training in: – Early childhood development – Supporting additional needs – Positive behaviour guidance – Safeguarding and child protection

This policy is reviewed annually or sooner if there are changes in legislation, guidance, or following a significant incident.

Looked after children

Policy statement

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

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

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

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

Procedures

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

The designated person and the key person liaise with agencies, professionals and practitioners involved with the child and his or her family and ensures appropriate information is gained and shared. The setting recognises the role of the local authority social care department as the child’s ‘corporate parent’ and the key agency in determining what takes place with the child. Nothing changes, especially with regard to the birth parent’s or foster carer’s role in relation to the setting without prior discussion and agreement with the child’s social worker. At the start of a placement there is a Professionals Meeting that will determine the objectives of the placement and draw up a care plan that incorporates the child’s learning needs. This plan is reviewed after two weeks, six weeks and three months. Thereafter at three to six monthly intervals.

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

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

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

Confidentiality and client access to records

Policy statement

At Abberley Preschool, staff and managers have a ‘confidential relationship’ with families. It is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality early years care and education in our setting. We aim to ensure that all parents and carers can share their information in the confidence that it will only be used to enhance the welfare of their children. There are record keeping systems in place that meet legal requirements; and means of storing and sharing that information take place within the framework of the Data Protection Act and the Human Rights Act.

As an Early Years Setting we are the Data Controller for the purposes of the Data Protection Act. We collect information from you regarding your child and may receive information about you from your child’s previous setting. This will only be used to support your child’s learning, monitor and report on your child’s progress and provide appropriate pastoral care for your child. We will not give out information about you to anyone outside the setting without your permission unless the law permits it. We are required by law to pass some of your information to the Local Authority (LA), and the Department for Children, Schools and Families (DCSF)

Confidentiality procedures

We inform parents/carers when we need to record confidential information beyond the general personal information we keep (see our record keeping procedures) – for example with regard to any injuries, concerns or changes in relation to the child or the family, any discussions with parents/carers on sensitive matters, any records we are obliged to keep regarding action taken in respect of child protection and any contact and correspondence with external agencies in relation to their child.

Parents have ready access to the files and records of their own children, but do not have access to information about any other child. They are able to look at information about their own child with their key person or the manager.

Any concerns about a child’s personal safety are kept in a secure, confidential file and are shared with as few people as possible on a ‘need to know’ basis.

Information about employment of staff, whether paid or unpaid remain confidential to the people directly involved in making personnel decisions

Students, staff and volunteers are made aware of the confidentiality policy in their induction training.

We keep all records securely (see our record keeping procedures).

Information sharing

Policy statement

At Abberley Preschool we recognise that parents/carers have a right to know that information they share will be regarded as confidential as well as be informed about the circumstances, and reasons, when we are obliged to share information.

We are obliged to share confidential information without authorisation from the person who provided it or to whom it relates if it is in the public interest. That is when:

it is to prevent a crime from being committed or intervene where one may have been, or to prevent harm to a child or adult; or
not sharing it could be worse than the outcome of having shared it.

The decision should never be made as an individual, but with the back-up of management committee officers. The three critical criteria are:

Where there is evidence that the child is suffering, or is at risk of suffering, significant harm.
Where there is reasonable cause to believe that a child may be suffering, or at risk of suffering, significant harm.
To prevent significant harm arising to children and young people or serious harm to adults, including the prevention, detection and prosecution of serious crime.

Uncollected child

Policy statement

In the event that a child is not collected by an authorised adult at the end of a session/day, Abberley Preschool puts into practice agreed procedures. These ensure the child is cared for safely by an experienced and qualified practitioner who is known to the child. We will ensure that the child receives a high standard of care in order to cause as little distress as possible.

We inform parents/carers of our procedures so that, if they are unavoidably delayed, they will be reassured that their children will be properly cared for.

Procedures

Parents/carers are asked to complete Enrolment forms before joining the setting. These include information such as work and home addresses, and (a minimum of 2) emergency contact details.

On occasions when parents/carers are aware that they will not be at home or in their usual place of work, they inform us in writing of how they can be contacted.

On occasions when parents or the persons normally authorised to collect the child are not able to collect the child, they provide us with the name, address and telephone number of the person who will be collecting their child. We agree with parents/carers how to verify the identity of the person who is to collect their child. This may be by use of a password system.

Parents/carers are informed that if they are not able to collect the child as planned, they must inform us so that we can begin to take back-up measures. We provide parents/carers with our contact telephone number.

After 4.30pm parents need to be made aware that the preschool will charge £1 per minute, until the child is collected by an authorised person. This is to cover the cost of the staff staying on.

We inform parents/carers that we apply our Child Protection Procedures in the event that their child(ren) is/are not collected from setting by an authorised adult at the end of the session/day and the staff can no longer supervise the child on our premises. The following Procedures are adhered to:

The child’s file is checked for any information about changes to the normal collection routines.
If no information is available, parents/carers are contacted at home or at work.
If this is unsuccessful, the adults who are authorised by the parents/carers to collect their child from the setting (and whose telephone numbers are recorded on the Registration Form) are contacted.
The child does not leave the premises with anyone other than those named on the Enrolment Form in their file.
If no-one collects the child and the premises are closing or staff are no longer available to care for the child we apply the Procedures set out in our Child Safety Policy.
The child stays at Preschool in the care of the Supervisor and one other member of staff until the child is safely collected either by the parents/carer or by a social care worker.

Social Care will aim to find the parent/carer or relative. If they are unable to do so, the child will become looked after by the local authority.
Under no circumstances do staff look for the parent/carer, nor do they take the child home with them.

A full written report of the incident is recorded in the child’s file.
Ofsted will be informed

If necessary the police will be informed

Missing child

Policy statement

Children’s safety is maintained as the highest priority at all times both on and off premises. Every attempt is made through carrying out the Outings Procedure and the Exit/Entrance Procedure to ensure the security of children is maintained at all times. In the unlikely event of a child going missing, our Missing Child Procedure is followed.

We take appropriate steps to ensure that the premises and surrounding area is secure. The attendance register is taken at the start of each session and the number of children attending is displayed. It is the responsibility of each member of staff to be aware of how many children are present and a quick head count should be taken at intervals during each session. Children who arrive late must be recorded in the register and those who leave early should be marked out accordingly.

Key persons of new children should take extra care to be aware of their whereabouts and ensure they know the boundaries of where they can and cannot go. Parents/carers will be advised of our security procedures and be given the opportunity to discuss any concerns, particularly if their child has an adventurous nature.

Gates and doors are kept closed where appropriate and secured.

Parents/carers must be made aware of the need for supervision of their children at all times especially whilst waiting for Preschool to open.

When the children play outdoors they are continually supervised and the ratio is the same both indoors and outdoors.

Procedures

Child going missing on the premises

As soon as it is noticed that a child is missing the key person/staff alerts Preschool’s supervisor and manager. The manager will carry out a thorough search of the building and outside areas. This will include all toilets, cupboards, kitchen, under tables, cushions, and anywhere else a child might hide. Doors and gates are checked to see if there has been a breach of security whereby a child could wander out. Outside areas will include sheds and the area outside the fence, including the carpark. The register is checked to make sure no other child has also gone astray. The supervisor talks to the staff and children (without alarming them) to find out when and where the child was last seen and records this. Whilst the search continues for the missing child a supervisory staff member will arrange for the other children to be looked after. They should be gathered together for a storytime/music session.

The manager will contact the parent/carer of the child, alarming them as little as possible. However, where the parent/carer does not answer their phone, the Police will be contacted by the manager who will report the child as missing. Other child contact numbers may then be used by the manager but such action will be taken on the advice of the Police. The Police have the resources to conduct a search and speed is important. Where the manager makes contact with the parents they should be advised to stay at home in case the child arrives there and be advised that we are contacting the emergency services. Parents should also be asked for information of anywhere else the child may head for eg. Grandparents, other relatives, local park etc.

Where a member of staff leaves the premise to look for the child locally, (where adult:child ratios permit), they should take a mobile phone to keep in touch with Preschool. If a member of staff arrives at the house without finding the child they should make contact with Preschool for further instructions.

Record of events

It is very important that a detailed record of the incident has been noted down. Staff will complete a ‘missing child form.’

Informing Other People

The chairperson is also contacted by the manager who reports the incident. The chairperson comes to the setting immediately to carry out an investigation. The chair person will then inform all of the relevant authorities.

Child going missing on an outing

During an organised visit/trip, children will be allocated to a member of staff, allowing for a maximum adult/child ratio of 1:4

Should a child go missing from an outing where parents are not attending and responsible for their child’s safety then Preschool will follow this outlined procedure:-

As soon as it is noticed that a child is missing, the supervisor 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. The children are all sat down with the correct staff ratio. One staff member searches the immediate vicinity but does not search beyond that.

The setting leader or manager is contacted immediately (if not on the outing) and the incident recorded.

The setting leader contacts the police and reports the child as missing. The setting leader contacts the parent/carer. The manager, or a member of staff may be advised by the police to stay at the venue until they arrive. Preschool will assist the Police with all their enquiries and will be directed by the Police as to the action that should be taken.

The procedure for a Child going missing on the premises will then be followed.

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.

Staff may be the understandable target of parental anger and they may be afraid. Management must ensure that staff under investigation are not only fairly treated but receive support while feeling vulnerable.

The parents may 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 leader. When dealing with a distraught and angry parent, there should always be two members of staff, one of whom is the manager and the other should be the chairperson of the management committee. No matter how understandable the parent’s anger may be, aggression or threats against staff are not tolerated, and the police should be called. All emotions and reactions must be dealt with in a caring and understanding way.

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 counselling and support. If a child is not found, or is injured, or worse, this will be a very difficult time. The chairperson will use their discretion to decide what action to take. Whilst the matter is under investigation the staff must not discuss any missing child incident with other parents or the media without taking advice and all enquiries should be addressed to the Practice Manager.

Supervision of children on outings and visits

Policy statement

Children benefit from being taken out of the setting to go on visits or trips to local parks or other suitable venues for activities which enhance their learning experiences. At Abberley Preschool, we ensure that there are procedures to keep children safe on outings; all staff and volunteers are aware of and follow the procedures below.

Procedures

Parents/carers sign a general consent on registration for their children to be taken out as a part of the daily activities of the setting. This general consent details the venues used for daily activities.

A risk assessment for each venue is carried out, which is reviewed regularly.

Parents/carers are always asked to sign specific consent forms before major outings. Parents/carers are actively encouraged to come on end of year trips. A risk assessment is carried out before an outing takes place. All venue risk assessments are made available for parents/carers to see.

Our adult to child ratio is 1:4 Where a parent/carer accompanies their own child on an external trip the parent/carer assumes responsibility for their own child.

Named children are assigned to individual staff to ensure each child is individually supervised, to ensure no child goes astray, and that there is no unauthorised access to children.

Outings are recorded stating:

The date and time of outing.
The venue and mode of transport.
Risk assessment completed.
Names of staff assigned to named children.
Time of return.

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

A list of children is also taken together with contact numbers of parents/carers. All children and adults will wear high visability vests.

A full register is taken of children and adults when boarding the coach, outward and return.

Regular headcounts are taken by the supervisor and all staff at frequent periods throughout the trip which will include when we leave a building or location.

Liability insurance is checked.

Records are kept of the vehicles used to transport children, with named drivers and appropriate insurance cover. Where it is necessary for Preschool to hire a coach, it will be fitted with seat belts for both in and outward journeys.

A minimum of two staff should accompany children on outings and a minimum of two should remain behind with the rest of the children.

Should a child go missing whilst away from Preschool then the Procedures relating to Preschool’s Lost Child Policy will be followed.

Maintaining children’s safety and security on premises

Policy statement

At Abberley Preschool we maintain the highest possible security of our premises to ensure that each child is safely cared for during their time with us.

Procedures

Children’s personal safety

We ensure all employed staff have been checked for criminal records by an enhanced disclosure from the Criminal Records Bureau and that they are on the DBS update system. The DBS’s are checked online every half term.

All children are supervised by adults at all times. Whenever children are on the premises at least two adults are present.

Risk assessments are carried out to ensure children are not made vulnerable within any part of our premises, nor by any activity.

Parents/carers of prospective newcomers may be freely admitted to the sessions but details ie names and times will be recorded.

All other visitors must sign in, in the signing in book. Proof of identity must be provided before admittance. The manager or supervisor has the right to refuse access to anyone they consider unacceptable or suspicious.

No visitors are ever left unaccompanied with the children.

Security.

The personal possessions of staff and volunteers are securely stored during sessions.

The current method of entry/exit from the Village Hall when the Pre School session is in operation is through the side entrance on the right-hand side for drop off and collection is through the main doors. The following Procedures must be understood and implemented by all staff and parents in order to ensure the safety of the children and adults.

The door must be kept locked at all times when the Preschool is operating, with the key removed from the lock but still being easily accessible to adults. This will ensure that children cannot leave the building and also unauthorised visitors cannot gain entry to the building.

The only exception to this rule will be at drop-off and collection times. In these circumstances, the door must be manned by a member of staff. This will usually be by the Manager when she/he is in attendance at the setting. Where the Manager is not available, it is the responsibility of the Supervisor in charge of the session to ensure that the door is adequately manned. A member of staff must be in attendance until the last parent leaves the building whereupon the door will be locked by this staff member. Parents are not permitted to unlock the door.

On entering the building, staff members sign the children in via Famly. If the usual parent is not collecting, details of who will be collecting their child must be given to the person manning the door. If this person is unfamiliar to staff, a personal password will be given to the parent and a note made in the register with the child’s name and the password. On collecting the child, this person will be asked the password by the member of staff handing over. The member of staff who is handing over must check with members of staff and see if any passwords are needed. If in doubt of the identity of the person collecting the child, the member of staff will not let the child leave until parents have been contacted to confirm their identity.

