Accident policy

It is inevitable that some children may have accidents during their time at pre-school.

The pre-school will carry out an annual risk assessment to minimise the

risk of preventable accidents (see health and safety policy).

Any person who has an accident, including practitioners, visitors and parents/careers whilst at pre-school will be treated sympathetically and the appropriate medical treatment will be given. The treatment given will be witnessed by another member of staff. Details of the accident will be recorded in the pre-school accident book. The entry must be completed in full and signed by the child's parent / carer when they leave.

The cause of an accident will be dealt with immediately as appropriate.

The manager will be informed of any serious injury; parent/carer will be contacted if there is a significant injury. If a child has an injury before arriving the parent/carer must inform a member of staff.

The accident book will be reviewed during the annual risk assessment. Any repetitive accidents will be addressed, and action taken to reduce a risk in the future.

Please refer to Data Protection Policy relating to the collecting, sharing and storing of Personal Data.

Allergy Information Policy

The Learning Tree Pre-school recognises its responsibility to safeguard the welfare of all children, by a commitment to practice which cares for all children attending. This includes adhering to Food Information Regulation 2014 (FIR).

Why Food Allergy Matters

Allergic reactions can make people very ill and can sometimes lead to death. The only way someone can avoid getting ill is to make sure they do not eat the foods they are allergic too.

The Learning Tree recognises the importance of children’s individual dietary needs and will ensure information of allergens which may be used within the setting is readily available, according to FIR 2014.

How information will be provided

The setting will provide information for any food that contains any of the 14 allergens as ingredients (see appendix 1 for allergen contents information and appendix 2 for the 14 allergens).

Information will be accessible by means of original packaging being kept on the food or with the food.

Keeping Staff Trained & Informed

The Learning Tree will ensure all staff is aware of procedures and policies when it comes to handling all requests for allergen information.

Staff will be informed of allergen information as part of their induction process to guarantee the health and safety of all children and staff.

Parental Responsibility

Parents must play their part by informing staff of their child’s dietary needs and any diagnosed allergies. Medical evidence will be required. Parents can obtain this from their G.P.

Dealing with severe allergic reaction

When someone has an allergic reaction to a food, it is important that all staff should know what to do.

Warning signs: It is not always clear if someone is having an allergic reaction because other serious conditions can have similar symptoms. However, warning signs to look out for is

·        Difficulty in breathing

·        Swollen lips

·        Swollen mouth

·        Collapsed

If the above happens, this is what you should do:

·        Do not move the child as this could make them worse.

·        If the child has an adrenaline pen and a staff member is trained in administering, take action according to training.

·     Call 999 immediately and describe what is happening. Explaining you think the child/staff may be having a serious allergic reaction or anaphylaxis. It is important to mention the word anaphylaxis to ensure the urgency of the situation is communicated and the appropriate medication will be available.

·        Phone parents to inform them of the situation.

·      Send someone outside to wait for the ambulance while you stay with the child/staff until help arrives. Where possible the key-person stays with the child to aid the child’s sense of security.

Dealing with allergen information:

Quick checklist:

1.     When someone asks you if a food contains a particular ingredient, always check every time – never guess.

2.     Keep up-to-date ingredients information for any ready-made foods that you use. Ingredients are usually on the label or packaging.

3.     When you are making food, keep original labels of all the ingredients (and what they contain) including cooking oils, dressings, toppings, sauces and garnishes.

4.     If you’re making food for someone with an allergy, make sure work surfaces and equipment have been thoroughly cleaned. Wash your hands thoroughly before preparing food. Control the risks.

Anti-Bias Practice Policy

The Pre-school is committed to taking positive action to eliminate discrimination in all areas of its work. We believe that all families and children should not be disadvantaged in any way. We aim to help children fulfil their potential through a curriculum and environment that caters for the needs of all children regardless of their backgrounds, abilities and cultures.

RECRUITMENT/ EMPLOYMENT

Job vacancies maybe advertised on the Pre-School notice board, newsagent shops, Indeed website, local community groups and by word of mouth.

Candidates are interviewed following specific recruitment procedures and selected by the interview panel.

The Pre-school will appoint the best person for the job. No applicant will be rejected on the grounds of age, gender, sexuality, social status, means, family status, disability, colour, ethnic origin, religion or belief. Successful candidates will be appointed subject to satisfactory references and a Criminal Records Bureau Check.

All staff have written contracts of employment and the Pre-School will honour these in full.

FAMIILIES

We recognise that many different types of families successfully love and care for children, therefore we promote partnership with parents to ensure the individual needs are met.

Open days and evening meetings will be arranged to allow working parents the opportunity to attend.

ADMISSION

We endeavour to cater where possible, for children whose needs are considered a priority due to health, family crisis or a special educational need.

RESOURCES

The Pre-School values multi-cultural and multi-racial diversity. Every member of the pre-school community should feel that their language, religion and culture are valued and respected.

Activities and the use of play equipment offer children opportunities to develop a positive attitude to diversity in an environment free from prejudice and discrimination. Children will be encouraged to explore, acknowledge and value similarities and differences between themselves and others.

Resources will be chosen to give children a balanced view of the world and an appreciation of the diversity of our multi-racial society.

We aim to promote self-respect by avoiding stereotypes and derogatory pictures or messages about any group of people.

INCLUSION

The Pre-School recognises the wide range of children and families in our community. The well-being and development of every child matters and we are committed to the inclusion of all children and their parents within our pre-school. We will therefore:

·        Ensure that all children have full access to the play opportunities offered within the  pre-school.

·        Seek out resources, for example books and jigsaws etc., which portray positive images of diversity.

·      Ensure that each child receives regular adult support and attention and monitor children's progress on an individual basis

·     Endeavour to offer additional support to parents/carers that require assistance with communication (spoken and/or written.)

·      Celebrate a range of festivals and religious celebrations which are relevant to the children in the pre-school and the local community.

We condemn discrimination because it is illegal, offensive and wrong. Disciplinary procedures will be enforced upon staff, who display any form of discriminatory practice.

Anyone using threatening or discriminatory behaviour will be challenged and if necessary reported to the Police

Arrival & Collection Policy

Arrival

When arriving at the pre-school a member of staff will open the main door. If there is no one at the main door please knock on the window of the door.

It is the responsibility of each parent/carer to ensure that their child is registered in the pre-school register by a member of staff before they leave.

If someone different is collecting the child at the end of day/session the parent/carer must inform a member of staff, giving the name of the person, and check an agreed password has been recorded. When leaving the pre-school please ensure the door is closed behind you.

Messages about your child’s wellbeing should be passed on to your key person or another practitioner before you leave.

Collection

When leaving the pre-school a member of staff will open the main door.

Children will only be allowed to leave with their parent /carer unless we have been informed that someone different will be collecting them, and that person is able to provide the correct password and over the age of sixteen.

The children will not be allowed to leave the building unattended.

If a child has had an accident at the pre-school their parent/carer will be asked to sign the accident book.

Baby Sitting Policy

Previously it has not been uncommon for pre-school staff to offer babysitting services to pre-school clients, outside of working hours. This policy has been implemented to provide clarification of some points regarding private arrangements between staff and parents/carers.

• The Learning Tree Pre-school will not be responsible for any private arrangements or agreements that are made.

• Out of hours work arrangements must not interfere with a staff member’s employment at the Pre-school.

• Confidentiality of employment must be adhered to and respected. Please refer to GDPR Policy for further guidance.

• Parents should be aware that other adults accompanying the babysitter may not have the relevant Criminal Records Bureau clearance, and it may not be appropriate for them to care for children.

The Pre-school has a duty to safeguard all children whilst on our premises and in the care of our staff, but this duty does not extend to private arrangements between staff and parents/carers outside of pre-school hours. Staff and parents need to be aware that The Learning Tree policies are only applicable for the duration of employment for pre-school hours.

Staff/parents need to be reminded that they are NOT covered under the pre-school’s insurance.

Staff are reminded that professional stance is required and whilst strong attachments can be made when babysitting, the same one to one attention will not be feasible at all times within the Pre-school setting.

Upon building strong attachments during baby-sitting services, it is a concern that other issues arise, such as favouritism. This will not be tolerated by the pre-school and code of conduct needs to be adhered.

Behaviour Policy

We believe that children and adults flourish best in a sensitive and caring environment where everyone knows what is expected of them and children are free to develop their play and learning without fear of being hurt or hindered by anyone else.

BEHAVIOUR EXPECTATIONS: -

Behaviour expectations of the children in the setting are discussed and agreed within the pre-school and explained to all newcomers, both adults and children.

The pre-school has a SENDCO who supports behaviour management throughout the setting, who has relevant training and experience. This person guides other members of staff in behaviour strategies.

All adults present in the pre-school are responsible for ensuring that the boundaries are applied consistently, so that the children have the security of knowing what acceptable behaviour is.

All adults will be positive role models displaying acceptable behaviour for the children whilst showing warmth, care and courtesy.

