Bledlow Pre-school aims to:

Provide high quality care and education for children below statutory school age;

Work in partnership with parents to help children to learn and develop;

Add to the life and wellbeing of the local community;

Offer children and parents a service that promotes equality and values diversity.

We aim to enhance the education and well being of children by providing a stimulating, safe and happy environment in which each child feels confident and secure, enabling them to reach their full potential to thrive and learn. A broad, balanced and relevant curriculum provides the children with opportunities for learning that support all aspects of their development – social, emotional, physical and intellectual. Children’s development and learning is guided by the Early Years Foundation Stage issued by the Department for Children Schools and Families in May 2008. This sets out early learning goals which begin at pre-school and continue into the reception year and which are divided into six areas of development:

We comply with the procedures approved by the Buckinghamshire Safeguarding Children’s Board.

Our setting will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life. Our safeguarding policy is based on the three commitments of the Pre-school Learning Alliance Safeguarding Children Policy.

Building a "culture of safety" in which children are protected from abuse and harm in all areas of our service delivery.

STAFF AND VOLUNTEERS

Our designated person who co-ordinates child protection issues is Tanya Stevenson, tel: 01844 352684/ 07871 795748

Our designated officer on the committee who oversees this work is

We ensure all staff and parents are made aware of our Safeguarding policies and procedures. Staff are given a copy when they begin employment and whenever the policy is updated. Parents are told about the Safeguarding Procedures during their starter session meeting and offered a copy of any policies they want and encouraged to read them.

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

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

Candidates are informed of the need to carry out enhanced disclosure checks with the Criminal Record Bureau before posts can be confirmed. Disclosure numbers will be kept on file.

Where applications are rejected because of information that has been disclosed, applicants have the right to know and challenge incorrect information.

We abide by Ofsted requirements in respect of references and Criminal Record Bureau checks for staff and volunteers, to ensure that no disqualified person or unsuitable person works at the setting or has access to the children (see Staffing and Employment Policy).

Volunteers do not work unsupervised.

We will abide by the Protection of Vulnerable Groups Act requirements in respect of any person who is dismissed from our employment, or who resigns in circumstances that would otherwise have lead to dismissal for reasons of child protection concern.

We have a visitor’s book in the lobby for recording the details of visitors to the setting. ID is always checked before admitting anyone to the premises when children are present.

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

Responding promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in "What to do if you’re worried a child is being abused" (HMG 2006)

RESPONDING TO SUSPICIONS OF ABUSE

We acknowledge that abuse of children can take different forms –physical, emotional, sexual and neglect.

When children are suffering from abuse this may be demonstrated through the things they say (direct or indirect disclosure) or through changes in their appearance, their behaviour, or their play.

Where such evidence is apparent, the child’s key person makes a dated record of the details of the concern and discusses what to do with the designated person. The information is stored on the child’s personal file, which is kept in a locked filing cabinet.

We refer concerns to the Buckinghamshire County Council Social Care, Children’s Services department and further management will be directed by them. We will co-operate fully in any subsequent investigation.

We take care not to influence the outcome, either through the way we speak to the children, or by asking questions of children.

We will contact the police and keep the child safe at the setting if we believe the child’s life is in imminent danger.

RECORDING SUSPICIONS OF ABUSE AND DISCLOSURES

Where a child makes comments to a member of staff that gives cause for concern (disclosure), or a member of staff observes signs or signals that give cause for concern, such as significant changes in behaviour, deterioration in general well-being, unexplained bruising, marks or signs of possible abuse or neglect that member of staff:

Listens to the child, offers reassurance and helps the child to understand that they themselves are valued and respected, have not been at fault and that she or he will take action;

Does not question the child nor promise not to tell anyone;

Makes a written record that forms an objective record of the observation or disclosure that includes the date and time of the observation or disclosure, the exact words spoken by the child as far as possible, objective descriptions of the child’s appearance without any interpretations, the name of the person to whom the concern was reported and the names of any other person present at the time.

These records are signed and dated and kept in the child’s personal file which is kept securely and confidentially (locked in the filing cabinet).

INFORMING PARENTS

Parents are normally the first point of contact.

If a suspicion of abuse is recorded, parents are informed at the same time as the report is made, except where the guidance of the Buckinghamshire Safeguarding Children’s Board does not allow this.

This will usually be the case where the parent is the likely abuser. In these cases the investigating officers will inform parents.

LIAISON WITH OTHER AGENCIES

We work within the Buckinghamshire Safeguarding Children Board guidelines.

We have a copy of "What to do if you’re worried a child is being abused" and all staff are familiar with what to do if they have concerns.

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

Contact details for the local authority, NSPCC and police can be found at the end of this policy.

If a referral is made to the local authority social care department, we act within the Buckinghamshire Safeguarding Children’s Board Guidelines in deciding whether we must inform the parents at the same time.

ALLEGATIONS AGAINST STAFF

We ensure that parents know how to complain about the behaviour or actions of staff or volunteers within the setting, which may include an allegation of abuse. A paragraph on how to complain is included in newsletters and Ofsted’s complaints line telephone number is posted on the parent’s notice board in the lobby.

Allegations against the leader should be made to the Chair or Committee’s Child Protection Officer, allegations against other members of staff to the Designated Child Protection Officer or Chair.

We follow the guidance of the Buckinghamshire Safeguarding Children Board when responding to any complaint that a member of staff or volunteer has abused a child.

We respond to any disclosure by children or staff that abuse by a member of staff or volunteer may have taken, or is taking place, by first recording the details of any such alleged incident.

Allegations against staff should be reported immediately to the Local Authority Designated Officer and Ofsted. (see overleaf for contact details). We are aware that it is an offence not to do this.

We co-operate entirely with any investigation carried out by children’s social care in conjunction with the police.

Where the management committee and children’s social care agree it is appropriate in the circumstances, the chairperson will suspend the member of staff against whom the allegation is made on full pay, or the volunteer, for the duration of the investigation. This is not an admission that the alleged incident has taken place, but is to protect the staff as well as the children and families throughout the process. Confidential records will be kept of the allegation and of all subsequent proceedings.

Where a member of staff or a volunteer is dismissed from the setting because of misconduct relating to a child, we notify the Independent Barring Board administrators so that the name may be included on the Protection of Children and Vulnerable Adults Barred List.

Promoting awareness of child abuse issues throughout our training and learning programmes for adults. We are committed to empowering young children, through the curriculum, promoting their right to be strong, resilient and listened to.

SUPPLY TRAINING IN CHILD PROTECTION

We will seek out training opportunities for all the adults involved in the group to ensure that they recognise the symptoms of possible physical abuse, neglect, emotional abuse and sexual abuse. All Staff are expected to complete a Child Protection Course run by the Area Child Protection Unit. This should be updated every 3 years. It is recommended that the Child Protection Officer on the Committee should also complete the course and feed back to the other committee members.

We ensure that all staff know the procedures for reporting and recording their concerns in the setting.

CHILDREN’S RIGHTS AND ENTITLEMENTS

We promote children’s rights to be strong, resilient and listened to by creating an environment in our setting that encourages children to develop a positive self image, which includes their heritage arising from their colour and ethnicity, their languages spoken at home, their religious beliefs, cultural traditions and home background.

We promote children’s rights to be strong, resilient and listened to by encouraging children to develop a sense of autonomy and independence.

We promote children’s rights to be strong, resilient and listened to by enabling children to have the self-confidence and the vocabulary to resist inappropriate approaches.

We help children to establish and sustain satisfying relationships within their families, with peers and with other adults.

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

The key elements of keeping children safe are introduced through the curriculum, especially in the personal, social and emotional development strand. This helps them to develop an understanding of why and how to keep safe. It needs to be carried out in a way which is developmentally appropriate to the children.

 PREVENTION OF ABUSE BY GOOD PRACTICE

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

Children will be encouraged to manage themselves at toilet time, although a member of staff will be present to assist when necessary. Parents are informed if their child’s nappy or clothes have been changed.

