MANUAL OF POLICIES AND OPERATIONAL PROCEDURES

Version 1: March 2010

William Older Playgroup

Arundel Road

Angmering

West Sussex

BN16 4BG

(01903) 771025

wopg2@uku.co.uk

TABLE OF POLICIES

Policy 1 – Children’s rights and entitlements

Policy 2 - Safeguarding Children and Child Protection

Policy 3 - Looked after children

Policy 4 - Confidentiality and client access to records

Policy 5 - Information sharing

Policy 6 - Uncollected child

Policy 7 - Missing child

Policy 8 - Supervision of children on outings and visits

Policy 9 - Maintaining children’s safety and security on premises

Policy 10 - Making a complaint

Policy 11 - Valuing diversity and promoting equality

Policy 12 - Supporting children with special educational needs

Policy 13 - Achieving positive behaviour

Policy 14 - Animals in the setting

Policy 15 - Administering medicines

Policy 16 - Managing children with allergies, or who are sick or infectious

Policy 17 - Nappy changing

Policy 18 - Food and drink

Policy 19 - First aid

Policy 20 – Safeguarding children from the sun

Policy 21 - Employment and staffing

Policy 22 - Induction of staff, volunteers and managers

Policy 23 - Student placements

Policy 24 - Risk assessment

Policy 25 - Health and safety general standards

Policy 26 - Fire safety and emergency evacuation

Policy 27 – Emergency Closure Policy

Policy 28 - Recording and reporting of accidents and incidents

Policy 29 - Food hygiene

Policy 30 - Admissions

Policy 31 - The role of the key person and settling-in

Policy 32 - Payment of Fees

Policy 33 - Parental involvement

Policy 34 - Working in partnership with other agencies

Policy 35 - Children’s records

Policy 36 - Provider records

Policy 1 – Children’s rights and entitlements

Policy statement

§ We promote 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 our children.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.2 Inclusive practice	2.1 Respecting each other	3.2 Supporting every child	4.4 Personal, social and emotional development

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 early years settings and in community life;

§ confident in abilities and proud of their achievements;

§ progressing optimally in all aspects of their development and learning;

§ to be part of a peer group in which to learn to negotiate, develop social skills and identity as global citizens, respecting the rights of others in a diverse world; and

§ to participate and be able to represent themselves 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 self and others;

§ to develop a sense of responsibility towards self and others; and

§ to 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.

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP
Held on
Date to be reviewed
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 2 - Safeguarding Children and Child Protection

Policy statement

Our setting will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life. We intend to create in our playgroup an environment in which children are safe and any concerns are promptly and appropriately responded to.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe	2.1 Respecting each other 2.2 Parents as partners	3.4 The wider context	4.4 Personal, social and emotional development

Procedures

In order to achieve our policy statement we will:

Staff and volunteers

§ Our designated person who co-ordinates child protection issues is the Manager.

§ We ensure all staff and parents are made aware of our safeguarding policies and procedures.

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

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

§ Candidates are informed of the need to carry out 'enhanced disclosure' checks with the Criminal Records Bureau before posts can be confirmed.

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

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

§ Volunteers do not work unsupervised.

§ We have procedures for recording the details of visitors to the setting.

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

§ Parents/carers will be asked to note any bumps/bruises that their child has on arrival at the setting, in a bumps and bruises book. The entry will be dated and signed. If a member of staff notices any injuries not sustained in the setting this will be recorded and a copy will be given to the parent/carer.

Responding to suspicions of abuse

§ We acknowledge that abuse of children can take different forms - physical, emotional, and sexual, as well as neglect.

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

§ Where such evidence is apparent, the staff member who suspects abuse and/or the child has disclosed to makes a dated record of the details of the concern and discusses what to do with the playgroup’s manager who is acting as the 'designated person'. The information is stored on the child's personal file.

§ We refer concerns to the local authority children’s social care department and co-operate fully in any subsequent investigation. The number is 01403 229900. This confidential number can be used by any person who has concerns about the welfare of a child.
NB In some cases this may mean the police or another agency identified by the Local Safeguarding Children’s Board.

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

§ We use the detailed procedures and reporting format contained in the Pre-school Learning Alliance’s publication ‘Child Protection Record for use in Early Years Settings’ when making a referral to children’s social care or other appropriate agencies.

Recording suspicions of abuse and disclosures

§ Where a child makes comments to a member of staff that gives cause for concern (disclosure), observes signs or signals that gives 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;

§ 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 date and time; and

§ the names of any other person present at the time.

§ These records are signed and dated and kept in the child's personal file which is kept securely and confidentially.

Making a referral to the local authority social care team

§ The Pre-school Learning Alliance's publication 'Child Protection Record’ contains detailed procedures for making a referral to the local social care team, as well as a template form for recording concerns and making a referral. This is based on ‘What to do if you’re worried a child is being abused’ (HMG 2006).

§ We keep a copy of this document and follow the detailed guidelines given.

§ All members of staff are familiar with the Alliance’s Child Protection Record and follow the procedures for recording and reporting.

Informing parents

§ Parents are normally the first point of contact.