DISCIPLINARY BOUNDARIES:

Children should be encouraged to talk about their feelings and ideas instead of struggling with them internally, which could lead to anti-social behaviour.

We aim to help children develop self-regulation and respect for how others are feeling.

Children will be introduced to the “class rules” in a positive manner through discussion, questioning and role modelling.

• We strive to be kind and caring to each other.
• We stay safe (by tidying up, by listening, by walking indoors)
• We care for our environment
• We use our listening ears.

Care is taken to praise and promote desirable behaviour, such as kindness and willingness to share, so that there is no risk of children receiving adult attention only in return for undesirable behaviour. Good behaviour is promoted by:

• The use of transition songs
• Using sand timers for turn taking
• Being specific and enthusiastic when giving praise
• By offering children visual choices
• Using fidget items – to keep hands busy while your ears are listening, and your eyes are looking.
• By using the palm up sign and a firm “Stop” when children are doing wrong
• By being consistent and fair at all times and to all children.

 BEHAVIOUR MANAGEMENT: -

When children continue to display undesirable behaviour, we may use any of the following methods as appropriate to the child and their behaviour:

• Incentive charts
• Planned ignoring- in case of attention seeking behaviour when safe to do so.
• Timeout is to be used if a child is displaying unwanted behaviour by excluding the child from the activity for 2-3minutes depending on their age/ ability. This may be redirecting play. Sitting in a quiet area or holding the sand timer allowing the child time to think.
• If a child causes intentional physical harm to another they may be placed straight into time out for two to three minutes. A sand timer will be used, and adult will not engage during this time.
• Victim Attention-when a child hurts another for attention seeking reasons the victim will receive all the attention and staff will ignore the other child.
• If the child continues to display physical unwanted behaviour harming themselves and/or others the parent would be brought in and an ABC/IEP be discussed.

When a child hurts another they will not be expected to say sorry as children of this age are too young to fully understand remorse and the true meaning of sorry.

Physical punishment, such as restraining, smacking, shaking or treating roughly are never used, or threatened.

Children are never sent out of the room alone, singled out, or humiliated.

Adults do not shout or raise their voices in a threatening way.

Staff should not discuss a child’s behaviour when the child or other children are listening or in the area.

Children are given one-to-one adult support in seeing what was wrong and in working towards a better pattern of behaviour.

In cases of serious inappropriate behaviour, such as racial or other abuse and bullying, the unacceptability of the behaviour and attitude must be made clear immediately, by means of explanation rather than personal blame. The child must be made aware that it is the behaviour that is unacceptable and not the child.

Bullying is defined as a deliberate, hurtful behaviour, which is often repeated over a period of time. Bullying can take a number of forms: physical (hitting, kicking) emotional or verbal (name calling threats, coercion) or damage to property. All forms are damaging to the victim.

Adults must be aware of and respect, varying cultural expectations regarding interactions between people and do not, for example, expect eye contact with children who would consider this impolite.

Adults’ handling of behaviour problems is developmentally appropriate, respecting individual children’s level of understanding.

 PARTNERSHIP WITH PARENTS

Partnership with parents is essential in helping to resolve any issues off consistent disruptive or difficult behaviour. Parents/carers will be kept fully informed of repetitive instances of undesirable behaviour.

When a child shows undesirable behaviour over a period of time with no or very little improvement the parent / carer will be asked to agree a behaviour management strategy towards which both parties will work.

The behaviour management strategy will begin with the recording of incidences within the setting to determine the triggers and consequences of the child’s behaviour. This information will help the child’s key person and SENDCO to develop an individual education plan (IEP) with the aim of supporting the child to change their behaviour.

The setting may request help through the Early Years Croydon Team.

 If parents refuse to agree a way forward the setting reserves the right to exclude the child. 

Biting Policy

Many children go through stages in their development, where they exhibit behaviour that others find unacceptable. Biting can be prevalent in children whose language skills are only just developing. Behaviour demonstrated in this manner can often be an expression of frustration as they have not yet acquired the skills to express what they are feeling. Temper tantrums are another form of behaviour that most children of a similar age or developmental stage go through. Happily, just as temper tantrums eventually diminish with age, so usually does biting.

The Learning Tree Pre-School always follows the same procedures in the event of a child being bitten. Our procedures are as follows:

Ø To comfort the bitten child and administer appropriate First Aid.

Ø To explain to the biting child why biting is unacceptable, that it hurts the other child and show the mark or bruise to the perpetrator. Child’s level of understanding needs to be taken into consideration when offering explanation.

Ø Remove the biting child from the circumstances that provoked the biting for a short period of time.

Ø We will always inform the parents of the bitten child with recorded evidence which will need a signature.

Ø We will always inform the parents of the child that has bitten and explore with them their strategy for dealing with such incidents if they occur at home or elsewhere (If their strategy was a direct contradiction of our strategy, e.g. Parent biting the child back, we would explain why we thought this was an inappropriate response). Recorded evidence will also be applied with a parent signature required.

Complaints Policy

We aim to provide the highest quality early years education and care for the children that attend the pre-school. We provide a variety of play/learning experiences and encourage each child to reach his/her full potential.

We aim to treat each child and family as individuals and ensure they feel welcomed and valued.

We believe that all children and adults are entitled to expect courtesy and prompt attention to their needs and concerns.

Our formal complaints procedure assures service users of transparency and that all will be treated fairly and with equal credibility and concern.

Making concerns known

Complaints can be made:

·        By speaking to your child’s key person, which will be relayed to management.

·        By speaking to the Manager.

·        By email, telephone.

Process of dealing with concerns

·        If a minor complaint were raised then a timely response is helpful to address this and appropriate action put in place, if the complaint is not resolved then the following will be implemented;

·        Complaints will be put in writing to the pre-school manager who will then arrange a formal meeting to discuss these, they will

·        Listen    – to what is being said.

·        Dialogue – to seek resolution of minor issues

·        Recording – concerns and any investigation and its outcomes.

·        Finding out – about what happened from those involved.

·        Judgement and decision making- being objective and impartial.

·        Action planning – to put the matter right or improve practice.

·        Reporting – to the complainant the outcome of concern raised within 28days  

·        If this fails to resolve the problem and there are still concerns please contact OFSTED (The office for standards in Education) phone

0300 123 1231, hours that Ofsted are open (08.00 to 18.45) Monday to Friday

·        Notes will be kept of any complaints made and official minutes will be taken at all meetings and agreed and signed by each party.

·       In the event of maltreatment or suspected abuse OFSTED will be notified by the manager / deputy immediately.

We have an annual parents / carers questionnaire in order to receive confidential feedback on the service we provide. When a child is leaving the setting the parent will be given the opportunity to provide the setting with feedback about their experience on an exit feedback form.  

Confidentiality Policy

The primary concern of the Management is to provide a safe environment where parents/carers and staff can feel secure in the knowledge that any personal information will be treated in the strictest confidence.

Confidential information relating to individual children or parents/carers will be disclosed to other professionals and services on a strict need to know basis. Staff must not discuss any information of this nature to others outside of the setting.

The pre-school computer is password protected.

Parents will only have access to information regarding their own child. Individual files will be kept in a secure place without public access.

Every child will have an Early Years Foundation Stage records folder which will be stored in the classroom for parents/ carers to look at. Parents / carers will be informed that they must only look at their own child’s folder. The child's Early Years Foundation Stage Record will be passed on to the next setting when they leave. Transfer sheets with relevant information will be passed on to the child's next setting, along with Special needs and Safeguarding records when applicable.

Staff induction includes raising awareness of the importance of confidentiality in the role of the Key Person, and confidentiality in terms of child protection issues.

Any conversation about individual children will not be within their hearing. Issues relating to staff members must only be discussed with the manager.

We adhere to the Data Protection Act 1998 (General Data Protection Regulation 2018) therefore we will comply with the following:

Information must be:

Fairly and lawfully processed

Processed for limited purposes, Adequate relevant and not excessive

Accurate

Kept accurate and up to date

Not kept longer than necessary

Processed in accordance with individual subject access rights

Kept secure against unauthorized access, loss, disclosure or destruction.

Made available to third parties with adequate data protection measures and compliance

Please also see our Data Protection Policy for further guidance.

Curriculum Policy

Our primary aim is to provide an environment that is caring, stimulating and one that fosters children’s independence. We will provide a variety of play/learning experiences and encourage every child to reach their full potential.  

We will help children have a positive approach to learning by: -

• Helping children develop emotional stability, ensuring that they have a strong sense of belonging.

• Providing a key-person system to ensure children and parents have a special person with whom to liaise and therefore form attachments.

• Developing their self-help, and communication skills, which will give them independence and enable them to express their emotions.

• Encouraging children to self-select equipment and initiate their own play with adult support.

• Providing a rich and varied play based curriculum in which children will gain confidence in their abilities and that is age and stage appropriate to the child’s development.

• Encouraging children to try new things and therefore to explore and investigate the world around them.

• Providing a comprehensive range of resources to ensure that all areas of the curriculum are covered.