Only the person in charge can carry a mobile phone in case parents need to contact us. The mobile phones of the other staff are kept in the marked box on the stage steps whenever any children are present. The leader’s phone does not have a camera.

No cameras at all are allowed in the lobby/toilet area.

Open signs of affection and cuddles are accepted from children and responded to appropriately, as not being affectionate to children of this age is confusing and potentially emotionally damaging for them. Tickling is only allowed on the upper torso. Kisses are accepted from children, though not encouraged nor instigated by staff.

All adults should make the leader aware of circumstances in which any child is shown special attention, either being highly favoured or treated unduly harshly.

The leader will make regular observations of the staff.

INTIMATE CARE

Nappies are changed on the change mat only in the washroom area of the toilets and not in the cubicles. The door to the toilets and to the main hall should be propped open whenever intimate care is being provided, so the member of staff is not alone at such times with a child.

Only staff whose police checks have been completed and enhanced disclosures checked can take the children unaccompanied to the toilet and they must prop the door to the main hall open.

Children are encouraged to be as independent as they can in their toileting and when changing clothes.

Volunteers and parent helpers do not take children to the toilet, unless it is their own child.

CONFIDENTIALITY

All suspicions and investigations will be kept confidential, shared only with those who need to know. Any information is shared only under the guidance of the Buckinghamshire Safeguarding Children’s Board.

SUPPORTING FAMILIES

The pre-school will take every step in its power to build up trusting and supportive relationships between families and staff and volunteers in the group.

We make clear to parents our role and responsibilities in relation to child protection, such as for the reporting of concerns, providing information, monitoring of the child, and liaising at all times with the local children’s social care team.

Where abuse at home is suspected, the pre-school will continue to welcome the child and family while investigations proceed.

We follow the Child Protection Plan as set by the child’s social care worker in relation to the setting’s designated role and tasks in supporting that child and their family, subsequent to any investigation.

Progress and development records kept on a child will be shared with parents. Any confidential records kept on a child are shared with the child’s parents or those who have parental responsibility for the child in accordance with the procedure outlined in our Record Keeping and Confidentiality Policy and only if appropriate under the guidance of the Buckinghamshire Safeguarding Children’s Board.

PHOTOGRAPHS

We will inform parents beforehand if we know that the identification of individual children may occur through the publication of photographs or audio or video means.

Registration and photo identification will be obtained before anyone outside pre-school is allowed to take photographs or film.

All parents sign a consent form regarding photograph and video shots taken at pre-school. This form is attached at Appendix 1.

Photographs taken by the staff of the children at pre-school may only be done using the pre-school camera and never using their own equipment. This camera can only be taken off the premises by the leader for the purposes of printing photographs. These photographs will be kept securely and only kept for as long as is necessary. They may be used for displays or in children’s records.

Bucks CC Designated Officer: Sarah Harris, Children & Young People – Safeguarding Room 608a, New County Offices, Walton Street, Aylesbury, Bucks, HP20 1YU Email: saharris@buckscc.gov.uk. (or tel Kathy Darvill 01296 383949)

Bucks CC Social Services Dept. Wycombe Area 01494 475037 (ask for the Referral and Assessment Team.)

NSPCC 24 hour Hotline: 0808 800 5000

Police, Child Protection and Sexual Crime Unit: 01628 816935

                                                                                                                                                   APPENDIX 1

CONSENT FORM

At pre school we quite often take photographs of the children enjoying themselves. These are used mainly for their folders, photo albums, craft gifts or displaying on wall friezes.

Guidelines now request we obtain parents permission before taking photographs of or videoing any child. Therefore we ask that you sign and return the form below. All pictures taken are for pre-school use only and will not be used on the web or for publicity material. Names will not be included with photographs except in the children’s personal folders.

Occasionally we like to take the children out of the village hall for a short time during the session. This might be for example to post a letter, or to go for a short walk in the fields or woods. This would always be done on a ratio of one adult to two children and there would always be more than one adult present. We would also tell you in advance if this was going to happen and what the exact arrangements are, but to save us getting a separate consent every time we do this, we’d be grateful if you could sign the permission below.

Child’s name…………………………………………………

I give/do not give permission for photographs to be taken of

my child whilst attending Bledlow Pre-school.

I give/do not give permission for my child to be taken off the village hall premises, with my prior knowledge and only on a ratio of one adult to two children.

Signed…………………………………..………….(parent/guardian)

Please print your name……………………………………………

POLICY STATEMENT

Our setting is committed to valuing diversity and promoting equality. We will ensure that our service is fully inclusive in meeting the needs of all children, particularly those that arise from their ethnic heritage, social and economic background, gender, ability or disability. Bledlow pre-school is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to ensure that all who wish to attend, to work in, or to volunteer to help with our pre-school have an equal chance to do so. We aim to:

Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued;

Include and value the contribution of all families to our understanding of equality and diversity;

Provide positive, non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people;

Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity;

Make sure our provision is inclusive to all children with special educational needs (SEN);

Identify the specific needs of children with SEN and meet those needs through a range of SEN strategies;

Make inclusion a thread that runs through all of the activities of the setting.

VALUING DIVERSITY AND PROMOTING EQUALITY

ADMISSIONS

(See also Admissions Policy)

The pre-school is open to all members of the community.

We advertise our service widely;

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

We base our admissions policy on a fair and open system;

We ensure that all parents are made aware of our equality of opportunities policy;

We do not discriminate against any child or their family;

We do not discriminate against a child with a disability or refuse a child entry to our setting for a reason relating to disability;

When we admit a child with a disability, we develop an action plan to ensure that they can participate successfully in the services offered by the setting and the curriculum offered;

We take action against any discriminatory behaviour by staff or parents. Displaying of openly discriminatory and possibly offensive materials, name calling, or threatening behaviour are unacceptable on or around the premises and will be dealt with in the strongest manner.

EMPLOYMENT

The pre-school will treat fairly all applicants and all those appointed for jobs. No applicant will be rejected on the grounds of their age, gender, sexuality, class, means, family status, disability, colour, ethnic origin, culture, religion or beliefs. Applicants are welcome from all backgrounds and posts are open to all.

Commitment to implementing the pre-school’s Equality of Opportunities policy forms part of the job description for all workers.

Posts are advertised and all applicants are judged against explicit and fair criteria.

STAFF TRAINING

The Buckinghamshire County Council Early Years and Childcare Training Guide (and its updates) are circulated round all the staff and regular volunteers, and they are encouraged to apply for courses, especially in the essential core training and developing anti discriminatory and inclusive practices.

A log of all the courses attended by all staff in recent years can be found with the Audit of Staff Qualifications.

Where necessary, we ensure that staff are confident and fully trained in administering relevant medicines and performing invasive care procedures.

FESTIVALS

We will show respectful awareness of all the major events in the lives of the children and families in the pre-school, and in our society as a whole and we welcome the diversity of backgrounds from which they come. We will celebrate a wide range of festivals and create an environment of mutual respect and tolerance. For example in recent years we have devised activities to represent festivals including; Eid Al Futr, Divali, Holi, Chinese new Year and Chinese Dragon Boat Festival, Purim, Sukkot and many others. We have also had weekly themes on countries from which children in the setting or their parents come, including Guatemala, Turkey, Ghana, India, China, Holland, Italy, Ireland. These have naturally involved large amounts of input and co-operation with the families concerned.

CURRICULUM

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

All children are respected and their individuality and potential recognised, valued and nurtured. Activities and use of play equipment offer children opportunities to develop in an environment free from prejudice and discrimination.

We make appropriate provision within the curriculum to ensure each child receives the widest possible opportunity to develop their skills and abilities.

We differentiate the curriculum to meet children’s different needs and abilities and their special educational needs.