The member of staff manning the door will mark children and staff in the register. The register is taken formally with the children by the supervisor at 9.30 and at 12.00., and numbers of children and staff for each session entered at the bottom of the register. Children arriving after 9.15, or leaving mid-session, must be signed in or out by the parent, and the member of staff admitting them or handing them over must note the time with the word ‘in’ or ‘out’ in the register.

Where it is necessary for a member of staff to temporarily leave the building eg. to deposit soiled nappies in the bin, another member of staff must be notified of this, and it is then his/her responsibility to ensure that the door is manned or locked, depending upon the situation. Under no circumstances must a staff member leave the building with the door being left unlocked without advising another member of staff of their intended actions. Once the original staff member returns to the building the door will be re-locked and the key put in an accessible place out of the lock.

If a member of staff needs to leave the building for a longer time (e.g. to make a private phone call), they must ask the supervisor (to ensure ratios are covered and children are adequately supervised). It is their responsibility to make sure the door is locked after them.

Lock down policy

Policy statement

The children and staff safety at Abberley Preschool will always be top priority. In the event of a threat, may it be an unwelcome visitor or the unlikely event of a terrorist attack, we have a lock down procedure to ensure the safety of everyone in preschool.

Procedure

In the event of a threat to our preschool the staff will do the following:

The supervisor will calmly gather all the children, notifying the staff of the risk, and the children will be counted.
The manager will ensure that all doors and windows are locked and curtains are closed. Making sure she has picked up the register and emergency contact list.
The supervisor will lead all the children, with the staffs help, to our designated safe place (currently little room off the stage) When safe, the staff will do circle time to keep the children calm.
The manager will call the Police. The manager will then follow the instructions set by the Police.

Making a complaint

Policy statement

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

Procedures

All settings are required to keep a ‘summary log’ of all complaints that reach stage two or beyond. This is to be made available to parents/carers as well as to Ofsted inspectors.

Making a complaint

Stage 1

Any parent/carer who has a concern about any aspect of the Preschool talks over, first of all, his/her concerns with the manager and member of staff concerned.
Most complaints should be resolved amicably and informally at this stage.

Stage 2

If this does not have a satisfactory outcome, or if the problem recurs, the parent/carer moves to this stage of the procedure by contacting the manager and chairperson of the committee. In the first instance we anticipate this should be verbally . This complaint should then be followed up in writing to the chair of the management committee.
We store written complaints from parents/carers in the child’s personal file. However, if the complaint involves a detailed investigation, the manager may wish to store all information relating to the investigation in a separate file designated for this complaint.
When the investigation into the complaint is completed, the manager or chairperson, as appropriate, meets with the parent/carer to discuss the outcome.
Parents/carers must be informed of the outcome of the investigation within 28 days of making the complaint.
When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record.

Stage 3

If the parent/carer is not satisfied with the outcome of the investigation, he or she requests a meeting with the manager and the chair of the management committee. The parent/carer should have a friend or partner present if required and the manager should have the support of the chairperson of the management committee.
An agreed written record of the discussion is made as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it.
This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record.

Stage 4

If at the stage three meeting the parent/carer and Preschool cannot reach agreement, an external mediator is invited to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice. A mediator has no legal powers but can help to define the problem, review the action so far and suggest further ways in which it might be resolved.
The mediator keeps all discussions confidential. He/she can hold separate meetings with the setting personnel (manager and chair of the management committee) and the parent/carer, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice he/she gives.

Stage 5

When the mediator has concluded his/her investigations, a final meeting between the parent/carer, the manager and the chair of the management committee is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator’s advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached.
A record of this meeting, including the decision on the action to be taken, is made. Everyone present at the meeting signs the record and receives a copy of it. This signed record signifies that the procedure has concluded.

It is hoped that the involvement of the mediator will bring about the final stage of the complaints procedure.

However there may be circumstances when it is necessary to involve the registering body ie Ofsted. This would be the case if a child appeared to be at risk.

Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the setting’s registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Welfare Requirements of the Early Years Foundation Stage are adhered to.
The number to call Ofsted with regard to a complaint is:

Ofsted Complaints Helpline 0300 123 1231

Abberley Preschool Ofsted URN is 205264. These details are displayed on the Preschool Notice Board contained in the foyer.
If a child appears to be at risk, we follow the procedures of the Local Safeguarding Children Board in our local authority.
In these cases, both the parent/carer and setting are informed and the manager works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint, followed by appropriate action.

Should a complaint be made against a child within the Preschool then it is the responsibility of the manager to discuss this in confidence with the child’s parent/carer. It is hoped that most problems can be dealt with in an informal and friendly manner and if appropriate an action plan agreed between the parent/carer and staff to resolve the matter.

If a complaint is made against a parent/carer the manager should contact the chair of the Committee and discuss the complaint in confidence with them. The chairperson then decides whether to take the complaint to the full committee, to decide if it is necessary to write to the parent/carer concerned.

Records

A record of complaints against our setting and/or the child(ren) and/or the adult(s) working in our setting and/or the parent/carer is kept. This will include the date the complaint was received, the circumstances of the complaint and how the complaint was managed.
The outcome of all complaints is recorded in the Summary Complaints Record which is available for parents and Ofsted inspectors on request.

Technology Policy (Including Mobile Phone & Cameras)

At Abberley Preschool we recognise that technology is an important and integral part of everyday life and is something that all children grow up with. However, it is essential that children are protected from misuse of such technology and this Policy sets out how this will be achieved whilst your child is at Preschool. Parents and carers should feel confident that their child will be protected from such misuse at all times.

Preschool understands the necessity for staff to have their own mobile phones whilst they are at work, so they can be contacted at all times in the event of an emergency. However, staff must be aware that personal phones must only be used to receive emergency telephone calls. They must not be carried by a member of staff on their person during a Preschool session and must be stored on the kitchen counter on the stand so that it is in sight of the manager at all times. If staff do need to make phone calls on their own phones the length of the calls should be kept to a minimum and only in the event of an emergency situation.

Adults must NEVER use their own mobile phones to take photographs of children whilst they are at Preschool. If this was to happen the staff member concerned will be subject to disciplinary action which may result in dismissal.

Photographs at Preschool help us to provide evidence of your child’s learning and development whilst they are here with us at Abberley Preschool. We recognise the importance of these and also to act as a reminder for you of your child’s time with us. Photographs used for this purpose will only be taken on the tablets and ipad belonging to Preschool. These may be loaded on to the laptop at Preschool. The laptop and ipad are password protected for security purposes.

When using Famly on the tablets, this is password protected so it can be only accessed by staff members at Preschool. The manager has control of the password, and is able to allow parents to view and input into the learning journey of their child only via a password individual to the parent.

When the tablets are used to photograph Forest School activities, or trips away from Preschool this is the responsibility of the Supervisor who will ensure that it is safely stored.

We would also request that parents, carers or visitors to Preschool do not use their own mobile phones on the premises and do not take photographs of children whilst they are at Preschool.

Parents have to give permission for photographs to be taken of their children and used for publicity purposes, and this will be included on the child’s Enrolment Form.

Parents will give consent for their child’s photographs to be used on Facebook or Instagram. Where permission is not granted, the child will not appear anywhere on social media.

Tablets, Ipads and the laptop are never taken home by any member of staff and are always locked away at the end of the day.

Where Preschool, staff and volunteers use the internet to visit social networking sites such as Facebook and Twitter they need to be mindful of the need for continuing confidentiality and professionalism regarding Preschool. At all times the staff (and any volunteers helping Preschool) must remain professional when using Social Networking Sites and must not engage in behaviour that may be considered as inappropriate for anyone who is involved in a role that involves being responsible for children even if this is outside of Preschool Hours. The decision of what is appropriate/inappropriate will remain with the Committee of Abberley Preschool. Staff should remember that even when not working, they act as ambassadors for Preschool and their actions and online presence may have a reflection on the setting. Everybody needs to understand that any comments made on such sites may impact on the way that current and potential parents/carers view the setting and staff.

Staff must be mindful about using social network sites responsibly. Where any parent(s) or staff wish to discuss any issues regarding Preschool this should be done in the setting and not on any social networking sites. Under no circumstances should confidential information be disclosed. Any member of staff found breaching Preschool’s Confidentiality Policy will be subject to disciplinary procedures which may result in dismissal.

Should staff have smart watches – they must not be able to take a photo without the phone. If the watch is able to take a photo without the phone, they must not be worn.

Lone working Policy

Staff rarely work alone with children in order to safeguard both children and staff members. Should staff need to work alone – we ask that staff members carry a walkie talkie in order to communicate with other staff members.

Toileting and Intimate Care

At Abberley Preschool, when a child is either having their nappy changed, or toileting – our ethos remains the same. We endeavour to help each child to maintain their dignity. We maximise a child’s safety and comfort. We protect each child against intrusion and abuse. We respect the child’s right to give or withdraw their consent. We encourage and support the child to care for themselves as much as they can.

A member of staff will use a changing mat near to the disabled toilet to change the child where it is warm and where we can protect the child’s privacy whilst allowing appropriate adult supervision to protect dignity and safety simultaneously.

Baby and Toddler – Stay and Play Sessions

Policy Statement

At Abberley Preschool, we feel that having a parent and toddler group is extremely important for the community, new mums/dads and helping children to settle into the setting gradually. Abberley is a rural location, and by offering stay and play sessions within our preschool time, it gives the setting the opportunity to offer space and resources to new parents who may be feeling isolated and to give parents the opportunity to meet other parents in the local area. Children can also socialise with other children of a similar age which is incredibly important to encourage their personal, social and emotional development. Our members of staff are always around to speak to parents regarding weaning, potty training or anything else they may be having concerns about.

Stay and play sessions also benefit the children massively regarding meeting new children and learning a sense of community. By having other grownups in the setting and different ages of children, it gives our children a safe environment to interact with the wider community.

Safeguarding is at the forefront of our minds when holding these sessions.

Procedure
– Stay and play sessions will run every Monday (9am – 10.30am) and Friday (9am – 10am) (term time only)

Parents/grandparents will be asked to sign in using the signing in book and pay £2 (per family) on entry.
Parents/grandparents and children will be asked to wait at the glass front doors until our preschool children are registered.

Parents/grandparents will be allowed to enter the building at 9am. They will go straight to the committee room where they will leave their bags, belongings, and register themselves on the premises. Mobile phones to left on the kitchen hatch. Parents will sign to agree to the stay and play guidelines.
Staff are only responsible for the children in their care and registered to attend that day.
Families are to bring their own snacks in line with our healthy eating policy.
Stay and play families are only allowed to use the disabled toilets and not enter the children’s toilets and must tell a member of staff who will be present.
Stay and play parents will be provided a nappy changing area in the committee room to ensure our children’s privacy.
There is no photography allowed during the session. Mobile phones should be kept on the kitchen hatch. Smart watches are in line with our policy.
No hot drinks are allowed in the main hall.
Only staff members are allowed to lock and unlock the door to let parents/grandparents into the setting.

Employment and Safer Recruitment

Employment and staffing

(Including vetting, contingency plans, training and development)

Policy statement

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

Procedures

Ratios

A minimum of two staff/adults are on duty at any one time.

We use the following ratios of adult to children:

children aged two years of age: 1 adult : 5 children; and
children aged three to five years of age: 1 adult : 8 children.

Vetting and staff selection

We work towards offering equality of opportunity by using non-discriminatory procedures for staff recruitment and selection. All staff have job descriptions which set out their staff roles and responsibilities. We welcome applications from all sections of the community. Applicants will be considered on the basis of their suitability for the post, regardless of marital status, age, gender, culture, religious belief, ethnic origin or sexual orientation. Applicants will not be placed at a disadvantage by our imposing conditions or requirements that are not justifiable.

We follow Ofsted guidance on obtaining previous employer/ character references and enhanced criminal record checks through the Disclosure and Barring service. We also ensure all staff complete Paediatric First Aid training prior to commencing employment at the setting. We ensure all checks are completed prior to any staff and volunteers starting at the setting. We keep all records relating to employment of staff and volunteers, in particular those demonstrating that checks have been completed, including the date and number of the enhanced DBS check. All staff members are on the DBS update service – each member of staff have their DBS checked through the update service every term.

Changes to staff

We inform Ofsted of any changes in the manager and person responsible for our setting.

Training and staff development

All staff members hold a Level 3 qualification in childcare or an equivalent or higher qualification, apart from our Early Years Apprentice who is currently working towards her Level 2 qualification. We provide regular in-service training to all staff – whether paid staff or volunteers – through Babcock, Worcestershire County Council and other appropriate external agencies. Our budget allocates resources to training.

We provide staff induction training in the first week of employment. This includes reading all policies and procedures. Universal Safeguarding training is undertaken as part of the induction process – this is then repeated every 2 years. Regular reading, discussions, quizzes and refreshers around safeguarding are undertaken every term. We support the work of our staff by holding regular supervision meetings and appraisals. We carry out regular peer to peer observations within sessions. This is to help with the staffs on going personal development. We are committed to recruiting, appointing and employing staff in accordance with all relevant legislation and best practice.

Code of conduct.

Anyone employed, volunteering or has association with Abberley Preschool, should conduct themselves in a professional manner. This code of conduct not only safeguards you, but also the children that you are in contact with. Our code of conduct explains our expectations, what we expect from staff, volunteers, and students.