• Through adult modelling and teaching children will learn how to look after their bodies including healthy eating and oral care.

• Provide In The Moment Planning using the Early Years Foundation Stage and by working towards the early learning goals as set out in the seven areas of learning, which are:

        Personal Social and Emotional Development

           Communication and Language

           Physical

        Literacy

        Mathematics

           Understanding the World

           Expressive Arts and Designs

• Ensuring that we use a ‘scaffolding’, approach which underpins that future learning is firmly in place.

• Encouraging children to use their imagination in a variety of ways and therefore encourage their creativity.

• Using a process of parental input, and observation and assessment in order to ensure that children’s individual needs and interests are reflected in the environment and teaching.

• Setting targets that are individual and achievable for each child

• Ensuring that the curriculum meets the needs of all children regardless of ability or Special Educational Need.

General Data Protection Policy (GDPR)

Under General Data Protection Law, individuals have a right to be informed about how The Learning Tree Pre-school uses any personal data we hold about them.

The Aim of this policy is to ensure that parents/carers understand our legal responsibility for handling all personal data we collect. It covers your right to see information held about you, your child/children, what personal data we collect and hold, how and why we use your data and the legal basis for this, data sharing, third parties who we share your personal data with, how we store and protect your personal data, retention period for holding your personal data and your individual rights regarding your personal data.

What Personal Data we collect, why we collect it and our Legal Responsibility for Handling your Personal Data.

Types of Data

Data as defined under the act are:

. Personal Data- This is data relating to any living individual who can be identified from the     data and includes name, address, date of birth.

. Sensitive Personal Data- data relating to race or ethnic origin, political opinion, religious or other beliefs, health, sex life, criminal proceedings or convictions of an individual.

 What Personal Data We Collect:

. Parents/Carers names, child/children’s names.

.  Home Address.

. Childs date of birth, in some cases Parents date of birth and National Insurance Number or

  NASS Number (National Support Service number), DLA Reference number.

. Named person who has Legal Responsibility of the child/children.

. Contact numbers/ emergency contact numbers.

. Names and contact numbers of other adults authorised to collect your child/children.

. Names and ages of siblings.

. Ethnic Origin, religion, home language.

. Name of doctor, Health visitor and any medical conditions your child may have.

. Name, Address and information of any other professional working with the family.

. Information on Immunisations, allergies, covid-19 test results, dietary needs and any Special needs.

Why we collect Personal Data

Personal data will be used to:

. Enrol your child at the Learning Tree Pre-school, registration purposes. (Statutory Requirement)

. To ascertain and claim Early Years Funding/ Early Years Pupil Premium/ Disability Access Fund, this is claimed through a third party (London Borough of Croydon)

. To work in partnership with other professional agencies with regards to the welfare and development of your child.

. Monitor your child’s progress and development.

. Provide appropriate care and to meet the statutory requirements set out by OFSTED and the Department for Education.

How we protect and store your Personal Information

The General Data Protection act requires all organisations to have appropriate security to protect Personal data against unlawful or unauthorised use or disclosure and accidental loss, destruction or damage. The Learning Tree will take all precautionary measures to ensure your Personal data is securely held, stored and access to it is controlled. We have Internal Policies and strict procedures in place to ensure that your data is not lost, accidently destroyed, misused or disclosed and to prevent unauthorised access.

All Personal data that we hold is kept in locked filing cabinets so only appropriate persons can have access to it. All computers are Password protected and passwords can be changed as appropriate. Personal Information is only shared on a need to know basis, if this is done through e-mail then secure e-mails systems are used like EGRESS, Early Years Funding Portal which has three tiers of security, an initial password, a verification code that must be used within 5 minutes of issue and a final security question. All data we share with them relating to funding is imported into the Capita ONE System with the data being stored securely off-site in London by their system controller, Capita.                                             Any third parties we share Personal Data with have their own measures in place to ensure your Data is stored, shared and processed within the remits of the act and for the sole purpose it is processed for.

Who we Share your Personal Information with

We will only share Personal Data to carry out the core functions of our organisation and where necessary to do so. We do not share any information about you/your child with any third party without consent unless the law and our policies allow us to do so.

Where it is legally required, or necessary we may share Personal Data with the following organisations, we are also legally obliged to share certain information with them, such as safeguarding concerns or early help.

We may share your Personal data with:

. Croydon Best Start (Early Years Collaboration)                                                                     To gain early help support, advice, guidance, strategies and training.

. Local Authorities (LA’s)                                                                                                         To ascertain eligibility/claim Early Years Funding/Early Years Pupil Premium/Disability Access Fund, Additional Funded hours, this is claimed through a third party (London Borough of Croydon) as specified by the Department of Education. Please note: If a parent does not supply the requested information then we cannot claim funding for your child. If you have a complaint regarding this then please contact Information Commissioners Office (ICO)

. Department for Education (Covid-19 test results)

. Public Health Organisation (Covid-19 test results)

- Report a concern online at https://ico.org.uk/concerns/

- Call 0303 123 1113

- Or write to: Information Commissioners Office, Wycliffe House, Water Lane, Wilmslow, Cheshire. SK9 5AF                                                                                                                                                                   

. Department for Children, Schools and Families (DCSF) (If required by law)

. The Qualifications and Curriculum Authority (QCA)

. Her Majesty’s Chief Inspector for Schools (If required by law)

. OFSTED, For Inspection purposes, incidents, accidents or if required by law.

. The Secretary of State for Children, Schools and Families (If required by law)

. Croydon Single Point of Contact (Multi Agency Safeguarding Hub and Early Help)                      Please Note: Sharing data with third parties does not always require the consent of the data subject. When it comes to safeguarding children, there are times when having to get consent of the child or child’s parent would be counterproductive. The Data Protection Act contains a safeguarding provision that allows for data to be shared without consent in these circumstances. The provision allows for data processing- which would include sharing where necessary to protect a child from neglect and physical, mental or emotional harm or to the child’s physical, emotional or mental wellbeing.

Individual Rights regarding Personal Data

Individuals have a right to make a ‘Subject Access Request’ (SAR) to gain access to   Personal information the Learning Tree holds on them. In cases where data subjects    (person who the data relates to) are incapable of understanding or exercising their rights e.g. they are too young or are suffering from a disability which limits their understanding, then the subject access request may be made by a parent or other persons who are legally able to act on their behalf.

Where a Data subjects make a SAR the Learning Tree has a responsibility to provide a copy of these records within a month of receiving the SAR ‘s request.

A Subject Access Request form will need to be submitted when making a request for your Personal data.

You can obtain a SAR form from our Data Protection Officer Ginnett Kelleway

Other Rights

Under the Data Protection law, individuals have certain rights regarding how their personal data is used and kept including the right to:

. Object to the use of personal data if it would cause, or is causing, damage or distress.

. Object to decisions being taken by automated means (by a computer or machine rather than a person

. In certain circumstances have inaccurate personal data corrected, deleted or destroyed, or restrict processing.

. Claim compensation for damages caused by a breach of the data protection regulations.

To exercise any of these rights please contact out Data Protection Officer.

Data Breaches

The Learning Tree will take all practicable measures to ensure that all Personal Data is securely held and access to it is controlled. We recognise that the personal data we hold is valuable and must be managed properly as accidental loss, unlawful destruction or damage may cause distress to individuals concerned.

We have an obligation to notify the Information Commissioners Office (ICO) of any data breaches within 72 hours of becoming aware of a breach. If it is a high risk to the individual, for example, if the type of data compromised could lead to identify theft and fraud, then we would also notify individuals concerned.  

Complaints

The Learning Tree takes any complaints about our collection and use of personal data very seriously. If you think that our collection and use of personal data is unfair, misleading or inappropriate, or have any concerns about our data processing, please raise this with us in the first instance. To make a complaint please contact our Data Protection Officer.

Alternatively, you can make a complaint to the Information Commissioners Office:

. Report a concern online at https://ico.org.uk/concerns

. Call 0303 123 1113

. Write to: Information Commissioners Office, Wycliffe House, Water Lane, Wilmslow, Cheshire. SK9 5AF

Contact us

If you have any question, concerns or would like more information about this Policy please contact our Data Protection Officer 

Emergency Evacuation Policy

The number of children and adults within the pre-school must be recorded on a daily basis. A visitor’s book will be available along with the settings daily register.

Practise evacuation drills should be carried out regularly and recorded. By making this a part of the pre-schools regular routine the children will be less likely to become distressed or frightened.

If the premises have to be evacuated a safe and clear procedure familiar to all staff must be adopted. This procedure will include the designated meeting point position and the roles and responsibilities of all staff.

The Register, First Aid Box, contact details must always be kept in a designated place to allow for easy access. THESE ITEMS MUST BE TAKEN OUT WHEN STAFF AND CHILDREN EVACUATE THE BUILDING.

During the evacuation children will be kept as safe and comfortable as possible. If we cannot re-enter the building, staff will contact parents/carers as quickly as possible to arrange their collection. 

