Uncollected Child

In the event that a child is not collected by an authorised adult by their expected collection time, we put into practice agreed procedures. The child will receive a high standard of care in order to cause as little distress as possible.

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

Procedures

Parents are asked to provide the following specific information when their child starts attending our setting, which is recorded on their child’s Registration Form:


  • The name(s) of the adult(s) who the child lives with

  • Contact details of 2 parent/carers

  • Who has parental responsibility for the child

  • Sibling details – Names and Dates of birth

  • Home address for the child

  • Landline and mobile telephone numbers of each adult the child lives with

  • Place of work, address and telephone number -if applicable

  • GP details

  • Professionals involved with the child


In addition to this we require Parents to fill in an Emergency Contacts Form which contains:


  • Names, addresses and telephone numbers of 3 additional adults who are authorised by the parents to collect their child from the setting, for example a childminder or grandparent in the case of an emergency

  • Medical details


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


On occasions when parents, or the persons normally authorised to collect the child, are not able to collect the child, they provide us with details of the name and telephone number of the person who will be collecting their child. We agree with parents that the password they provided for collection will be used by the person collecting their child.


Parents are informed that if they are not able to collect the child as planned, they must inform us so that we can begin to take back-up measures. Our contact telephone number is 01908 566459.


If a child is not collected at their expected collection time, we follow the procedures below:

  • The child’s file is checked for any information about changes to the normal collection routines.

  • If no information is available, parents/carers are contacted at home or at work.

  • If this is unsuccessful, the adults who are authorised by the parents to collect their child and whose telephone numbers are recorded on the Emergency Contacts Form are contacted.

  • All reasonable attempts are made to contact the parents or nominated carers.

  • Ensure the child does not leave the premises with anyone other than those named on the Registration Form, Emergency Contacts Form or who the parents have authorised.

  • If no-one collects the child within 30 minutes of their expected collection time and there is no-one who can be contacted to collect the child, we will contact the police.

  • The child stays at the setting with the care of two of our fully-vetted workers, one of whom will be our manager or deputy manager until the child is safely collected either by the parents or until the police decide on best course of action.

  • The police will aim to find the parent or relative. If they are unable to do so, the child will become looked after by the local authority.

  • Under no circumstances will we go to look for the parent, nor leave the setting premises with the child.

  • We ensure that the child is not anxious and we do not discuss our concerns in front of them.

  • A full written report of the incident is recorded in the safeguarding file.


Depending on circumstances, we reserve the right to charge parents for the additional hours worked, Please see our Late collections policy 10.14


Ofsted may be informed: OFSTED 0300 123 1231

Breakfast Club

Aims

  • To provide an affordable, early drop-off childcare facility for parents/carers.

  • To provide a welcoming, safe and secure environment for pupils before the beginning of the school day.

  • To provide children with a nutritious breakfast at the start of the day in a pleasant, calm and relaxed environment.

  • Be consistent and reliable to enable parents to have confidence and peace of mind whilst their child is at Breakfast Club


Organisation

  • Breakfast club is open from 08:30am – 09:30 am, we advise children arrive no later than 9:10am in order for them to comfortably eat their breakfast.

  • Children are registered as they arrive, and a record is kept of what each child has eaten.

  • We offer a variety of healthy cereals, fresh fruit, low-fat flavored yoghurt and either Toast, crumpets or muffins which alternate weekly, with low-fat spread and jam. Drinks consist of Milk or water.

  • Staffing follows the ratio of 1:8 for children aged 3-5 and 1:4 for children aged 2-3.

  • Staff are on site from 8:00am to set up ready to open at 8:30am, We are unable to allow children entry before 8:30am due to insurance conditions

  • All staff have Food Hygiene Certification and dates on food are checked daily when being set up.


Safeguarding and Health and Safety

  • In accordance with Safeguarding arrangements, all staff involved in the running of the Breakfast Club, either in a paid or voluntary capacity have current DBS clearance. These records are held in the office.

  • Staff follow existing school policies and procedures for safeguarding, child protection and the code of conduct.


Fire Procedure

  • In the event of a fire, children and staff will follow the normal school procedures, leaving the building in a calm orderly way via the closest exit.

  • They will congregate in the school playground next to the park.

  • The register will be taken outside and all names checked.


Cancellation

The only cause for cancellation would be school closure due to adverse weather conditions or problems with the building, e.g. no heating or water supplies.


In the event of closure:

A member of staff will endeavor to contact parents who have pre-booked for that day by telephone before 8:30 am.


During Adverse weather conditions school closure will be reported on the Milton Keynes Council Website - we are in conjunction with Holmwood School

www.milton-keynes.gov.uk/schools.


Payments

Breakfast club is £3.50 per session, this is accepted via bank transfer


Refunds

If a breakfast club session is pre-booked, paid or not, we will be unable to offer a refund if a child does not attend and you will be liable for payment for that session(s) booked. However, if the school cancels the club, a refund will be offered or the chance to carry payment forward into the next week.


Policies and Procedures

Breakfast club will follow the Preschools own policies and procedures and these are available outside of the office. This policy will be reviewed every September yearly or sooner if needed or requirements change.


Complaints

All complaints will follow the pre- school’s complaints policy.


Children’s rights and entitlements

Great Holm Preschool promotes children's right to be strong, resilient and listened to by creating an environment in our setting that encourages children to develop a positive self-image, which includes their heritage arising from their colour and ethnicity, their languages spoken at home, their religious beliefs, cultural traditions and home background.

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

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

  • 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 the children at Great Holm Preschool


What it means to promote children’s rights and entitlements to be ‘strong, resilient and listened to’.

To be strong means to be:

  • Secure in their foremost attachment relationships, where they are loved and cared for by at least one person who is able to offer consistent, positive and unconditional regard and who can be relied on;

  • Safe and valued as individuals in their families and in relationships beyond the family, such as day care or school;

  • Self-assured and form a positive sense of themselves – including all aspects of their identity and heritage;

  • Included equally and belong in our setting and in community life;

  • Confident in their own abilities and proud of their achievements;

  • Progressing optimally in all aspects of their development and learning;

  • Part of a peer group in which they learn to negotiate, develop social skills and an identity as global citizens, respecting the rights of others in a diverse world; and

  • Able to represent themselves and participate in aspects of service delivery that affects them, as well as aspects of key decisions that affect their lives.


To be resilient means to:

  • Be sure of their self-worth and dignity;

  • Be able to be assertive and state their needs effectively;

  • Be able to overcome difficulties and problems;

  • Be positive in their outlook on life;

  • Be able to cope with challenge and change;

  • Have a sense of justice towards themselves and others;

  • Develop a sense of responsibility towards themselves and others; and

  • Be able to represent themselves and others in key decision making processes.


To be listened to means:

  • Adults who are close to children recognise their need and right to express and communicate their thoughts, feelings and ideas;

  • Adults who are close to children are able to tune in to their verbal, sign and body language in order to understand and interpret what is being Expressed and communicated;

  • Adults who are close to children are able to respond appropriately and, when required, act upon their understanding of what children express and communicate; and

  • Adults respect children’s rights and facilitate children’s participation and representation in imaginative and child centred ways in all aspects of core services.

Absence

At Great Holm Preschool we take steps to ensure that children are kept safe, that their wellbeing is promoted, and they they do not miss out on their entitlements and opportunities. At the very least, good attendance promotes good outcomes for children. In a small minority of cases, good attendance may also lead to early identification of more serious concerns for a child or family.

There are several reasons why a child may be absent from a setting. In most cases it is reasonable to expect that parents/carers alert the setting as soon as possible, or in the case of appointments and holidays give adequate notice. Parents are advised that they should contact the setting within one hour of the time the child would have been expected to advise of their absence. Designated persons must also adhere to Local Safeguarding Partners (LSP) requirements, procedures and contact protocols for children who are absent or missing from childcare.

  • If a child who normally attends fails to arrive and no contact has been received from their parents, the designated person, takes immediate action to contact them to seek an explanation for the absence and be assured that the child is safe and well.

  • Attempts to contact the child’s parents or other named carers continue throughout the day on the first day of absence.

  • If no contact is made with the parents and there is no means to verify the reason for the child’s absence i.e. through a named contact on the child’s registration form, this is recorded as an unexplained absence on the child’s personal file and is followed up by the manager each day until contact is made.

  • If contact has not been made within three working days, children’s services will be contacted for advice about making a referral. Other relevant services maybe contacted as per LSP procedures.

  • All absences are recorded on the child’s personal file with the reason given for the absence, the expected duration and any follow up action taken or required with timescales.

  • Absence records are retained for at least three years, or until the next Ofsted inspection following a cohort of children moving on to school.

  • If at any time further information comes to light that gives cause for concern, procedure 06.1 Responding to safeguarding or child protection concerns is immediately followed.

Safeguarding vulnerable children

  • The designated person or key person attempts to contact the parents to establish why the child is absent. If contact is made and a valid reason given, the information is recorded in the child’s file.

  • Any relevant professionals involved with the child are informed, e.g. social worker/family support worker.

  • If contact is made and the designated person is concerned that the child is at risk, the relevant professionals are contacted immediately. The events, conversation and follow-up actions are recorded. If contact cannot be made, the designated person contacts the relevant professionals and informs them of the situation.

  • If the child has current involvement with social care, the social worker is notified on the day of the unexplained absence.

  • If at any time information comes to light that gives cause for concern, 06 Safeguarding children, young people and vulnerable adults procedures are followed immediately.

Safeguarding

  • If a child misses three consecutive sessions and it has not been possible to make contact, and there is a cause for concern i.e. the child has a child protection plan in place or there have been previous safeguarding and welfare concerns, the designated person attempts to contact the child’s parent/carer immediately. If no contact is made, the child’s absence is logged on 06.1b Safeguarding incident reporting form, and Social Care are contacted immediately, and safeguarding procedures are followed.