Dress code:

Staff: All staff are expected to come into Preschool dress appropriately. All staff are given sufficient logo tshirts (black) and hoodies to last them for their working week. These are given to staff free of charge. Alongside the logo tshirt and hoodie, we ask that all staff wear black jeans/trousers and in the summer black shorts (if staff would like to wear shorts.). Staff can wear trainers/shoes/boots. All footwear needs to be flat and suitable to work in an environment where staff are very active. If you wear open toe shoes/flip flops, this is at your own risk. All uniform needs to be clean and tidy.

Volunteers: If you are volunteering at preschool for a short amount of time you will need to ensure you come dress appropriately. You will need to wear a black top that doesn’t expose your chest area and long enough to full cover your midriff. Black trousers/jean and footwear that is flat and suitable to work in an active environment. All clothing needs to look professional. If you become a long-term volunteer, then you will receive uniform from the manager.

Students: If you are a student from college, then you will be expected to wear your college uniform that they provide (normally a polo/tshirt with their logo on). Black trousers need to be worn and flat suitable shoes for active work. If you are from a school/college/university that doesn’t provide a uniform for work placement, then please see ‘volunteers’ for your dress code.

Hair: Abberley Preschool understands that staff are individuals. Long hair needs to tied up if you are preparing food for the children/ cooking in the kitchen.

Nails: Individual preference. We don’t mind nail varnish/ nail extensions/ colour. Please remember that you are working with children so we do ask that nails are not too long that they could hurt/scratch a child. When preparing food, gloves need to be worn.

Tattoos: Individual preference. If staff have tattoos that are on show, they cannot be offensive/rude/anything that is inappropriate for children to look at. If you have inappropriate tattoos, you will be asked to cover them up.

Piercings: Please remember that you are working with young children. It would not be appropriate to wear large hoop rings as they could easily get pulled out. Studs are preferred.

Jewellery: Jewellery needs to be kept minimal. Necklaces/ bracelets etc can be worn, but please remember that it can get easily pulled and broken. If jewellery gets broken,

then preschool are not liable for this.

Expectations of the workplace:

We expect anyone that comes into contact with the children in Abberley Preschool, to be professional and behave appropriately. Any behaviours that are deemed unacceptable by management, will be spoken about and verbal/written warnings will be issued. If the staff/volunteer/student carries on after the warnings, then they will be asked to leave with immediate effect.

Behaviours: We expect staff/volunteers/students to act as role models to our young children who we care for. All adults need to be considerate to each other and the children. This may be through using good manners, not using raised voices, checking that everyone is happy and to help tidy up and make sure that all our equipment is clean and well looked after.

Staff need to ensure that they engage with the children during the session. Staff should not be spending excessive time away from the children during the working day. The staff need to be sat at the children’s level, listening, teaching, and playing. Staff can have a drink of tea, and a snack, but should make sure that this isn’t taking a long time out from interacting with the children.

Language: Staff need to always use appropriate language in the setting. This includes no swearing or bad language. Swearing and bad language will result in a warning, and dismissal if seen fit by management.

Staff conversations need to be always appropriate. This means that conversations need to be focussed on work and for the good of the setting and children. Staff chats need to be kept to a minimum if not focussed on the learning and/or development of the children and/or setting.

There should be no raised voices within the setting. Staff do not shout at the children or at any other staff members. If you feel you need to shout due to an emergency that is happening, then after the event, management will speak to you about the incident.

Positive language needs to be constantly used. Staff need to ensure that they are always using positive praise when speaking to the children. We do not intentionally upset anybody with the words we use. If this does happen, then a member of management will become involved to resolve any issues.

Taking time off: Taking time off during term time is down to the discretion of management. You will need to ask management if you can have time off. If this is agreed, then you will need to find appropriate cover for your shift. If you cannot find the appropriate cover then you will not be able to have the time off.

Punctuality: All staff are expected to arrive to their shift 5 minutes early. This is so you can put your personal belongings away, mobile phone on the kitchen side, so that you are punctual and, in the room, ready for the start of your shift.

Attitudes to work & wellbeing: We expect all staff to approach their work with professionalism, positivity, and a commitment to doing their best for the children, families, and team. We value a supportive and respectful environment where everyone works together towards shared goals.

We also recognise the importance of staff wellbeing and mental health. If you are experiencing challenges or have any concerns, please know that we are always available to listen and provide support. We have appointed a Mental Health Awareness Lead (Laura ) who works to support mental health and wellbeing among staff throughout the year, completing regular check-ins, questionnaires, discussions and a schedule of different wellbeing focused activities. She is always on hand to listen if staff have any concerns or would like to discuss anything relating to mental health and wellbeing.

Training: All staff are expected to complete regular training to maintain and develop their knowledge and skills. Attendance at staff meetings is also required, as these are an important part of communication and teamwork. Staff meetings are paid and form a key part of your role.

Confidentiality: All staff must respect and maintain confidentiality at all times. Information about children, families, or colleagues must not be discussed outside of the setting unless there is a professional need. Please seek advice from a member of management if needed. Any breach of confidentiality will be treated seriously and may result in disciplinary action.

In line with our safeguarding responsibilities, there are circumstances where information must be shared appropriately to protect a child’s welfare. Where safeguarding concerns are identified, we commit to sharing information appropriately and actively seeking expert advice. In these cases, staff should always seek guidance and support from the Designated Safeguarding Lead (DSL) or Deputy Designated Safeguarding Lead (DDSL) before taking any action.

Social Media: Due to us being in a small community, it is understood that staff may already be friends with parents on social media. We ask that staff don’t go out of their way to ‘be friend’ parents on social media. When posting on social media, we expect that staff do not post anything about Preschool on their feeds. They do not discuss Preschool on their social feeds, and they remember our confidentiality policy in regard to the children we look after.

Managing staff absences and contingency plans for emergencies

At Preschool our staff take their holiday breaks when the setting is closed. Where staff may need to take time off for any reason other than sick leave or training, this is agreed with the manager with sufficient notice in order to arrange for staff cover so that ratios are not compromised.

Where staff are unwell and take sick leave in accordance with their contract of employment, we organise cover to ensure ratios are maintained. Sick leave is monitored and action is taken where necessary in accordance with the contract of employment.

Sickness Absence Policy

1. Purpose

This policy sets out the procedure for managing sickness absence, ensuring that employees are treated fairly and consistently, while supporting health, wellbeing, and a safe return to work.

2. Reporting Sickness

Employees must notify their line manager via call or text as soon as possible on the first day of absence, stating the nature of the illness and expected duration. If you are not going to be in for your next shift due to the same illness, then management need to know by midday the day before.
For absences longer than 7 calendar days, a statement of fitness for work must be provided.

3. Short-Term / Frequent Sickness

Frequent short-term absences will be monitored through absence records.
Where absence patterns cause concern, managers may meet with the employee to explore underlying issues, offer support, and agree on steps to improve attendance.

4. Long-Term Sickness

An absence lasting longer than four weeks will normally be considered long-term.
During long-term sickness, managers will keep in touch regularly (normally every 2–4 weeks) to provide updates, offer support, and discuss the employee’s recovery and potential return to work.

5. Keeping in Touch

Employees are expected to remain in contact with their manager during sickness absence.
Frequency and method of communication should be agreed, taking account of the employee’s health and circumstances.
Inappropriate or unnecessary contact should be avoided to prevent undue stress.

6. Return-to-Work Interviews

A return-to-work interview will be held after every period of sickness absence, regardless of duration.
This meeting provides an opportunity to:
- Confirm the reason for absence and that the employee is fit to return.
- Update the employee on any workplace changes.
- Identify any ongoing health concerns.
- Consider whether any support or reasonable adjustments are required.

7. Reasonable Adjustments

The organisation will make reasonable adjustments to support employees with health conditions or disabilities, in line with legal obligations. Adjustments may include:
- Changes to duties or working hours.
- Provision of equipment or workplace modifications.
- Temporary or permanent redeployment.
Adjustments will be agreed in consultation with the employee and, where appropriate, with input from Occupational Health.

8. Capability Procedures

Where absence levels remain high or an employee is unable to return to work despite reasonable adjustments, the matter may be managed under the organisation’s capability procedure.

Early Years Capability Procedure (Linked to Code of Conduct)

1. Purpose To support and manage staff whose performance or conduct falls below acceptable standards, ensuring the welfare of children and upholding the Early Years Code of Conduct.

2. Key Principles

. Supportive Approach – The procedure is intended to help staff improve their performance, not to punish. Support, guidance, and training will be offered wherever possible.

. Clear Expectations – Staff will be made aware of the standards required for their role, with specific areas for improvement clearly identified and discussed.

. Fairness and Consistency – All staff will be treated fairly and consistently, in line with the preschool’s policies and procedures.

. Time to Improve – Reasonable timeframes will be given to enable staff to demonstrate progress, with regular reviews and feedback provided.

. Right to Representation – Staff have the right to be accompanied at formal meetings, in line with employment law.

. Safeguarding and Standards – Where performance concerns impact the safety or wellbeing of children, action may need to be taken more urgently.

. Possible Outcomes – If sufficient improvement is not made despite support, the procedure may progress to formal stages, which could include warnings or, ultimately, dismissal.

3. Triggers for Capability Procedure

Capability procedures may be initiated where there are ongoing concerns about a staff member’s ability to carry out their role effectively. Triggers may include (but are not limited to):

Failure to meet role expectations – consistently not meeting the standards required for the post, despite support and guidance.
Poor quality of work – such as incomplete tasks, repeated mistakes, or failure to follow agreed policies and procedures.
Inability to work independently or as part of a team – including difficulties in following reasonable instructions.
Lack of engagement in professional development – failure to complete required training or to implement learning into practice.
Attendance or punctuality concerns – persistent lateness or absence impacting performance.
Failure to maintain safeguarding standards – including not following safeguarding or health and safety procedures appropriately.

The capability process is designed to support improvement wherever possible, with the aim of helping staff reach and maintain the standards expected.

4. Informal Stage – Early Intervention

Line manager identifies concerns through observations, complaints, or reports.
Initial meeting is held to discuss concerns and offer support.
Support plan created: clear objectives, support mechanisms (e.g., mentoring, training), and review period (typically 4–6 weeks).
Monitoring and feedback are continuous.

5. Formal Capability Procedure

Stage 1: Formal Review Meeting

Invite the staff member with at least 5 working days’ notice.
Discuss performance concerns, evidence, and previous support provided.
Staff member may bring a representative (e.g., trade union, colleague).
Agree on a formal improvement plan with objectives, timelines, and additional support.
Set a review date (typically 4–8 weeks later).

Stage 2: Second Formal Review

Assess progress against the improvement plan.
If sufficient improvement is made, return to normal supervision.
If limited or no improvement, consider:
- Extending the plan
- Re-deployment (if appropriate)
- Escalating to the final stage

Stage 3: Final Capability Hearing

Conducted by senior leadership.
Review all documentation and support provided.
Decision may include:
- Further support period
- Reassignment to a different role
- Termination of employment (in line with employment law)

6. Right to Appeal Staff have the right to appeal decisions made at formal stages. Appeals must be submitted in writing within a specified period (e.g., 5 working days).

7. Link to Early Years Code of Conduct The capability process will always consider whether:

Conduct aligns with safeguarding expectations
The staff member demonstrates integrity, respect, and professionalism
Actions are in the best interest of children’s development and safety

8. Record Keeping

All meetings, plans, and outcomes must be documented.
Records must be kept confidential and in line with GDPR.

Induction of staff, volunteers and managers

Policy statement

At Abberley Preschool we provide an induction for all staff, volunteers and managers in order to fully brief them about the setting, the families we serve, our policies and procedures, curriculum and daily practice.

Procedures

We have a written induction plan for all new staff, which includes the following:

Introductions to all staff and volunteers, including management committee members.
Familiarising with the building, health and safety and fire procedures.
Ensuring our policies and procedures have been read and are carried out.
Introduction to parents/carers, especially those with allocated key children, where appropriate.
Familiarising them with confidential information where applicable in relation to any key children.
Details of the tasks and daily routines to be completed.

The induction period lasts two weeks. The manager inducts new staff and volunteers. The chairperson or senior manager inducts new managers. During the induction period, the individual must demonstrate understanding of and compliance with policies, procedures, tasks and routines. Successful completion of the induction forms part of the probationary period.

Awareness raising

Our induction training for staff and volunteers includes a clear explanation of health and safety issues so that all adults are able to adhere to our policy and procedures as they understand their shared responsibility for health and safety. The induction training covers matters of employee well-being, including safe lifting and the storage of potentially dangerous substances.

Records are kept of these induction training sessions and new staff and volunteers are asked to sign the records to confirm that they have taken part.

Health and safety issues are explained to the parents/carers of new children so that they understand the part played by these issues in the daily life of the setting.

As necessary, health and safety training is included in the annual training plans of staff, and health and safety is discussed regularly at staff meetings. We operate a no smoking policy.

Children are made aware of health and safety issues through discussions, planned activities and routines.

Student placements

Policy statement

At Abberley Preschool we recognise that qualifications and training make an important contribution to the quality of the care and education provided by early years settings. As part of our commitment to quality, we offer placements to students undertaking early years qualifications and training. We also offer placements for school pupils on work experience.

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

Procedures

We require students on qualification courses to meet the ‘suitable person’ requirements of Ofsted and have DBS checks carried out. Schools placing students under the age of 17 years with the setting must vouch for their good character. We supervise students under the age of 17 years at all times and do not allow them to have unsupervised access to children. Students undertaking qualification courses who are placed in our setting on a short term basis are not counted in our staffing ratios. Trainee staff employed by the setting may be included in the ratios if they are deemed competent. We take out employers’ liability insurance and public liability insurance, which covers both trainees and voluntary helpers. We require students to keep to our confidentiality policy. We co-operate with students’ tutors in order to help students to fulfil the requirements of their course of study.