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

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

Liaison with other agencies

§ We work within the Local Safeguarding Children Board guidelines.

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

§ We have procedures for contacting the local authority on child protection issues, including the name, addresses and telephone number of social services, to ensure that it is easy, in any emergency, for the setting and social services to work well together.

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

§ Contact details for the local National Society for the Prevention of Cruelty to Children (NSPCC) are also kept.

§ If a referral is to be made to the local authority social care department, we act within the area’s Safeguarding Children and Child Protection guidance in deciding whether we must inform the child's parents at the same time.

Allegations against staff

§ We ensure that all parents know how to complain about the behaviour or actions of staff or volunteers within the setting.

§ We follow the guidance of the Local Safeguarding Children Board when responding to any complaint that a member of staff, or volunteer within the setting.

§ We respond to any disclosure by children or staff that abuse by a member of staff or volunteer within 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 the local authority's social care department to investigate. We also report any such alleged incident to Ofsted and what measures we have taken. We are aware that it is an offence not to do this.

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

§ Where the management committee and children’s social care agree it is appropriate in the circumstances, the chairperson will suspend the member of staff on full pay, or the volunteer, 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.

Disciplinary action

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

Training

§ We seek out training opportunities for all adults involved in the setting to ensure that they are able to recognise the signs and signals of possible physical abuse, emotional abuse, sexual abuse and neglect and that they are aware of the local authority guidelines for making referrals.

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

Planning

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

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 that they develop an understanding of why and how to keep safe.

§ We create within the setting a culture of value and respect for the individual, 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 Safeguarding Children Board.

Support to families

§ We believe in building trusting and supportive relationships with families, staff and volunteers in the group.

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

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

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

§ 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.

Legal framework

Primary legislation

§ Children Act (1989 s47)

§ Protection of Children Act (1999)

§ Data Protection Act (1998)

§ The Children Act (Every Child Matters) (2004)

§ Safeguarding Vulnerable Groups Act (2006)

Secondary legislation

§ Sexual Offences Act (2003)

§ Criminal Justice and Court Services Act (2000)

§ Human Rights Act (1999)

§ Race Relations (Amendment) Act (2000)

§ Race Relations (Amendment) Act (1976) Regulations

§ Equalities Act (2006)

§ Data Protection Act (1998) Non Statutory Guidance

Further Guidance

§ Working Together to Safeguard Children (revised HMG 2006)

§ What to do if you’re Worried a Child is Being Abused (HMG 2006)

§ Framework for the Assessment of Children in Need and their Families (DoH 2000)

§ The Common Assessment Framework (2006)

§ Statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (HMG 2007)

§ Information Sharing: Practitioners’ Guide (HMG 2006)

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 3 - Looked after children

Policy statement

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

Definition of ‘Looked after Children’ (LAC): Children and young people 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 LAC 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).

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.

§ 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.

EYFS Key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.1 Child development 1.2 Inclusive practice 1.3 Keeping safe	2.1 Respecting each other 2.2 Parents as partners 2.4 Key person	3.2 Supporting every child 3.4 The wider context	4.4 Personal, social and emotional development

Procedures

§ The Manager would have overall responsibility.

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

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

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

§ Each child is treated as an individual whose needs are catered for accordingly; this is the same for looked after children as viewed in the same light.

§ A care plan will also consider:

o how information will be shared with the foster carer and local authority (as the ‘corporate parent’) as well as what information is shared with whom and how it will be recorded and stored;

o what contact the child has with his/her birth parent(s) and what arrangements will be in place for supervised contact. If this is to be the setting, when, where and what form the contact will take will be discussed and agreed;

o what written reporting is required;

§ Further observations about communication, interests and abilities will be noted to firm a picture of the whole child.

§ Any concerns are about the foster carer’s treatment of the child, or if abuse is suspected, these are recorded and reported to the child’s social care worker according to the setting’s safeguarding children procedure.

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

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

Further guidance

§ Guidance on the Education of Children and Young People in Public Care (DfEE 2000)

§ Who Does What: How Social Workers and Carers can Support the Education of Looked After Children (DfES 2005)

§ Supporting Looked After Learners - A Practical Guide for School Governors (DfES 2006)

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 4 - Confidentiality and client access to records

Policy statement

Definition: ‘Confidential information is information of some sensitivity, which is not already lawfully in the public domain or readily available from another public source, and which has been shared in a relationship where the person giving the information understood it would not be shared with others.’ (Information Sharing: Practitioners’ Guide)

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

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe	2.1 Respecting each other 2.2 Parents as partners	3.4 The wider context

Confidentiality procedures

§ Some parents sometimes share information about themselves with other parents as well as staff; the setting cannot be held responsible if information is shared beyond those parents whom the person has ‘confided’ in.

§ Information shared between parents in a discussion or training group is usually bound by a shared agreement that the information is confidential to the group and not discussed outside of it.

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

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

Client access to records procedures

Parents may request access to any confidential records held on their child and family following the procedure below:

§ Any request to see the child’s personal file by a parent or person with parental responsibility must be made in writing to the setting leader or manager.