Equipment and Resources Policy

We believe that high quality care and education is promoted by providing safe, clean, attractive, age and stage appropriate resources, toys and equipment which help to foster and extend children’s knowledge, skills, interests, and aptitude.

In order to achieve this we will endeavour to:

·        Provide equipment and resources, which are safe and, where applicable, conform to current safety legislation. They will be checked regularly and any unsafe, worn out, dirty or damaged equipment will be repaired, cleaned or replaced.

·        Provide a sufficient quantity of equipment and resources for the number of children.

·        Provide resources which promote all areas of children’s learning and development as well as continuity and progression, sufficient challenge and which meet the needs and interests of all children.

·        Provide man-made, natural and recycled materials, which are clean, in good condition and safe for the children to use.

·        Select books, equipment and resources which promote positive images of people of all races, cultures and abilities, are non discriminatory and avoid stereotyping.

·        Store and display resources and equipment where children can independently choose and select them.

·        Keep an inventory of resources and equipment for adequate insurance purposes and to ensure that they support a range of activities across all areas of play, learning and development.

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

Fees Policy

The pre-school accepts cash and bank transfers. If you wish to pay direct into our bank, please ask the Manager or Deputy for details.

The Pre-School fees for each child must be paid in full, at the start of each week or month.

If the pre-school is open and your child is absent for any reason (this includes hospital appointments, illness, holidays or extreme weather) their fees are still due. You will not be charged for bank holidays, inset days or days when the pre-school has emergency closure, including severe weather closure.

In the event of non payment of fees the Pre-School will:

1. Give the parent/carer a verbal reminder/warning of the fees outstanding and a timescale in which these must be paid.
2. Give the parent/carer a formal warning letter, stating the fees outstanding and when they must be paid by.
3. If outstanding fees become excessive, or no attempt has been made to pay off the debt the child’s days of attendance will be reduced, or their place cancelled until the debts have been cleared.

IT IS THE PRE-SCHOOL MANAGER’S DECISION WHEN A CHILD ‘S DAYS MUST BE REDUCED IN ORDER TO PREVENT THE OUTSTANDING FEES FROM INCREASING.

In the case of late collection fines, the parent/carer will receive a letter stating the amount that needs to be paid. In the event of non payment, this fine will be treated in the same manner as pre-school fees.

Health and Safety Policy

It is the intention of the pre-school management to provide and maintain safe and healthy working conditions for all employees and children. All visitors’ and staff working in the pre-school must comply with health and safety legislation requirements. The relevant Insurance Certificates are displayed.

The person in charge, will take responsibility for dealing with any situation which may occur during the working day.

• The Manager has responsibility for ensuring that this policy is implemented, however, as this building is rented the responsibility for safety of the building rests with the Landlord.
• It is the responsibility of all adults in the pre-school to ensure the working environment is safe and to identify and report any hazards that could lead to injury or damage. Identified safety hazards should be removed or dealt with immediately.
• The outdoor and indoor areas must be checked for hazards daily
• An annual Risk assessment will be undertaken by the management.
• Staff should inform the manager of any lack of, missing or faulty safety equipment immediately.
• All fire exits are to be clearly marked and checked daily to ensure there are no obstructions.
• Ponds, drains, pools or any natural water, are made safe or inaccessible to children. All water activities are closely supervised at all times.

·        Hazardous indoor and outdoor plants should not be kept on the premises.

• Accessible windows must be secured by locks and/or restricted opening bar, and glass doors must be furnished with safety glass.
• Cleaning products must be kept out of children’s reach and original labels must be available.
• When cleaning, all walkways must be kept clear and all cleaning materials e.g. mops buckets etc. must not be left unattended.
• Gas, electrical and other appliances and fittings conform to safety requirements and do not pose a hazard to children.

Ø A competent person will check equipment in line with current legislation.

Ø All electrical sockets must be covered by socket protectors

• Staff should consider the suitability of clothing and footwear.
• Children should not wear looped pierced earrings that could be caught on clothing or equipment. Clothing and footwear should also be suitable for climbing and active pursuits.
• A member of staff should accompany all visitors or parents from the premises and ensure doors are securely fastened. If anyone is staying in the setting he/she will be asked to sign the visitor’s book and place their mobile phone in the office.
• The Manager/Deputy is responsible for taking the register at the beginning of the morning and end of the session.
• Staff should ensure that children are supervised in the room and outside play areas, ensuring there is sufficient staff cover.
• Staff should be aware of children using the toilet independently.
• Hot drinks must be kept out of children’s reach at all times.
• Staff should ensure that equipment is packed away safely and does not pose a safety hazard.

OUTINGS

• Signed permission must be obtained from the parent/carer if children are taken off the premises.
• Letters regarding outings/trips which are further afield or require public transport will be sent out separately to ensure adults are fully aware of the forthcoming event.
• A risk assessment will be carried out if the management deem it necessary. 
• The adult to child ratio will be dictated by the level of risk involved; however in all cases a high adult to child ratio will be maintained.
• Transport will comply with legislation and insurance requirements.

HEALTH & HYGIENE

·        Children will be taught basic hygiene rules and hands will be washed before eating/cooking activities and after using the toilet. Adults will lead by example.

·        Premises, toys and equipment should be washed regularly and checked for damage.

·        Tables will be cleaned with an anti-bacterial product and a clean cloth to prevent cross infection prior to any meals being served.

·        Plastic gloves are supplied and will be worn by staff when cleaning wounds, changing nappies and also when dealing with blood and bodily waste.

·        All bodily waste and blood will be cleaned from furniture and surfaces using disposable cloths and disinfectant/antibacterial products.

·        Soiled nappies will be sealed in a bag and disposed of in a separate bin.

·        Soiled clothing must be placed in a bag and secured, ready to be taken home.

·        The first aid box must be complete and comply with registration requirements. Staff should advise the manager if any items need replacing. The box should be checked half termly.

·        Parents should notify the setting of any infectious illnesses. Guidance will be taken from the Health Protection Agency.

·        Written permission must be obtained from the parents to administer prescribed drugs. Staff must be trained to administer certain medication and this must comply with insurance regulations.

·        All accidents and incidents must be entered into the relevant books/sheets.

STAFF ILLNESS

·        To ensure correct adult/child ratios are maintained it is the responsibility of each staff member to personally speak to the manager or responsible person for the day if they are unable to work.

·        It is the responsibility of each member of staff to notify the manager of any changes in their personal health, which could ultimately affect their ability to manage the children in their care. The manager may then take guidance from OFSTED

·        Staff will not be allowed to work if they are ill. The manager reserves the right to send staff home if they are deemed to be unfit.

·        Staff must be aware of the health implications when lifting, over reaching or moving large or heavy pieces of equipment. Heavy equipment must be lifted by a two people.

IF A CHILD BECOMES UNWELL

Inform parent/carer and ask that they collect the child immediately.

In the event that the parent was not available the emergency contact should be informed of the situation and asked to collect the child. If the setting is unable to contact anyone the following will apply:

 Care of a sick child:

• A member of staff should stay with the child and care for the child appropriately.

• The child should be made comfortable and reassured.

• Frequent attempts must be made to contact the parents/contacts.

• In the event of a child with a diagnosed medical condition the agreed procedure and medicine will be administered and followed.

In the event of a bout of sickness or diarrhoea the setting requests that parents do not allow their children to return until they have been clear of the symptoms for 48 hours.

IF A CHILD HAS TO BE TAKEN TO HOSPITAL

• Inform the parent/carer or the emergency contact by telephone.
• Ring for an ambulance if necessary.
• One person other than the driver must accompany a child if taken by car to minor injuries.
• If taken by ambulance one member of staff should accompany the child if the child’s parents are not present.
• If under staffing occurs due to the accident every effort should be made to contact another member of staff or a parent to ensure that adult/child ratios are maintained.

NO SMOKING POLICY

• Staff, Parents and Volunteers must not smoke, vape or use e cigarettes on the premises or in the outside play area at any time.

FOOD AND DRINK

·        Fresh drinking water is available to children at all times.

·        Snacks and drinks are provided

·        It is the responsibility of the Manager to ensure that any special dietary requirements, preferences or food allergies the child may have are recorded and staff informed.

ANIMALS

Animals are not generally encouraged into the setting on a regular basis, however occasional visits may occur.

In this event the following will apply:

• Children’s records will be checked for allergies
• Animals will be free from disease
• Animals will be deemed as safe to be around children

Staff will ensure that children wash their hands after petting the animals. If the setting were to go on an outing to a farm strict health and hygiene procedures will be put in place and given out in advance to all parents and staff.

Healthy Eating Policy

A nutritionally balanced diet is a crucial part of childhood. Children require adequate energy and vital nutrients to focus on accomplished learning tasks. Hunger and bad nutrition are barriers to learning.  

Aim

To work in partnership with families and other professionals to support children in developing healthy eating practices which will be embedded for life.