Poor/irregular attendance

Whilst attendance at an early years setting is not mandatory, regular poor attendance may be indicative of safeguarding and welfare concerns that should be followed up.

  • In the first instance the setting manager should discuss a child’s attendance with their parents to ascertain any potential barriers i.e. transport, working patterns etc and should work with the parent/s to offer support where possible.

  • If poor attendance continues and strategies to support are not having an impact, the setting manager must review the situation and decide if a referral to a multi-agency team is appropriate.

  • Where there are already safeguarding and welfare concerns about a child or a child protection plan is in place, poor/irregular attendance at the setting is reported to the Social Care worker without delay.

In the case of funded children the local authority may use their discretion, where absence is recurring or for extended periods, taking into account the reason for the absence and impact on the setting. The setting manager is aware of the local authority policy on reclaiming refunds when a child is absent from a setting.


Child Protection & Safe Guarding

Great Holm Preschool work with children, parents and the community to ensure the rights and safety of children, young people (A ‘young person’ is defined as 16 to 19 years old – in our setting they may be a student, worker, volunteer or parent) and vulnerable adults. We aim to keep children safe by adopting the highest possible standards and taking all reasonable steps to protect children from harm. Safeguarding is about more than child protection. Child Protection is specifically about protecting children and young people from suspected abuse and neglect. Safeguarding is much wider than child protection. It includes everything an organization can do to keep children and young people safe, including minimizing the risk of harm and accidents and taking action to tackle safety concerns. The purpose of this Safeguarding Policy is to set a clear protocol of action and a framework for our responsibilities and legal duties in relation to each child’s welfare. The hope is to ensure a reliable and effective response in the event of any concern for a child’s welfare, and to support each child and each family. We aim to put children’s needs first at all times. We hope to encourage children to be confident and assertive. We aim to develop a trusting and respectful relationship with the children in our care, so that they know they will be listened to and believed.

Procedures

Great Holm Preschool recognises the responsibilities of all staff to safeguard children. All staff, including volunteers and students and service providers, have an active part protecting children from harm. The aims of this policy are:

  • To support the child’s development in ways that will foster security, confidence and independence

  • To raise awareness of staff of the need to safeguard children and their responsibilities in identifying and reporting possible abuse

  • To provide systematic means of monitoring children known to be at risk of harm

  • To emphasise the need for good levels of communication between members of staff and between staff and parents/carers

  • To ensure that all staff who have access to children are suitable to do so and have a valid satisfactory DBS check

  • To ensure that all staff, volunteers and students receive regular child protection training as a condition of employment.

We carry out the following procedures to ensure we meet three key commitments to child protection and safeguarding, which incorporates responding to child protection concerns.

Key commitment 1

We are committed to building a 'culture of safety' in which children, young people and vulnerable adults are protected from abuse and harm.

  • Our designated person who co-ordinates child, young person and vulnerable adult protection issues is: Victoria Farrell

  • When the setting is open but the designated person is not on site, a suitably trained deputy is available at all times for staff to discuss safeguarding concerns, this designated officer is: Victoria Farrell

  • The designated person and the suitably trained designated officer ensure they have relevant links with statutory and voluntary organisations with regard to Child protection and safeguarding.

  • The designated person has ultimate lead responsibility for the following but the suitably trained designated officer is able to also manage and respond to:

          • Managing referrals

          • Act as a point of contact with external agencies

          • Ensures all staff understand the Child protection policies and procedures

          • Understands relevant data protection legislations and regulations

          • Knows the importance of information sharing both internally and externally

          • Is able to keep detailed, accurate, secure written records of concern and referrals

          • Offers support and advice on the prevent duty and how to protect children from the risk of radicalisation

          • Keeps the Online Safety policy updated and shares this information with staff

          • Recognises the additional risks that SEN children, children with disabilities and vulnerable children face online

          • Encourage a culture of listening to children and taking into account their wishes and feelings, among all staff, in any measures the preschool may put in place to protect them.

          • Listening and responding to other staffs concerns and taking appropriate action

          • Being contactable even when not on-site, staff have the mobile number of the designated lead and deputy.


The designated person (and the person who deputises for them) understands local safeguarding procedures, attends relevant training at least every two years and refreshes their knowledge of safeguarding at least annually.

We ensure all staff are trained to understand our Child Protection and Safeguarding policies and procedures and that parents are made aware of them. The ‘designated person’ and the ‘designated officer’ ensure all staff are aware of the additional vulnerabilities that affect children that arise from inequalities of race, gender, disability, language, religion, sexual orientation or culture and that these receive full consideration in child, young person or adult protection related matters.

The ‘designated person’ and the ‘designated officer’ ensure that staff are aware and receive training in social factors affecting children’s vulnerability including

  • social exclusion

  • domestic violence and controlling or coercive behaviour

  • mental Illness

  • drug and alcohol abuse (substance misuse)

  • parental learning disability

  • radicalisation

·

The ‘designated person’ and the ‘designated officer’ ensure that staff are aware and receive training in other ways that children may suffer significant harm and stay up to date with relevant contextual safeguarding matters:

  • abuse of disabled children

  • fabricated or induced illness

  • child abuse linked to spirit possession

  • sexually exploited children

  • children who are trafficked and/or exploited

  • female genital mutilation

  • extra-familial abuse and threats

  • children involved in violent offending, with gangs and county lines.


The ‘designated person’ and the ‘designated officer’ ensure they are adequately informed in vulnerable adult protection matters.

  • All staff understand that Child Protection and Safeguarding is their responsibility.

  • All staff have an up-to-date knowledge of Child Protection and Safeguarding issues, are alert to potential indicators and signs of abuse and neglect, they understand their professional duty to ensure Child Protection and Safeguarding concerns are reported to the Designated Safeguarding Lead or deputy, the local authority children’s social care team (MASH or MKTOGETHER) , the NSPCC and/or the police. They receive updates on Child Protection and Safeguarding at least annually.

  • All staff are confident to ask questions in relation to Child Protection and Safeguarding and know not to just take things at face value but can be respectfully sceptical.

  • All staff understand the principles of early help (as defined in Working Together to Safeguard Children, 2018) and are able to identify those children and families who may be in need of early help and enable them to access it.

  • All staff understand the thresholds of significant harm and understand how to access services for families, including for those families who are below the threshold for significant harm, according to arrangements published by The Safeguarding Partners `MKTOGETHER`.

  • All staff understand their responsibilities under the General Data Protection Regulation and the Data Protection Act 2018, and understand relevant safeguarding legislation, statutory requirements and local safeguarding partnership requirements and ensure that any information they may share about parents and their children with other agencies is shared appropriately and lawfully.

  • We will support families to receive appropriate early help by sharing information with other agencies in accordance with statutory requirements and legislation.

  • We will share information lawfully with safeguarding partners and other agencies where there are safeguarding concerns.

  • We will be transparent about how we lawfully process data.

  • All staff understand how to escalate their concerns in the event that they feel either the local authority and/or their own organisation has not acted adequately to safeguard and know how to follow local safeguarding procedures to resolve professional disputes between staff and organisations.

  • All staff understand what the organisation expects of them in terms of their required behaviour and conduct, and follow all of our policies and procedures.

  • Children have a key person to build a relationship with, and are supported to articulate any worries, concerns or complaints that they may have in an age appropriate way.

  • All staff understand our policy on promoting positive behaviour and follow it in relation to children showing aggression towards other children.

  • Adequate and appropriate staffing resources are provided 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.

  • Enhanced criminal records (DBS) with barred lists checks and other suitability checks are carried out for staff and volunteers prior to their post being confirmed, to ensure that no disqualified person or unsuitable person works at the setting or has access to the children.

Volunteers must:

  • be aged 17 or over;

  • be considered competent and responsible;

  • receive a robust induction and regular supervisory meetings;

  • be familiar with all the settings policies and procedures;

  • be fully checked for suitability if they are to have unsupervised access to the children at any time.


  • Information is recorded about the identity checks, vetting processes and staff qualifications that have been completed including:

      • the criminal records disclosure reference number;

      • certificate of good conduct or equivalent where a UK DBS check is not appropriate;

      • the date the disclosure was obtained; and

      • details of who obtained it.

  • All staff and volunteers are informed that they are expected to disclose any convictions, cautions, court orders or reprimands and warnings which may affect their suitability to work with children (whether received before or during their employment with us).

  • From 31 August 2018, staff and volunteers in childcare settings that are not based on domestic premises are not required to notify their line manager if anyone in their household (including family members, lodgers, partners etc.) has any relevant convictions, cautions, court orders, reprimands or warnings or has been barred from, or had registration refused or cancelled in relation to any childcare provision or have had orders made in relation to care of their children.

  • Staff receive regular supervisions, which includes discussion of any safeguarding issues, and their performance and learning needs are reviewed regularly.

  • In addition to induction and supervision, staff are provided with clear expectations in relation to their behaviour.

  • We notify the Disclosure and Barring Service of any person who is dismissed from our employment or resigns in circumstances that would otherwise have led to dismissal for reasons of a child protection concern.

  • We have a visitors’ books to record the details of visitors to the setting – if visitors have to come into the building they will be asked to wear a mask during their visits and hand sanitize on entry.

  • Security steps are taken to ensure that we have control over who comes into the setting so that no unauthorised person has unsupervised access to the children.

  • Steps are taken to ensure children are not photographed or filmed on video for any other purpose than to record their development or their participation in events organised by us. Parents sign a consent form and have access to records holding visual images of their child. Staff do not use personal cameras or filming equipment to record images.

  • Personal mobile phones are not used where children are present; they are stored in the office.

  • We keep a written record of all complaints and concerns including details of how they were responded to.