We provide students, at the first session of their placement, with a short induction on how our Preschool is managed, how our sessions are organised and our policies and procedures. We communicate a positive message to students about the value of qualifications and training.

We make the needs of the children paramount by not admitting students in numbers that hinder the essential work of the setting. We ensure that trainees and students placed with us are engaged in bona fide early years training, which provides the necessary background and understanding of children’s development and activities.

Workplace Emotional Health and Wellbeing Policy

Intent

Abberley Preschool is committed to ensuring the health, safety and welfare of all employees. We are committed to promoting positive emotional health and wellbeing, ensuring that colleagues are provided with a professional and supportive environment, using a multifaceted approach.

This policy sets out Abberley Preschool’s commitment and practices with regards to emotional health and wellbeing. This policy takes into account the requirements of the Health and Safety at Work Act 1974, Management of Health and Safety at Work Regulations 1999, the Equality Act 2010 and the Health and Safety Executive (HSE) Stress Management Standards and as such is brought to the attention of all employees.

Abberley Preschool has appointed a Mental Health Awareness Lead to provide regular staff check-ins, promote best practice around mental health and wellbeing, and offer guidance or signposting to appropriate support when needed.

Abberley Preschool sets out the following intent:

We will,

Promote and safeguard the emotional health and wellbeing of all staff
Promote an open and caring workplace culture based on trust, support and mutual respect
Take steps to prevent stress by ensuring workloads are manageable and all staff have an opportunity to discuss their workload regularly
Undertake regular staff surveys to measure stress in the workplace, meeting to discuss outcomes and implement agreed actions (termly as minimum)
Encourage all staff to talk honestly and openly about their emotional health and wellbeing
Ensure a culture of support, whereby all staff, whereby all staff feel able to discuss any difficulties they may be facing, without fear of reprisal or discrimination.
Provide a supportive working environment, encouraging positive emotional health amongst all staff by valuing work life balance and respecting the needs of all staff.

Whistleblowing

Purpose
To ensure that all staff at Abberley Preschool are able to raise concerns about poor or unsafe practice in our safeguarding provision without fear of reprisal, in line with the revised EYFS statutory framework and Ofsted requirements.

What is Whistleblowing?
Whistleblowing is when a member of staff, in good faith, raises a concern about wrongdoing, malpractice, or unsafe practice that:

Affects, or has the potential to affect, children’s welfare or safety;
Is in breach of legal obligations, statutory requirements, or our own policies;
Involves misconduct, neglect, or a failure to act;
Includes covering up or ignoring concerns about any of the above.

Whistleblowing is not intended to address personal grievances (e.g. interpersonal disputes or dissatisfaction with pay). We encourage a culture of openness and trust where colleagues feel comfortable raising and resolving everyday concerns. Staff are encouraged to address minor issues directly and respectfully with one another in the first instance, wherever appropriate. This helps to maintain positive working relationships and ensures small concerns can be resolved quickly.

Where issues cannot be resolved informally, or where there are concerns about unsafe practice, safeguarding, or serious misconduct, staff should follow the whistleblowing procedure outlined in this policy.

How to Raise a Concern

Internal Reporting
- Report your concern to the Designated Safeguarding Lead (DSL) or equivalent leadership (e.g., Manager).
- If the concern is about the DSL/Manager, report to a more senior person (e.g., Setting Owner / Board / Trustee).
- Provide as much detail as possible: what you observed, when, who was involved, any evidence, and what you have done so far.
External Reporting
If you feel your concern has not been appropriately addressed internally, or you believe immediate action is necessary:
- Contact LADO – 01905846221
- Contact Ofsted’s whistleblowing hotline/email. GOV.UK+1
- Contact the NSPCC Whistleblowing Advice Line. pacey.org.uk+1
- If a child is in immediate danger, call emergency services (999) or local safeguarding authorities.

Protection & Confidentiality

All concerns raised in good faith will be treated with respect and seriousness.
Whistleblowers are legally protected under the Public Interest Disclosure Act 1998 (and related legislation) and will not suffer detriment, victimisation, or disciplinary action for coming forward. GOV.UK+2GOV.UK+2
The identity of the person raising the concern will be kept confidential wherever possible. However, in some circumstances (e.g. where investigations require it, or where safeguarding demands it), identities might have to be disclosed to those involved or external authorities.

Process After a Concern is Raised

The DSL or person receiving the concern will acknowledge receipt and keep a clear record of the concern and any action taken.
An investigation or review will be carried out promptly and fairly, with consideration given to the seriousness of the concern.
The staff member raising the concern will be kept informed (unless it compromises confidentiality or legal obligations) about steps being taken.
If safeguarding issues are involved, the relevant procedures (e.g. contact with Local Authority Designated Officer (LADO), Local Safeguarding Partners) will be followed.
If a staff member feels the issue has not been resolved they should contact the Committee Chair (Olivia) whose details will be on staff notice board or LADO on 01905 846221.

Training and Awareness

All staff will receive training/briefing on whistleblowing procedures as part of their induction and ongoing professional development.
Regular reviews of the policy, including updates to reflect changes in EYFS or Ofsted guidance, will be carried out.
Bullying: Bullying is defined as repeated, unreasonable, or inappropriate behaviour directed towards an individual or group that creates a risk to health, safety, or wellbeing. Such conduct may include, but is not limited to, intimidation, verbal abuse, humiliation, exclusion, or actions that undermine professional performance or dignity. Allegations of bullying will be taken seriously, investigated promptly and impartially, and, where substantiated, addressed through appropriate disciplinary or corrective action in line with the organization’s procedures.

Health and Safety

Risk Assessment

Policy statement

At Abberley Preschool we believe that the health and safety of children is of paramount importance. We endeavour to make our setting a safe and healthy place for children, parents/carers, staff and volunteers by assessing and minimising the hazards and risks to enable the children to thrive in a healthy and safe environment.

Procedures

Our risk assessment process covers adults and children and includes:

checking for and noting hazards and risks indoors and outside, and in our premises and for activities;
assessing the level of risk and who might be affected;
deciding which areas need attention; and
developing an action plan that specifies the action required, the time-scales for action, the person responsible for the action and any funding required.

Where more than five staff and volunteers are employed the risk assessment is written and is reviewed regularly. All staff need to read the risk assessments, sign and date when completed.

We maintain lists of health and safety issues, which are checked each morning before the session begins as well as those that are checked on a weekly and termly basis when a full risk assessment is carried out. On-going risk assessments are carried out continuously throughout the day by all the staff to ensure the safety of all those who attend Preschool.

Insurance cover

We have public liability insurance and employers’ liability insurance. Evidence of our current insurance is displayed on the Preschool Notice Board in the Village Hall foyer, during the hours which Preschool operates.

Procedures

Safety of adults

Adults are provided with guidance about the safe storage, movement, lifting and erection of large pieces of equipment. When adults need to reach up to store equipment or to change light bulbs they are provided with safe equipment to do so.

All warning signs are clear and in appropriate languages.

Adults do not remain in the building on their own or leave on their own after dark.

The sickness of staff and their involvement in accidents is recorded. The records are reviewed each term to identify any issues that need to be addressed.

We keep all cleaning chemicals in their original containers in a locked cupboard.

Clothing

Staff, volunteers and children must wear appropriate clothing and shoes, which are suitable for the weather, do not pose risks of tripping, sliding and protect parts of the body such as feet. Clothing should enable children and staff to engage fully in all activities.

Windows

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

Doors

We take precautions to prevent children’s fingers from being trapped in doors by ensuring each morning safety bungs are fitted to prevent doors slamming on fingers. The door to the outside area must only be opened by a member of staff, and children are constantly reminded of this rule.

Floors

All floor surfaces are checked daily to ensure they are clean and not uneven, wet or damaged.

Electrical/gas equipment

All electrical/gas equipment conforms to safety requirements and is checked regularly.

Our boiler/electrical switch gear/meter cupboard is not accessible to the children.

Fires, heaters, electric sockets, wires and leads are properly guarded and the children are taught not to touch them.

Radiators are checked daily to make sure they are not covered.

There are sufficient sockets to prevent overloading.

The temperature of hot water is controlled to prevent scalds.

Lighting and ventilation is adequate in all areas including storage areas.

Storage

All resources and materials from which children select are stored safely.

All equipment and resources are stored or stacked safely to prevent them accidentally falling or collapsing.

Outdoor area

Our outdoor area is securely fenced.

Our outdoor area is checked for safety and cleared of rubbish before it is used by the children.

Adults and children are alerted to the dangers of poisonous plants, herbicides and pesticides.

Where water can form a pool on equipment, it is emptied before children start playing outside.

Our outdoor sand pit is covered when not in use and is cleaned regularly.

All outdoor activities are supervised at all times.

Hygiene

We regularly seek information from the Environmental Health Department and the Health Authority to ensure that we keep up-to-date with the latest recommendations.

Our daily routines encourage the children to learn about personal hygiene.

We have a daily cleaning routine for the setting which includes play room(s), kitchen, rest area, toilets and nappy changing areas.

We have a schedule for cleaning resources and equipment, dressing-up clothes and furnishings.

The toilet area has a high standard of hygiene including hand washing and drying facilities and the disposal of nappies.

We implement good hygiene practices by:

cleaning tables between activities;
cleaning toilets regularly;
wearing protective clothing – such as aprons and disposable gloves – as appropriate;
providing sets of clean clothes;
providing tissues and wipes
Outdoor Learning and Risky Play

We host our Outdoor Learning Day at Abberley Parochial V.C. Primary School, in our local community, in our outside area, or with outside trips on a Thursday from 8.15am – 4.30pm.
Contact details for Abberley Parochial V.C. Primary School:
- Abberley Parochial V.C. Primary School, Apostles Oak, Abberley, Worcestershire WR6 6AA
- Phone: 01299 896332 (8.30am – 4.30pm)
- E-mail: office@abberley.worcs.sch.uk
Our minimum staffing ratios for this day will always be 1:4. All staff members will be on the DBS update service, have up-to-date safeguarding training and will be paediatric first aid trained with DSL and/or DDSL present.

Transport to and from Setting

Our children will find a partner, hold each other’s hands, and walk over with the three staff members dotted between the children. The children will be wearing hi-vis jackets. Prior to this, children will be prompted to remind staff members of the ‘golden rules’ when crossing the road. The golden rules are as following – if you hear a whistle – each child should freeze and listen for the next instruction. The next instruction generally being ‘one, two, three – come to me’. Children must not let go of their partners hands. Children must always listen to the adults guiding them. On return to the setting – children must not run to their parents/carers should they see them in the carpark. When we have crossed the road safely – children and staff members will go to the gate opposite the Preschool which is then locked after one staff member had signed children and staff members in.

Risky Play and Staff Ongoing Risk Assessments

A staff member will enter ‘Forest School’ prior to children attending to take resources and to visually risk assess the area.
As soon as our children arrive at Abberley Primary School’s ‘Forest School’, children will put their lunch boxes and drinks in the cabin on site and will sit around the campfire to go over our ‘golden rules’. Again, we ask children to remind adults of what the golden rules are. The golden rules are as follows – ‘no pick, no lick’ – this means children should not pick any berries, mushrooms or put fingers in mouths. ‘Drag a stick’ – this will indicate how children should carry sticks in forest school and should not wave them around. ‘How we enter the seating around the campfire and how we do not enter the campfire. ‘We do not pass the large stick’ – indications of boundaries to keep children safe. ‘Who can push you on the swing?’ – children can only help each other onto the swing and push each other – adults cannot help. When the whistle blows – children will freeze and listen to further instructions. When children use the mallets to hammer – children must wear a safety glove on their ’helping’ hand.
Our children are encouraged to risk assess their own actions when outdoor learning – this creates an opportunity to build resilience, confidence and encourages P, S, E with peers. Although risks are greater with outdoor learning, the children are closely supervised during these activities; using tools and fire lighting will be on a one-to-one basis following the set procedures and rules. Safety gloves and appropriate clothing will always be worn (long sleeved trousers always).
The children will be asked about the risks and dangers and how to avoid them, empowering them to be safe and sensible during outdoor learning.
If the site is deemed to be unsafe to use for any reason, the session will be cancelled and not carried out until the issues have been resolved.
Outdoor Learning will continue in most types of weather but the session will be cancelled or moved back to the village hall if the weather is unsuitable or too extreme to carry out the session as well as if there is a lack of staff to ensure a high ratio.
All accidents and incidents that happen during outdoor learning sessions are to be recorded on Famly in the usual manner and reported to parents at the end of the session, unless they need to be contacted by telephone for more serious accidents.

Activities and resources

Before purchase or loan, equipment and resources are checked to ensure that they are safe for the ages and stages of the children currently attending Preschool.

The layout of play equipment allows adults and children to move safely and freely between activities.

All equipment is regularly checked for cleanliness and safety and any dangerous items are repaired or discarded. Playdough and sand will be changed regularly

All materials, including paint and glue, are non-toxic.

Sand is clean and suitable for children’s play.

Physical play is constantly supervised.

Children are taught to handle and store tools safely.

Children who are sleeping are checked regularly.

Children learn about health, safety and personal hygiene through the activities we provide and the routines we follow.

Any faulty equipment is removed from use and is repaired. If it cannot be repaired it is discarded.

Large pieces of equipment are discarded only with the consent of the manager and the chairperson.

All equipment is appropriate to the age and stage of development of children in the setting.