Objectives

ü To respect each child’s dietary, cultural, religious and health needs

ü To provide children with a positive healthy eating experiences in order to promote their well being

ü To encourage children to have a positive attitude towards food

ü To promote an understanding of a balanced diet through the EYFS curriculum and all the learning opportunities provided by the pre-school

ü To develop children’s understanding of the importance of the social context in which eating takes place whilst learning acceptable behaviour associated with eating and drinking

ü To enhance awareness with children, parents/carers and staff in developing a positive approach to food and nutrition

ü To encourage parents’ and carers’ responsibility to provide healthy choices for their children

Special dietary needs and food allergies

The Learning Tree is sensitive to the catering needs of children with specific dietary needs, including religious considerations.

Every parent/carer will be asked by the appointed key person about any specific dietary requirements. We believe that this is every parent’s responsibility to provide us with information about their child’s food intolerances. We ask parents to update their child’s records regularly.

Food and Drink

Each session offers a snack, containing a wide variety of options including wholemeal toast, fresh fruits and vegetables, dried and canned fruits, dip with bread sticks and dipping vegetables, cheese and crackers, yogurts. Children are supervised and encouraged to try new foods and develop healthy eating habits by practitioners.

The pre-school recognises children’s need to drink lots of water throughout the day. Fresh drinking water and suitable cups are available on the snack table. We encourage children to listen to their needs and to help themselves when they are thirsty, hot, tired or unwell. It develops their sense of independence and confidence.

Semi- skimmed milk is another healthy drink available on the premises of the setting. It is the responsibility of the manager to order the milk.

Packed lunches

Parents are to provide a suitable packed lunch for their children. The packed lunches can contain one treat, no fizzy drinks or sweets. Packed lunches must be left in the designated place when the child arrives. Packed lunches will be regularly reviewed by the practitioners.

If a child brings a packed lunch that does not conform to the policy then the child’s key person will contact the parent to discuss this.

Festivals and Celebration

In The Learning Tree we celebrate different festivals and celebrations. We recognise that festivals can provide a valuable opportunity for children to experience diversity from a wide range of cultures and nationalities and the food they brought to the UK.

On special occasions, such as birthdays, children are allowed to bring a cake. Under staff supervision, children are allowed to have a slice alongside snacks. Birthday cakes must be shop bought so that use by dates and ingredients can be determined.

Traditional cultural foods are also offered as appropriate, i.e. Chinese crackers, Easter biscuits.

Inclusion Policy

The Pre-School believes in the principles of Equal Opportunities and therefore welcomes children regardless of ability. Our aim is to provide a stimulating atmosphere and appropriate learning opportunities for all children. We also aim to have regard to the DfE 2014 Special Educational Needs and Disability Code of Practice (SEN Code of Practice 2015) on the identification and assessment of children with Special Educational Needs.

The main changes from the SEN Code of Practice (2001) reflect the changes introduced by the Children and Families Act 2014. 

Children with additional needs, like all other children, will be admitted into the Pre-School after consultation between parents/carers, Manager, key person and/or professional if deemed to be appropriate e.g. Local Education Authority/Inclusion Team or Social Workers and with regard to the Equality Act 2010.

The Pre-School recognises the wide range of children and families with additional needs in their community. We are committed to the inclusion of children and parents with additional needs within our pre-school and will seek appropriate resources to make their time at the pre-school beneficial.

We will therefore:

• Endeavour to accommodate all children wherever possible, by adjusting the Early Years Curriculum to suit all ability levels, in all areas of development.
• Endeavour to obtain suitable equipment to enable those with physical disabilities to be correctly supported, therefore enabling them to make full use of activities.
• Ensure that all children have full access to the play opportunities offered within the setting.
• Encourage and facilitate discussion about disability, ensuring that children and parents within our setting develop a positive attitude, therefore helping combat discrimination against people with disabilities in the wider community.
• Select resources, for example books, posters, jigsaws, etc. which portray positive images of people with disabilities.
• Welcome the opportunity to work and liaise with other professionals, such as paediatricians, therapists and health visitors, in order to meet children’s specific needs.
• Monitor children’s progress on an individual basis. With parents/carers consent, we will provide evidence if a child is to be assessed for an Education Health and Care Plan of their special educational needs.
• Encourage our staff to attend, whenever possible, training on special needs.
• This policy will be reviewed annually to include parents and staff views and any up-to-date national and local developments on Inclusion.

Identification and assessment process

We take a graduated approach to identify and support pupils with S.E.N

For children and young people with more complex needs a coordinated assessment process and the new 0-25 Education Health and Care Plan (EHCP)

We have adopted the Graduated Response model and the practice of our setting is described through these stages as follow: Assess, Plan, Do, Review.

Working in partnership with parents/carer Individual Education PlanS (IEP’S) will be prepared where necessary in addition to the child’s regular In the Moment Plan

Should any of the staff feel concerned about a child and/or additional help and advice is needed, she/he will seek the help of the Pre-School Special Educational Needs Disability Coordinator (SENDCO).

Should the SENDCO and parents feel that additional support and advice is needed to help the child reach his/her full potential, outside agencies will be contacted. Working in partnership with parents/carer, the setting and all other outside agencies IEPs will be written regularly. These are small achievable targets to support the child’s development. The IEP may also include next steps taken from the curriculum.

The SENDCO role is:

·        To work with parents and staff to produce, monitor and review the setting Inclusion policy.

·        To set up, monitor and update the Inclusion register.

·        To keep up-to-date Inclusion records for individual children.

·        To contribute to formal assessments and reviews for children who have Education Health and Care Plans.

·        To support staff in making observations, assessments, setting appropriate targets and adapting the curriculum for children with disabilities and children with additional needs.

·        To identify and address staff training needs in relation to Inclusion as well as pass on any relevant up-to-date information about developments on provision for children with additional needs.

·        To ensure effective and constructive liaison between staff and parents.

·        To liaise with external agencies to gain information, advice and support in relation to disability and Inclusion issues.

·        To attend training termly.

Key-Person Policy

The pre-school operates a key-person system to ensure that each child’s individual needs are recognised and planned for within the overall curriculum framework of the setting.

A key-person will be responsible for a small number of children in the setting. Their main duties will be:

To assist the child to settle into the setting by:

• Introducing the child and parent/carers to the setting
• Keep a watchful eye on the child during the first few session
• Assist the child to integrate into the setting

They will provide emotional support by:

• Comforting the child when distressed
• Acting as their key-person and therefore forming a bond with the child.
• Helping them to gain confidence
• Helping them to become independent.

A key-person will not:

• Shadow his/her children throughout the session
• Liaise only with his/her key group of children

·        Prevent other adults from developing a relationship with his/her key children

They will work in partnership with the parents/carers by:

• Encouraging parents to observe their child’s interests at home and relate this information back to key person.
• Developing a day-to-day rapport with parents informing them of their child’s progress or daily activities and routines.
• Work with parents on behavioural issues, to ensure continuity
• Liaise in conjunction and with permission from parents, with other professionals when necessary.
• Encouraging parents to participate in their child’s education.
• Respecting confidentiality at all times with the exception of when there is a suspicion of child abuse.

To ensure that the child’s needs are fully accounted for within the overall curriculum by:

• Ensuring that the child is regularly observed
• Recording information that is reliable, valid and accurate
• Ensuring that the child’s interests are discussed and linked to their daily experience.

Late Collection Policy

We appreciate that, due to unforeseen circumstances, parents/carers may occasionally be unable to collect their children on time. However, should a parent/carer fail to collect a child within fifteen minutes of the end of the session, without prior warning the subsequent procedures will be followed: -

Every effort will be made to contact the parent/carer.

If we are unable to do so the emergency contact will be contacted and asked to collect the child immediately.

Each parent will agree a unique password on registration in order to ensure that in emergencies adults, other than those already agreed, are able to collect the child by using the password system.

Two members of staff will stay at the setting with the child. Due to possible legal implications we are not able to deliver the child home.

If after a suitable amount of time has lapsed and all attempts to contact the parents/carers or emergency contact have failed the child will have to be taken to the nearest Police Station, where the Duty Social Worker will be contacted.

A fine of £5 for the first 10 minutes and £1 for every minute thereafter will be charged to cover staffing costs; phone calls etc.

Parents and carers who regularly abuse the system will jeopardise their child’s place. 

Lockdown policy

Considering recent emergencies and possible security threats, this policy will help with best practice during an emergency situation which may result in the Learning Tree being placed into ‘lockdown’.

Our existing procedures for handling an emergency situation will involve evacuation of the premises, with the focus on the building.

However, it is likely we will be advised to stay put (lockdown) rather than evacuate the premises.

This procedure is to secure and protect occupants near immediate threat. Emergency services can contain and handle a situation more effectively by controlling movement in an area.

Due to our location we are not in a high priority area. Though the UK’s threat level is changeable if it is SEVERE attack is highly likely (target areas are tourist attractions, power stations, or city centres). If you are concerned about suspicious activity you should call 999

For non-emergency calls ring 101.