§ The setting leader informs the chairperson of the management committee and sends a written acknowledgement.

§ The setting commits to providing access within 14 days, although this may be extended.

§ The setting’s leader or manager and chairperson of the management committee and the Registered Person prepare the file for viewing.

§ All third parties are written to, stating that a request for disclosure has been received and asking for their permission to disclose to the person requesting it. Copies of these letters are retained on file.

§ ‘Third parties’ include all family members who may be referred to in the records.

§ It also includes workers from any other agency, including social services, the health authority, etc. It is usual for agencies to refuse consent to disclose, preferring the individual to go directly to them.

§ When all the consents/refusals to disclose have been received these are attached to the copy of the request letter.

§ A photocopy of the complete file is taken.

§ The setting leader and chairperson of the management committee go through the file and remove any information which a third party has refused consent to disclose. This is best done with a thick black marker, to score through every reference to the third party and information they have added to the file.

§ What remains is the information recorded by the setting, detailing the work initiated and followed by them in relation to confidential matters. This is called the ‘clean copy’.

§ The ‘clean copy’ is photocopied for the parents who are then invited in to discuss the contents. The file should never be given straight over, but should be gone through by the setting leader, so that it can be explained.

§ Legal advice may be sought before sharing a file, especially where the parent has possible grounds for litigation against the setting or another (third party) agency.

All the undertakings above are subject to the paramount commitment of the setting, which is to the safety and well-being of the child. Please see also our policy on child protection.

Legal framework

§ Data Protection Act 1998

§ Human Rights Act 1998

Further guidance

§ Information Sharing: Practitioners’ Guide (HMG 2006)

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 5 - Information sharing

Policy statement

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

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

§ it is to prevent a crime from being committed or intervene where one may have been, or to prevent harm to a child or adult; or

§ not sharing it could be worse than the outcome of having shared it.

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

§ Where there is evidence that the child is suffering, or is at risk of suffering, significant harm.

§ Where there is reasonable cause to believe that a child may be suffering, or at risk of suffering, significant harm.

§ To prevent significant harm arising to children and young people or serious harm to adults, including the prevention, detection and prosecution of serious crime.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.2 Inclusive practice 1.3 Keeping safe	2.1 Respecting each other 2.2 Parents as partners	3.4 The wider context

Procedures

Our procedure is based on the 7 golden rules for information sharing as set out in Information Sharing: Guidance for Practitioners and Managers (DCSF 2008).

1. Remember that the Data Protection Act is not a barrier to sharing information but provides a framework to ensure that personal information about living persons is shared appropriately.

• Our policy and procedures on information sharing provide guidance to appropriate sharing of information with external agencies.

2. Be open and honest. Explain to families how, when and why information will be shared about them and with whom. Seek consent to share information, unless it puts the child at risk or undermines a criminal investigation.

In our setting we ensure parents:

• receive information about our information sharing policy when starting their child in the setting and they sign a form to say that they understand circumstances when information may be shared without their consent. This will only be when it is a matter of safeguarding a child or vulnerable adult. This is on our registration form;
• have information about our Safeguarding Children and Child Protection policy; and
• have information about the circumstances when information will be shared with external agencies, for example, with regard to any special needs the child may have or transition to school.

3. Seek advice when there are doubts about possible significant harm to a child or others.

• Managers contact children’s social care for advice where they have doubts or are unsure.

4. Share with consent where appropriate. Respect the wishes of children and parents not to consent to share confidential information. However, in the interests of the child, know when it is reasonable to override their wish.

• Guidelines for consent are part of this procedure.

5. Managers are conversant with this and are able to advise staff accordingly. Consider the safety and welfare of the child when making a decision about sharing information – if there are concerns regarding ‘significant harm’ the child’s well being and safety is paramount.

In our setting we:

• record concerns and discuss these with the setting’s designated person and/or designated officer from the management committee for child protection matters. Record decisions made and the reasons why information will be shared and to whom; and
• follow the procedures for reporting concerns and record keeping.

6. Information shared should be accurate and up-to-date, necessary for the purpose it is being shared for, shared only with those who need to know and shared securely.

§ Our Child Protection procedure and Record Keeping procedure set out how and where information should be recorded and what information should be shared with another agency when making a referral.

7. Reasons for decisions to share information, or not, are recorded.

§ Provision for this is set out in our Record Keeping procedure

Consent

Parents have a right to be informed that their consent to share information will be sought in most cases, as well as the kinds of circumstances when their consent may not be sought, or their refusal to give consent may be overridden. We do this as follows:

§ Our policies and procedures set out our responsibility regarding gaining consent to share information and when it may not be sought or overridden.

§ We may cover this verbally when the child starts or include this in our prospectus.

§ Parents sign a form at registration to say they understand this.

§ Parents are asked to give written consent to share information about any additional needs their child may have, or to pass on child development summaries, to the next provider/school.

§ Copies given to parents of the forms they sign.

We consider the following questions when we need to share:

§ Is there legitimate purpose to sharing the information?

§ Does the information enable the person to be identified?

§ Is the information confidential?

§ If the information is confidential, do you have consent to share?