Our First Aid kit is regularly checked by a designated member of staff and restocked as necessary. It is easily accessible to all staff but out of reach of children.

Any minor injuries and first aid given is recorded appropriately on Famly signed by the Supervisor (or person administering the first aid) and collecting parent/carer. All records are securely kept.

We follow the guidelines of the Reporting Injuries, Diseases & Dangerous Occurrences (RIDDOR) for the reporting of accidents and incidents. Ofsted will be notified of any serious injuries requiring treatment by a general practitioner or hospital doctor.

Hot drinks must be kept and drunk in the kitchen area, or outside the play area gate only. Children are not permitted in the kitchen area at any time during the session. A stairgate is fitted to ensure children do not access the kitchen area, unsupervised.

Whenever children are on the premises there will be at least 2 members of staff present.

First aid

Policy statement

At Abberley Preschool trained staff are able to take action to apply first aid treatment in the event of an accident involving a child or adult. All members of staff hold a current and relevant paediatric first aid qualification.

Procedures

The first aid box is easily accessible to adults and is kept out of the reach of children. No un-prescribed medication is given to children, parents or staff. In the event of a minor injury the qualified staff member will treat the child’s injury appropriately using any of the following (unless advised not to do so by the child’s parent);- steri-wipes, plasters, non-adherant dressing and tape, savlon dry or wasp-eze. The staff member will then complete an accident form on Famly and Parents/carers will be advised via Famly. An Accident Book is kept for staff members. All staff and volunteers know where it is kept and how to complete it and it is reviewed at least half termly to identify any potential or actual hazards.

For minor head bumps a cold compress may also be used as well and the child’s parents/carer will be informed via Famly.

Asthma will be treated in accordance with the advice given to Preschool on the child’s admission form (Heath Care Plan) by the parent using the child’s own inhaler and spacer device as appropriate. Inhaler is to be kept near the child at all times. Review Health Care Plan every term.

In the event of a more serious injury the First aider will administer emergency first aid as appropriate. A designated member of staff (usually a member of management) will contact the emergency service, if appropriate, and the child’s parent/carer to advise them of the incident. Parents must ensure that Preschool always has their up-to-date contact details. The parent/carer will be asked to either collect their child immediately from Preschool or if appropriate to meet with the a member of management and their child at the hospital. Should it be necessary for a child to be taken to hospital during a Preschool session a member of management will travel with the child. A member of management will then take over running the session and the manager will arrange for another member of staff to attend Preschool immediately to ensure adequate adult:child ratios are maintained. The chairperson of the committee will also be informed. Parents/carers sign a consent form at registration allowing emergency services to take their child to the nearest Accident and Emergency unit to be examined, treated or admitted as necessary on the understanding that parents/carers have been informed and are on their way to the hospital.

Any injury requiring General Practitioner or hospital treatment to a child, parent, volunteer or visitor is reported to the local Office of the Health and Safety Executive.

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

Any accident to a member of staff requiring treatment by a General Practitioner or hospital; and
Any dangerous occurrences (ie. An event which does not cause an accident but could have done)

Children’s prescribed drugs are stored in their original containers, are clearly labelled and are inaccessible to the children. Parents/carers must give prior written permission for the administration of medication. The administration is recorded accurately by the staff member administering the medication and parents/carers sign the record book to acknowledge the administration of a medicine. If the administration of prescribed medication requires medical knowledge, individual training is provided for the relevant member of staff by a health professional.

Fire safety and emergency evacuation

Policy statement

At Abberley Preschool we ensure our premises present no risk of fire by ensuring the highest possible standard of fire precautions.

Procedures

Abberley Preschool is in rented premises and should have a copy of the fire safety risk assessment carried out by the village hall committee that applies to the building and that they contribute to regular reviews.

Fire doors are clearly marked, never obstructed and easily opened from the inside.

Smoke detectors/alarms and fire fighting appliances conform to BSEN standards, are fitted in appropriate high risk areas of the building and are checked as specified by the manufacturer. Regular fire drills are used so that the children become familiar with the sounds of the alarm and the procedure to be followed.

Our Fire evacuation procedure and emergency procedure are approved by the Fire Safety Officer and are:

clearly displayed in the premises;
explained to new members of staff, volunteers and parents/carers; and
practised regularly at least once every six weeks.
Records are kept of fire drills, emergency procedure drills and the servicing of fire safety equipment.

Emergency Fire evacuation procedure

On discovering a fire raise the alarm by calmly telling other members of staff and set the alarm off at the nearest point. On hearing the alarm the Supervisor and assistants should line the children up quickly but calmly and escort them from the premises through the nearest fire exit. Adults must be strategically placed along the line of children, with at least 1 adult leading and another following at the rear of the line.

The manager must collect the mobile phone, register and visitors book from the staff area and check all available rooms – the toilets, cloakrooms, committee room and kitchen to ensure that no one has been left behind.

Everyone must assemble at the designated assembly point which is the car park at the front of the village hall. The Staff will form a human barrier between the children and any cars which may be moving on the car park. When in a safe place clear of the building the register will be taken by the Supervisor. Children should be escorted into the nearby Primary School and their parents/carers then contacted.

A member of management should contact the fire brigade using the Preschool Mobile Phone. However where a signal cannot be obtained the next nearest landline phone is at Abberley Primary School which is just across the road.

Emergency procedure

In the case of an emergency other than fire (e.g unwelcome visitor, major first aid incident, terrorist threat.)

Procedure is the same as for fire except that:

Instead of sounding the fire alarm, a member of staff calmly tells the manager, and the manager calls all the children by using ’123 come to me’
The manager takes the children to a safe place, which will be the room beside the stage if the hazard is outside, or a first aid incident in the main hall.

The fire drill and emergency procedure record sheets are kept in the Health and safety folder and must contain:

Date and time of the drill.

How long it took.

Whether there were any problems that delayed evacuation.

Any further action taken to improve the drill procedure.

We aim to do fire drills and emergency procedure drills at least once every term, at varied times of the day, using different fire exits.

Recording and reporting of accidents and incidents

(Including procedure for reporting to HSE, RIDDOR)

Policy statement

At Abberley Preschool we follow the guidelines of the Reporting Injuries, Diseases and Dangerous Occurrences (RIDDOR) for the reporting of accidents and incidents. Child protection matters or behavioural incidents between children are NOT regarded as incidents and there are separate procedures for this.

Dealing with incidents

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

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

Food hygiene

(Including procedure for reporting food poisoning)

Policy statement

At Abberley Preschool we provide and serve snacks for children, and serve hot lunches (provided by the external provider that also provides lunches for Abberley Primary School) and packed lunches (provided by parents/ carers)

We maintain the highest possible food hygiene standards with regard to the purchase, storage, preparation and serving of food.

We are registered as a food provider with the local authority Environmental Health Department.

Procedures

The person responsible for food preparation and serving has an in-date Food Hygiene Certificate and follows daily opening and closing guidelines on the kitchen to ensure standards are met consistently. (See Safer Food Better Business.)

We use reliable suppliers for the food we purchase.

Food is stored at correct temperatures and is checked to ensure it is in-date and not subject to contamination by pests, rodents or mould.

Snacks and packed lunches are stored in the refrigerator

Food preparation areas are cleaned before use as well as after use.

There are separate facilities for hand-washing and for washing up.

All surfaces are clean and non-porous.

All utensils, crockery etc are clean and stored appropriately.

Waste food is disposed of daily.

Cleaning materials and other dangerous materials are stored out of children’s reach.

Children do not have unsupervised access to the kitchen.

When children take part in cooking activities, they:

are supervised at all times;
understand the importance of hand washing and simple hygiene rules
are kept away from hot surfaces and hot water; and
do not have unsupervised access to electrical equipment such as blenders etc.

Reporting of food poisoning

Food poisoning can occur for a number of reasons; not all cases of sickness or diarrhoea are as a result of food poisoning and not all cases of sickness or diarrhoea are reportable.

Where children and/or adults have been diagnosed by a GP or hospital doctor to be suffering from food poisoning and where it seems possible that the source of the outbreak is within the setting, the manager will contact the Environmental Health Department and the Health Protection Agency, to report the outbreak and will comply with any investigation.

Basic kitchen opening and closing checks

Any member of staff preparing food at Abberley Preschool must ensure they carry out the following Checks:

Opening Checks

Personal – Hands washed, Clean apron, Hair tied back,

Surfaces – Work surface clean

Use clean cloths – Dish cloth, surface cloth, tea towels.

Appliances working – Cooker, microwave, kettle, fridge

Children’s food allergies checked (the list is displayed by the safeguarding board in the main hall)

Food fresh and in-date

Packed lunches checked and used within 4 hours of preparation.

No physical or chemical or pest contamination of stored food.

Closing Checks

Unused food put away correctly.

Leftover food and past sell-by-date food discarded.

Crockery and utensils washed up and put away dry.

Dirty cloths removed for washing and replaced

Surfaces – Work surface clean, floors clean.

Covid

Policies and Procedures

We are following and will continue to follow government guidance on Covid at Abberley Preschool. Should a child have covid – they are welcome to attend the setting if they are well enough in themselves.

Members of staff are allowed to work in the setting with Covid. Should a member of staff choose to test themselves for Covid (this is no longer compulsory now we have to pay for tests), they are advised to wear a mask when working to help protect other team members.

Administration

Admissions

Policy statement

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

Procedures

Preschool is Ofsted registered to accept 30 children at each session, between the ages of 2 and 5 years.
We ensure that the existence of our setting is widely advertised in places accessible to all sections of the community.
We do not operate within the confines of a catchment area.
We ensure that information about our setting is accessible, in written and spoken form and, where appropriate, in more than one language. Where necessary, we will try to provide information in Braille, or through British Sign Language. We will provide translated written materials where language needs of families suggest this is required as well as access to an interpreter.

We describe our setting and its practices in terms that make it clear that it welcomes both fathers and mothers, other relations and other carers, including childminders.
We make our Valuing Diversity and Promoting Equality Policy widely known.
We consult with families about the opening times of the setting to ensure we accommodate a broad range of family needs and to avoid excluding anyone. However, we have to operate within the time restraints imposed by the Village Hall as the venue is widely used by other groups in the local area.
We are flexible about attendance patterns to accommodate the needs of individual children and families, providing these do not disrupt the pattern of continuity in the setting that provides stability for all the children.
Parents/carers are encouraged to visit the group with the child before he/she starts.
All parents will need to complete an enrolment form before their child is left in our care. No child shall be left by a parent, without the necessary forms being completed in full.

Fees and Funding

Policy statement

Abberley Preschool aims to provide affordable and quality child care. We enable parents to use central and local government schemes to access financial support to which they are entitled.

Procedures

We accept children from 2 years of age and operate a waiting list for younger ones waiting for a place.

Parents will need to prebook sessions before the start of each term. Extra whole sessions can be arranged with the Manager, and parents will be invoiced at the end of each half term at the current rates on the booking form.

Abberley Preschool accepts childcare vouchers that parents/ carers may be eligible for through their employer.

Unfortunately refunds cannot be given for absences or holidays. If your child has to be absent over a long period of time, parents/ carers should talk to our Manager.

For your child to keep her/his place at Preschool you must pay the fees or we must receive nursery education funding for your child.

Nursery Education funding

All 3 and 4 year old children, and some 9 month to 2 year old children, are entitled to 15 hours of funded early education and childcare per week, for 38 weeks of the year. Children of working parents are also entitled to an additional 15 hours per week (30 Hours Childcare). All funding starts from the term after their relevant birthday. If your child attends more than one setting, this can be split between a maximum of two settings of your choice on a pro rata basis. Any shortfall in funded hours will be charged by us the current rates. If your child is eligible we will provide you with a Parent Declaration Form to complete. The funding will be paid directly to Abberley Preschool.

Parents/ carers MUST notify all settings involved if they change their child’s weekly attendance hours.

Payment

Policy statement

Abberley Preschool is committed to providing child care at affordable fees, making our facility accessible to as wide a range of our community as possible. We are a small rural Preschool that depends on the timely payment of parental fees to continue to operate

Procedures

Payment can be made online via the link provided on the invoice, cash, cheque or direct to our bank account (sort code 72-00-04 Account number 45704403 quoting your child’s name as a reference).

Abberley Preschool will endeavour to arrange a personal payment plan (e.g. weekly payments, standing order etc) upon request from the parent/ carer.

If a cheque is returned, Abberley Preschool reserves the right to pass on bank charges to the parents/ carers.

Any increase in Abberley Preschool’s fees will be advised in advance to parents/ carers in writing.

Overdue fees will be chased by letter, in person and by phone

If fees remain persistently unpaid, Abberley Preschool reserves the right to suspend that child’s place (government funded sessions will not be affected) at Preschool until the fees have been paid and take legal action to recover the debt.

Child care practice

The role of the key person and settling-in

Policy statement

At Abberley Preschool we believe that children settle best when they have a key person to relate to, who knows them and their parents well, and who can meet their individual needs.

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

We aim to make the setting a welcoming place where children settle quickly and easily because consideration has been given to the individual needs and circumstances of children and their families.

The procedures set out a model for developing a key person approach that promotes effective and positive relationships for children who are in settings.

Procedures

Before a child starts Preschool, we encourage parents/carers to bring their child to settling in sessions and to come and visit us at stay and play. We will involve the parent/carer in discussing the best way to help to settle their child in to Preschool
We understand that each child is individual and unique. We operate flexible admission procedures in order to meet the needs of the individual parent/carer and child.

When a child starts at Preschool, he/she will be allocated a key person who will be personally responsible for ensuring the needs of the child are met whilst they are at Preschool. The key person is responsible for the induction of the family and for settling the child into our setting.