INDIVIDUAL NEEDS

At monthly staff meetings the individual needs of each child are discussed, and ways in which we can meet those needs are suggested. In planning activities all children, including those who are disabled or have special educational needs are included, valued and supported. Special adjustments are made for them where necessary, to the activities planned and to the resources and surroundings.

We routinely think about possible barriers to inclusion for the children currently in our setting when planning and evaluating activities.

We regularly seek the views and feelings of children by asking them questions and filling in their answers, as well as by taking all their comments seriously. We also ask for feedback in the parent’s newsletter, have a suggestions box on the parents’ table and engage them in conversation wherever possible asking them their opinions on many matters and encouraging feedback both written and verbal.

RESOURCES

Materials will be selected to help children to develop their self-respect and to respect other people by avoiding stereotypes and derogatory pictures or messages about any group of people, and will actively pursue a positive picture of our multi cultural society. They will positively reflect the widest possible range of communities, abilities, religions and disabilities.

We will achieve this by looking out for such resources whenever we buy something, for example when buying new dolls making sure we purchase a variety of skin colours and hair types or when buying puzzles, posters, games etc we make sure that different abilities, disabilities and ethnic groups are represented in them. When doing our annual audit of equipment we double check that there are no old resources which may include stereotypes or derogatory images.

SPECIAL NEEDS

The pre-school recognises the wide range of special needs of children and families in our community, and will consider what part it can play in meeting those needs. Planning for pre-school meetings and events will take into account the needs of people with disabilities. Where possible, adaptations will be made to the premises and resources to meet the individual needs of children if necessary.

DISCRIMINATORY BEHAVIOUR/ REMARKS

Threatening or abusive behaviour or any expression of prejudice or discriminating behaviour towards or between staff or families will not be tolerated and all such incidents will be challenged and recorded. If any such language or behaviour is seen or heard the leader would have a private talk with the parties concerned and explain that it is completely against our policy, that we need to write it down in our incident book and that further such incidents could result in the family being excluded from our pre-school, since it is important at this impressionable age, that other children are not exposed to such attitudes.

The staff and committee are made aware that racial discrimination is not only against our policy but also a serious offence and would be responded to with disciplinary action in accordance with our Staff Disciplinary Procedure, which can be found at the end of our Staffing and Employment Policy.

All staff are responsible for reporting all incidents of discrimination to the Leader or Chair of the Committee if more appropriate. The leader will record this in the incident book.

Where children are discriminated against, parents would be informed about the incident and the actions to be taken.

If children themselves engage in discriminatory remarks or behaviour it will be challenged. The response will aim to be sensitive to the feelings of the victim and everything possible will be done to help those responsible to understand and overcome their prejudices. Parents will be informed.

LANGUAGE

Information, written or spoken will be clearly communicated in as many languages as necessary. Bi and multi-lingual children are seen as an asset. They will be valued and their languages recognised and respected in the pre-school. We have guidelines for helping children whose first language is not English (see Appendix 1).

FOOD

Medical, cultural, religious and dietary needs will be met.

We help children to learn about a range of food, and of cultural approaches to mealtimes and eating and to respect the differences among them.

VALUING DIVERSITY IN FAMILIES/PARENTAL INVOLVEMENT

We welcome the diversity of family lifestyles and work with all families.

Please see our Parental Involvement Policy for more information and examples of how closely involved parents and carers are in our setting.

When new children are admitted we talk with parents to ensure that all their medical, cultural and dietary needs are met. This information is also asked for on our admission forms.

We encourage children and parents to contribute stories of their everyday lives to the setting, to bring in things to show from home and to share their experiences.

We encourage all parents and carers to take part in the setting and contribute fully.

For families who speak languages other than English, we will develop means to ensure their full inclusion.

We offer a flexible payment system for families of differing means.

MEETINGS

The time, place and procedure of meetings will ensure that all families have an equal opportunity to be involved in the running of the pre-school. Committee meetings are usually held in the evenings, parent interviews are arranged on an individual basis to suit each family.

Information about meetings is communicated in more than one way – written and verbal and, if necessary we would endeavour to provide translations.

Maureen Shillito is the named Equal Opportunities Officer

SUPPORTING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

REFERENCE INFORMATION

This policy is written in order to comply with the DfES Code of Practice for the Identification and Assessment of Special Educational Needs, 2001.

We have regard for the Disability Discrimination Act, 1995, 2005.

INCLUSION STATEMENT

We aim to provide a welcoming and appropriate learning environment for pre-school children. We value all children and we recognise the wide range of abilities and needs within the community and will endeavour to play a part in maximising each child’s potential. We support parents and children with special educational needs (SEN). We will work in partnership with parents and other agencies to help meet children’s individual needs.

DEFINITION OF SPECIAL EDUCATIONAL NEEDS

A child has a Special Educational Need if she/he has a learning difficulty, which calls for special educational provision to be made for him/her. Bledlow Pre-school will endeavour to comply with any extra provision that is needed to help any child.

HOW WE SUPPORT CHILDREN WITH SEN

We use the graduated response system for identifying, assessing and responding to children’s special educational needs.

We ensure that parents are informed at all stages of the assessment, planning provision and review of their children’s education.

We provide parents with information on sources of independent advice and support.

We liaise with other professionals involved with children with SEN and their families, including transfer arrangements to other settings and schools.

We provide a broad, balanced, differentiated curriculum for all children, including those with SEN.

We use a system of planning, implementing, monitoring, evaluating and reviewing individual education plans (IEPs) for children with SEN.

We ensure that children with SEN are appropriately involved at all stages of the graduated response, taking into account their levels of ability.

We have systems in place for supporting children during Early Years Actions, Early Years Action Plus, Statutory Assessment and the Statementing process.

We use a system for keeping records of the assessment, planning, provision and review for children with SEN.

SENCO

We have a member of staff, Louise Kent, who is our Special Needs Co-ordinator (SENCO). She has attended Bucks training for Special Educational Needs and she understands the principles and requirements of the Code of Practice. She has attended a variety of training including:

SENCO Initial Training (30 April, 16 May, 6 July 2001)

Certificate in Pre-school Practice (June 2001)

Early Years First Aid (June 2008)

PALS – Playing and Learning to Socialise (May 2009)

Introduction to Disability Equality in the Early Years (Feb 2008)

Safeguarding Children (Feb 2008)

SEN workshop on observation (Feb 2008)

Working with children with ASD in the Early Years (March 2008)

Autistic Spectrum Disorders (Jan 2008)

Speech and Language Delays and Disorders (Jan 2008)

Dyspraxia (Nov 2007)

Level 2 SENCO training

The SENCO is the nominated person who will have overall responsibility for:

Information gathering

From children’s admission forms, keyworkers and observations.

Ensuring clear communication with parents

Our setting will involve and value information given by parents. Our SENCO will be aware of any information parents have provided about their children via entry forms/profiles and parents are welcome at any time to discuss their own child’s needs. Shortly before or after a session would be most convenient, though specific problems that require more time can be discussed privately with the SENCO and/or Leader at an arranged time and will be dealt with sensitively and in confidence.

Parents will be actively involved in the planning and implementation of any action plan/programme appropriate to their child.

Monitoring and Recording

The SENCO will monitor and keep records of any children on Early Years Action and Early Years Action Plus. The SENCO will ensure that a true and accurate account is kept of any meetings with parents.

Regular observations and records are continually kept on all children within the setting and parents are welcome to look at these at any time on request.

Any child with special educational needs will have their own individual education plan (IEP) structured for them.

Liaison with Outside Agencies

Where appropriate, and with parental permission, the SENCO will contact relevant outside agencies to promote effective mutual liaison. These could be Health Visitors, Speech and Language Therapists, Social Workers and other settings the child may attend.

Liaison with Local Education Authority

We acknowledge the support of and will work with the Buckinghamshire County Council Early Years and Childcare Service Inclusion Team for the benefit of all children.