§ Is there a statutory duty or court order to share information?

§ If consent is refused, or there are good reasons not to seek consent, is there sufficient public interest to share information?

§ If the decision is to share, are you sharing the right information in the right way?

§ Have you properly recorded your decision?

All the undertakings above are subject to the paramount commitment of the setting, which is to the safety and well-being of the child. Please also see our Safeguarding Children and Child Protection policy.

In addition, students and volunteers on recognised courses observing in the playgroup will be advised of our confidentiality policy and required to respect it. Where individual children are being observed by students for case studies as part of their course, direct permission must be sought from parents.

Legal framework

§ Data Protection Act 1998

§ Human Rights Act 1998

Further guidance

§ Information Sharing: Guidance for Practitioners and Managers
www.everychildmatters.gov.uk/_files/116ABBC875E8FEE7BC1E03F534A1EFAA.pdf

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 6 - Uncollected child

Policy statement

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

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

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe 1.4 Health and well-being	2.2 Parents as partners	3.4 The wider context

Procedures

§ Parents of children starting at the setting are asked to provide the following specific information which is recorded on our Registration Form:

• Home address and telephone number - if the parents do not have a telephone, an alternative number must be given, perhaps a neighbour or close relative.
• Place of work, address and telephone number (if applicable).
• Mobile telephone number (if applicable).
• Names, addresses, telephone numbers and signatures of adults who are authorised by the parents to collect their child from the setting, for example a childminder or grandparent.
• Who has parental responsibility for the child.
• Information about any person who does not have legal access to the child.

§ On occasions when parents or the persons normally authorised to collect the child are not able to collect the child, they provide us with written details of the name, address and telephone number of the person who will be collecting their child. We agree with parents how to verify the identity of the person who is to collect 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. We provide parents with our contact telephone number.

§ If a child is not collected at the end of the session/day, we follow the following procedures:

• 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 from the setting - and whose telephone numbers are recorded on the Registration Form - are contacted.
• All reasonable attempts are made to contact the parents or nominated carers.
• The child does not leave the premises with anyone other than those named on the Registration Form or in their file.
• We contact our local authority children’s social services care team.
• The child stays at setting in the care of two fully-vetted workers until the child is safely collected either by the parents or by a social care worker.
• Social Care 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 do staff to go to look for the parent, nor do they take the child home with them.

§ Depending on circumstances, we reserve the right to charge parents for the additional hours worked by our staff.

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Other useful Pre-school Learning Alliance publications:

§ Child Protection Record (2007)

Policy 7 - Missing child

Policy statement

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

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe 1.4 Health and well-being	2.2 Parents as partners	3.4 The wider context

Procedures

Child going missing on the premises

§ As soon as it is noticed that a child is missing the key person/staff alerts the setting leader.

§ The setting leader will carry out a thorough search of the building and garden.

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

§ 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 parent is contacted and the missing child is reported to the police.

§ The setting leader talks to the staff to find out when and where the child was last seen and records this.

§ The setting leader contacts the chairperson and reports the incident. The chairperson, with the management committee and/or Registered Person carries out an investigation and may come to the setting immediately.

Child going missing on an outing

This describes what to do when staff have taken a small group on an outing, leaving the setting leader and/or other staff back in the setting. If the setting Leader has accompanied children on the outing, the procedures are adjusted accordingly.

What to do when a child goes missing from a whole setting outing may be a little different, as parents usually attend and are responsible for their own child.

§ As soon as it is noticed that a child is missing, staff on the outing ask children to stand with their designated person 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 setting leader or manager is contacted immediately and the incident is reported.

§ The setting leader contacts the police and reports the child as missing.

§ The setting leader contacts the parent, who makes their way to the setting or outing venue as agreed with the setting leader. The setting is advised as the best place, as by the time the parent arrives, the child may have been returned to the setting.

§ Staff take the remaining children back to the setting.

§ In an indoor venue, the staff contact the venue’s security who will handle the search and contact the police if the child is not found.

§ The setting leader contacts the chairperson and reports the incident. The chairperson, with the management committee, (or proprietor) carries out an investigation and may come to the setting immediately.

§ The setting leader, or designated staff member may be advised by the police to stay at the venue until they arrive.

The investigation

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

§ The setting leader together with the chairperson or representative from the management committee or owner, speaks with the parent(s).

§ The chairperson and management committee or owner, carry out a full investigation taking written statements from all the staff in the room or who were on the outing.

§ The key person/staff member writes an incident report detailing:

• The date and time of the report.
• What staff/children were in the group/outing and the name of the staff designated responsible for the missing child.
• When the child was last seen in the group/outing.
• What has taken place in the group or outing since the child went missing.
• The time it is estimated that the child went missing.

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

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

§ The incident is reported under RIDDOR arrangements (see the Reporting of Accidents and Incidents policy); the local authority Health and Safety Officer may want to investigate and will decide if there is a case for prosecution.

§ In the event of disciplinary action needing to be taken, Ofsted is informed.

§ The insurance provider is informed.