The key person offers unconditional regard for the child and is non-judgemental. This person works with the parent/carer to plan and deliver a personalised plan for the child’s well-being, care and learning.

The key person acts as the key contact for the parents and has links with other carers involved with the child, such as a childminder, and co-ordinates the sharing of appropriate information about the child’s development with those carers. A key person is responsible for developmental records and for sharing information on a regular basis with the child’s parents/carers to keep those records up-to-date, reflecting the full picture of the child in our setting and at home. The key person encourages positive relationships between children in her/his key group.

We promote the role of the key person as the child’s primary carer in our setting, and as the basis for establishing relationships with other staff and children.

The key person is responsible for carrying out observations of their key children, to ensure their individual needs are being met, that any concerns are addressed and bring any relevant information back to our staff planning meeting to ensure future planning meets the individual needs of the child.

Settling-in

Before a child starts to attend the setting, we use a variety of ways to provide his/her parents/carers with information. These include written information (including our prospectus and policies), displays about activities available within the setting, information days and individual meetings with parent/carers. During the half-term before a child is enrolled, we provide opportunities for the child and his/her parents/carers to visit the setting.

We may offer a home visit by the person who will be the child’s key person, to ensure all relevant information about the child can be made known. We may use pre-start visits and the first session at which a child attends to explain and complete with his/her parents/carers the child’s registration records.

When a child starts to attend, we explain the process of settling-in with his/her parents/carers and jointly decide on the best way to help the child to settle into the setting.

We have an expectation that the parent, carer or close relative, will stay for most of the session during the first week, gradually taking time away from their child, increasing this as and when the child is able to cope. Younger children will take longer to settle in, as will children who have not previously spent time away from home. Children who have had a period of absence may also need their parent/carer to be on hand to re-settle them.

We judge a child to be settled when they have formed a relationship with their key person; for example the child looks for the key person when he/she arrives, goes to them for comfort, and seems pleased to be with them. The child is also familiar with where things are and is pleased to see other children and participate in activities.

When parents leave, we ask them to say goodbye to their child and explain that they will be coming back, and when.

We recognise that some children will settle more readily than others but that some children who appear to settle rapidly are not ready to be left. We expect that the parent/carer will honour the commitment to stay for at least the first week, or possibly longer, until their child can stay happily without them.

We do not believe that leaving a child to cry will help them to settle any quicker. We believe that a child’s distress will prevent them from learning and gaining the best from the setting.

We reserve the right not to accept a child into the setting without a parent or carer if the child finds it distressing to be left. This is especially the case with very young children.

Within the first four to six weeks of starting we work with the child’s parents/carers to start to create their child’s record of achievement.

Parental involvement

Policy statement

At Abberley Preschool we believe that children benefit most from early years education and care when parents/carers and settings work together in partnership.

Our aim is to support parents/carers as their children’s first and most important educators by involving them in their children’s education and in the full life of the setting. We also aim to support parents in their own continuing education and personal development.

Some parents are less well represented in early years settings; these include fathers, parents who live apart from their children but who still play a part in their lives as well as working parents. By using Famly we try to narrow this gap. Weekly observations on the children’s growth and development will be sent out via the app. All parents have access to their own child’s profile and a number of emails can be added to each account. Parents can also use this app to communicate with their child’s key person.

Procedures

We have a means to ensure all parents are included – that may mean we have different strategies for involving fathers or parents who work or live apart from their children.
We consult with all parents to find out what works best for them.
We ensure ongoing dialogue with parents to improve our knowledge of the needs of their children and to support their families.
We inform all parents about how the setting is run and its policies through access to written information and through regular informal communication. We check to ensure parents understand the information that is given to them.
We encourage and support parents to play an active part in the management of the setting.
We inform all parents on a regular basis about their children’s progress including notes to parents each half term regarding their child’s next steps.
We involve parents in the shared record keeping about their children – either formally or informally – and ensure parents have access to their children’s written developmental records.
We provide opportunities for parents to contribute their own skills, knowledge and interests to the activities of the setting.
We consult with parents about the times of meetings to avoid excluding anyone.
We provide information about opportunities to be involved in the setting in ways that are accessible to parents with basic skills needs, or those for whom English is an additional language.
The Preschool Committee endeavour to hold meetings in venues and at times that are accessible and appropriate for all.
We welcome the contributions of parents, in whatever form these may take.
We inform all parents of the systems for registering queries, complaints or suggestions and check to ensure these are understood. All parents have access to our written complaints procedure.
We provide opportunities for parents to learn about the curriculum offered in the setting and about young children’s learning, in the setting and at home.

Working in partnership with other agencies

Policy statement

At Abberley Preschool we work in partnership with local and national agencies to promote the well-being of all children.

Procedures

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

Record keeping

Children’s records

Policy statement

At Abberley Preschool we have record keeping systems in place that meet legal requirements; means of storing and sharing that information take place within the framework of the Data Protection Act and the Human Rights Act.

Procedures

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

Developmental records

These include observations of children in the setting, photographs, video clips and samples of their work and summary developmental reports ie Nursery Profiles.
These are usually kept in the main hall/playroom and can be freely accessed, and contributed to, by staff, the child and the child’s parents/carers.

Personal records

These include registration and admission forms, signed consent forms, and correspondence concerning the child or family, reports or minutes from meetings concerning the child from other agencies, an ongoing record of relevant contact with parents/carers, and observations by staff on any confidential matter involving the child, such as developmental concerns or child protection matters.
These confidential records are stored in a lockable file or cabinet and are kept secure by the person in charge in an office or other suitably safe place.
Parents have access to the files and records of their own child(ren) but do not have access to information about any other child.
All records are stored in a lockable cabinet that is kept secure
Staff will discuss personal information given by parents/carers with the manager. Staff will not discuss other children’s information with any other parent, in or out of the setting. Staff induction includes an awareness of the importance of confidentiality in the role of the key person.
We retain children’s records for three years after they have left Preschool. These are kept in a secure place.
Parents/carers may request access to any confidential records held on their child and family by putting the request in writing to the Preschool manager. Please refer to our Policy on Information Sharing for further details

Other records

Issues to do with the employment of staff, whether paid or unpaid, remain confidential to the people directly involved with making personnel decisions.
Students on Preschool Learning Alliance or other recognised qualifications and training, when they are observing in the setting, are advised of our confidentiality policy and are required to respect it.

Provider records

Policy statement

At Abberley Preschool we are required to keep records for the purpose of maintaining our business. These include:

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

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

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

Procedures

All records are the responsibility of the officers of the management committee who ensure they are kept securely.
All records are kept in an orderly way in files and filing is kept up-to-date.
Financial records are kept up-to-date for audit purposes.
Health and safety records are maintained; these include risk assessments, details of checks or inspections and guidance etc.
Our Ofsted registration certificate is displayed on the Parents Noticeboard in the foyer.
Our Certificate of Employers Liability insurance is displayed on the Parents Noticeboard.
All our employment and staff records are kept securely and confidentially.

Transfer of records to school

Policy statement

At Abberley Preschool we recognise that children sometimes move to another early years setting before they go on to school although many will leave our setting to enter a nursery or reception class.

We prepare children for these transitions and involve parents and the receiving setting in this process. We prepare records about a child’s development and learning in the EYFS in our setting; in order to enable smooth transitions, we share appropriate information with the receiving setting or school at transfer.

Confidential records are shared where there have been child protection concerns according to the process required by our Local Safeguarding Children Board.

The procedure guides this process and determines what information we can and cannot share with a receiving school or setting.

Procedures

Transfer of development records for a child moving to another early years setting or school

Using the EYFS assessment of development and learning ensure the key person prepares a summary of achievements in the areas of learning.
This record refers to any additional language spoken by the child and his or her progress in both languages.
The record also refers to any additional needs that have been identified or addressed by the setting.
The record also refers to any special needs or disability and whether a CAF was raised in respect of special needs or disability, whether there is a Statement of Special Educational Needs and gives the name of the lead professional.
The record contains a summary by the key person and a summary of the parent’s view of the child.
The document may be accompanied by other evidence such as photos or drawings that the child has made.
For transfer to school, most local authorities provide an assessment summary format or a transition record for the setting to follow.

Transfer of confidential information

The receiving school or setting will need to have a record of concerns that were raised in the setting and what was done about them.
A summary of the concerns will be made to send to the receiving setting or school along with the date of the last professional meeting or case conference. Some Local Safeguarding Children Boards will stipulate the forms to be used and provide these.
Where a CAF has been raised in respect of any welfare concerns the name and contact details of the lead professional will be passed on to the receiving setting or school.
Where there has been a s47 investigation regarding a child protection concern the name and contact details of the child’s social worker will be passed on to the receiving setting or school – regardless of the outcome of the investigation.
This information is posted or taken to the school or setting, addressed to the setting or school’s designated person for child protection and marked confidential.

Storage of information

Policy statement

At Abberley Preschool we store information securely.

Procedures

The daily planning folder, next steps planning folder and daily procedures folder must be stored in the staff area.
The Preschool laptop, ipad and memory card are used during Preschool, and stored in the Preschool cupboard. If the manager takes the Preschool laptop, ipad or memory card home to work on, they inform a supervisor and store it in a secure place.
All other confidential documents are stored either in the Preschool cupboard or in the staff cupboard which is locked during and after sessions.
If used by a member of staff during sessions, the member of staff must make sure that confidential information is only seen by the parents of the child it relates to, or by another member of staff when necessary. After the member of staff has used it, it should be returned immediately to the locked cupboard.
After each session, the staff box is put into the preschool cupboard and the preschool cupboard is locked. The keys are taken home by the Manager and Supervisor.

Equality of opportunity

Valuing diversity and promoting equality

Policy statement

At Abberley Preschool we will ensure that our service is fully inclusive in meeting the needs of all children. We recognise that children and their families come from diverse backgrounds. All families have needs and values that arise from their social and economic, ethnic and cultural or religious backgrounds.

We are committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued; include and value the contribution of all families to our understanding of equality and diversity; provide positive non-stereotyping information about gender roles and diverse family structures, diverse ethnic and cultural groups and disabled people; improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity; challenge and eliminate discriminatory actions; make inclusion a thread that runs through all of the activities of the setting; and foster good relations between all communities.

Procedures

Admissions

Our setting is open to all members of the community. We advertise our service widely. We reflect the diversity of our society in our publicity and promotional materials. We provide information in clear, concise language, whether in spoken or written form. We base our admissions policy on a fair system.

We ensure that all parents are made aware of our equal opportunities policy. We do not discriminate against a child or their family, or prevent entry to our Preschool, on the basis of a protected characteristic. These are:

disability;
race;
gender reassignment;
religion or belief;
sex;
sexual orientation;
age;
pregnancy and maternity; and
marriage and civil partnership.

We do not discriminate against a child with a disability or refuse a child entry to our setting for reason relating to disability. We develop an action plan to ensure that people with impairments can participate successfully in the services offered by the setting and in the curriculum offered.

We take action against any discriminatory behaviour by staff or parents whether by:

direct discrimination – someone is treated less favourably because of a protected characteristic e.g. preventing families of some racial groups from using the service;
indirect discrimination – someone is affected unfavourably by a general policy e.g. children must only speak English in the setting;
association – discriminating against someone who is associated with a person with a protected characteristic e.g. behaving unfavourably to someone who is married to a person from a different cultural background; or
perception – discrimination on the basis that it is thought someone has a protected characteristic.

Displaying of openly discriminatory and possibly offensive materials, name calling, or threatening behaviour are unacceptable on or around the premises and will be dealt with in the strongest manner.

Employment

Posts are advertised and all applicants are judged against explicit and fair criteria. Applicants are welcome from all backgrounds and posts are open to all. We may use the exemption clauses in relevant legislation to enable the service to best meet the needs of the community.

The applicant who best meets the criteria is offered the post, subject to references and checks by the Criminal Records Bureau. This ensures fairness in the selection process. All job descriptions include a commitment to promoting equality and recognising and respecting diversity as part of their specifications. We monitor our application process to ensure that it is fair and accessible.

Training

We seek out training opportunities for staff and volunteers to enable them to develop anti-discriminatory and inclusive practices, which enable all children to flourish. We ensure that staff are confident and fully trained in administering relevant medicines and performing invasive care procedures when these are required. We review our practices to ensure that we are fully implementing our policy for promoting equality, valuing diversity and inclusion.

Curriculum

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

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

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

Valuing diversity in families

We welcome the diversity of family lifestyles and work with all families. We encourage children to contribute stories of their everyday life to the setting. Mothers, fathers and other carers are encouraged to take part in the life of Preschool and to contribute fully. For families who speak languages in addition to English, we will develop means to ensure their full inclusion. We offer a flexible payment system for families of differing means and offer information regarding sources of financial support. We take positive action to encourage disadvantaged and under-represented groups to use the Preschool.

Food

We work in partnership with parents/carers to ensure that dietary requirements of children that arise from their medical, religious or cultural needs are met. We help children to learn about a range of food, and of cultural approaches to mealtimes and eating, and to respect the differences among them.

Supporting children with special educational needs

Policy statement

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

We ensure our provision is inclusive to all children including those with special educational needs. We provide practitioners to help support parents/carers and children with special educational needs

We ensure that the provision for children with special educational needs is the responsibility of all members of the setting and that our inclusive admissions practice ensures equality of access and opportunity.

Procedures

We identify the specific needs of children with special educational needs and meet those needs through a range of SEND strategies.

We designate a member of staff to be the Special Educational Needs and Disability Co-ordinator (SENDCO) and give his/her name to parents.