The SENCO will liaise with the EYCS for training, network group meetings, funding, advisory staff, initiatives etc. She will disseminate and share information and advice to all the staff.

Please also note that EYCS personnel may, with parental permission, from time to time visit the practice to observe the children.

Supporting Colleagues

The SENCO will support and be a reference point for colleagues and all staff will maintain confidentiality at all times.

THE ROLE OF THE COMMITTEE

The committee will support the SENCO with regards to resources, time and funding etc. and will endorse the SEN Policy, respecting confidentiality at all times.

THE ROLE OF THE OTHER STAFF / SUPERVISOR

All staff will support the SENCO and will be aware of any Individual Education Programmes in operation and they will maintain confidentiality at all times.

Provision for children with special educational needs is the responsibility of all members of the setting.

The staff will work as a team (under the guidance of the SENCO) identifying needs, providing mutual support, ensuring every child’s needs are met.

The Supervisor will support the SENCO in her role and will attend meetings with parents wherever possible.

ACCESSIBILITY

Our premises have been adapted to be accessible to wheelchairs and others with impaired mobility and where possible we would endeavour to make other adaptations if they became necessary, both indoors and outdoors.

We have various sized tables and chairs and use pictorial labels on our resources, for example to show children what is in the craft drawers and the self-select drawers. A large range of resources are on view and easily accessible to children each day.

ACHIEVING POSITIVE BEHAVIOUR

STATEMENT OF INTENT

Our setting believes that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their behaviour. They feel secure and confident in an orderly environment in which everyone knows what is expected of them, and children are free to play and learn without fear of being hurt or hindered by anyone else. Children need to learn to consider the views and feelings, needs and rights, of others and the impact that their behaviour has on people, places and objects. This is a developmental task that requires support, encouragement, teaching and setting a good example. The principles that underpin how we achieve positive and considerate behaviour exist within the programme for promoting personal, social and emotional development.

METHODS

We have a named person who has overall responsibility for issues concerning behaviour. This is the leader, Tanya Stevenson

We require the named person to:

STRATEGIES TO DEAL WITH CHILDREN WHO ENGAGE IN INCONSIDERATE BEHAVIOUR AND TO PROMOTE POSITIVE BEHAVIOUR

We require all staff, volunteers and students to use positive strategies for handling any inconsiderate behaviour, by helping children find solutions in ways which are appropriate for the children's ages and stages of development. Such solutions might include, for example, acknowledgement of feelings, explanation as to what was not acceptable and supporting children to gain control of their feelings so that they can learn a more appropriate response.

We ensure that there are enough popular toys and resources and sufficient activities available so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns.

We acknowledge and praise considerate behaviour such as kindness and willingness to share.

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

We support each child in developing a sense of belonging in our group, so that they feel valued and welcome.

We avoid creating situations in which children receive adult attention only in return for inconsiderate behaviour.

When children behave in inconsiderate ways, we help them to understand the outcomes of their action and support them in learning how to cope more appropriately.

We never send children out of the room by themselves, nor use a "naughty chair" or a "time out" strategy that excludes children from the group.

We never use physical punishment, such as smacking or shaking. Children are never threatened with these.

We do not use techniques intended to single out and humiliate individual children.

We use physical restraint, such as holding, only to prevent physical injury to children or adults and/or serious damage to property.

Details of such an event (what happened, what action was taken and by whom, and the names of witnesses) are brought to the attention of our setting leader and are recorded in the accident book. The child's parent is informed on the same day.

In cases of serious misbehaviour, such as racial or other abuse, we make clear immediately the unacceptability of the behaviour and attitudes, by means of explanations rather than personal blame.

We do not shout or raise our voices in a threatening way to respond to children's inconsiderate behaviour.

Adults will be aware that some kinds of behaviour may arise from a child’s special needs and an action plan will be devised to cope with such situations.

Children under three years

When children under three behave in inconsiderate ways we recognise that strategies for supporting them will need to be developmentally appropriate and differ from those for older children.

We recognise that very young children are unable to regulate their own emotions, such as fear, anger or distress, and require sensitive adults to help them do this.

Common inconsiderate or hurtful behaviours of young children include tantrums, biting or fighting. Staff are calm and patient, offering comfort to intense emotions, helping children to manage their feelings and talk about them to help resolve issues and promote understanding.

If tantrums, biting or fighting are frequent, we try to find out the underlying cause – such as change or upheaval at home, or frequent changes of carers. Sometimes a child has not settled in well and the behaviour may be the result of "separation anxiety".

We focus on ensuring a child’s attachment figure in the setting, their key person, is building a strong relationship to provide security to the child.

Rough and tumble play and fantasy aggression

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

We recognise that teasing and rough and tumble play are normal for young children and acceptable within limits. We regard these kinds of play as pro-social and not as problematic or 'aggressive'.

We will develop strategies to contain play that are agreed with the children, and understood by them, with acceptable behavioural boundaries to ensure children are not hurt.

We recognise that fantasy play also contains many violently dramatic strategies - blowing up, shooting etc., and that themes often refer to 'goodies and baddies' and as such offer opportunities for us to explore concepts of right and wrong.

We are able to tune in to the content of the play, perhaps to suggest alternative strategies for heroes and heroines, making the most of 'teachable moments' to encourage empathy and lateral thinking to explore alternative scenarios and strategies for conflict resolution.

Hurtful behaviour

We take hurtful behaviour very seriously. Most children under the age of five will at some stage hurt or say something hurtful to another child, especially if their emotions are high at the time, but it is not helpful to label this behaviour as 'bullying'. For children under five, hurtful behaviour is momentary, spontaneous and often without cognisance of the feelings of the person whom they have hurt.

We recognise that young children behave in hurtful ways towards others because they have not yet developed the means to manage intense feelings that sometimes overwhelm them.

We will help them manage these feelings as they have neither the biological means nor the cognitive means to do this for themselves.

We understand that self management of intense emotions, especially of anger, happens when the brain has developed neurological systems to manage the physiological processes that take place when triggers activate responses of anger or fear.

Therefore we help this process by offering support, calming the child who is angry as well as the one who has been hurt by the behaviour. By helping the child to return to a normal state, we are helping the brain to develop the physiological response system that will help the child be able to manage his or her own feelings.

We do not engage in punitive responses to a young child's rage as that will have the opposite effect.

Our way of responding to pre-verbal children is to calm them through holding and cuddling. Verbal children will also respond to cuddling to calm them down, but we offer them explanation and discuss the incident with them to their level of understanding.

We recognise that young children require help in understanding the range of feelings experienced. We help children recognise their feelings by naming them and helping children to express them, making a connection verbally between the event and the feeling. 'Adam took your car, didn't he, and you were enjoying playing with it. You didn't like it when he took it, did you? Did it make you feel angry? Is that why you hit him?' Older children will be able to verbalise their feelings better, talking through themselves the feelings that motivated the behaviour.

We help young children learn to empathise with others, understanding that they have feelings too and that their actions impact on others' feelings. 'When you hit Adam, it hurt him and he didn't like that and it made him cry'.

We help young children develop pro-social behaviour, such as resolving conflict over who has the toy. 'I can see you are feeling better now and Adam isn't crying any more. Let's see if we can be friends and find another car, so you can both play with one.'

We are aware that the same problem may happen over and over before skills such as sharing and turn-taking develop. In order for both the biological maturation and cognitive development to take place, children will need repeated experiences with problem solving, supported by patient adults and clear boundaries.

We support social skills through modelling behaviour, through activities, drama and stories. We build self esteem and confidence in children, recognising their emotional needs through close and committed relationships with them.

We help a child to understand the effect that their hurtful behaviour has had on another child; we do not force children to say sorry, but encourage this where it is clear that they are genuinely sorry and wish to show this to the person they have hurt.

Staff will communicate regularly and support each other to deal with any difficult behaviour and must seek help or advice from the leader if they are unsure how to deal with a situation.