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 8 - Supervision of children on outings and visits

Policy statement

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

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe 1.4 Health and well-being	2.2 Parents as partners	3.3 The learning environment	4.2 Active learning

Procedures

· Specific consent is obtained for each outing from each parent/carer. A form is sent to each parent along with a letter outlining the details of the trip.

· There is a risk assessment for each venue carried out, which is reviewed regularly.

· A risk assessment is carried out before an outing takes place.

· All venue risk assessments are made available for parents to see.

· Our adult to child ratio is high, one adult to two children. If insufficient parents/carers volunteer to help then the trip is cancelled.

· Named children are assigned to individual staff/parent to ensure each child is individually supervised, to ensure no child goes astray, and that there is no unauthorised access to children. All adults are briefed as to their role before leaving on the outing.

§ Staff take a mobile phone on outings and a mini first aid pack. Snacks and water will be provided, as necessary. The amount of equipment will vary and be consistent with the venue and the number of children as well as how long they will be out for.

§ Staff take a list of children with them with contact numbers of parents/carers.

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

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Other useful Pre-school Learning Alliance publications:

§ Register and Outings Record (2006)

§ Risk Management in Early Years Settings (2007)

Policy 9 - Maintaining children’s safety and security on premises

Policy statement

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

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe	2.2 Parents as partners

Procedures

Children's personal safety

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

§ Adults do not normally supervise children on their own.

§ All children are supervised by adults at all times.

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

§ We carry out risk assessment to ensure children are not made vulnerable within any part of our premises, nor by any activity.

§ We ensure that all visitors are identified prior to admission on the premises. Visitors are asked to sign in and sign out. They are not left unattended with children and are asked to read a copy of our visitor notices at the start of their first visit to the playgroup.

Security

§ Systems are in place for the safe arrival and departure of children.

§ The times of the children's arrivals and departures are recorded.

§ Our systems prevent unauthorised access to our premises.

§ Our systems prevent children from leaving our premises unnoticed.

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

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Other useful Pre-school Learning Alliance publications

§ Risk Management in Early Years Settings (2007)

Policy 10 - Making a complaint

Policy statement

We aim to offer a welcome to each individual child and family and to provide a warm and caring environment within which all children can learn and develop as they play.

We believe children and parents are entitled to expect courtesy, and prompt, careful attention to their needs and wishes. Our intention is to work in partnership with parents and the community generally and we welcome suggestions on how to improve our group at any time.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.2 Inclusive practice	2.1 Respecting each other 2.2 Parents as partners	3.2 Supporting every child 3.4 The wider context

Procedures

Initial concerns

A parent who is uneasy about any aspect of the Group’s provision should first talk over any worries or anxieties with the Manager.

If this does not have a satisfactory outcome, within a couple of weeks, or if the problem recurs, the parent should put the concerns or complaint in writing and request a meeting with the Playgroup Manager and a member of the Management Committee. Both parents and the Manager should have a friend or partner present, if required, and an agreed written record of the discussion should be made by the secretary or an independent person.

Detail will be recorded in the Summary of Complaints Record Book, located in the playgroup.

MOST COMPLAINTS SHOULD BE RESOLVED INFORMALLY OR AT THIS INITIAL STAGE.

Further Complaints

If the matter is still not sorted out to the parent’s satisfaction, the parent should again talk to the Manager/Committee Member.

If the parent and the Group cannot reach an agreement, it might be helpful to invite an external mediator, one who is acceptable to both parties, to listen to both side and offer advice. A mediator has no legal powers but can help clarify the situation. The pre-school learning alliance can be contacted on such occasion and could mediate if both parties were willing.

The mediator will help define the problem, review the action so far and suggest further ways in which the situation might be resolved. The mediator will keep all discussions confidential. She/he will meet the Group if requested and will keep an agreed written record of any meeting that are held and any advice given.

It may be necessary to involve the Registration and Inspection Unit, with whom the Group works closely. The unit would be involved if a child appeared to be at risk or where registration requirements were not being met. In such instance a full investigation would be made followed by appropriate action. Please write to Ofsted.

WE BELIEVE THAT MOST COMPLAINTS ARE MADE CONSTRUCTIVELY AND CAN BE SORTED OUT AT AN EARLY STAGE. WE ALSO BELIEVE THAT IT IS IN THE BEST INTERESTS OF THE PLAYGROUP AND PARENTS THAT COMPLAINTS SHOULD BE TAKEN SERIOUSLY AND DEALT WITH FAIRLY AND IN A WAY WHICH REPRESENT CONFIDENTIALITY.

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Other useful Pre-school Learning Alliance publications

§ Summary Complaints Record (2006)

Policy 11 - Valuing diversity and promoting equality

Policy statement

We will ensure that our service is fully inclusive in meeting the needs of all children, particularly those that arise from their ethnic heritage, social and economic background, gender, ability or disability. Our setting is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to:

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

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

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

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

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

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.2 Inclusive practice 1.3 Keeping safe	2.1 Respecting each other 2.2 Parents as partners 2.3 Supporting learning 2.4 Key person	3.2 Supporting every child 3.4 The wider context	4.4 Areas of learning and development

Procedures

Admissions

Our setting is open to all members of the community.