  • We ensure that robust risk assessments are completed, that they are seen and signed by all relevant staff and that they are regularly reviewed and updated, in line with our health and safety policy.

  • The designated officer will support the designated person to undertake their role adequately and offer advice, guidance, supervision and support.

  • The designated person will inform the designated officer at the first opportunity of every significant safeguarding concern, however this should not delay any referrals being made to children’s social care (MASH), or where appropriate, the LADO, Ofsted or RIDDOR.


Key commitment 2

We are committed to responding promptly and appropriately to all incidents, allegations or concerns of abuse and welfare that may occur. We 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, 2015) and the Care Act 2014.

Responding to suspicions of abuse:

  • We acknowledge that abuse of children can take different forms - Physical, Emotional, Sexual, Neglect, Online, Non-recent, Grooming, So-called `honour-based violence which includes - FGM, Forced marriages, and practices such as breast ironing, Radicalisation, Domestic, Child Trafficking, Child Sexual Exploitation, Bullying and Cyberbullying.

  • We ensure that all staff has an understanding of the additional vulnerabilities that arise from special educational needs and/or disabilities, vulnerable groups of children, plus inequalities of race, gender, language, religion, sexual orientation or culture, and that these receive full consideration in relation to child, young person or vulnerable adult protection.

  • When children are suffering any type of abuse, this may be demonstrated through:

        • significant changes in their behaviour;

        • deterioration in their general well-being;

        • their comments which may give cause for concern, or the things they say (direct or indirect disclosure);

        • changes in their appearance, their behaviour, or their play;

        • unexplained bruising, marks or signs of possible abuse or neglect; and

        • any reason to suspect neglect or abuse outside the setting.

  • We understand how to identify children who may be in need of early help and how to access services for them

  • We understand that we have a duty to refer a child under the Children Act 1989 as defined `Child in need` to the local authority children’s social work services (MASH). Children in need may be assessed under section 17 of the Children Act 1989.

  • We understand that we a duty to make an immediate referral of any child who is suffering or is likely to suffer from to local authority children’s social work services (MASH) and if appropriate the police.

  • We are aware of the ‘hidden harm’ agenda concerning parents with drug and alcohol problems and consider other factors affecting parental capacity and risk, such as social exclusion, domestic violence, radicalisation, mental or physical illness and parent’s learning disability.

  • We are aware that children’s vulnerability is potentially increased when they are privately fostered and when we know that a child is being cared for under a private fostering arrangement, we inform our local Multi-agency Safeguarding Hub (MASH)

  • We are prepared to take action if we have concerns about the welfare of a child who fails to arrive at a session when expected. The designated person will take immediate action to contact the child’s parent to seek an explanation for the child’s absence and be assured that the child is safe and well. If no contact is made with the child’s parents and the designated person has reason to believe that the child is at risk of significant harm, the relevant professionals are contacted immediately and MKTOGETHER procedures are followed. If the child has current involvement with social care the social worker is notified on the day of the unexplained absence.

  • We are aware of other factors that affect children’s vulnerability that may affect, or may have affected, children and young people using our provision, such as abuse of children who have special educational needs and/or disabilities; fabricated or induced illness; child abuse linked to beliefs in spirit possession; sexual exploitation of children, including through internet abuse; Female Genital Mutilation and radicalisation or extremism.

  • In relation to radicalisation and extremism, we follow the Prevent Duty guidance for England and Wales published by the Home Office and the MKTOGETHER procedures on responding to radicalisation, which states we may have to make a referral to the CHANNEL PROGRAMME.

  • Extremism is a vocal or active opposition to our fundamental values, which include Democracy , The rule of law, Individual liberty and the Mutual respect and tolerance of different faiths and beliefs. This also includes calling for the death of members in the armed force.

  • Radicalisation is a process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups

  • The designated person completes online Channel training, online Prevent training to ensure they are familiar with the local protocol and procedures for responding to concerns about radicalisation.

  • We are aware of the mandatory duty that applies to teachers, and health workers to report cases of Female Genital Mutilation to the police. We are also aware that early years practitioners must follow our local authorities published safeguarding procedures to respond to FGM and other safeguarding issues, which involves contacting police if a crime of FGM has been or may be about to be committed.

  • We also make ourselves aware that some children and young people are affected by gang activity, by complex, multiple or organised abuse, through forced marriage or honour based violence or may be victims of child trafficking. While this may be less likely to affect young children in our care, we may become aware of any of these factors affecting older children and young people who we may come into contact with.

  • If we become concerned that a child may be a victim of modern slavery or human trafficking we will refer to the National Referral Mechanism (NRM) , as soon as possible and refer and/or seek advice to the local authority children’s social work service and/or police.

  • We will be alert to the threats children may face from outside their families, such as that posed by organised crime groups such as county lines and child sexual exploitation, online use and from within peer groups and the wider community.

  • Where we believe that a child in our care or that is known to us may be affected by any of these factors, we follow the procedures below for reporting child protection and child in need concerns and follow the local procedures as published by the local safeguarding partners MKTOGETHER.

  • Where such indicators are apparent, the child's key person makes a dated record of the details of the concern and discusses what to do with the member of staff who is acting as the designated person. The information is stored in a secure and confidential file only accessible to the DSL`s, which is shared with the relevant agencies.

  • Peer on peer abuse: All staff are aware that children can abuse other children, This is most likely to include, but not limited to:

· Bullying (including Cyberbullying)

· Physical abuse such as hitting, kicking, shaking, biting, hair pulling or otherwise causing physical harm

· Sexual violence, such as rape, assault by penetration and sexual assault

· Sexual harassment such as sexual comments, remarks, jokes and online sexual harassment. Which may be stand alone or part of a broader pattern of abuse

· Upskirting, which typically involves taking a picture under a person’s clothing without them knowing, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or to cause the victim humiliation, distress or alarm

· Sexting (also known as youth produced sexual imagery) and

· Initiation/hazing type violence and rituals

  • We have a separate policy which specifically covers Peer on Peer abuse: 1.8 Peer on Peer Abuse

  • Child Criminal Exploitation: County Lines Criminal exploitation of children is a geographically widespread form of harm that is a typical feature of county lines criminal activity, drug networks or gangs groom and exploit children and young people to carry drugs and money from urban areas to suburban and rural areas, market and seaside towns. Key to identifying potential involvement in county lines are missing episodes, when the victim may have been trafficked for the purpose of transporting drugs and a referral to the National Referral Mechanism (NRM) should be considered. Like other forms of abuse and exploitation, county lines exploitation:

· can affect any child or young person (male or female) under the age of 18 years

· can affect any vulnerable adult over the age of 18 years

· can still be exploitation even if the activity appears consensual

· can involve force and/or enticement-based methods of compliance and is often accompanied by violence or threats of violence can be perpetrated by individuals or groups, males or females, and young people or adults; and

· is typified by some form of power imbalance in favour of those perpetrating the exploitation. Whilst age may be the most obvious, this power imbalance can also be due to a range of other factors including gender, cognitive ability, physical strength, status, and access to economic or other resources.

  • We report all cases of suspected Child Criminal Exploitation to the local police force on 101 and make a referral to the Local Multi-Agency Safeguarding Hub (MASH)

  • Contextual Safeguarding: Safeguarding incidents and/or behaviours can be associated with factors outside of our setting and can occur between children outside of the setting. All staff consider the context within which such incidents and/or behaviours occur. This is known as Contextual Safeguarding, which simply means assessments of children should consider whether wider environmental factors are present in a child’s life that are a threat to their safety and/or welfare. Children’s social care (MASH) assessments should consider such factors so it is important that our setting provides as much information as possible as part of any referral process. This will allow the assessment to consider all the available evidence and the full context of any abuse.

  • In the event that a staff member or volunteer is unhappy with the decision made of the designated person in relation to whether to make a safeguarding referral they must follow escalation procedures.

- We refer concerns about children’s welfare to the local authority children’s social care team (MASH) and co-operate fully in any subsequent investigation. NB In some cases this may mean the police or another agency identified by the Local Safeguarding Partners MKTOGETHER

  • We respond to any disclosures sensitively and appropriately and take care not to influence the outcome either through the way we speak to children or by asking questions of children.

  • We take account of the need to protect young people aged 16-19 as defined by the Children Act 1989. This may include students or school children on work placement, young employees or young parents. Where abuse or neglect is suspected we follow the procedure for reporting any other child protection concerns. The views of the young person will always be taken into account in an age appropriate way, but the setting may override the young person’s refusal to consent to share information if it feels that it is necessary to prevent a crime from being committed or intervene where one may have been, or to prevent harm to a child or adult. Sharing confidential information without consent is done only where not sharing it could be worse than the outcome of having shared it.

  • All staff are also aware that adults can also be vulnerable and know how to refer adults who are in need of community care services.

  • We have a whistleblowing policy in place Whistle Blowing 1.10

  • All staff and volunteers know that they can contact the NSPCC whistleblowing helpline or the independent charity PROTECT if they feel that or organisation and the local authority have not taken appropriate action to safeguard a child and this has not been addressed satisfactorily through organisational escalation and professional challenge procedures. They can also be contacted for advice relating to whistleblowing dilemmas.


Recording suspicions of abuse and disclosures

  • Where a child makes comments to a member of staff that give 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 gives assurance that she or he will take action;

- does not question the child, although it is OK to ask questions for the purposes of clarification;

- makes a written record that forms an objective record of the observation or disclosure that

includes: the date and time of the observation or the disclosure; the exact words spoken by the

child as far as possible; the name of the person to whom the concern was reported, with the

date and time; and the names of any other person present at the time.

  • These records are signed and dated and kept in the Safeguarding file, which is kept securely and confidentially and only accessible to the DSL`s and are shared with relevant agencies.

  • The member of staff acting as the designated person is informed of the issue at the earliest opportunity, and always within one working day.