COMPLAINTS

Any complaints will be dealt with promptly and sensitively and details of the procedure can be found in the Bledlow Pre-school Complaints Policy. A record of complaints against the setting and/or the children in the setting and/or the adults working in the setting is kept, including the date, the circumstances and how the complaint was managed.

You may also contact the Parent Partnership which supports families of children with Special Educational Needs on: 01296 383754

If any person feels discrimination of any description has occurred they should talk to the leader, chair or contact OFSTED directly on 0300 123 1231

MONITORING AND REVIEWING

To ensure our policies and procedures remain effective we will monitor and review them annually in August/September to ensure our strategies meet the overall aims to promote equality, inclusion and valuing diversity. However, any problems with individuals accessing the curriculum will be dealt with as they arise.

The review date can be found at the end of each of our policies. The review will be done initially by the leader in consultation with the SENCO and Equal Opportunities Officer. It will then be referred to the Chair of the Committee and approved by the full committee at the next general meeting.

APPENDIX 1

GUIDELINES FOR HELPING CHILDREN WHOSE FIRST LANGUAGE IS NOT ENGLISH

APPENDIX 2

10 POINT BEHAVIOUR PLAN

The 10 point behaviour plan is to be put in place when there is a specific or recurring area of concern in regard to a child’s behaviour in Pre-school. At each point go to next stage only if behaviour does not improve.

Once a problem has been recognised:

AIM

The health and safety of the young children in our care is of paramount importance. We aim to make children, parents and staff aware of health and safety issues and to minimise the hazards and risks to enable the children to thrive in a healthy and safe environment. We also aim to promote the health of the children in our care.

RISK ASSESSMENT

We have a risk assessment, which is reviewed annually. It aims to identify and minimise risks to children, parents, staff and volunteers. Our risk assessment process includes:

Checking for hazards and risks indoors and outside, and in our activities and procedures (where is the risk, what is the risk and who is at risk?);

Our assessment covers adults and children;

Deciding on control measures to reduce or eliminate those risks;

Developing an action plan that specifies the action required, timescale and person responsible.

Annual review of risk assessment. Monitoring to check it is working.

INSURANCE COVER

We have public liability insurance and employer’s liability insurance. The certificate is displayed on the notice board by the parents’ table in the lobby.

METHODS

The member of staff responsible for health and safety is Linda McBlane. She is competent to carry out these responsibilities. She has undertaken health and safety training and regularly updates her knowledge and understanding. We display the HSE health and safety poster in the corridor to the cupboard.

AWARENESS RAISING

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

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

As necessary, health and safety training is included in the training plans of staff, and health and safety is discussed regularly at staff meetings.

We have a no smoking policy and smoking is not permitted in the village hall, as it is a public building.

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

CHILDREN'S SAFETY

(see our Safeguarding Children Policy, which contains more detail on this)

We ensure all staff employed have been checked for criminal records by an enhanced disclosure from the Criminal Records Bureau.

Adults do not normally supervise children on their own.

All children are supervised by adults at all times.

Whenever children are on the premises at least two adults must be present.

SECURITY

Systems are in place for the safe arrival and departure of children. The times of the children's arrivals and departures are recorded.

The names and arrival and departure times of visitors are recorded.

Our systems prevent unauthorised access to our premises.

Our systems prevent children from leaving our premises unnoticed.

An allocated member of staff welcomes each child and collects their name cards in the box as they arrive. The children’s carers deliver them to the small room and they are then the pre-school’s responsibility. When most children have arrived the door is bolted from the inside. Prior to this, a member of staff stands by the outer door whilst it is unlocked to ensure no unaccompanied children get out.

The register is taken by the person in charge and the number of children present is written on the small blackboard on the register holder. This is updated if anyone arrives late or leaves early. All notes are recorded in the register, for example if they are going home with someone else or collector may be late.

If a member of staff or child leaves or arrives during this time, the door will be bolted and they are signed in or out of the register with the time of arrival/departure. Visitors are recorded in the book near the front door. Their identity is checked before they are allowed in.

The children will be in the small room or garden at collection time. The allocated member of staff will check the register for notes regarding pick ups and call the child out only when they see their collector. If children are in the playground, each child is let out of the gate when the collector is there. In the garden, the allocated member of staff will control the back door.

Adults and children must use the main hall entrance to arrive and leave at all times except for on occasions when children are handed to their parents from the gated park
area. The door is unbolted at 12.10am, and a member of staff stays there to ensure no child leaves without their carer and records their time of departure.

Time of leaving will be recorded in the register as 2.15pm or whatever time the relevant children and staff leave on these days. After the children who leave at 12.15 have gone, the number of children present board must be updated.

KITCHEN

Cleaning materials and other dangerous materials are stored up high, out of children's reach. There is also a child safety catch on that cupboard.

The cupboard under the sink is locked with a chain and sharp knives are kept in the high cupboard with the plates.

All surfaces are clean and non-porous and food surfaces are sprayed with an antibacterial cleaner and wiped down each morning with a new cloth.

There are separate facilities for washing craft equipment or hands and for washing up.

ELECTRICAL EQUIPMENT

All electrical equipment conforms to safety requirements and is PAT tested annually. There is no mains gas supply to the village hall.

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

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

There are sufficient sockets to prevent overloading.

The temperature of the hot water in the toilets is controlled to prevent scalds.

Lighting and ventilation is adequate in all areas.

STORAGE

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

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

OUTDOOR AREA

Our outdoor area is securely fenced, the gates are locked when children are using the garden.

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

Adults and children are alerted to the dangers of poisonous plants

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

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

All outdoor activities are supervised at all times.

A stair gate is put up in front of the stage steps in the corridor so that children cannot get onto the stage when going outside or coming back indoors.

HYGIENE

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

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

The toilets are wiped each morning with antibacterial wipes.

When cooking with the children as an activity, hygiene is considered i.e. children’s hands are washed and then dried on paper towels before the activity. Separate aprons and tablecloths are used solely for cooking activities and laundered after each use.

We use liquid soap for washing hands and paper towels for drying to stop cross infection.

The children and staff wash their hands after going to the toilet, before refreshments, after craft activities and before and after cooking or handling food.

Clean cloths are used each day to minimise risk of infection.

Cuts or open sores, whether on adults or children, should be covered with a sterile dressing.

We implement good hygiene practices by:

cleaning tables between activities;

checking toilets regularly;

wearing protective clothing - such as aprons and disposable gloves - as appropriate;

providing spare laundered clothing in case of accidents and polythene bags are available for soiled garments;

changing the playdough each week;

providing tissues and wipes; and

using individual disposable paper towels.

ACTIVITIES

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

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

All equipment is regularly checked for cleanliness and safety and any dangerous or broken items are repaired or discarded.

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

Sand is clean and suitable for children's play.

Physical play is constantly supervised.

Children are taught to handle and store tools safely.

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

FOOD AND DRINK

(see Food Safety Management Procedures)

All food and drink is stored appropriately and best before dates are checked immediately before consumption.

Snack times are appropriately supervised and children do not walk about with food and drinks.

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

We operate systems to ensure that children do not have access to food/drinks to which they are allergic.

ANIMALS

Animals visiting the setting are free from disease and safe to be with children, and do not pose a health risk.

Children wash their hands after contact with animals.

Outdoor footwear worn to visit farms are cleaned of mud and debris and should not be worn indoors.

FIRE SAFETY

We have regard to the Regulatory Reform (Fire Safety) Order 2005 and have produced a Fire Safety Risk Assessment, which can be found at Appendix 1.

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

Smoke detectors/alarms and fire fighting appliances conform to BSEN standards, are fitted in appropriate high risk areas of the building and are checked as specified by the manufacturer.

Our emergency evacuation procedures are:

FIRST AID

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

Our first aid kit:

complies with the Health and Safety (First Aid) Regulations 1981;

is regularly checked by a designated member of staff and re-stocked as necessary;

is easily accessible to adults (kept on the stage steps);

is kept out of the reach of children.