We work in partnership with parents/carers and other agencies in meeting individual children’s needs. We monitor and review our provision and, if necessary, make adjustments.

We use the graduated response system for identifying, assessing and responding to children’s special educational needs. We ensure that parents/carers are informed at all stages of the assessment, planning, provision and review of their children’s education. We provide parents/carers with information on sources of independent advice and support. We liaise with other professionals involved with children with special educational needs and their families. We provide a broad, balanced and differentiated curriculum for all children with special educational needs.

We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs) and also behavioural support plans for children with special educational needs. We ensure that children with special educational needs are appropriately involved at all stages of the graduated response, taking into account their levels of ability. If a child is identified as having a SEND, then Preschool will endeavour to meet the needs of that child through a range of strategies:-

Early ID.

This is when a member of staff who works day-to-day with the children identifies that a child has a SEND
The Preschool SENDCO and Supervisor will discuss the specific needs of that child and the SENCO will devise an Individual Educational Plan (IEP) or a behavioural plan to ensure those needs are met.
The Supervisor will take the information from a child’s IEP/ BSP and integrate it with the planning for the whole group

Graduated response 1:

This would be the next step whereby the Preschool SENDCO and Supervisor are provided with advice and support from outside specialist(s)
From this advice alternative strategies may be put into place to aid the child’s learning and development
IEPs/ BSP will continue to be drawn up, reviewed and worked with.

If the Child’s needs become more advanced, then other professionals will become involved in graduated response 2, 3 & 4.

Achieving positive Social, Emotional and Mental Health

Policy Statement:

Abberley Preschool believes that children flourish best when they know how they are expected to behave and their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their Social, Emotional and Mental Health. Children should be free to play and learn without fear of being hurt or unfairly restricted by anyone else.

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

Procedures:

The Manager at Preschool has overall responsibility for our programme for supporting personal, social and emotional development, including issues concerning Social, Emotional and Mental Health.

The manager should:

keep him/herself up-to-date with legislation, research and thinking on promoting positive Social, Emotional and Mental Health and on handling children’s Social, Emotional and Mental Health where it may require additional support;
access relevant sources of expertise on promoting positive Social, Emotional and Mental Health within the programme for supporting personal, social and emotional development

We recognise that codes for interacting with other people vary between cultures and require staff to be aware of – and respect – those used by members of the setting. Staff, volunteers and students must provide a positive model of Social, Emotional and Mental Health by treating children, parents and one another with friendliness, care and courtesy. We familiarise new staff and volunteers with the setting’s Social, Emotional and Mental Health policy and its guidelines for Social, Emotional and Mental Health. We expect all members of Preschool – children, parents/carers, staff, volunteers and students – to keep to the guidelines, requiring these to be applied consistently.

We work in partnership with children’s parents/carers and they are regularly informed about their children’s Social, Emotional and Mental Health by their key person. We work with parents/carers to address recurring inconsiderate Social, Emotional and Mental Health, using our observation records to help us to understand the cause and to decide jointly how to respond appropriately.

Strategies

We require all staff, volunteers and students to use positive strategies for handling any inconsiderate Social, Emotional and Mental Health, by helping children find solutions in ways which are appropriate for the children’s ages and stages of development. Such solutions might include distraction, praise and reward. We may also acknowledge feelings, explain what was not acceptable and support children to gain control of their feelings so that they can learn a more appropriate response.

We ensure that there are enough popular toys and resources and sufficient activities available so children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns. We praise and endorse desirable and considerate words and actions such as kindness and willingness to share. We avoid creating situations in which children receive adult attention only in return for inconsiderate words or actions. When children behave in inconsiderate ways, we help them to understand the outcomes of their action, to see what was wrong and support them in learning how to cope more appropriately.

We support each child in developing self-esteem, confidence and feelings of competence.

Each child is supported in developing a sense of belonging in our group, so that they feel valued and welcome.

We never send children out of the room by themselves. If time out is used where children displaying unwanted Social, Emotional and Mental Health are temporarily removed from the situation they should never be left on their own and periods of time should not exceed a few minutes. We never use physical punishment, such as smacking, shaking or rough handling. Children are never threatened with these. We do not use techniques intended to single out and humiliate individual children. We use physical restraint, such as holding, only to prevent physical injury to children or adults and/or serious damage to property. It should never be used as a punishment. Details of such an event (what happened, what action was taken and by whom, and the names of witnesses) are brought to the attention of our Manager and are recorded in the child’s personal file and our Incident form. The child’s parent/carer is informed on the same day as soon as it is reasonably possible (this will usually be at collection time).

We handle children’s unacceptable Social, Emotional and Mental Health in ways which are appropriate to their ages and stages of development eg distraction, discussion or by withdrawing the child from the situation. We do not shout or raise our voices in a threatening way to respond to children’s inconsiderate actions. We aim to use positive pro-active strategies to promote positive Social, Emotional and Mental Health in children and set these strategies within our programme for personal, social and emotional development. These include:

Having a rules poster with pictures that cover situations that could occur at Preschool. It is referred to every day.
We have reward systems in place so that the children have a goal to work towards when they show good behaviour.
Staff to emphasise the rule ‘be kind’ and use the phrase ‘kind hands’ and to use feeling boards.
Supporting each child in developing a sense of belonging in our group so that they feel valued and welcome.
Acknowledging children’s considerate attitude towards another child who is hurt or upset.
Staff talk to the children about their feelings, and try to put into words how and why they are feeling the way that they do. The feelings board is shown to the nonverbal children.

Bullying/ child on child abuse – promoting positive behaviour

We take bullying very seriously. Bullying involves the persistent physical or verbal abuse of another child or children. It is characterised by intent to hurt, often planned, and accompanied by an awareness of the impact of the bullying Social, Emotional and Mental Health. A child who is bullying has reached a stage of cognitive development where he or she is able to plan to carry out a premeditated intent to cause distress in another. If a child bullies another child or children:

we intervene to stop the child who is bullying from harming the other child or children;
we explain to the child doing the bullying why his/her words or actions are not acceptable;
we give reassurance to the child or children who have been bullied that we listen to their concerns and act upon them;
we help the child who has done the bullying to recognise the impact of their actions;
we make sure that children who bully receive positive feedback when they display considerate words or actions and are given opportunities to practise and reflect on them;
we do not label children who bully as ‘bullies’;
we recognise that children who bully may be experiencing bullying themselves, or be subject to abuse or other circumstance causing them to express their anger in negative ways towards others;
we discuss what has happened with the parents/carer of the child who did the bullying and work out with them a plan for handling the child’s Social, Emotional and Mental Health; and
we share what has happened with the parents/carer of the child who has been bullied, explaining that the child who did the bullying is being helped to adopt more acceptable ways of behaving.

Every effort is made to try to understand a child’s trigger regarding repeated violent behaviour (this includes working with parents, additional training, seeking support from outside agencies, tracking a child’s development etc). We must safeguard all children in our setting, if a child is still displaying violent behaviour, we must send the child home. This safeguards our team and the children in our setting from further potential injury on that day. The child can return the following day – but the policy will continue.

Rough and tumble play and fantasy aggression

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

We recognise that teasing and rough and tumble play are normal for young children and acceptable within limits. We regard these kinds of play as pro-social and not as problematic or aggressive. We will develop strategies to contain play that are agreed with the children, and understood by them, with acceptable boundaries to ensure children are not hurt.

We recognise that fantasy play also contains many violently dramatic strategies, blowing up, shooting etc., and that themes often refer to ‘goodies and baddies’ and as such offer opportunities for us to explore concepts of right and wrong. We are able to tune in to the content of the play, perhaps to suggest alternative strategies for heroes and heroines, making the most of ‘teachable moments’ to encourage empathy and lateral thinking to explore alternative scenarios and strategies for conflict resolution.

Suspension and Exclusion Policy

Abberley Preschool is committed to dealing with negative behaviour in a non-confrontational and constructive manner. Wherever possible, disruptive or challenging behaviour will be tackled collectively between staff, children and parents, as outlined in our Positive Behaviour Policy.

However, there may be times when such strategies alone will not alter or prevent negative behaviour. In such cases, further action will be necessary, including reviewing a child’s place at the Nursery, on either a temporary or permanent basis.

As a last resort, Abberley Preschool reserves the right to temporarily suspend or permanently exclude a child in the event of persistent and irresolvable unacceptable behavior, where the behavior is detrimental to:

the children themselves.
Other children in our care
staff
or the Preschool as a whole.

Furthermore, a parent/carer’s failure to recognise their child’s continued undesirable behaviour, or to support the Nursery and their child in dealing with or rectifying this behaviour, may result in termination of the child’s place.

Four weeks’ written notice will be given if a child gets permanently excluded.

In the case of a temporary suspension, when this is over and before the child is allowed to return to the Preschool, there will be a discussion between staff, and the parent/carer, setting out the conditions of their return.

Only in the event of an extremely serious or dangerous incident will a child be suspended from the Preschool with immediate effect. In such circumstances, the child’s parent/carer will be contacted immediately and asked to collect their child.

After an immediate suspension has taken place, the Nursery Manager will arrange a meeting with the parents/carers to discuss the incident and decide if it will be possible for them to return to the Nursery.

Management will ensure that any suspension or exclusion will be seen as consistent, fair and proportionate to the behaviour concerned. In setting such a sanction, consideration will be given to the child’s age and maturity. Any other relevant information about the child and their situation will also be considered.

Equipment and resources

Policy statement

We believe that high quality care and education is promoted by providing children with safe, clean, attractive, age and stage appropriate resources, toys and equipment. We aim to provide children with resources and equipment which helps to consolidate and extend their knowledge, skills, interests and aptitudes.

Procedures

We provide play equipment and resources which are safe and (where applicable) conform to the BSEN safety standards, or Toys (safety) regulation 1995
We provide a sufficient quantity of equipment and resources for the number of children attending
We provide resources which promote all areas of children’s learning and development, which may be child or adult led.
We select books equipment and resources which promote positive images of people of all races, cultures and abilities, are non-discriminatory and avoid racial and gender stereotyping
We provide play equipment and resources which promote continuity and progression, provide sufficient challenge and meet the needs and interests of all children
We provide made, natural and recycled materials which are clean, in good condition and safe for the children to use.
We provide furniture which is suitable for children and furniture which is suitable for adults
We store and display resources and equipment where children can independently choose and select them
We check all resources and equipment regularly as they are set out at the beginning of each session and put away at the end of each session. We clean equipment regularly, and repair or replace any unsafe, worn out, dirty or damaged equipment.
We use the local library and toy library to introduce new books and a variety of resources to support children’s interests
We plan the provision of activities and appropriate resources so that a balance of familiar and exciting new challenges is offered.

Promoting health and hygiene

Administering medicines

Policy statement

While it is not our policy to care for sick children, who should be at home until they are well enough to return to Preschool, we will agree to administer medication as part of maintaining their health and well-being or when they are recovering from an illness.

In many cases, it is possible for children’s GP’s to prescribe medicine that can be taken at home in the morning and evening. As far as possible, administering medicines will only be done where it would be detrimental to the child’s health if not given in the setting. If a child has not had a medication before it is advised that the parent/carer keeps the child at home for the first 48 hours to ensure no adverse effect as well as to give time for the medication to take effect. If a child has been prescribed antibiotics, we ask for the child to stay at home for 24 hours so the medicine can start to take effect.

Any practitioner administering medication must be first aid trained. This includes ensuring that parent consent forms have been completed, that medicines are stored correctly and that records are kept according to procedures. In the absence of the key person, the manager is responsible for the overseeing of administering medication.

Procedures

Children taking prescribed medication must be well enough to attend the setting.

Children’s medicines must be stored in their original containers and are clearly labelled and are inaccessible to the children. Parents/carers must give prior written permission for the administration of medication on Famly. The staff receiving the medication must ask the parent/carer to sign a consent form on Famly stating the following information. No medication may be given without details being provided:

The administration is recorded accurately each time it is given and is signed by the relevant staff member and a witness staff member. Parents/carers acknowledge on Famly when collecting their child to acknowledge the administration of a medicine.

All medication is stored safely in the medicine box on the hatch or refrigerated, if necessary. The child’s key person is responsible for ensuring medicine is handed back at the end of the day to the parent/carer.

If the administration of prescribed medication requires medical knowledge, individual training is provided for the relevant member of staff by a health professional.

No child may self-administer. Where children are capable of understanding when they need medication, for example with asthma, they should be encouraged to tell their key person what they need. However, this does not replace staff vigilance in knowing and responding when a child requires medication.

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

A risk assessment is carried out for each child with long term medical conditions that require ongoing medication. This is the responsibility of the manager alongside the key person. Other medical or social care personnel may need to be involved in the risk assessment. Parents/carers will also contribute to a risk assessment. They should be shown around Preschool, understand the routines and activities and point out anything which they think may be a risk factor for their child.

Key person for special educational needs children – children requiring help with tubes to help them with everyday living e.g. breathing apparatus, to take nourishment, colostomy bags etc. We require prior written consent from the child’s parent/carer to give treatment and/or medication prescribed by the child’s GP. It may be necessary for a child’s key person to have the relevant medical training/experience, which may include those who have received appropriate instructions from parents or guardians, or who have qualifications.

A health care plan for the child is drawn up with the parent/carer; outlining the key person’s role and what information must be shared with other staff who care for the child. It should include the measures to be taken in an emergency and is reviewed frequently.

A risk assessment will also be carried out by the key member of staff on nursery activities that may give cause for concern regarding the individual child’s health needs.

Copies of all letters relating to these children must first be sent to the Preschool Learning Alliance Insurance Department for appraisal. Written confirmation that the insurance has been extended will be issued by return.