  • Where the Local Safeguarding Partners MKTOGETHER procedures stipulates the process for recording and sharing concerns, we include those procedures alongside this procedure and follow the steps set down by the Local Safeguarding Partners MKTOGETHER


Making a referral to the local authority children's social care team

  • The Multi-agency Safeguarding Hub (MASH) website contains procedures to help in making a referral to the local children's social care team, as well as template forms for recording concerns and to assist with making a referral.

  • We keep a copy of this document alongside the procedures for recording and reporting set down by the Local Safeguarding Partners MASH and MKTOGETHER.


Escalation process

  • If we feel that a referral made has not been dealt with properly or that concerns are not being addressed or responded to, we will follow the Local Safeguarding Partners MKTOGETHER escalation process.

  • We will ensure that staff are aware of how to escalate concerns and who to contact.

  • We will follow local procedures published by the Local Safeguarding Partners MKTOGETHER to resolve professional disputes.


Informing parents

  • Parents are normally the first point of contact. Concerns are normally discussed with parents to gain their view of events, unless it is felt that this may put the child or other person at risk, or may interfere with the course of a police investigation, or may unduly delay the referral, or unless it is otherwise unreasonable to seek consent. Advice will be sought from social care, or in some circumstances police, where necessary.

  • Parents are informed when we make a record of concerns regarding their child and that we also make a note of any discussions we have with them regarding a concern.

  • If a suspicion of abuse warrants referral to social care, parents are informed at the same time that the referral will be made, except where the procedures of the Local Safeguarding Partners MKTOGETHER does not allow this, for example, where it is believed that the child may be placed at risk.

  • This will usually be the case where the parent is the likely abuser or where sexual abuse may have occurred.

  • If there is a possibility that advising a parent beforehand may place a child at greater risk (or interfere with a police response) the designated person should consider seeking advice from children’s social car (MASH) about whether or not to advise parents beforehand, and should record and follow the advice given.


Liaison with other agencies and multi-agency working

  • We work within the Local Safeguarding Partners MKTOGETHER guidelines.

  • The current version of ‘What to do if you’re worried a child is being abused’ is available for parents and staff and all staff are familiar with what they need to do if they have concerns.

  • We have procedures for contacting the local authority regarding child protection issues and concerns about children’s welfare, including maintaining a list of names, addresses and telephone numbers of social workers, to ensure that it is easy, in any emergency, for the setting and children's social care to work well together.

  • We notify Ofsted of any incident or accident and any changes in our arrangements which may affect the well-being of children or where an allegation of abuse is made against a member of staff (whether the allegations relate to harm or abuse committed on our premises or elsewhere). Notifications to Ofsted are made as soon as is reasonably practicable, but at the latest within 14 days of the allegations being made.

  • Contact details for the local National Society for the Prevention of Cruelty to Children (NSPCC) are displayed for staff, volunteers, students and parents.


Allegations against staff and persons in position of trust

  • Any complaints about the behaviour or actions of staff, volunteers and anyone else working within the setting, which may include an allegation of abuse should be reported to the settings Designated Safeguarding Lead: Victoria Farrell or Fay Glover If contacting the DSL`s is not an option, contact with The Local Authority Designated Office should be made: Jo Clifford 01908 254 373 or Email: Lado@milton-keynes.gov.uk

  • We ensure that all staff, volunteers and anyone else working in the setting knows how to raise concerns that they may have about the conduct or behaviour of other people including staff/colleagues.

  • We differentiate between allegations, and concerns about the quality of care or practice and complaints and have a separate process for responding to complaints.

  • We respond to any inappropriate behaviour displayed by members of staff, volunteer or any other person working on the premises, which includes:

- inappropriate sexual comments;

- excessive one-to-one attention beyond the requirements of their usual role and

responsibilities, or inappropriate sharing of images

  • We recognise and respond to allegations that a person who works with children has:

- behaved in a way that has harmed a child, or may have harmed a child

- possibly committed a criminal offence against or related to a child

- behaved towards a child or children in a way that indicates they may pose a risk of harm to

children

  • We respond to any concerns raised by staff and volunteers who know how to escalate their concerns if they are not satisfied with the DSL`s response

  • We respond to any disclosure by children or staff that abuse by a member of staff or volunteer within the setting, or anyone else working on the premises occupied by the setting, may have taken, or is taking place, by first recording the details of any such alleged incident.

  • We refer any such complaint immediately to a senior manager within the organisation and the Local Authority Designated Officer (LADO) as necessary to investigate and/or offer advice: Jo Clifford - 01908 254 300

  • We also report any such alleged incident to Ofsted, as well as what measures we have taken. We aware that it is an offence not to do this.

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

  • Where the management team and children’s social care agree it is appropriate in the circumstances, the member of staff or volunteer will be suspended for the duration of the investigation. This is not an indication of admission that the alleged incident has taken place, but is to protect the staff, as well as children and families, throughout the process. Where it is appropriate and practical and agreed with LADO, we will seek to offer an alternative to suspension for the duration of the investigation, if an alternative is available that will safeguard children and not place the affected staff or volunteer at risk.


Disciplinary action

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

Key commitment 3

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

Training

  • Training opportunities are sought for all adults involved in the setting to ensure that they are able to recognise the signs and signals of possible Physical abuse, Emotional abuse, Sexual abuse, Neglect, Online abuse, Non-recent abuse, Grooming, FGM, Domestic abuse, Child Trafficking, Child Sexual Exploitation, Bullying and Peer on Peer abuse and that they are aware of the local guidelines for making referrals. Training opportunities also cover extra familial threats such as radicalisation and how to identify and respond to families who may be in need of early help, and organisational safeguarding procedures.

  • Designated persons receive appropriate training, as recommended by the Local Safeguarding Partners MKTOGETHER every two years and refresh their knowledge and skills at least annually.

  • We ensure that all staff know the procedures for reporting and recording any concerns they may have about the provision.

  • We ensure that all staff receive updates on safeguarding via emails, newsletters or online training at least once a year

  • Discussion`s at staff meetings relating to Child protection and Safeguarding are held every half term


Planning

  • The layout of the rooms allows for constant supervision. No child is left alone with staff or volunteers in a one-to-one situation without being within sight and/or hearing of other staff or volunteers


Curriculum

  • We introduce key elements of keeping children safe into our programme to promote the personal, social and emotional development of all children, so that they may grow to be strong, resilient and listened to and so that they develop an understanding of why and how to keep safe.

  • We create within the setting a culture of value and respect for individuals, having positive regard for children's heritage arising from their colour, ethnicity, languages spoken at home, cultural and social background.

  • We ensure that this is carried out in a way that is developmentally appropriate for the children.


Confidentiality

  • All suspicions and investigations are kept confidential and shared only with those who need to know. Any information is shared under the guidance of the Local Multi-Agency Safeguarding Hub or the Local Multi-Agency Safeguarding Partnership and in line with the GDPR, Data Protection Act 2018, and Working Together 2018.


Support to families

  • We believe in building trusting and supportive relationships with families, staff and volunteers.

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

  • We will continue to welcome the child and the family whilst investigations are being made in relation to any alleged abuse.

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

  • We will engage with any child in need plan or early help plan as agreed.

  • 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 Confidentiality and Client Access to Records procedure, and only if appropriate under the guidance of the Local Safeguarding Children Board.

Early Help

The primary aim of the Great Holm Pre-School's Early Help system is to know the benefit of Early Help as a way of supporting families and young children before their needs become acute and Social Care or other interventions may be necessary.

Great Holm Pre-School has robust safeguarding procedures in place which puts the safety of and protection of our children and families at the heart of any decisions. The Pre-school’s safeguarding team consists of the Designated Lead Victoria Farrell.


All staff at Great Holm Pre-School complete safeguarding training every three years and refresh their safeguarding knowledge annually.


What do we mean by Early Help?

Early Help means taking action to support a child, young person or their family early in the life of a problem, as soon as it emerges. It can be required at any stage in a child’s life from pre-birth to adulthood and applies to any problem or need that the family cannot deal with or meet on their own. It also applies to all children and young people, with any form of need, disability or concern.

Early Help requires that agencies should work together as soon as a problem emerges or a need is identified to ensure the child gets the right response, and the right services, from the right people at the right time. Our aim is to identify need early and avoid a problem escalating or the need increasing.

Early Help is provided to prevent or reduce the need for specialist interventions unless they are absolutely the correct response to meet the need and resolve the problem.

Early Help can be provided in the most complex of circumstances as well as the simplest. Early help means responding promptly if a child is at immediate risk of harm (or has other significant or complex needs) as much as it means responding to a need which only requires advice or guidance.


Procedures

  • Involvement of Families and Reporting concerns

  • If any member of staff suspects that a child may be at risk of harm, they will report the incident following the procedures of Safeguarding Children Policy 1.2.

  • If a member of staff believes that a child is at risk or has been subjected to significant harm, then this must be reported straight away to the DSL or the DDSL.

  • Our primary aim of Great Holm Pre-school’s Early Help Policy is to try and intervene early with families before it gets to the stage when a child may be at risk of harm.

  • The Pre-school will always involve the family in all Early Help strategies and most will only be put in place with their permission. The Pre-School will aim to work with families in a supportive, non-judgemental way so that trust is built up and the best possible outcomes achieved.

  • There are occasions, however, when the Pre-school’s safeguarding team or member of staff may believe that a child may be at immediate risk of significant harm and that by informing the parents/carers of the concern may put the child at further risk. In these cases, the Pre- School will implement section 47 procedures. This will involve an immediate referral to social care without the parents/carers knowledge.

  • Pre-School indicators for Children or Families that may require Early Help.