At the time of admission to the setting, parents' written permission for emergency medical advice or treatment is sought. Parents sign and date their written approval. This also gives permission for staff to take their child to the nearest Accident and Emergency unit to be examined, treated or admitted as necessary.

OUR ACCIDENT BOOK:

is kept safely and accessibly on the stage steps;

all staff and volunteers know where it is kept and how to complete it; and

is reviewed at least half termly to identify any potential or actual hazards.

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

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

DEALING WITH INCIDENTS

We meet our legal requirements for the safety of our employees by complying with RIDDOR (the Reporting of Injury, Disease and Dangerous Occurrences Regulations, 1995). The telephone number of the Incident Contact Centre is 0845 300 9923.

The following must be reported to the Health and Safety Executive:

any accident to a member of staff, child or member of the public requiring treatment by a general practitioner or hospital;

any dangerous occurrences - this may be an event that causes injury or fatalities or an event that does not cause an accident but could have done, such as a gas leak.

Any dangerous occurrence is recorded in our Incident Book. See below.

OUR INCIDENT BOOK

We keep an incident book for recording incidents including those that that are reportable to the Health and Safety Executive as above.

These incidents include:

break in, burglary, theft of personal or the setting's property;

an intruder gaining unauthorised access to the premises;

fire, flood, gas leak or electrical failure;

attack on member of staff or parent on the premises or near by;

any racist incident involving a staff or family on the centre's premises;

death of a child, and

a terrorist attack, or threat of one.

In the incident book we record the date and time of the incident, nature of the event, who was affected, what was done about it - or if it was reported to the police, and if so a crime number. Any follow up, or insurance claim made, should also be recorded.

In the unlikely event of a terrorist attack we follow the advice of the emergency services with regard to evacuation, medical aid and contacting children's families. Our standard Fire Safety Policy will be followed. The incident is recorded when the threat is averted.

In the unlikely event of a child dying on the premises, the emergency services are called, and the advice of these services is followed.

The incident book is not for recording issues of concern involving a child. This is recorded in the child's own file and kept confidential.

MANAGING MEDICINES

No child should be excluded from pre-school activities because of a medical condition unless it is infectious. Bledlow pre-school will endeavour to meet all children’s medical needs.

At Bledlow Pre-school we rely on parents to keep us informed about any medical condition or treatment that their child receives. Any treatment needing to be undertaken during a session (whether regularly or in the event of an emergency) should be discussed with the pre-school leader and the child’s keyworker. A health care plan should be completed and if medication needs to be administered a parental consent form signed.

We respect the child’s right to confidentiality and information will be shared with relevant staff members after discussion with parents about who needs to be informed.

Tanya Stevenson and Louise Kent are the designated members of staff who will administer prescribed medication to children. When appropriate they will access relevant training from a health care professional.

Medication will only be administered if it is essential (i.e. "that it would be detrimental to the child’s health if the medicine were not administered during the setting day" (p. 13 Managing Medicines in Schools and Early Years Settings, DfES 2005)). Wherever possible, dosages of medicine should be worked out so that they can be taken outside of the pre-school sessions.

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

At Bledlow Pre-school we will only administer medicine that has been prescribed for a named child.

All medicine should be in its original container as dispensed by a pharmacist and include the prescriber’s instructions for administration.

Medicine not in its original packaging cannot be administered.

Non prescription medicine cannot be administered. (Parents whose child regularly takes non prescription medicine are encouraged to discuss with their GP whether it is appropriate for the medicine to be prescribed).

No medicines can be administered without prior written consent from the child’s parents.

Before administering medicine to a child the member of staff will check: the child’s name, the prescribed dose, the expiry date, the written instructions provided by the prescriber on the label or container.

If a child is allowed to self administer the medicine it must be done under adult supervision and the above procedure carried out.

Records will be kept of all medication brought to the setting and when medication is administered. This will also be recorded in the medicine file and signed by the parents.

If a child refuses to take their medication, staff will not compel them to do so. They will record in the child’s record the refusal and any surrounding circumstances and will inform the parents as soon as possible and at the end of the session at the latest.

All medicines will be stored in the locked box in the storecupboard or in the staff fridge in an airtight box if they need refrigeration. Emergency medicine that needs to be on hand at all occasions (e.g. inhalers and epi-pens) will be placed in a marked box on a high peg in the cupboard entrance, out of the reach of children but readily available.

When the medicine is no longer in use, it must be recorded out and returned to parent. Out of date medicines must be disposed of by the parent.

The medicine file will contain: a record of all medicines on site and their location, copies of parental consent forms (originals will be kept in the children’s files), records of administration of medicines to individual children, copies of children’s health care plans. It is kept with the emergency medicine box.

Actions to be taken in an emergency and what constitutes an emergency for a particular child are contained in the child’s health care plan. Two members of staff will be named in the plan to be responsible lead people in an emergency, but all staff will have read and discussed the emergency procedures so that they are able to support the named members of staff. Copies of the emergency procedures will be laminated and stuck to the inside of the cupboard door, so they are readily available for consultation in the event of an emergency.

Before a trip or outing is undertaken an additional risk assessment will be carried out in relation to children with medical needs. Steps will be taken to minimise risks and to ensure that all children can be included on the trip.

Medicine, for children who may require it on the trip, will be carried by the member of staff allocated to that child, or by the child’s parent if they are attending the trip.

If it is thought additional staffing is necessary to ensure the safety and enjoyment of the trip by everyone, this will be put in place.

Copies of emergency procedures will be taken on the trip along with relevant contact numbers. Adults supervising children with medical needs and the trip leader will carry mobile phones.

The application of sun cream is to be made by the parent prior to coming into the setting. In the summer term a bottle of sun block will be provided in the lobby for application by the parent or carer on arrival at pre-school, in case they have forgotten.

Use of healing creams or sprays is prohibited unless we have prior authorisation by a parent. In the event of injury clean water and plasters or bandages can be applied and relevant first aid will be given. Parents must make it known to us if their child is allergic to sticking plasters.

SICK OR INFECTIOUS CHILDREN AND ADULTS

We cannot provide care for children who are unwell, have a temperature, or sickness and diarrhoea, or who have an infectious disease. Parents should inform us of the nature of the illness, so that we can inform other parents if it is infectious.

If a child appears unwell or becomes ill during the session – has a temperature, sickness, diarrhoea or pains, particularly in the head or stomach – the leader or keyworker will call the parents and ask them to collect the child, or send a known carer to collect on their behalf.

If a child has a temperature, they are kept cool, by removing top clothing, sponging their heads with cool water, but kept away from draughts.

In extreme cases of emergency an ambulance should be called and the parent informed.

Where children have been prescribed antibiotics, parents are asked to keep them at home for 48 hours before returning them to the setting, though the doctors advice can be taken on how contagious the child is.

After diarrhoea, parents are asked to keep children at home for 48 hours or until a formed stool is passed.

The setting has a list of excludable diseases and current exclusion times. The full list is obtainable from www.patient .co.uk and includes common childhood illnesses such as measles.

Children with headlice are not excluded, but must be treated immediately to remedy the condition.

Parents are notified if there is a case of headlice in the setting.

Parents are notified if there is an infectious disease, such as chicken pox.

HIV (Human Immunodeficiency Virus) may affect children or families attending the setting. Staff may or may not be informed about it, but always carry out hygiene practices below.

Children or families are not excluded because of HIV.

Good hygiene practice concerning the clearing of any spilled bodily fluids is carried out at all times. Disposable gloves and aprons are provided. Blood must be cleaned up with a bleach solution.

Ofsted is notified of any infectious diseases listed in Appendix 2. (The GP will have notified the Health Protection Agency and we would act on their advice.)

PANDEMICS

In the event of a pandemic the leader, in consultation with the chair of the committee would take the decision whether to close the setting- either because of Government advice that nurseries in the area should close, or because of reasons specific to the nursery (e.g. too many staff off ill, cases of the disease amongst children).