Lockdown procedures

Call 999

In the event of an emergency the manager/deputy will assess the likelihood of immediate danger. In most cases the assumption should be that it is safer to stay put and place the setting into ‘lockdown’ until the emergency services arrive.

Children will be kept calm and entertained away from the windows and doors, all persons will stay low to the ground. Staff should close the blinds and lock/close all doors and windows.

As soon as the emergency services arrive staff will follow and comply with their instructions.

We will not make non-essential calls on mobile phones or landlines. Our Facebook page will be updated with information for parents. Parents should refrain from contacting the setting via telephone as it is vital phone lines remain clear.

We will tune in to local radio for more information.

The door will remain secure until we are officially advised ‘all clear’ or are certain it is emergency services at the door.

DO NOT call 999 again unless you have immediate concern for your safety, the safety of others, or you feel you have critical information.

Following the lockdown, we will:

Co-operate with the emergency services to help in an orderly evacuation.

Ensure the register and children’s details are with the manager/deputy.

Any witnesses to an attack or incident will have to report to the police.

The police may require individuals to remain available for questioning.

Lost Child policy

If a child appears to be missing from the Pre-School the following procedure must be followed:

• Staff must notify the Manager/Deputy immediately.
• The remaining children are to be taken to a quiet area by two members of staff. The Manager/Deputy should check the register to ensure the child was present and initiate a headcount.
• Manager/Deputy to clarify with staff where and when the child was last seen and whether an authorised person had collected the child.
• The remaining staff should check all entrances and exits, and search the building and outside area.
• If the child is not found within 10 minutes the police must be notified 
• The parents must then be notified and informed of the action taken.

Short Daily Outings:

If a child is lost during an outing the following procedures must be followed: -

• The Manager/Deputy of the outing must be notified immediately.
• The security personnel of the venue/setting should be notified and a search should be undertaken.
• Two members of staff should be involved in the search.
• Other children should be taken to a safe place and the register and a headcount taken ensuring supervision at all times.
• If the child is not found after searching the venue the police will be notified immediately.
• A designated member of staff will inform the parents/carers.

Risk assessment

In the event that a child becomes lost the Manager will review the reason for it happening and ensure that measures are taken to reduce the risk of a repeated occurrence.

Medication Policy

Medication will be administered under the following conditions,

Long-term conditions

The Pre-School recognises that some children may need to have regular medication for long-term conditions. It is important that we use this policy to adopt a positive approach to meeting the needs of these children and those of their parents/carers.

Duties of parents/carers

• To inform the manager about your child’s health care needs before admission, and complete the appropriate information in the pre schools medication record book.
• To provide any prescribed medication required and ensure it is fit for use, in date and clearly labelled with child’s name.
• To ensure the staff are aware of any side effects the medication may have on your child, whether administered at home or at the setting
• To inform staff about any medication given to your child earlier that day.
• To inform the Manager of any changes to the child’s condition or medication.
• To ensure that a supply of the child’s medication is always on site.

Administration

Prescribed Medication must be administered in accordance with the doctor’s instructions on the dispensing label and/or as directed on the parent/carer consent form.

Prescribed Medication (injections and other special administration techniques) may only be undertaken after an appropriate professional has trained the staff team concerned. This level of training must be equal to the training received by the parents/carers.

Training for staff must include:

• Recognition of the onset of symptoms requiring the special care and treatment
• How to treat and when outside help must be obtained.

Short-term conditions

Infections:

Prescribed Medication will be administered on a short term basis if:

• The child is no longer infectious and is nearing the end of the course of antibiotics.
• The child is considered to be well enough to join in the group’s regular activities.
• A mutual agreement is reached between leader and parent
• A relevant consent is given and recorded in the medication book.

Coughs, colds, and reactions to immunisations and allergies 

Prescribed Analgesics (pain killers) and antihistamine may be administered under the following conditions:

• If the child is considered well enough to attend the setting
• If parents notify the setting and complete the consent forms
• If parents provide the medication with the dispensing label
• Creams will be applied at the discretion of the manager.

Records

Details of any medical conditions and medication required should be recorded on the Registration Form/Medication Book.

 Recording of the Administration of Medication

• An entry must be made on the ‘medication record’ when any medication is administered, signed by two members of staff.
• The medication  record must then be signed by the parent/carer at the end of the session.
• Parents/carers must be informed if medication was refused.
• Staff’s are to check when supplies of the medication are nearing their expiry date and need to be replaced. It is the responsibility of the team to inform the parent when additional supplies are needed to avoid the setting running out.

Exceptional Circumstances

In order to provide best practice to safeguard children’s welfare, staff will administer medicines following recommended dosage, s of Calpol to bring down high temperatures when parents /carers are unable to collect children from the setting immediately. Parents/ Carers will need to give written permission.

This will happen in an emergency case only and not to be deemed as common practice.

Storage

·        All medication must be stored in accordance with the manufacturer’s instructions and inaccessible to the children.

·        Expiry dates should always be respected, out of date medicine will be returned to parent/carers for disposal. Medication will be checked every half term for expiry dates.

Data Protection

 · Please refer to Data Protection Policy relating to collecting, holding and

  Storing of personal information.

Mobile Phone Policy

Safeguarding Children

Use of Mobile Phones and Digital Photography Policy

Policy Statement

Children have their photographs taken to provide evidence of their achievements for

their profile.

Staff, visitors, volunteers and students are not permitted to use their own mobile phones to take or record any images of pre-school children.

1.3 Keeping safe

1.4 Health and wellbeing

Procedures

·  Under the Data Protection Act 1998 and the General Data Protection Regulation 2018, the pre-school must seek parental consent to take photographs and use video recorders they must give reason as to why photos/videos are taken, what they are to be used for, how they will be stored and the retention period for holding photographs/videos.

·  The pre schools digital camera/s or memory cards must not leave the pre-school

setting. Photos are printed in the setting by staff and images are then removed from

the cameras memory.

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

·  Often photographs may contain other children in the background.

·  Events such as, Sports day, Outings, Christmas and Fundraising Events may be

recorded by video and photographs by staff and parent/carers but always in full view of all attending and with prior permission.

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

·  Many mobile phones have inbuilt camera’s so staff mobile phones should be left in a specific nominated place within the pre-school office away from the children. Visitors may only use their phones in the office or outside the building. All visitors will also be asked to leave their mobiles in the designated place in the office.

Cameras and mobile phones are prohibited in the toilet or nappy changing

areas.

·  In cases of a personal emergency all personal calls should be directed through the office landline. If an emergency call comes through on a mobile the member of staff must stay in the office or leave the building if the manager / deputy deems it appropriate.

·  Staff are asked not to make personal calls during their working hours. However, in

urgent cases, a call may be made or accepted if deemed necessary and by

arrangement with the manager / deputy.

Smart Watches

May only be used if access to camara mode is disabled.

Nappy Changing (Intimate Care) Policy

This policy is to provide practitioners with a clear Code of Practice for changing nappies.

The nursery management is responsible for ensuring all practitioners understand and follow this procedure.

The pre-school recognises that there is a need for nappy changing to be safe, hygienic and a comfortable experience for both children and adult.

Toilet training is a self-care skill that children need to develop. Children learn to actively cooperate by lying still, helping to hold their legs up, communicate that they have a wet or soiled nappy. Practitioners work alongside parents towards toilet training when the time is developmentally right for each individual child, unless there are medical or other developmental reasons why this may not be appropriate.

Nappy changing facilities are provided and good hygiene practices are in place to assist children who are not yet toilet trained.

In order to encourage a happy experience practitioners should ensure that nappy changing is an enjoyable and relaxing time. Practitioners should use this one to one time to build on relationships and communication skills by singing songs and holding conversation or using a running commentary.

Procedure to be followed.

·        Have all your resources to hand i.e. nappy, wipes, nappy sacks, gloves, apron, anti-bacterial wipes or spray, spare clothes if needed.

·        Give the child a warning that you are going to change their nappy if they are engaged in an activity. Approach the child and explain to them that you are going to take them to get their nappy changed.

·        Assist the child onto the changing mat and encourage them to lie down.

·        Remove the child’s shoes and remove or lower the child’s clothing as required.

·        Remove nappy and place in the nappy sack.

·        Clean the child thoroughly using wipes unless stated otherwise on child’s individual requirements, placing the used wipes in the nappy sack.

·        Apply cream if requested.

·        Put on a clean nappy, ensuring a snug, not tight fit and replace clothing and shoes.  

·        Tie the nappy sack up and dispose of it in the nappy bin.

·        Clean the nappy changing mat using anti-bac wipes or spray.

·        Wash hands.

·        Note; any soiled clothes must be bagged and placed on the child’s peg or in their bag unless instructed otherwise by parent.

Do not

Leave the child unattended on the nappy changing mat, leave the area wearing used gloves or apron or use the same gloves for multiple nappy changes.

Non-Attendance Procedures

When a child is absent from school we advise parents to phone in at their earliest convenience to let us no the reason for absence.

The child’s key person is responsible for recording the absence and the reason given.