The following list provides examples of areas where, without intervention a family may break down or a child may be put a risk of neglect, emotional, physical or sexual harm. This also includes the risk of extremism. Great Holm Pre-School has no pre-prescribed criteria for supporting children and families. Each case is assessed according to needs and a bespoke programme put in place for that child and/or family:

  • Low Parenting Skills

  • Substance/Alcohol Abuse

  • Domestic Abuse

  • Child Mental Health

  • Bereavement

  • Child Unaware of Danger and How to Keep Themselves Safe

  • Extremist views

  • Poor Diet - Obesity, Malnourished

  • Young Carer

  • Breakdown in community relationships

  • Adult Mental Health

  • Changes in Behaviour and Risk of Exclusion

  • Child Demonstrates Sexualised Behaviours

  • Low Income or Poverty

  • Breakdown in family relationships

  • Isolation

  • Disability of a Child

  • Poor Attendance and Punctuality

  • Frequent House or School Moves

  • Limited Community Integration

  • Transport

  • Special Educational Needs (refer to Local and School offer)

  • Disability of an Adult

  • Child Unaware of How to Keep Themselves Safe Online

  • Cleanliness and Hygiene

Example Early Help Points of Contact

The Pre-school has divided its Early Help strategies into 4 areas:

1. Universal Support is for all and is what all children and families would normally receive,

2. Community Support is for a child or family who may need some extra support,

3. Specific Support is for children and families who need specialist support

4. Acute is where a child or their family need a high level of support to prevent harm.


  • Family

  • Friends

  • School Staff

  • Governors

  • Parent Teacher Association

  • Breakfast Club

  • After School Clubs

  • Community Clubs (i.e. sports, arts etc.)

  • Family Support Worker

  • Inclusion Manager

  • Pre-School Safeguarding Team

  • Police Community Support Officers (PCSOs)

  • Police

  • GP

  • Health Visitor

  • Midwife

  • School Nurse

  • Street Warden

  • District/County Council

  • Change4Life School Clubs

  • Food Bank

  • Churches and Religious Leaders

  • Housing Association -

  • Landlords

  • Young Carers

  • Citizens Advice Bureau

  • Job Centre

  • Traveller Support Services

  • Army Support Services

  • Interpreter

  • Education Entitlement and Inclusion Team (EEI)

  • Children's Centre

  • Communication with Previous Settings

  • Social Care (Initial/Core Assessment)

  • Parenting Courses (Webster Stratton, Triple P, Families and Schools Together (FAST)

  • Paediatrician

  • Counselling

  • 1:1 Therapy from Specialist Therapists

  • Children and Young People's Services (CYPS)

  • Education, Entitlement and Inclusion Team (EEI)

  • Physiotherapist

  • Occupational Therapist

  • Winston’s Wish (SWITCH Programme)

  • Educational Psychologist

  • Bereavement Care

  • The Samaritans

  • Compassionate Friends

  • Independence Trust

  • NSPCC

  • Child Online Protections and Exploitation Centre (CEOP)

  • Channel Programme

  • Social Care - Child Protection (CP), Child in Need (CIN)

  • Pre-School Safeguarding Team

  • Social Worker

  • Police - Police Protection Order (PPO)

  • Courts - Care Proceedings

  • Counselling


Equality Procedures

We actively promote inclusion, equality of opportunity and value diversity. All early years setting have legal obligations under the Equality Act 2010. Those in receipt of public funding also have public equality duties to eliminate discrimination, promote equality, foster good relations with individuals and groups with protected characteristics namely disability, race (ethnicity), religion and belief, sexual orientation, sex (gender), gender reassignment, age, pregnancy and maternity, marriage and civil partnership. Settings also have obligations under the Prevent Duty (2015) which highlights the need to foster equality and prevent children from being drawn into harm and radicalisation.


Promoting identity, positive self-concept and self-esteem for all children through treating each child as an individual and with equal concern, ensuring each child’s developmental and emotional needs are recognised and met.

  • Promoting inclusive practice to ensure every child is welcomed and valued.

  • Discussing aspects of family/child identity with parents when settling in a new child.

  • Maintaining a positive non-judgemental attitude and use of language with children to talk about topics such as family composition/background, eye and skin colour, hair texture, sex, gender, physical attributes and languages spoken (including signing).

  • Becoming knowledgeable about different cultures, and individual subjective perceptions of these and being able to reflect them imaginatively and creatively in the setting to create pride, interest and positive self-identity.

  • Discussing similarities and differences positively without bias and judgement.

  • Celebrating festivals, holy days and special days authentically through involving parents, staff or the wider community to provide a positive experience for all.

  • Providing books with positive images of children and families from all backgrounds and abilities. Avoiding caricatures or cartoon-like depictions, and ensuring individual differences are portrayed with sensitive accuracy. The central characters in individual stories should provide a positive, broad representation of diversity e.g. disability, ethnicity, sex and gender, age and social backgrounds. Individual storylines should contain a range of situations which are easily identifiable by children such as those that include disabled children/adults, different ethnic groups, mixed heritage families, gender diversity, single sex/same and different sex families, multi-generational households and cultural diversity.

  • Providing visual materials, such as posters and pictures that provide non-stereotypical images of people, places and cultures and roles that are within children’s range of experience. This includes photographs taken by staff of the local and wider community, of parents and families and local events.

  • Using textiles, prints, sculptures or carvings from diverse cultures in displays.

  • Providing artefacts from a range of cultures, particularly for use in all areas of the setting, not just in the home corner.

  • Ensuring toys, learning materials and resources reflect diversity and provide relevant materials for exploring aspects of difference, such as skin tone paints and pens.

  • Developing a range of activities through which children can explore aspects of their identity, explore similarities, differences and develop empathy including:

      • self-portraits, photograph albums and displays showing a range of families

      • books about ‘me’ or my family

      • persona doll stories which sympathetically and authentically represent diversity

      • food activities, such as tasting and cooking, creating real menu additions

      • activities about real celebrations such as new babies, weddings, cultural and religious events

      • use of textiles and secular artefacts in the room, and to handle and explore, that demonstrate valuing of the cultures from which they come

      • creating textiles such as tie dying, batik and creative use of textiles

      • provide mirrors at different heights for babies and other non-ambulant children

      • developing a music area with a variety of musical instruments for babies and children to use to create a range of music.

      • creating an art and mark making area with a variety of materials from other countries such as wood blocks for printing, Chinese calligraphy brushes etc.

      • home corner play which encourages all children to equally participate and provides domestic articles from diverse cultures

      • ‘dressing up’ materials which promote non-gendered roles and enable children to explore different gender identities/gender neutrality

      • providing dolls that sensitively and accurately portray difference such as disability and ethnicity

      • use of a variety of music to play to children of different genres and cultural styles with a variety of musical instruments for children to access

      • a language and literacy area with a variety of books, some with dual language texts and signs, involving parents in the translation where possible

      • tapes with stories read in English and other languages

      • examples of writing in other scripts from everyday sources such as papers and magazines, packaging etc. children’s names written on cards in English as well as in their home language script where appropriate

      • labels for children’s paintings or other work are made with their name in English and home language script (parents can help with this)

      • conversations with young children which explore unfamiliar objects and subjects to help foster an understanding of diversity and identity such as spectacles or hearing aids, religious and cultural practices

  • Record keeping that refers to children’s emerging bilingual skills or their use of sign language as achievements in positive terms.

  • Record keeping that refers to children’s differing abilities and identities in positive terms.

  • Records that show the relevant involvement of all children, especially children with special educational needs and disabilities, those using English as an additional language and those who are ‘more abled’ in the planning of their care and education.


Fostering positive attitudes and challenging discrimination.

  • Young children are learning how to grow up in a diverse world and develop appropriate attitudes. This can be difficult, and they may make mistakes and pick up inappropriate attitudes or just get the ‘wrong idea’ that may underlie attitudes of ‘pre-prejudice’ towards specific individuals/groups. Where children make remarks or behave in a discriminatory or prejudice way or make inappropriate comments that arise from not knowing facts, staff should explain why these actions are not acceptable and provide appropriate information and intervention to reinforce children’s understanding and learning.

  • Where children make overtly prejudice or discriminatory remarks they are dealt with as above, and the issue is raised with the parents.

  • When children wish to explore aspects of their identity such as ethnicity or gender, they should be listened to in an understanding and non-judgemental way.

  • Parents are expected to abide by the policy for inclusion, diversity and equality and to support their child in the aims of the setting.


Implementing an equality strategy to foster a ‘can do’ approach

  • Every setting should have an equality strategy in place outlining their vision on equality alongside a timetabled list of actions summarising how they build equality into the provision and how this is monitored and evaluated.

  • An equality check and access audit are completed to ensure that there are no barriers to inclusion of any child, families and visitors to the setting.

  • Early years settings in receipt of nursery education funding are covered by the public sector equality duty. These bodies must have regard of the need to eliminate discrimination, promote equality of opportunity, foster good relations between disabled and non-disabled persons, and publish information to show their compliance with the duty.


Promoting dynamic and balanced mixed gender, culturally, socially, and linguistically diverse staff teams who work constructively together in providing for diverse communities.

  • It is recognised that members of staff in diverse teams bring a range of views and opinions to the setting regarding a range of issues to do with the job. It is important that a range of views and perspectives are shared and respected in staff meetings and that decisions are made on which way of looking at the situation will result in the best outcomes for the child.

  • Staff views are sought where these offer individuals, social and/or cultural insight, although staff should not be put in an uncomfortable position of being an ‘expert’ or ‘ambassador’.

  • Staff respect similarities and differences between each other and users such as ability, disability, religious and personal beliefs, sex, sexual orientation, gender reassignment etc. Staff do not discriminate or harass individuals on the grounds of these or encourage any other member of staff to do so; evidence of such will be dealt with by management immediately

  • Members of staff make the best use of different perspectives in the team to find solutions to difficult problems that arise in socially/culturally complex situations.