Sick children would be kept in the small room, with cushions and blankets until they can be collected by parents or carers. A member of staff would remain with them but keep at a distance so long as this does not distress the child.

Any child or member of staff showing any signs of infection during a pandemic would be sent home immediately.

Extra vigilance would be necessary over hygiene procedures at such times, for example extra care with hand washing and immediate disposal of tissues in a bin with a lid.

ALLERGIES

When parents start their children at the setting they are asked if their child suffers from any known allergies. This is recorded on the registration form.

If a child has an allergy a risk assessment form is completed to detail the following:

o The allergen (i.e. the substance, material or living creature the child is allergic to such as nuts, eggs, bee stings, cats etc).

o The nature of the allergic reaction e.g. anaphylactic shock, rash.

o What to do in case of allergic reactions, any medication used and how it is to be used (e.g. Epipen).

o Control measures – such as how the child can be prevented from contact with the allergen.

o Review.

The PRIORITY is to remove the children to safety first and then call the emergency services.

If the fire is in the kitchen use the fire exit in the hall and take them to the meeting point on the grass at the far end of the garden.

If the fire is in the hall use the back door.

If the children are outside the staff take the children to the far end of the garden and the leader checks the hall.

There are fire extinguishers in the lobby, passageway to the kitchen and the front passage. There is a fire blanket in the kitchen.

The alarm will be raised by a whistle, which all members of staff carry in their pouch, or by the manual fire bell near the door in the main hall. The staff and any helpers will take the children out to the meeting point. Louise Kent will take the register; if she is away Linda McBlane will take it. If it is unavailable, all the staff know how many children are present and must do a head count.

The leader or person in charge for that day will take the phone, visitor’s book and check cupboards, toilets, kitchen and small room.

Once outside check the register and call the emergency services.

There is always a mobile phone in the hall.

If there is a fire at drop off time, the children whose name’s are in the blue box would be in our care but ALL parents and children would be required to follow the fire drill. At pick up time, the children still in the small room would be in our care and all the ones in the main hall would be under the care of the adult taking them home but again EVERYONE would be required to follow the fire drill.

The Emergency house is CUESTA, CHINNOR ROAD, BLEDLOW, HP27 9PG.

01844 275629. This is on the same side of the road as the village hall, about 300 yards towards Chinnor. A copy of contact numbers are kept here (they are also in the register). Children will be taken there for safekeeping until parents arrive to collect them if it is too dangerous or too cold to wait in the garden.

Appendix 2 – Notifiable Diseases

Diseases notifiable (to Local Authority Proper Officers) under the
Public Health (Infectious Diseases) Regulations 1988.

Last reviewed: 12 March 2008

At Bledlow Pre-school, children are offered a snack and a drink of milk or water each day. We also do a weekly cooking activity with the children. In order to ensure this is safe and hygienic, the following procedures are followed:

The fridge temperature is checked daily and noted down on our daily health and safety checklist (see Appendix 1). At the same time a visual check of the cleanliness of the fridge is undertaken and any spillages wiped up and out of date food removed. Raw and cooked food is kept separate.

The fridge is cleaned at least every half term and defrosted every term.

The children’s milk is delivered daily in individual sealed portions and stored in the fridge immediately as the staff arrive (no later than 8.45am)

The provenance, best before dates and packaging of all food arriving on the premises is checked as it arrives and immediately before it is used.

A list is posted on the exit door informing parents and carers what the children have eaten at snack time on that day (see Appendix 2).

All staff are made aware of any allergies, food preferences and medical needs of all the children verbally and on a printed list, which is updated every term.

A glass chopping board is used to cut any food and this is wiped with a new cloth and anti bacterial spray before use.

Food surfaces wiped with antibacterial spray every morning.

All fruit and vegetables are washed before being given to the children.

The tea towels are taken home daily and laundered and ironed to remove bacteria.

Clean cloths are used daily and there are separate sinks in the kitchen, one for washing hands and craft items and the other for washing food and utensils.

When the children do cookery they wear special cooking aprons and the table is covered with a cloth used exclusively for cooking activities. The aprons and table cloths are all laundered after each use. Staff must wear an apron and tie their hair back and everybody must wash their hands before and after the cookery session. Children are reminded not to lick their fingers whilst cooking and they are supervised closely at all times.

If packed lunches are brought in, they are stored in a cool place and eaten within 4 hours of being brought in to pre-school.

The leader has a Foundation Certificate in Food Hygiene issued by the Chartered Institute of Environmental Health.

The setting is registered as a food provider with the local authority Environmental Health Department.

Reporting of Food Poisoning

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

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

If the food poisoning is identified as a notifiable disease, the setting will report the matter to Ofsted.

Bledlow Pre-school General Risk Assessment

Date: 5^th September 2011

STAFFING ARRANGEMENTS

At Bledlow Pre-school we feel that a high adult:child ratio is essential in providing good quality pre-school care. We have five staff on duty each morning for a maximum of twenty six children, so therefore always have a higher ratio than the regulation of one member of staff to each four children under three and to each eight between three and five. We have arrangements in place to cover staff absences.

Our keyworker system ensures each child and family has one particular staff member who takes a special interest in them.

Our staff are appropriately qualified and we carry out checks for criminal and other records through the Criminal Records Bureau in accordance with statutory requirements.

Monthly staff meetings provide opportunities for staff to discuss any staffing issues or problems as well as to undertake curriculum planning and to discuss children’s progress and any difficulties.

QUALIFICATIONS AND TRAINING

The leader and deputy must hold full, relevant level 3 qualification (as defined by the Children’s Workforce Development Council) and at least half of the staff hold a minimum of a level 2 qualification.

Regular in-service training is available to all staff, both paid and volunteer members, through Bucks Early Years and PSLA. The budget allocates resources to training. Staff are encouraged to take up training opportunities and details of available courses are circulated to the staff as soon as they are issued. Staff are also encouraged to improve their qualification levels, particularly those with no qualifications. All regular staff should attend a Child Protection course and keep it updated. At least three members of staff will be qualified Early Years First Aiders.

We support the work of our staff by means of regular observation and assessment as well as annual appraisals.

We provide induction training in the first week of employment. See Appendix 1 for the induction programme.

STUDENT PLACEMENTS

We may occasionally offer placements to students undertaking early years qualifications and training. They would be required to meet the "suitable person" requirements of Ofsted and have CRB checks carried out.

We may also offer placements for school pupils on work experience. These students would be supervised at all times and the schools placing them would be required to vouch for their good character.

Students are not counted in our staffing ratios and are required to keep our confidentiality policy as well as other policies and procedures. We undertake to co-operate with their tutors’ requirements.

RECRUITMENT

We are committed to recruiting, appointing and employing staff in accordance with all relevant legislation. We use non discriminatory procedures for recruitment and selection. All new staff and regular volunteers have their references followed up and CRB checks carried out immediately. See Appendix 2 for recruitment guidelines.

All staff have job descriptions which set out their roles and responsibilities.

The staff CRB checks are renewed every three years and nobody has unsupervised contact with children until their Enhanced Disclosure has been received and checked. We keep all records relating to the employment of staff and volunteers, including the date and number of the enhanced CRB check.

DISCIPLINE

The procedures to be followed in the event of any disciplinary issues arising can be found at Appendix 3.

CHANGES TO STAFF

We inform Ofsted of any changes in the person responsible for our setting and we inform Bucks Early Years Department of any changes at all to the staff and committee.