§ We advertise our service widely.

§ We reflect the diversity of our society in our publicity and promotional materials.

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

§ We base our admissions policy on a fair system.

§ We ensure that all parents are made aware of our equal opportunities policy.

§ We do not discriminate against a child or their family, or prevent entry to our setting, on the basis of colour, ethnicity, religion or social background, such as being a member of a Travelling community or an asylum seeker.

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

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

Employment

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

§ Applicants are welcome from all backgrounds and posts are open to all.

§ We may use the exemption clauses in relevant legislation to enable the service to best meet the needs of the community.

§ The applicant who best meets the criteria is offered the post, subject to references and checks by the Criminal Records Bureau. This ensures fairness in the selection process.

§ All job descriptions include a commitment to promoting equality and recognising and respecting diversity as part of their specifications.

Training

§ We seek out training opportunities for staff and volunteers to enable them to develop anti-discriminatory and inclusive practices, which enable all children to flourish.

§ We review our practices to ensure that we are fully implementing our policy for promoting equality, valuing diversity and inclusion.

Curriculum

The curriculum offered in the setting encourages children to develop positive attitudes about themselves as well as to people who are different from themselves.

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

§ making children feel valued and good about themselves;

§ ensuring that children have equality of access to learning;

§ undertaking an access audit to establish if the setting is accessible to all children;

§ making adjustments to the environment and resources to accommodate a wide range of learning, physical and sensory impairments;

§ making appropriate provision within the curriculum to ensure each child receives the widest possible opportunity to develop their skills and abilities, e.g. recognising the different learning styles of girls and boys;

§ positively reflecting the widest possible range of communities in the choice of resources;

§ avoiding stereotypes or derogatory images in the selection of books or other visual materials;

§ celebrating a wide range of festivals;

§ creating an environment of mutual respect and tolerance;

§ differentiating the curriculum to meet children’s special educational needs;

§ helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable;

§ ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities;

§ ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning; and

§ ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages.

Valuing diversity in families

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

§ We encourage children to contribute stories of their everyday life to the setting.

§ We encourage parents/carers to take part in the life of the setting and to contribute fully.

§ For families who speak languages in addition to English, we will develop means to ensure their full inclusion.

Food

§ From time to time we offer additional snack items such as cultural food.

Meetings

§ Meetings are arranged to ensure that all families who wish to may be involved in the running of the setting.

§ Information about meetings is communicated in a variety of ways – written and verbal - to ensure that all parents have information about and access to the meetings.

Monitoring and reviewing

§ To ensure our policies and procedures remain effective we will monitor and review them on an ongoing basis to ensure our strategies meets the overall aims to promote equality, inclusion and valuing diversity.

§ We provide a complaints procedure and a complaints summary record for parents to see.

Legal framework

§ The Equality Act 2006

§ Disability Discrimination Act (DDA) 1995, 2005

§ Race Relations Act 1976

§ Race Relations Amendment Act 2000

§ Sex Discrimination Act 1976,1986

§ Children Act 1989, 2004

§ Special Educational Needs and Disability Act 2001

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Other useful Pre-school Learning Alliance publications

§ Embracing Equality (2007)

Policy 12 - Supporting children with special educational needs

Policy statement

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

§ We have regard for the DfES Special Educational Needs Code of Practice (2001).

§ Work with families to provide places for all children with special educational needs.

§ We support parents and children with special educational needs (SEN).

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

§ We work in partnership with parents and other agencies in meeting individual children's needs.

§ We monitor and review our policy, practice and provision and, if necessary, make adjustments.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.1 Child development 1.2 Inclusive practice 1.4 Health and well-being	2.1 Respecting each other 2.2 Parents as partners 2.3 Supporting learning 2.4 Key person	3.2 Supporting every child 3.3 The learning environment 3.4 The wider context	4.1 Play and exploration 4.2 Active learning 4.3 Creativity and critical thinking

Procedures

§ We designate a member of staff to be the Special Educational Needs Co-ordinator (SENCO) and give his/her name to parents. At the present time this is Lisa Smith.

§ We ensure that the provision for children with special educational needs is the responsibility of all members of the setting.

§ We ensure that our inclusive admissions practice ensures equality of access and opportunity as much as is reasonably possible..

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

§ We work closely with parents of children with special educational needs to create and maintain a positive partnership.

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

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

§ We liaise with other professionals involved with children with special educational needs and their families, including transfer arrangements to other settings and schools.

§ We provide a broad, balanced and differentiated curriculum for all children with special educational needs, where appropriate.

§ We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs) for children with special educational needs.

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

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

§ We use a system for keeping records of the assessment, planning, provision and review for children with special educational needs.

§ We provide resources (human and financial) to implement our Special Educational Needs Policy.