  • Members of staff support each other to highlight similarities and respect differences.

  • Members of staff of both sexes carry out all tasks according to their job description; there are no jobs that are designated men’s or women’s jobs.

  • Staff are sensitive to the fact that male workers are under-represented in the early years workforce so may be more likely to experience inequality and discrimination.

  • Staff should be aware that male workers may be more vulnerable to allegations. Therefore, work practices should be developed to minimise this. These practices are valuable for all staff.

  • Where staff may feel threatened, or under attack, from discriminatory behaviour, staff and managers follow procedure 01.12 Threats and abuse towards staff and volunteers.

  • There is an ethos wherein staff, parents and children are free to express themselves and speak their own languages in ways that enhance the culture of the setting.


Ensuring that barriers to equality and inclusion are identified and removed or minimised wherever possible.

  • Barriers may include:

      • lack of understanding - where the language spoken at the setting is not that which is spoken at a child’s home

      • perceived barriers – affordability where parents are not aware of financial support available or assume that a service is not available to them. Perceived barriers may also be physical barriers for those children or parents with a disability or additional needs where they assume, they will not be able to access the service

      • physical barriers – where there are environmental features which stop a disabled child or disabled parent accessing the setting such as stairs

      • negative attitudes – stereotypes and prejudices or commitment by staff and managers to the time and energy required to identify and remove barriers to accessibility

      • unconscious and conscious bias of staff towards some families such as those from other backgrounds, disabled parents, same sex parents and families with specific religious beliefs

      • gendered views of staff which limit children’s aspirations and choices

      • misconceptions such as disabled children should not attend settings during a pandemic due to heightened risk

      • lack of effective Information Communication Technology (ICT) in the homes of families who are vulnerable or at risk and therefore unable to keep in close contact with the childcare provider

    • · Staff are aware of the different barriers to inclusion and equality and consider the wider implications for children and their families.


Supporting children to become considerate adults

  • Children’s social and emotional development is shaped by early experiences and relationships and incorporates elements of equality and British and Universal values. The EYFS supports children’s earliest skills in an age appropriate way to become social citizens, namely listen and attend to instructions; know the difference between right and wrong; recognise similarities and differences between themselves and others; make and maintain friendships; develop empathy and consideration of other people; take turns in play and conversation; risk taking behaviours, rules and boundaries; not to hurt/upset other people with words and actions; consequences of hurtful/discriminatory behaviour and regulating behaviour.


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 Early Years Foundation Stage and are further clarified here based on Fundamental British values in the Early Years (https://foundationyears.org.uk/wp-content/uploads/2017/08/Fundamental-British-Values-in-the-Early-Years-2017.pdf)

Democracy: making decisions together

  • For self-confidence and self-awareness (PSED), practitioners encourage children to see the bigger picture, children know their views count, value each other’s views and values and talk about feelings e.g. when they do or do not need help.

  • Supporting the decisions children make and providing activities that involve turn-taking, sharing and collaboration. Children are given opportunities to develop enquiring minds, where questions are valued and prejudice attitudes less likely.


Rule of law: understanding rules matter (PSED)

  • Practitioners ensure children understand their and others’ behaviour and consequence.

  • Practitioners collaborate with children to create rules and codes of behaviour, e.g. rules about tidying up and ensure all children understand that rules apply to everyone.


Individual liberty: freedom for all (PSED & UW)

  • Children should develop a positive sense of themselves. Staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, exploring facets of their own identity, talking about their experiences and learning.

  • Practitioners encourage a range of experiences, allow children to explore the language of feelings and responsibility, reflect on differences and understand we are free to have different opinions, for example in a small group discuss what they feel about transferring into Reception Class.


Mutual respect and tolerance: treat others as you want to be treated (PSED & UW)

  • Staff create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.

  • Children should acquire tolerance, appreciation and respect for their own and other cultures; know about similarities and differences between themselves, others and among families, faiths, communities, cultures and traditions.

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

  • Staff promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural/racial stereotyping.

  • It is not acceptable to:

  • actively promote intolerance of other faiths, cultures and races

  • fail to challenge gender stereotypes and routinely segregate girls and boys

  • isolate children from their wider community

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

Late Collection

Great Holm Preschool aims to keep the children safe and free from unnecessary upset and concerns.

We provide our contact details in our welcome pack and via our website www.greatholmpreschool.co.uk.


Pre-school session times are:

  • Morning 9.30am until 12pm

  • Afternoon 12.15pm until 14.45pm

  • All day session 9.30am until 14.45pm


What is expected from Parents:

  • We expect parents to support us and their child by keeping us informed if problems arise affecting the collection of their child

  • We understand that emergencies do happen and this may make you late to collect your child on occasions

  • We expect a telephone call explaining this and a reasonable solution made for your child to be collected


If you are late collecting your child, it will be recorded in the late book. If you are late (more than 10 minutes) on more than 1 occasion during a half-term, you will be charged a late fee of £5 per 5 minutes

In the event of a child being left for more than 10 minutes without a phone call, the preschool will try the child’s contact numbers provided on their emergency contact forms, in order of parents first, then emergency contacts second.

If there is no response and no contact after a total of 30 minutes, we will follow the procedures for an UNCOLLECTED CHILD which states that we have a duty to contact the POLICE and OFSTED

Missing Child

Children’s safety is our highest priority, both on and off the premises. Every attempt is made, through the implementation of our outings procedure and our exit/entrance procedure, to ensure the security of children is maintained at all times. In the unlikely event of a child going missing, our missing child procedure is followed.


Procedures

Child going missing on the premises:

  • As soon as it is noticed that a child is missing, staff alert the setting manager.

  • The register is checked to make sure no other child has also gone astray.

  • The manager will carry out a thorough search of the building and garden.

  • Doors and gates are checked to see if there has been a breach of security whereby a child could wander out.

  • If the child is not found, the manager calls the police immediately and reports the child as missing. If it is suspected that the child may have been abducted, the police are informed of this.

  • The parent(s) are then called and informed.

  • A recent photo and a note of what the child is wearing is given to the police.

  • The manager talks to the staff, volunteers and students to find out when and where the child was last seen and records this.

  • The manager contacts our committee chair person and reports the incident. The committee chair person comes to the provision immediately to carry out an investigation, with the manager.


Child going missing on an outing:

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

  • As soon as it is noticed that a child is missing, the staff members on the outing ask children to stand with their designated carer and carry out a headcount to ensure that no other child has gone astray.

  • One staff member searches the immediate vicinity, but does not search beyond that.

  • The senior staff member on the outing contacts the police and reports that child as missing.

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

  • The manager contacts the parent(s).

  • Staff take the remaining children back to the setting as soon as possible.

  • According to the advice of the police, a senior member of staff, or our manager where applicable, should remain at the site where the child went missing and wait for the police to arrive.

  • A recent photo and a description of what the child is wearing is given to the police.

  • The manager contacts our committee chair and reports the incident. Our committee chair comes to our premises immediately to carry out an investigation, with the manager.

  • Staff keep calm and do not let the other children become anxious or worried.


The investigation

  • Ofsted are informed as soon as possible and kept up-to-date with the investigation.

  • The committee chair, carries out a full investigation, taking written statements from all our staff and volunteers who were present.

  • The manager, together with the committee chair person speaks with the parent(s) and explains the process of the investigation.

  • The parent(s) may also raise a complaint with us or Ofsted.

  • Each member of staff present writes an incident report detailing:

      • The date and time of the incident.

      • Where the child went missing from e.g. the setting or an outing venue.

      • Which staff/children were in the premises/on the outing and the name of the staff member who was designated as responsible for the missing child.

      • When the child was last seen in the premises/or on the outing, including the time it is estimated that the child went missing.

      • What has taken place in the premises or on the outing since the child went missing.

      • The report is counter-signed by the senior member of staff and the date and time added.

  • A conclusion is drawn as to how the breach of security happened.

  • If the incident warrants a police investigation, all our staff co-operate fully. In this case, the police will handle all aspects of the investigation, including interviewing staff and parents. Children’s social care may be involved if it seems likely that there is a child protection issue to address.

  • In the event of disciplinary action needing to be taken, Ofsted are advised.

  • The insurance provider is informed.


Managing people

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

  • Our staff will feel worried about the child, especially the key person or the designated carer responsible for the safety of that child for the outing. They may blame themselves and their feelings of anxiety and distress will rise as the length of time the child is missing increases.

  • They may be the understandable target of parental anger and they may be afraid. The manager ensures that any staff under investigation are not only fairly treated, but receive support while feeling vulnerable.

  • The parents will feel angry, and fraught. They may want to blame our staff and may single out one staff member over others; they may direct their anger at our manager. When dealing with a distraught and angry parent, there should always be two members of staff one of whom is The manager and the other should be The committee chair person. No matter how understandable the parent’s anger may be, aggression or threats against our staff are not tolerated, and the police should be called.

  • The other children are also sensitive to what is going on around them. They too may be worried. Our remaining staff caring for them need to be focused on their needs and will not discuss the incident in front of them. They should answer children’s questions honestly, but also reassure them.

  • In accordance with the severity of the final outcome, our staff may need counselling and support. If a child is not found, or is injured, or worse, this will be a very difficult time. Our committee chair person will use their discretion to decide what action to take.

  • Staff must not discuss any missing child incident with the press without taking advice.

Looked After Child

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


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


We recognise that children who are being looked after have often experienced traumatic situations; physical, emotional or sexual abuse or neglect. However, we also recognise that not all looked after children have experienced abuse and that there are a range of reasons for children to be taken in to the care of the local authority. Whatever the reason, a child’s separation from their home and family signifies a disruption in their lives that has an impact on their emotional well-being. Most local authorities do not place children under five with foster carers who work outside the home; however, there are instances when this does occur or where the child has been placed with another family member who works. It is not appropriate for a looked after child who is under two years to be placed in a day care setting in addition to a foster placement.