If the learning tree does not receive a phone call the key person will telephone the parent during that session to find out the reason why the child is not in pre-school.

Some parents may have already spoken to the key person and explained that they will keep their child off at times due to certain circumstance. This may be a new baby due, a relative being extremely ill or recreational reasons such as holidays or swimming lessons. These absences are known and will not have to be followed up.

All telephone calls and correspondence will be recorded in the child’s profile. 

Reminders of the parent’s duty will be sent out regularly on news letters and information slips. The pre-school will also remind parents that they can send text messages to the land line. 

Outdoor Learning Policy

The pre-school endeavours to provide a balanced curriculum by providing a rich and stimulating environment outdoors. The value of outdoor play is recognised and an open access policy has been developed. Children will be encouraged to free flow between indoor and outdoor activities/opportunities.

The value of outdoor experiences:

Development is enhanced by:

v Space to develop gross motor skills and develop control and coordination.

v Developing independence through the use of large spaces and free vocal expression.

v Improving self-esteem through physical achievement.

v Discovering and enjoying the natural environment using all senses.

v Fresh air for a healthy lifestyle and a sense of well being.

Staff will be expected to:

v Maintain staff ratios in accordance with the standards as set out by the EYFS 2021.

v Ensure children are suitably clothed.

v Undertake outside duty on a rota basis.

v Plan for cross-curricular learning.

v Plan and develop for a range of learning experiences that meet the children’s individual needs and interests.

v Act as a role model by engaging with outdoor learning alongside the children and stimulating their play.

Equipment, Resources and the Learning Environment.

The outside learning environment should allow children to extend indoor learning experiences. Children need to be able to engage on a larger scale, therefore a selection of the following should be available:

v Large-scale art and craft work.

v Large-scale role-play and construction.

v Sand and water play

v Planting and gardening

v Bikes, cars, trolleys and buggies

v Hand-eye coordination games that need space e.g. bats & balls

v Musical instruments

v Reference books

v Balancing and climbing equipment

v Exploration/investigating resources such as magnifying glasses, plastic bug viewers

v Writing/mark making materials e.g. clipboards and scoreboards

v Collaborative games e.g. duck duck goose, ring-a-ring a roses etc

Prevent Duty and British Values Policy

This policy is intended to serve as guidance for practitioners to recognise the signs of those who are at risk and also to inform parents of our legal requirement to implement this policy.

It is the responsibility of all childcare provisions to keep up to date with all legislation involved with safeguarding the children and staff in the setting.

This duty is known as the Prevent duty. The Learning Tree Pre-school takes safeguarding very seriously, therefore to ensure we adhere to and achieve the Prevent duty we will:

·        Provide appropriate training for staff as soon as possible. Part of this training will enable staff to identify children who may be at risk of radicalisation.

·        These behaviours can be evident during circle time, role-play activities and quiet times. Quiet time is a good time for children to make disclosures as they will be closest to their key person/staff.

·        People from all aspects of society can be drawn into radicalisation and not necessarily from a religion or ethnicity. Terrorism is NOT promoted by any religion.

·        We will ensure our staff understand the risks so that they can respond in an appropriate and proportionate manner.

·        As with managing other safeguarding risks, our staff will be alert to changes in children’s behaviour which could indicate they may be in need of help or protection (children at risk of radicalisation may display different signs or seek to hide their views).

·        The key person approach means we already know our key children well and so we will notice any changes in behaviour, demeanour or personality quickly.

·        We will build an effective relationship with parent/carers and families this will help us recognise any changes in behaviour, demeanour or personality quickly.

·        We will work in partnership with our LSCB (Local safeguarding children’s board) and MASH (Multi Agency Safeguarding Hub) (For Early help and Children’s Social Care) team for guidance and support.

·        We will not carry out unnecessary intrusion into family life but we will take action if behaviour of concern is observed.

·        It is worth noting that the way a person looks is NOT an indicative reason to assume they are at risk of being radicalised.

·        We will build the children’s resilience to radicalisation by promoting fundamental British values. This will be promoted over the seven areas of learning, specifically PSE (Personal, social and emotional) and KU (Knowledge & understanding).

What to do if you suspect that children are at risk of radicalisation

·        Follow the setting’s Safeguarding Procedure including discussing with the pre-schools CPO (Child protection officer), and where deemed necessary, with MASH.

·        In Prevent priority areas, the local authority will have a Prevent lead that can also provide support. As it stands, Croydon is not a priority. This is reviewed regularly by the council. Croydon council advice is in an Emergency call:999 or email: Channel@croydon.gov.uk please see referral process attached for Channel.

o  The local Channel panel (as is the case with every Channel panel) is chaired by an officer from within the council.

o  A person who has been identified as being at risk is referred to the local Channel panel. A decision is made to whether to go ahead with an intervention or the person is deemed unsuitable and is exited from the process.

o  If it is decided that an intervention should proceed, the person will be contacted. This contact will usually be made by the police.

o  An intervention provider will be appointed to work with the person at risk.

o  The case will be reviewed after six months to see whether the intervention can be ended or whether it should continue.

·        The CPO can also contact the local police or dial 101 (non-emergency number). They will talk in confidence about concerns and help to access support and advice.

·        The DfE has dedicated a helpline (0207 340 7264) to enable staff to raise concerns relating to extremism directly. This is not to be used in emergencies, such as a child being at risk of harm or a security incident. 

British Values

The fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in the 2021 EYFS (Early Years Foundation Stage).

Democracy: Making decisions together

Staff will support children’s self confidence and self-awareness; a characteristic of PSE through:

·        Supporting children to see their role in the bigger picture.

·        Encourage children to know their views count.

·        Value each other’s views and principles and talk about their feelings, for example, when they do or do not need help.

·        When appropriate; demonstrate democracy in action. For example, give children the choice to choose what activity they wish to take part in.

·        Support the decisions children make and provide activities that involve turn-taking, sharing and collaboration.

·        Children will be given opportunities to develop enquiring minds in an environment where questions are valued.

Rule of law: Understanding rules matter

Staff will support children in managing their feelings and behaviour a characteristic of PSE by:

·        Ensuring children understand their own and other’s behaviour and its consequences.

·        Making sure children learn right from wrong.

·        Staff collaborate with children to devise rules and codes of behaviour. For example, agreeing rules about tidying up and ensure all children understand rules apply to everyone.

 Individual liberty: freedom for all

While developing children’s self confidence and self-awareness and people and communities; characteristics of PSE and UW (Understanding the World), staff will:

·        Aid children to develop a positive sense of themselves.

·        Provide opportunities for children to develop their self knowledge, self-esteem and increase confidence in their own abilities.

·        Encourage a range of experiences that allow children to explore the language of feelings and responsibility.

·        Reflect on their differences and understand we are free to have different opinions.

Mutual respect and tolerance: Treat others as you want to be treated

Children’s learning in people and communities, managing feelings and behaviour and making relationships, all aspects of K&U and PSE will be supported by:

·        Staff creating an ethos of inclusivity and tolerance. Where views, faiths cultures and races are valued and children are engaged with the wider community.

·        Children will be acquiring a tolerance and appreciation of and respect for their own and other cultures.

·        Staff will support children to know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.

·        Staff will encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.

·        Staff should promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences. Resources and activities will be provided that challenge gender, cultural and racial stereotyping.

What is NOT acceptable is actively promoting intolerance of other faiths, cultures and races.

·        Failure to challenge gender stereotypes and routinely segregate girls from boys

·        Isolating children from the wider community

·        Failure to challenge behaviours (whether of staff, children or parents) that they are not in line with fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs.

Record Keeping Policy

The following documents/records will be kept on children whom attend the Pre-School

• Registration details, including family details, medical history, and ethnicity/home language.
• An ‘EYFS Children’s Profile’ which will document significant achievements and help staff plan effectively for individual children between 2 and 5 years.                
• The child’s profile and transfer form and any other relevant information will be passed on to the next setting when the child leaves. This offers an overview of the child’s development.
• Photos of the children may be used to enhance their file and for displays within the setting only if parents give prior written consent.

Parents will: (Profile)

• Be fully informed as to the reasons for these observations.
• Be asked to share information and contribute to their child’s profile.

·        Have access to child’s profile at any time

·         

Staff will: (Profile)

• Observe children on a regular basis.
• Share information with parents and at staff meetings.
• Make assessments from the observations to inform planning.

Registration Documents will be:

• Confidential – information will be shared with staff and the parent/carer; parents will only have access to their own child’s records via the key person or manager.
• Kept in a safe place/locked cupboard.
• Shared with professionals if applicable.

Parents are asked to keep their details up to date.

Please also refer to our Data Protection Policy for further guidance on ‘what’ information we collect, ‘Why’ we collect it, ‘who’ we share information with and for what purpose, ‘how we store’ information and your rights regarding the information we hold.

Settling in Policy

The Pre-School appreciates that all children are individuals and each family’s commitments are unique, therefore settling in procedures will reflect this.

• Parents/Carers will be invited to bring their children to visit the setting prior to their admission date.