Managing medicines on trips and outings

If children are going on outings, staff accompanying the children must include the key person for the child with a risk assessment, or another member of staff who is fully informed about the child’s needs and/or medication. Medication for a child is taken in a sealed plastic box clearly labelled with the child’s name, name of the medication, Inside the box is a copy of the consent form and a card to record when it has been given, with the details as given above. On returning back to the Preschool the card is stapled to the medicine record book and the parent/carer signs it.

If a child on medication has to be taken to hospital, the child’s medication is taken in a sealed plastic box clearly labelled with the child’s name, name of the medication. Inside the box is a copy of the consent form signed by the parent/carer.

Managing children with allergies, or who are sick or infectious

(Including reporting notifiable diseases)

Policy statement

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

Procedures for children with allergies

When parents/carers start their children at Preschool they are asked if their child suffers from any known allergies. This is recorded on the registration form. If a child has an allergy, a risk assessment form is completed.

This form is kept in the child’s personal file and a copy is displayed where staff can see it. Where applicable parents/carers may train staff in how to administer special medication in the event of an allergic reaction.

Generally, no nuts or nut products are used within the setting. Parents/carers are made aware so that no nut or nut products are accidentally brought in, for example to a party.

Lifesaving medication & invasive treatments

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

a letter from the child’s GP/consultant stating the child’s condition and what medication if any is to be administered;
written consent from the parent/carer allowing staff to administer medication; and
proof of training in the administration of such medication by the child’s GP, a district nurse, children’s’ nurse specialist or a community paediatric nurse.

Copies of all three letters relating to these children must first be sent to the Preschool Learning Alliance Insurance Department for appraisal. Confirmation will then be issued in writing confirming that the insurance has been extended.

Procedures for children who are sick or infectious

We are unable to admit children into a session who are obviously unwell or infectious. Should a child become ill during a session the following steps will be taken:

the manager calls the parents/carer and asks them to collect the child, or send a known carer to collect on their behalf.
If the parent/carer cannot be contacted the person named on the child’s admission form as emergency contact will be notified
Preschool follows good hygiene procedures concerning the clearing up of any spilled bodily fluids

During this time the child will be cared for by a member of staff in an appropriate manner as to his/her symptoms .

In extreme cases of emergency the child should be taken to the nearest hospital by ambulance and the parent/carer informed.

Parents/carers may be asked to take their child to the doctor before returning them to Preschool. We may refuse admittance to children who have a temperature, sickness and diarrhoea or a contagious infection or disease.

Parents/carers will be notified if there is an infectious disease such as chicken pox in Preschool.

Where children have been prescribed antibiotics, parents/carers are asked to keep them at home for 24 hours before returning to Preschool, 48 hours should the antibiotics be the first time they have had them. After diarrhoea/sickness, parents/carers are asked to keep children home for 48 hours or until a formed stool is passed. While Abberley Preschool follows the NHS Guidelines for hand, foot and mouth and conjunctivitis, we would strongly request that children with these conditions do not attend for a period of 48 hours after the onset of symptoms. These conditions are highly contagious and can cause considerable discomfort to the children and so we believe these children should remain at home for the benefit of everyone.

Reporting of ‘notifiable diseases’

If a child or adult is diagnosed suffering from a notifiable disease, the GP will report this to the Health Protection Agency.

When Preschool becomes aware, or is formally informed of the notifiable disease, the manager informs Ofsted and acts on any advice given by the Health Protection Agency. If more than 2 children have the same disease, the Health protection agency and ofsted must be informed.

HIV/AIDS/Hepatitis procedure

HIV virus, like other viruses such as Hepatitis, (A, B and C) are spread through body fluids. Hygiene precautions for dealing with body fluids are the same for all children and adults.

Single use vinyl gloves and aprons are worn when changing children’s nappies, pants and clothing that are soiled with blood, urine, faeces or vomit. Protective rubber gloves are used for cleaning/sluicing clothing after changing. Soiled clothing is rinsed and bagged for parents to collect. Spills of blood, urine, faeces or vomit are cleared using mild disinfectant solution and mops; cloths used are disposed of with the clinical waste. Tables and other furniture, furnishings or toys affected by blood, urine, faeces or vomit are cleaned using a disinfectant.

Nits and head lice

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

Nappy changing and intimate care policy

Policy statement

No child is excluded from participating in Preschool who may, for any reason, not yet be toilet trained and who may still be wearing nappies or equivalent. We work with parents/carer towards toilet training, unless there are medical or other developmental reasons why this may not be appropriate at the time.

We make necessary adjustments to our bathroom provision and hygiene practice in order to accommodate children who are not yet toilet trained. We see toilet training as a self-care skill that children have the opportunity to learn with the full support and non-judgemental concern of adults.

Procedures

Nappies or pull ups are changed by a member of staff once in the morning and once in the afternoon, and as needed.

All staff are familiar with the hygiene procedures and carry these out when changing nappies.

In addition, key persons ensure that nappy changing is relaxed and a time to promote independence in young children. Preschool will encourage young children to take an interest in using the toilet; they may just want to sit on it and talk to a friend who is also using the toilet. They should be encouraged to wash their hands and have soap and paper towels to hand. They should be allowed time for some play as they explore the water and the soap. Older children access the toilet when they have the need to and are encouraged to be independent.

Disposable gloves and aprons are put on before changing starts and the areas are prepared. A member of staff will use a changing mat near to the disabled toilet to change the child where it is warm and where we can protect the child’s privacy whilst allowing appropriate adult supervision to protect dignity and safety simultaneously. Staff will spray/wipe the changing mat with anti-bacterial spray after each child.

We ask parents/carers to provide:-

At least one change of nappy/pull up per session (disposable or cloth)
Wet wipes
Nappy sacks
Nappy liner, if required.

Key persons are gentle when changing; they avoid pulling faces and making negative comment about ‘nappy contents’. Inappropriate comments are not made about young children’s genitals when changing their nappies.

Nappies and ’pull ups’ are disposed of hygienically. Any soil (faeces) in nappies or pull ups is flushed down the toilet and the nappy or pull up is bagged and put in the bin. Cloth nappies, trainer pants and ordinary pants that have been wet or soiled are bagged for the parent to take home.

Staff must put disposable apron and gloves in a bag and put in the bin. Hands must be washed thoroughly after changing a nappy.

Nutrition, Healthy Eating and Safer Eating Policy

Our preschool is committed to supporting the health and well-being of our children by providing and requesting parents to send in nutritious meals and snacks that foster the development of lifelong healthy eating habits. We recognise the critical role that nutrition plays in early childhood development and strive to provide a balanced, diverse, and safe food environment. Our meals and snacks will reflect our commitment to providing healthy food choices, while also promoting an understanding of nutrition through hands-on activities and positive role modelling.

Early childhood nutrition is important because it supports children’s physical, cognitive, and emotional development.

Supervision

Children are always supervised by staff while eating or drinking.
Staff sit with the children and remain vigilant throughout mealtimes.
Children sit in a horseshoe arrangement, with staff positioned facing them. This allows staff to see every child clearly, including those who may show silent signs of choking.

Nutritional Standards

In line with our healthy eating policy we advise parents to send a healthy snack of either fruit or vegetables, bread sticks, yoghurts, cheese, rice cakes etc.

We ask you to limit snacks such as crisps and we do not allow any chocolate or sweets.

We advise packed lunches sent in are healthy and well balanced for example carbohydrates – potatoes, bread, rice, pasta and other starchy carbohydrates

Fruit and vegetables – Fresh, frozen, canned and dried fruit, vegetables and pulses.

Dairy and alternatives – milk, cheese, yoghurt, fromage frais

Beans, pulses, fish, eggs, meat and other proteins

We outsource hot lunches from Red hen who provide Healthy and nutritious meals Monday to Friday. An updated Allergy form is sent to red hen every term to ensure all meals are safe for all children on the days they are in preschool.

Variety – Ensure that children are provided with a variety of fruits, vegetables, grains, protein sources, and dairy.

Portion size – Establish appropriate portion sizes based on the age of the children.

Hot lunches have a choice of having seconds if still hungry.

Limiting sugary and processed foods – Limit foods and drinks high in added sugars, salt, and unhealthy fats (e.g., sugary snacks, sodas, fried foods).

Children can bring birthday cake into preschool but it will not be consumed at preschool but bagged up and sent home.

When cooking as an activity we will ensure healthy food items are made such as vegetable pizza, carrot cake, fruit muffins, bread, fruit skewers, rock cakes, banana bread, oat bars etc

Special diets – Accommodate dietary restrictions (allergies, cultural preferences, vegetarian, etc.) and ensure safe and nutritious alternatives are provided.

Meal Planning and Food Preparation

We have morning snack time, lunch and afternoon snack time.

Children bring in their own morning and afternoon snack into preschool every day. A member of staff checks all snacks before snack time for allergies and choking hazards. This is recorded and signed off on the check list paperwork every morning. Food that isn’t cut up correctly is done so by a member of staff. Allergy foods are bagged up and handed over to parents at the end of the day. Lunch boxes are placed in the fridge once checked.

Snack is collected from named pots by children to encourage independence.

As a setting we do have a supply of fruit and vegetables kept in fridge which are handed out to children if snack has been forgotten.

Hot lunches are delivered and stored in our warming oven. Temperature of food is taken on drop off and just before serving. Staff handling hot lunches are all food hygiene trained. When serving food staff will be wearing gloves, apron and hair tied back with hands washed and area cleaned. Food is dished up in to serving bowls so that children can serve themselves but are monitored on amount put on plate.

Encouraging Healthy Eating Habits

Role Modeling: Staff should model healthy eating behaviours by eating nutritious foods in front of the children.
Positive Reinforcement: Praise children for trying new foods or eating balanced meals.
Education: Include nutrition education as part of the preschool curriculum. Simple lessons about healthy foods, where they come from, and why they are good for the body can be integrated into daily activities.
Involvement: Whenever possible, involve children in food-related activities, such as helping with meal prep or gardening.

Hydration

Water Access: We Ensure that clean drinking water is readily available to children throughout the day. We have a water dispenser set up for children to refill their own water bottles.
Milk : We Provide milk as a source of calcium and vitamin D daily at morning snack time.

Celebrations and Special Occasions

Birthdays, holidays, and other special occasions will be celebrated at Preschool by providing children with healthy treats for example fruit platers, kiwi Christmas trees, Banana reindeers, fruit father Christmas, Easter cheese bunny faces, egg chicks etc

Healthier Alternatives: If snacks or treats are provided for celebrations, encourage healthier alternatives (e.g., fruit salad, whole-grain crackers, or homemade baked goods).
Allergy Awareness: Ensure that treats or special foods do not pose a risk to children with allergies. Allergy list and information for alternatives are displayed on staff information board.

Parent and Community Involvement

Encourage collaboration with parents and the broader community to support healthy eating practices at home and at school.

Parent Education: Poster displaying healthy food meals and options is displayed on parent notice board in foyer. Healthy eating and nutrition policy displayed on website and new starters receive a list of food items to send in snack and lunch boxes.

At Preschool we have a designated Nutrition and Food Safety Coordinator – Grace Potts who is responsible for checking snacks and packed lunch boxes for choking hazards and allergy items as well as removing unhealthy items to be returned home.

Oral Hygiene

Parents are given information leaflets regarding how to look after their child’s teeth and how healthy eating impacts their teeth and development. These leaflets are given out twice a year – at the end of summer term and at the end of autumn term.

We also encourage professional visitors, such as dentists/dental nurses to attend the setting and talk to the children. Parents/carers are also encouraged to attend these planned sessions, so they can get relevant, up-to-date information from professionals.

We have activities available for children to look after teeth and understand the importance of healthy eating and good oral hygiene regularly throughout the year.

Abberley Preschool MENOPAUSE AND MENSTRUATION POLICY

At Abberley preschool, we are committed to providing an inclusive and supportive working environment for all our colleagues. This menopause and menstruation policy is intended to help employees feel able to ask for the adjustments they need to help them manage their symptoms at work.

Experiences of menstruation and the menopause range from feeling no or mild discomfort to having debilitating symptoms and finding it difficult to do everyday activities like going to work. We believe employees shouldn’t have to mask their symptoms when they’re working and try to cope on their own. You also shouldn’t have to feel embarrassed talking about the menopause or your periods.

We expect all managers and staff to be respectful towards colleagues who experience symptoms related to menstruation or the menopause and to recognise that they may require unique support or adjustments.

Reasonable Adjustments

If your symptoms are affecting your work, we would encourage you to ask your line manager for support or reasonable adjustments. We have provided guidance for all managers on the menopause and menstruation, on how to respond appropriately to team members’ needs and on the importance of maintaining confidentiality. However, if you feel uncomfortable speaking to your line manager, you can contact Olivia our chair in the first instance.

You don’t need a medical certificate or to qualify as disabled for your manager to arrange reasonable adjustments. The aim of the adjustments will be to remove or reduce the disadvantage created by your symptoms so you can succeed at work.

If you’re experiencing difficulties at work or debilitating symptoms, possible adjustments might include flexible working hours or working from home.

Once you and your manager have agreed on what adjustments are reasonable, these will be reviewed regularly. If you don’t feel you’re getting the right support, you can speak to the chair at any time.

Sick Leave

If, despite the reasonable adjustments we’ve made, you feel unfit to work due to menopause symptoms, severe period pain, pre-menstrual syndrome or premenstrual dysphoric disorder, you are entitled to call in sick in line with our sickness absence policy. You will not be treated less favourably than any other employee who takes sickness absence or judged for taking time off.