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


Principles

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

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

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

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

Procedures

  • The designated person for looked after children is the Designated Safeguarding Lead.

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

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

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

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

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

      • their emotional needs and how they are to be met;

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

      • their sense of self, culture, language(s) and identity – and how this is to be supported;

      • their need for sociability and friendship;

      • their interests and abilities and possible learning journey pathway; and

      • how any special needs will be supported.

COVID

This policy applies to all parents, children and their families attending the pre-school.

This policy is in place to protect all our employees, parents, children, and their families from coming into contact with Coronavirus (COVID 19) To maintain a minimum level of staff to maintain ratios and ensure the pre-school remains open and children are kept safe in our care. To prevent the spread of COVID 19.


Monitoring

  • Great Holm Preschool will be monitoring any guideline changes that are issued from the Department of Education, Early Years Alliance, Local Authority, and Central Government about the spread of Coronavirus.

  • Parents have a duty of care to inform the preschool if anyone in their household has a high temperature so we can monitor their child for symptoms within our setting.


Hygiene

  • Great Holm Pre-school staff will practice good hygiene and cleaning standards. Staff and children will be regularly washing their hands, and we will be using hand sanitiser when necessary. We will be cleaning surfaces, equipment, and resources throughout the day. Toilets will be cleaned throughout the session.

  • Staff will wear correct PPE when changing a child, this includes changing a nappy or when a child has wet themselves. The changing unit will have a deep clean every time it has been used.

  • We will encourage children to cover their mouth and nose when sneezing and coughing, this will be either into a bent elbow or tissue.

  • We will also be encouraging the use of our snuffle station, “Catch it, bin it, kill it” remains to be a priority within the setting.


Children Displaying Symptoms at Home

  • If a child has a high temperature we would ask you not to bring them into pre school , but to let us know via telephone or email that they will not be attending for this reason.

  • As a high temperature is a key symptom of coronavirus. We will ask for your child not to attend the setting for 48 hours from that high temperature result. If for example your child has a high temperature on a Sunday evening you would need to inform us Monday morning, and not bring them in until Wednesday morning.

  • The childs temperature should continue to be monitored at home prior to returning to pre school, and the 48 hour exclusion period adjusted accordingly.

  • If a child has a suspected case of COVID-19 we will refuse entry to Pre-school to protect other children and staff from possible infection.


Children Displaying Symptoms within Pre School

  • If a child has a high temperature within pre school we will immediately call the parent / guardian and we would ask that the child is picked up as soon as possible.

  • The child must stay off for 48 hours from this high temperature result but continue to be monitored at home. If the high temperature continues at home they are unable to attend pre school for 48 hours from the last high temperature result.


Parents

  • Parents are encouraged to wear masks when dropping off and collecting their child. Parents are to ensure that their child stays with them until they are in the setting.

  • There may be a slight delay when coming in due to hand washing. At the end of session children will be handed over to the parent one at a time.

  • Please let a member of staff know if your child has been given any medicine before attending their session.


If Calpol is given before preschool your child will not be able to attend that day.

Parents will not receive any refund of fee’s if their child is off sick as per the parental contract.

Complaints

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


Procedures

All settings are required to keep a written record of any complaints that reach stage two and above, and their outcome. This is to be made available to parents, as well as to Ofsted inspectors on request.


Making a complaint

Stage 1

  • Any parent who has a concern about an aspect of our setting's provision talks over his/her concerns with our manager first of all

  • Most complaints should be resolved amicably and informally at this stage

  • We record the issue, and how it was resolved, and store this information in the complaints file

Stage 2

  • If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complaint in writing

  • For parents who are not comfortable with making written complaints, there is a template form for recording complaints, this form may be completed by our manager and signed by the parent Our setting stores all information relating to written complaints from parents in a separate confidential file designated for complaints.

  • When the investigation into the complaint is completed, our manager meets with the parent to discuss the outcome.

  • We inform parents of the outcome of the investigation within 28 days of him/her making the complaint

  • When the complaint is resolved at this stage, we log the summative points in our Complaint Investigation Record, which is made available to Ofsted on request

Stage 3

  • If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with our manager and the chair. The parent may have a friend or partner present if they prefer, and our manager should have the support of the management committee

  • An agreed written record of the discussion is made, as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it

  • This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, we log the summative points in our Complaint Investigation Record

Stage 4

  • If at the stage three meeting the parent cannot reach agreement with us, we invite an external mediator to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice. A mediator has no legal powers, but can help us to define the problem, review the action so far and suggest further ways in which it might be resolved

  • Staff or volunteers within the Early years Alliance are appropriate persons to be invited to act as mediators

  • The mediator keeps all discussions confidential. She can hold separate meetings with our staff and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives

Stage 5

  • When the mediator has concluded her/his investigations, a final meeting between the parent and our manager and chair is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator's advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached.

  • A record of this meeting, including the decision on the action to be taken, is made. Everyone presents at the meeting signs the record and receives a copy of it. This signed record signifies that the procedure has concluded.


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

Parents can complain to Ofsted by telephone on in writing at:

Ofsted National Business Unit, Piccadilly Gate, Store Street, Manchester M1 2WD

Tel: 0300 123 1231

These details are displayed on our notice board


If a child appears to be at risk, we follow the procedures of the Milton Keynes Multi agency partnership, MASH, MKTOGETHER or LADO

  • In these cases, our manager works with Ofsted or the Local Multi agency partnership to ensure a proper investigation of the complaint, followed by appropriate action.

  • The Information Commissioner’s Office (ICO) can be contacted if you have made a complaint about the way your data is being handled and remain dissatisfied after raising your concern with us. For further information about how we handle your data, please refer to the Privacy Notice given to you when you registered your child at our setting. The ICO can be contacted at Information Commissioner’s Office, Wycliffe House, Water Lane, Wilmslow, Cheshire, SK9 5AF or ico.org.uk


Records

  • A record of complaints in relation to our setting, or the children or the adults working in our setting, is kept for at least three years; including the date, the circumstances of the complaint and how the complaint was managed

  • The outcome of all complaints is recorded in our Complaint Investigation Record, which is available for parents and Ofsted inspectors to view on request.

Agressive Behaviour

Great Holm Preschool encourages close links with parents, carers and the community. We believe that children benefit when the relationship between home and school is a positive one.

The vast majority of parents, carers and others visiting our preschool are keen to work with us and are supportive of the preschool and its aims. We expect parents and other visitors to model our preschool values and rules at all times and behave in a reasonable way towards our staff and volunteers. Behaviour that will cause harassment, alarm or distress to staff, volunteers, children or parents on the premises will not be tolerated. Our preschool expects and requires its staff to behave professionally in these difficult situations and attempt to defuse the situation where possible, seeking the involvement as appropriate of other colleagues. However, all staff have the right to work without fear of violence and abuse. This policy outlines the steps that will be taken where behaviour is unacceptable.


Our aims:

  • That all members of the preschool treat each other with respect

  • That adults set a good example to children at all times, showing them how to get along with all members of the preschool and the wider community

  • That no members of staff, volunteers, parents or children are the victims of abusive behaviour or open to threats from other adults on the preschool premises

  • Physical attacks, threatening behaviour, abusive or insulting language; verbal or written, cohesive or intimidating behaviour towards staff, volunteers, parents and carers or children will not be tolerated and will result in withdrawal of permission to be on the premises

  • Any parent/carer who is asked to leave the preschool premises on a temporary or permanent basis will have the right to appeal the decision by writing to the Manager or Committee

  • Incidents of rudeness/intimidation will be logged and a record will be kept. This log will be used in evidence against a parent/carer to prove over a number of occasions where this policy has been breached


The types of behaviour that are considered serious and unacceptable and will not be tolerated include:

  • Shouting at staff, either in person or over the telephone

  • Speaking in an aggressive/threatening/cohesive/undermining tone/intimidating manner

  • The use of aggressive hand gestures or exaggerated movements

  • Shaking or holding a fist/finger towards another person

  • Physically intimidating a member of staff, e.g. standing very close to her/him

  • Threatening staff

  • Shaking or holding a fist towards another person

  • Swearing

  • Pushing

  • Hitting, e.g. slapping, punching and kicking

  • Spitting

  • Racist or sexist comments

  • Breaking the Pre-school security procedures

  • Abuse or defamatory remarks on social media


Please note: This is not an exhaustive list but seeks to provide illustrations of such behaviour.

Procedure

  • When a parent, carer or visitor behaves in an unacceptable way towards a member of the preschool staff, this will be recorded and held confidentially by the Designated Safeguarding Officer. The Preschool Leader and Chair person will seek to resolve the situation through discussion and mediation

  • If necessary, the preschool’s complaints procedure should be followed

  • Where all procedures have been exhausted, and aggression or intimidation continue, or where there is an extreme act of violence, a parent, carer or visitor may be banned by the Preschool Leader and/or Chair person from the Pre-school premises for a period of time, subject to review


Prior to being banned the following steps will be taken:

  • The parent/carer will be informed, in writing, that s/he is banned from the premises, subject to review, and what will happen if the ban is breached, e.g. that an injunction application may follow.

  • Where an assault has led to a ban, a statement indicating that the matter has been reported to the Committee and the Police will be included.

  • Where appropriate, arrangements for pupils being delivered to, and collected from the Main entrance will be clarified


If there is an extreme act of violence, or the aggression or intimidation continues, the

Preschool or, in specific circumstances, the individual member of staff may also contact external agencies or the police

Communicable Diseases

At Great Holm Preschool we aim to provide care for healthy children through preventing cross infection of viruses and bacterial infections and promote health through identifying allergies and preventing contact with the allergenic trigger.