·        Hints & Tips Sheet will be given to parents whose child is starting pre-school.

• Information about the Pre-School will be given to the parent/carers, both verbally and in written form and they should be encouraged to familiarise themselves with the setting’s policies and procedures. Parents will be given the opportunity to share information about their child.

• Staff will be sympathetic to the anxieties shown by some parents ensuring they spend sufficient time with the parents and children to reassure them and gain their confidence.

• The pre-school will operate an ‘open door’ policy where parents are able to settle their children for as long as they feel necessary.

• Alternative strategies for leaving the child will be discussed with the key person if required.

Social Networking Policy

It is important that staff ensure proper practice when using the internet including social networking sites. This is to protect the children, parents and other staff in the pre-school. It is also to guard the setting and your personal reputation.

The Learning Tree policy states that staff members are allowed to use any social networking site as long as they follow these guidelines regarding the impact social networking has on the pre-school. Failure to comply with the above is an invasion of privacy and may infringe Confidentiality Policy. The guidelines include but are not limited to:

·        Staff must not publicly mention any of the children from the pre-school on their online profiles;

·        Staff must avoid writing indirect suggestive comments about the pre-school on their social networking sites e.g. “I’ve had a bad day at work”;

·        Staff must not publish photos of the children on their online profiles. If staff have close family friends or families’ children attending, exceptions are made in a private capacity.

·        Staff must not publish photos of other staff in the pre-school on their online profiles without consent;

·        Staff must not publicly write anything about other staff members regarding any aspects of work on their social networking sites;

·        Staff must not make comments detrimental to the Learning Tree; for e.g. racist, bigoted or homophobic comments or ‘like’ and share posts of the same.

·        •Staff must not use their mobile phones to take photos or go on social networking sites whilst in the nursery;

·        Staff must not mention any of the companies that The Learning Tree Pre-school works with on their social networking site; and

·        Friend requests from children and young people within the pre-school, or their families, should be declined by explaining it is against the organisations policy to do so.

Staff members are advised to set their online profiles as private so that only friends are able to see their information. This can help to prevent any accidental breaches of this policy.

Staff/volunteers should not create web pages, groups or contact lists concerning professional activities carried out on behalf of the organisations without expressed permission.

Please be aware that serious breach of the Social Networking policy could result in disciplinary action.

Please see General Data Protection Policy which works alongside this Policy regarding Protecting Personal data.

Toilet Training Policy

The Learning Tree aim to help all children to become independent in toileting. We endeavour to do this in a safe and secure environment with all practitioners taking a positive approach to children that are toilet training. Practitioners will help to support all parents with this important stage in their lives.

We aim to support parents in the toilet training process, working with parents to support their child during this change. Parents should have thought about toilet training and attempted this at home before the process is started at pre-school.

Procedures

·        Practitioners will offer support and advice if required to parents when they begin to start toilet training.

·        Practitioners will work alongside parents in providing continuity e.g., using a toilet or potty, reward charts and frequently taking children to the toilet.

·        Practitioners will be aware of the emotional effects of this life change and take this into consideration at all times.

·        All children beginning toilet training can be offered to use a positive reward chart unless another method appropriate to the child’s individual needs is required.

·        If a child is showing an interest at pre-school to use the toilet or potty a practitioner will approach the parent and discuss the idea fully offering them support during the beginning stages of toilet training.

Requirements

·        If a potty is used the potty will be provided by the parent.

·        All potty’s must be cleaned out after every use using anti-bac wipes or spray. Any wipes or tissues must be disposed of using a nappy sack and the nappy bin.

·        If a toileting accident happens wet clothes shall be placed in a nappy sack and sent home.

·        Soiled clothes will not be washed at the pre-school but placed in a nappy sack and sent home, unless parents have requested heavily soiled clothes to be bagged and disposed of using the nappy bin.

Transitions Policy

The Learning Tree aim to help all children to become independent in toileting. We endeavour to do this in a safe and secure environment with all practitioners taking a positive approach to children that are toilet training. Practitioners will help to support all parents with this important stage in their lives.

We aim to support parents in the toilet training process, working with parents to support their child during this change. Parents should have thought about toilet training and attempted this at home before the process is started at pre-school.

Procedures

·        Practitioners will offer support and advice if required to parents when they begin to start toilet training.

·        Practitioners will work alongside parents in providing continuity e.g., using a toilet or potty, reward charts and frequently taking children to the toilet.

·        Practitioners will be aware of the emotional effects of this life change and take this into consideration at all times.

·        All children beginning toilet training can be offered to use a positive reward chart unless another method appropriate to the child’s individual needs is required.

·        If a child is showing an interest at pre-school to use the toilet or potty a practitioner will approach the parent and discuss the idea fully offering them support during the beginning stages of toilet training.

Requirements

·        If a potty is used the potty will be provided by the parent.

·        All potty’s must be cleaned out after every use using anti-bac wipes or spray. Any wipes or tissues must be disposed of using a nappy sack and the nappy bin.

·        If a toileting accident happens wet clothes shall be placed in a nappy sack and sent home.

·        Soiled clothes will not be washed at the pre-school but placed in a nappy sack and sent home, unless parents have requested heavily soiled clothes to be bagged and disposed of using the nappy bin.

Whistle Blowing

Aims

This guidance is written for ALL staff working at The Learning Tree Pre-School and is in line with the London Borough of Croydon procedures.

All Whistle Blowing issues will be dealt with the utmost confidentiality.

Staff must acknowledge their individual responsibility to bring matters of ‘Malpractice’ to the attention of senior management and/or relevant agencies. Although this can be difficult this is particularly important where:

·        The welfare of the children may be at risk;

·        Fraud of financial irregularity;

·        Corruption, bribery or blackmail;

·        Other criminal offences;

·        Failure to comply with a legal or regulatory duty or obligation;

·        Miscarriage of justice;

·        Endangering health or safety of any individual;

·        Endangering the environment;

·        Improper use of authority or powers;

·        Serious financial maladministration arising from deliberate commission of improper conduct;

·        Unethical or improper conduct or conduct which breaches Learning Tree policies or falls below the standards which the pre-school subscribes to;

·        Abuse of clients, improper discrimination against or relationship with client;

·        Concealment of any of the above.

You may be the first to recognise that something is wrong but may not feel able to express your concerns out of a feeling that this would be disloyal to colleagues or you may fear harassment or victimisation. These feelings, however natural, must never result in a child or young person continuing to be unnecessarily at risk. Remember it is often the most vulnerable children or young person who is targeted. These children need someone like you to safeguard their welfare.

Do not think what if I am wrong – think what if I am right.

Reasons for whistle blowing

·        Each individual has a responsibility for raising concerns about unacceptable practice or behaviour;

·        To prevent the problem worsening or widening;

·        To protect or reduce risks to others;

·        To prevent becoming implicated yourself.

What stops people from whistle blowing

·        Starting a chain of events which spirals;

·        Disrupting the work or project;

·        Fear of getting it wrong;

·        Fear of repercussions or damaging careers;

·        Fear of not being believed.

How to raise a concern

·        You should voice your concerns, suspicions or uneasiness as soon as you feel you can. The earlier a concern is expressed the easier and sooner action can be taken;

·        Try to pinpoint exactly what practice is concerning you and why;

·        Approach your immediate Manager, Deputy or Safeguarding Officer;

·        If your concern is about your immediate manager/deputy, or you feel you need to take it to someone outside the school, go to your local Pre-school Learning Alliance or the Chair Person of the pre-school;

·        Make sure you get a satisfactory response do not let matters rest;

·        Ideally you should put your concerns in writing, outline the background and history, giving names, dates and places where you can;

·        A member of staff is not expected to prove the truth of an allegation but you will need to demonstrate sufficient grounds for the concern.

·        What happens next?

·        You should be given information on the nature and progress of any enquiries;

·        Your employer has a responsibility to protect you from harassment or victimisation;

·        If a person’s identity is to be disclosed s/he will be told before the disclosure and the reasons why the disclosure is necessary;

·        You should not talk about the situation to anyone, inside or outside the setting apart from those involved in investigating the issue;

·        No action will be taken against you if the concern proves to be unfounded and was raised in good faith;

·        Malicious allegations may be considered as a disciplinary offence.

Self reporting

There may be occasions where a member of staff has a personal difficulty, perhaps a physical or mental health problem, which they know to be impinging on their professional competence. Staff’s have a responsibility to discuss such a situation with their line manager so professional and personal support can be offered to the member of staff concerned. Whilst such reporting will remain confidential in most instances, this cannot be guaranteed where personal difficulties raise concerns about the welfare or safety of children.

Further advice and support

It is recognised that whistle blowing can be difficult and stressful. Advice and support is available from your manager or the pre-school learning alliance. You should also ask the investigator to state a time frame within which the issue will be investigated and how you will be kept informed. If you are not satisfied with the outcome of the investigation you can contact the pre-school learning alliance for further advice.

Please see Data Protection Policy regarding collecting and sharing of personal Information.