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Other useful Pre-school Learning Alliance publications:

§ Special Educational Needs Code of Practice for Early Education Settings (2004)

Policy 13 - Achieving positive behaviour

Policy statement

Our playgroup aims to provide a warm and caring environment where children feel safe and happy, with freedom to explore, positive role models, and consistent treatment. Children will learn about boundaries, have lots of exciting learning opportunities indoors and out, and have respect for themselves and others.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.1 Child development 1.2 Inclusive practice 1.3 Keeping safe	2.2 Parents as partners 2.3 Supporting learning	3.2 Supporting every child 3.3 The learning environment	4.4 Personal, social and emotional development

Procedures

§ Give children a warm, caring, supportive environment, being aware of times when children can feel vulnerable.

§ We recognise that codes for interacting with other people vary between cultures and require staff to be aware of - and respect - those used by members of the setting.

§ We provide equally for all children in our care.

§ We listen to what children are saying.

§ Support children with the routines, being consistent, and explaining any changes to the normal routine, and helping those who it difficult.

§ We help children to know when things happen, and what is happening next.

§ Organise activities/equipment so that they are accessible.

§ Use the “bell” to draw children’s attention, for registration, warning of a change to what is happening, and give notice, to give information.

§ We will encourage children to use the book corner, for reading, and sitting quietly, not boisterous activity, so that it is always available to those wanting “quiet” time.

§ We will ensure that children have the freedom to explore, providing exciting open ended activities as well as planned activities, and adult led activities.

§ We will plan our activities around the children’s needs and interests, making sure they are developmentally appropriate, and stimulating.

§ We will regularly evaluate equipment, resources and opportunities, to provide the best environment for the children.

§ Where we can see a problem arising/ or are having persistent problems, we will look at layout and organisation to see how we can improve, and implement changes at the earliest opportunity.

§ We will praise children, and value them as individuals.

§ We will encourage a “good self image” by praise, encouragement, valuing what they do and say, and celebrating achievements.

§ We require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.

§ We familiarise new staff and volunteers with the setting's behaviour policy and our guidelines for behaviour.

§ We expect all members of our setting - children, parents, staff, volunteers and students - to keep to the guidelines, requiring these to be applied consistently.

§ We will set boundaries that both adults and children understand.

§ Our expectation will reflect the age/development of children in our care.

§ When registering our disapproval, we will highlight the action – not the child

§ Children will be reminded of our expectation, in a positive way by helping children find solutions in ways which are appropriate for the children's ages and stages of development.

§ We will allow opportunities for the children to express themselves, through different media

§ We will make sure that the activities/resources we offer are appropriate and engaging to the children in our care.

Strategies with children who engage in inconsiderate behaviour

§ Where behaviour is inappropriate we will:

o Highlight the action not the child, explain how this is not acceptable at a level appropriate to the child’s age and development.

o Encourage a positive relationship towards children who have hurt one another

o Move a child to another activity if the problem keeps recurring and causing upset or pain to others

§ We work in partnership with children's parents. Parents are regularly informed about their children's behaviour by their key person. We work with parents to address recurring inconsiderate behaviour, using our observation records to help us to understand the cause and to decide jointly how to respond appropriately. Support may be obtained from outside agencies such as the FIRST TEAM.

§ Staff will be aware that behavioural problems may arise from specific requirements, which may need additional support.

§ We will never:

o Send children out of the room by themselves, nor do we use a ‘naughty chair’ or a ‘time out’ strategy that excludes children from the group.

o Use or threaten physical punishment, such as smacking or shaking.

o Shout or raise voices in a threatening way in response to inconsiderate behaviour.

Rough and tumble play, hurtful behaviour and bullying

Young children often engage in play that has aggressive themes – such as superhero and weapon play. We recognise that some children appear pre-occupied with these themes, but we do not view their behaviour as necessarily a precursor to hurtful behaviour.

We discourage gun/weapon play when it is directed at or upsetting other children. We do not have any toy guns at the playgroup and we do not allow any to be bought in from home.

Hurtful behaviour

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

§ We recognise that young children require help in understanding the range of feelings they experience. We help children recognise their feelings by naming them and helping children to express them, making a connection verbally between the event and the feeling.

§ We help young children learn to empathise with others, understanding that they have feelings too and that their actions impact on others’ feelings.

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

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Other useful Pre-school Learning Alliance publications

§ The Social Child (2007)

Policy 14 - Animals in the setting

Policy Statement

Children learn about the natural world, its animals and other living creatures, as part of the Early Years Foundation Stage curriculum. This may include contact with animals, or other living creatures, either in the setting or in visits. We aim to ensure that this is in accordance with sensible hygiene and safety controls.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.4 Health and well-being	2.3 Supporting learning	3.3 The learning environment	4.1 Play and exploration 4.4 Knowledge and understanding of the world

Procedures

Animals in the setting as pets

§ We take account of the views of parents and children when selecting an animal or creature to keep as a pet in the setting.

§ We carry out a risk assessment with a knowledgeable person accounting for any hygiene or safety risks posed by the animal or creature.

§ We provide suitable housing for the animal or creature and ensure this is cleaned out regularly and is kept safely.

§ We ensure the correct food is offered at the right times.

§ We make arrangements for weekend and holiday care for the animal or creature.

§ We register with the local vet and take out appropriate pet care health insurance.

§ We make sure all vaccinations and other regular health measures, such as de-worming are up-to-date and recorded.