                                                                                                                                               APPENDIX 1

BLEDLOW PRE-SCHOOL INDUCTION PROGRAMME

Name of staff member: Date started work:

All new staff and regular volunteers will need to become familiar with the routines, safety aspects and procedures of Bledlow pre-school as quickly as possible. This programme sets out those things which need to be learnt during the induction stage, and gives guidance as to the timescale in which we hope these processes can be acquired. It is only meant as a guide, but should help to ensure that nothing is missed out and that there is logic to the order in which things are learnt; for example things relating to the safety of the children should come first. A first review date must be set at the outset, so we can check that everything has been covered in the induction period, and to go over things again to make sure it has been understood. This should be two months from the start of work, by which time the workings of the pre-school will be better understood.

Before starting work

The new employee/volunteer should have been given copies of:

Health and Safety Policy.

Safeguarding Children Policy.

Record Keeping and Confidentiality Policy. They have also signed a Data Protection Contract which includes a commitment to have understood the Confidentiality Policy (this now includes a section on Social Networking)

Code of Conduct for adults when dealing with children

On or before Day 1

The manager should ensure the new person has:

Read and understood the above documents.

Been briefed on safety procedures for the children, including bolting of doors, where children are allowed to go, how to release them to their parents/carers, registration, where children’s’ and staff records are kept, where the first aid box and fire extinguishers are, food hygiene, when the children need to be counted, going to the toilet and intimate care.

Been made aware that we are all jointly responsible for the Health and Safety of staff and children.

Understood the importance of Safeguarding Children and understood that whistle blowing is encouraged if they have any concerns e.g. about adults’ behaviour towards children. Who to tell about concerns.

Been told about the fire drill.

Had explained how the session is organised (basic timetable for a day).

Been shown how to help in freeplay sessions.

Been told about the special needs or health needs (including allergies) of any children.

Been shown how to lift safely and store equipment safely.

During the first week

The new member of staff or volunteer should become familiar with:

The children’s names and staff names and roles.

Where things are kept and the getting out/putting away procedure.

How to prepare the snacks and drinks. Food hygiene regulations.

The sheet which gives details of the week’s activities.

The routine and basic procedures.

The pre-school policies.

Beginning in the first week and continuing right through the induction phase, the new member of staff or volunteer should observe other staff and activities as often as possible. Sit in on registration, singing/story time and where possible, activities led by others. Sit with a different table each snack time to observe how the key workers do short activities tailored to their groups.

During the first two months

In the first two or three weeks, new members of staff will be timetabled to do freeplay, but over the course of the first two months they will gradually learn how to lead an activity as well as becoming more involved in the planning of the sessions. By the end of the first two months the following things should have been covered:

Briefing on the paperwork. Child records, goals sheets, activity sheets, expenses sheets, individual child’s goals.

Briefing by a key worker on how records of children’s achievements are kept. Look through a child’s folder in detail.

Familiarity with the Early Years Foundation Stage

Observe others doing a range of activities.

Do activities such as cooking or craft alongside other members of staff.

Lead the singing and story times several times.

Lead registration, with other members of staff present to help if needed.

Start to get involved in planning by attending staff planning meetings every month and contributing ideas.

Arrange to do a Safeguarding course.

Briefing on professional development e.g. courses which are available or required.

Understand how the committee based system works, go to a committee meeting and be introduced to all the committee members.

Understand the appraisal system and how it works.

During the induction period, the individual must demonstrate understanding of, and compliance with policies, procedures, tasks and routines. Successful completion of the induction forms part of the probationary period.

Date for review of induction programme (2 months from start of work)

                                                                                                                                               APPENDIX 2

RECRUITMENT PROCEDURE AND PAPER WORK

Advertisements are placed locally using community notice boards. The vacancy is also advertised in parents’ newsletter and Parish magazines.

Applicants are asked to complete an application form, read the job description and attend a morning session prior to interview. Application forms are scrutinised to ensure they are fully completed and for anomalies and discrepancies in the information provided, or for gaps or repeated changes in employment without satisfactory explanation.

Interviews are conducted by Leader, Chair and committee member responsible for employment issues. Applicants are asked to bring documentary evidence to the interview that verifies their:

Two references are required. One should be from applicant’s current or most recent employer.

Successful applicant is sent a letter to confirm an offer of employment subject to satisfactory checks (CRB, medical fitness, references and professional status) and subject to a probationary period. They are asked to sign the following forms when they accept the job:-

The Chair returns the Enhanced Disclosure form to a company who will carry out CRB checks and arranges payment.

A passport (or other appropriate documentation that proves the person is allowed to work in UK - see Home office brochure or www.ind.homeoffice.gov.uk) is checked by the chair.

In the case of volunteers, two references will be requested and checked and a CRB check will be carried out.

                                                                                                                                                  APPENDIX 3

STAFF DISCIPLINARY PROCEDURE

INTRODUCTION

The intention of this procedure is that it should provide fair and effective arrangements for dealing with disciplinary issues, and ensure that such issues are dealt with promptly and consistently.

The member of staff shall be given an opportunity to state his/her case at each stage of the procedure, at the interview during which the first formal warning may be issued, and at any subsequent stage. He or she will also have the right to be accompanied by a colleague of his/her choice, and will be notified of this right beforehand.

An employee whose work performance or general conduct is unsatisfactory, or who is in breach of his/her terms of employment, shall normally be warned informally and be advised on appropriate remedial action. Certain issues may, however, be serious or persistent enough to warrant an immediate formal warning.

If such an informal warning fails to lead to the required improvement in work performance/conduct, or if the issue is serious enough to warrant an immediate formal warning, the Chair will interview the employee in the presence of a witness. At the conclusion of this interview, if considered necessary, the Chair will issue a first formal warning to the employee or volunteer. This warning shall be confirmed in writing stating the reasons for which it is given and specifying a period at the end of which the case will be reviewed. The letter shall also contain details of the right of appeal. It shall be handed to the employee in person.

At the end of the period specified at the previous stage the case shall be reviewed. If the first formal warning has failed to lead to the required improvement in work performance/conduct, the Chair shall interview the employee, for the purpose of issuing a further formal warning.

The formal warning shall on this occasion include additional details of the disciplinary action which will be taken if the required improvement is not achieved within the specified period. If this is to be dismissal, it will be clearly stated.

At the end of the period specified in the second formal warning, if the employee has failed to respond as required to the formal warnings he/she shall be liable to disciplinary action including dismissal. A decision to dismiss or otherwise repudiate the contract of employment may be taken.

The decision to take disciplinary action shall be notified to the employee in a final interview and shall be confirmed in writing, together with details of the right of appeal and of the procedure for exercising this right.

In the event of gross misconduct, Bledlow Preschool reserves the right to dismiss an employee summarily (without notice or payment in lieu of notice). Where there appears to have been gross misconduct, the Chair will inform the employee concerned that he/she is suspended with full pay and is excluded from preschool premises, except by prior arrangement with the preschool, until further instructed.

The suspension of an employee shall be followed by an immediate investigation of the case arranged by the committee, including, if necessary, obtaining written statements from any witnesses. The investigation shall include an interview with the employee, who shall be given the opportunity to be accompanied by a colleague of his/her choice.

If, after the investigation, it is considered necessary to dismiss the employee, the decision to dismiss will be taken on the authority of the Committee. Such a decision shall be confirmed in writing to the employee within 2 working days. The right of appeal shall be notified at the same time.

An employee who is dissatisfied with any disciplinary decision affecting him/her, may appeal in writing to the Chair within seven days of receiving written confirmation of the disciplinary decision.

The appeal shall be considered by a panel appointed by the Chair and consisting of persons not previously involved in the case. The appellant shall have the right to attend in person and to be accompanied by a representative or colleague of his/her choice.

Where an appeal against disciplinary action is upheld, the appeals panel shall require appropriate amendments to be made to the employee’s records.

Except in agreed special circumstances, formal warnings issued in accordance with these procedures shall be disregarded after a period of satisfactory conduct, the length of which should be specified at the time the warning is given.

PROBATION

An employee during his/her period of probationary employment shall be advised at the first opportunity of any respect in which his/her performance or conduct will be expected to improve if his/her appointment is to be confirmed at the end of the probationary period.