Procedures for children who are sick or infectious

  • If children appear unwell during the day – for example, if they have a temperature, sickness, diarrhoea or pains, particularly in the head or stomach – the manager will call the parents and ask them to collect the child, or to send a known carer to collect the child on their behalf within an hour of the phone call.

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

  • The child's temperature is taken using a digital ear thermometer strip, kept in the first aid box.

  • If the child’s temperature reaches 38.0C (100.4F) or above, we will contact the parent/ or career to come and collect their child, this will need to be within a hour of the call

  • In extreme cases of emergency, an ambulance is called and the parent informed.

  • We will refuse admittance to children who have a temperature, sickness and diarrhoea or a contagious infection or disease.

  • Where children have been prescribed antibiotics for an infectious illness or complaint, we ask parents to keep them at home for 48 hours before returning to the setting.

  • After sickness or diarrhoea, we ask parents keep children home for 48 hours following the last episode.

  • If your child is administered Calpol they can return to preschool after 48hrs.

  • *Diarrhoea is defined as 3 or more liquid or semi-liquid stools in a 24-hour period. (www.gov.uk/government/publications/health-protection-in-schools-and-other-childcare-facilities/chapter-9-managing-specific-infectious-diseases#diarrhoea-and-vomiting-gastroenteritis)

  • Some activities, such as sand and water play, and self-serve snacks where there is a risk of cross-contamination may be suspended for the duration of any outbreak.

  • We have a list of excludable diseases and current exclusion times. The full list is obtainable from www.hpa.org.uk/webc/HPAwebFile/HPAweb_C/1194947358374 and includes common childhood illnesses such as measles.


Reporting of ‘notifiable diseases’

  • If a child or adult is diagnosed as suffering from a notifiable disease under the Health Protection (Notification) Regulations 2010, the GP will report this to Public Health England.

  • When we become aware, or are formally informed of the notifiable disease, our manager informs Ofsted and contacts Public Health England, and acts on any advice given.


HIV/AIDS/Hepatitis procedure

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

  • Wear single-use vinyl gloves and aprons when changing children’s nappies, pants and clothing that are soiled with blood, urine, faeces or vomit.

  • Bag soiled clothing for parents to take home for cleaning.

  • Clear spills of blood, urine, faeces or vomit using mild disinfectant solution and mops; any cloths used are disposed of with the clinical waste.

  • Clean any tables and other furniture, furnishings or toys affected by blood, urine, faeces or vomit using a disinfectant.


Nits and head lice

  • Nits and head lice are not an excludable condition; although in exceptional cases we may ask a parent to keep the child away until the infestation has cleared.

  • On identifying cases of head lice, we inform all parents ask them to treat their child and all the family if they are found to have head lice.


Procedures for children with allergies

When children start at the setting we ask their parents if their child suffers from any known allergies. This is recorded on the Registration Form by the parent and on an allergies sheet by the manager.

If a child has an allergy, we complete a risk assessment form to detail the following:

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

  • The nature of the allergic reactions (e.g. anaphylactic shock reaction, including rash, reddening of skin, swelling, breathing problems etc).

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

  • Control measures - such as how the child can be prevented from contact with the allergen.

  • Review measures.

  • This risk assessment form is kept in the child’s personal file and a copy is displayed where our staff can see it.

  • Generally, no nuts or nut products are used within the setting.

  • Parents are made aware so that no nut or nut products are accidentally brought in, for example to a party.


Insurance requirements for children with allergies and disabilities

  • If necessary, our insurance will include children with any disability or allergy, but certain procedures must be strictly adhered to as set out below. For children suffering life threatening conditions, or requiring invasive treatments; written confirmation from our insurance provider must be obtained to extend the insurance.

  • At all times we ensure that the administration of medication is compliant with the Safeguarding and Welfare Requirements of the Early Years Foundation Stage.

  • Oral medication:

    • Asthma inhalers are now regarded as ‘oral medication’ by insurers and so documents do not need to be forwarded to our insurance provider. Oral medications must be prescribed by a GP or have manufacturer’s instructions clearly written on them.

    • We must be provided with clear written instructions on how to administer such medication.

    • We adhere to all risk assessment procedures for the correct storage and administration of the medication.

    • We must have the parents or guardians prior written consent. This consent must be kept on file. It is not necessary to forward copy documents to our insurance provider.


Life-saving medication and invasive treatments

These include adrenaline injections (Epipens) for anaphylactic shock reactions (caused by allergies to nuts, eggs etc) or invasive treatments such as rectal administration of Diazepam (for epilepsy).


We must have:

  • a letter from the child's GP/consultant stating the child's condition and what medication if any is to be administered;

  • written consent from the parent or guardian allowing our staff to administer medication; and

  • proof of training in the administration of such medication by the child's GP, a district nurse, children’s nurse specialist or a community paediatric nurse.


Key person for special needs children requiring assistance with tubes to help them with everyday living e.g. breathing apparatus, to take nourishment, colostomy bags etc.:

  • Prior written consent must be obtained from the child's parent or guardian to give treatment and/or medication prescribed by the child's GP.

  • The key person must have the relevant medical training/experience, which may include receiving appropriate instructions from parents or guardians.

  • Copies of all letters relating to these children must first be sent to our insurers, Written confirmation that the insurance has been extended will be issued by return.

Privacy Policy

About The Policy

At Great Holm Preschool, the privacy of our clients is our top priority on https://greatholmpreschool.co.uk and we respect it as our own. Though we collect information from our clients, it is only used to make improvements in our customer services. Our company acknowledges that the maintenance and use of our clients’ information is our responsibility. We DO NOT rent or sell the information that our clients provide us online.

This policy describes how the personal information of our client collected by us is used, why we collect it, and how we use it. It is within our policy that we describe the choices you can make about how we can collect and use your information

Personal Information Collected

The information collected by Great Holm Preschool includes the client’s name, e-mail, mailing address and phone number. These are pieces of information that the client provides us while ordering or while saving the information with our company. We may also use the email addresses or mailing addresses which we receive through our mailing system such as our Contact Us Form for responding to comments, queries etc.

Our company may also maintain records of the items, which have interested our clients in the past, as well as the client’s purchases online.

Use of Collected Data

The information collected is used in many diversified methods. Our company uses the information saved by our clients to process their order. We also send them e-mails to confirm the order and our customer services may also contact them via phone, mailing address or e-mail if our company has other queries regarding the order placed.

As a client, one might also receive updates regarding our site and services which may include a newsletter and information on promotions. In addition, we may also use the information about your interests and purchases to help our company improve our site design and the client’s purchasing experience.

Newsletter Opt-out

If you no longer wish to receive our newsletter or promotional communications, you may opt-out of receiving them by emailing us at greatholmpreschool@hotmail.co.uk.

Social Media (Features) and Widgets

Our Web site includes Social Media Features, such as the Facebook and Instagram Link buttons. These Features may collect your IP address, which page you are visiting on our site, and may set a cookie to enable the Feature to function properly. Social Media Features and Widgets are either hosted by a third party or hosted directly on our Site. Your interactions with these Features are governed by the privacy policy of the company providing it.

3rd Party Sharing

Personal information WILL NOT be released to third parties unless as described in this policy. There are no circumstances under which we sell personal information to third parties.

Security of Personal Information

We follow generally accepted industry standards to protect the personal information submitted to us, both during transmission and once we receive it. No method of transmission over the Internet, or method of electronic storage, is 100% secure, however. Therefore, while we strive to use commercially acceptable means to protect your personal information, we cannot guarantee its absolute security.

If you have any questions about security on our Web site, you can send email us at greatholmpreschool@hotmail.co.uk.

Cookies and Their Use

Cookies are alphanumeric identifiers that are transferred to the clients’ hard drives through their Web browsers. This enables our systems to recognize the clients’ browsers during visits.

The Help portion of the toolbar on most browsers will be more helpful in explaining how to prevent the browser from accepting new cookies, how to have the browser notify the user when a new cookie is received, or how to disable cookies altogether. However, cookies allow you to take full advantage of the top features at our site, and our company’s personal recommendation is that the client leaves them to be accepted.

Second, we keep track of your IP address to help diagnose problems with our server and to administer our Web site. Your IP address is also used to gather broad demographic information about you, such as your location and your Internet service provider. We may also collect combined information on how our users are utilizing the site. This might include information regarding traffic patterns through the site and search queries. No IP address/log file information is tied to Personally Identifiable Information (PII).

Third, we log browser types, access times, URLs from which visitors came to our site and URLs viewed by visitors while on our site. Except as otherwise stated in this Privacy Policy, we do not provide this information to third parties, except in combined form.

The use of cookies by our partners, affiliates, tracking utility company, service providers is not covered by our privacy statement. We do not have access or control over these cookies. Our partners, affiliates, tracking utility company, service providers use session ID cookies to make it easier for you to navigate our site.

Testimonials

With your consent we may post your testimonial along with your name. If you want your testimonial removed please contact us.

Links to Other Web Sites

Our Site includes links to other Web sites whose privacy practices may differ from those of ours. If you submit personal information to any of those sites, your information is governed by their privacy statements. We encourage you to carefully read the privacy statement of any Web site you visit.

Notification of the Changes in Privacy Policy

If we decide to change our privacy policy, we will post those changes to this privacy statement, the homepage, and other places we deem appropriate so that you are aware of what information we collect, how we use it, and under what circumstances, if any, we disclose it. We reserve the right to modify this privacy statement at any time, so please review it frequently. If we make material changes to this policy, we will notify you here.

Legal Disclaimer

We reserve the right to disclose your personally identifiable information as required by law and when we believe that disclosure is necessary to protect our rights and/or comply with a judicial proceeding, court order, or legal process served on our Web site.

Questions

If you have any questions regarding our Privacy Policy or our use of your information, email us on greatholmpreschool@hotmail.co.uk.