§ Children are taught correct handling and care of the animal or creature and are supervised.

§ Children wash their hands after handling the animal or creature and do not have contact with animal soil or soiled bedding.

§ Staff wear disposable gloves when cleaning housing or handling soiled bedding.

§ If animals or creatures are brought in by visitors to show the children they are the responsibility of the owner.

§ The owner carries out a risk assessment, detailing how the animal or creature is to be handled and how any safety or hygiene issues will be addressed.

Legal framework

§ The Management of Health and Safety at Work Regulations 1999
www.opsi.gov.uk/SI/si1999/19993242.htm

Further guidance

§ Health and Safety Regulation…a short guide (HSE 2003)
www.hse.gov.uk/pubns/hsc13.pdf

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 15 - Administering medicines

Policy statement

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

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

These procedures are written in line with current guidance in ‘Managing Medicines in Schools and Early Years Settings; the manager is responsible for ensuring all staff understand and follow these procedures.

The Manager or her Deputy is responsible for the correct administration for the child.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.4 Health and well-being	2.2 Parents as partners 2.4 Key person	3.2 Supporting every child

Procedures

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

· Only prescribed medication is administered. It must be in-date and prescribed for the current condition.

· Children's prescribed medicines are stored in their original containers, are clearly labelled and are inaccessible to the children.

• Parents give prior written permission for the administration of medication. Parents must fill in the medication book and staff members will also complete the details.

· We use the Pre-school Learning Alliance’s publication Medication Record for recording administration of medicine and comply with the detailed procedures set out in that publication.

· In addition to the Medication Record we would ask parents of children who have long term/serious medical conditions (e.g. allergies or respiratory problem) to fill in a Health Care Plan which gives all staff more detailed information/permission on exactly how the parent wishes the care/treatment to administered.

Storage of medicines

§ All medication is stored safely away from children.

§ The Manager or Deputy Manager is responsible for ensuring medicine is handed back at the end of the day to the parent.

§ For some conditions, medication may be kept in the setting. It is the parents responsibility to ensure that any medicines given to the playgroup to administer are in date.

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

§ If rectal diazepam is given another member of staff must be present and co-signs the record book.

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

Managing medicines on trips and outings

§ The staff member responsible for the outing would be fully brief on the child’s medication and would be responsible for its safe administration and keeping.

Legal framework

§ Medicines Act (1968)

Further guidance

§ Managing Medicines in Schools and Early Years Settings (DfES 2005)
http://publications.teachernet.gov.uk/eOrderingDownload/1448-2005PDF-EN-02.pdf

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Other useful Pre-school Learning Alliance publications

§ Medication Record (2006)

§ Register and Outings Record (2006)

Policy 16 - Managing children with allergies, or who are sick or infectious (including reporting notifiable diseases)

Policy statement

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

EYFS Key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.2 Inclusive practice 1.4 Health and well-being	2.2 Parents as partners 2.4 Key person	3.2 Supporting every child

Procedures for children with allergies

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

§ A list of allergies is displayed in the kitchen for all staff to see.

Insurance requirements for children with allergies and disabilities

§ The insurance will automatically 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 your insurance provider must be obtained to extend the insurance.

At all times the administration of medication must be compliant with the Welfare Requirements of the Early Years Foundation Stage and follow procedures based on advice given in Managing Medicines in Schools and Early Years Settings (DfES 2005)

Oral Medication

Asthma inhalers are now regarded as "oral medication" by insurers and so documents do not need to be forwarded to your insurance provider.

§ Oral medications must be prescribed by a GP or have manufacturer’s instructions clearly written on them.

§ The group must be provided with clear written instructions on how to administer such medication.

§ All risk assessment procedures need to be adhered to for the correct storage and administration of the medication.

§ The group 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 your insurance provider.

Life saving medication & invasive treatments

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

§ The setting 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 staff to administer medication; and

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

§ Copies of all three letters relating to these children must first be sent to the Pre-school Learning Alliance Insurance Department for appraisal (if you have another provider, please check their procedures with them). Confirmation will then be issued in writing confirming that the insurance has been extended.

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

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

§ Key person to have the relevant medical training/experience, which may include those who have received appropriate instructions from parents or guardians, or who have qualifications.

§ Copies of all letters relating to these children must first be sent to the Pre-school Learning Alliance Insurance Department for appraisal (if you have another provider, please check their procedures with them). Written confirmation that the insurance has been extended will be issued by return.

If you are unsure about any aspect, contact the Pre-school Learning Alliance Insurance Department on 020 7697 2585 or email membership@pre-school.org.uk.

Procedures for children who are sick or infectious

§ If children appear unwell during the day – have a temperature, sickness, diarrhoea or pains, particularly in the head or stomach – the manager calls the parents and asks them to collect the child, or send a known carer to collect on their behalf.

§ If a child has a temperature, they are kept cool.

§ In extreme cases of emergency the child should be taken to the nearest hospital and the parent informed.

§ Parents are asked to take their child to the doctor before returning them to playgroup; the playgroup can refuse admittance to children who have a temperature, sickness and diarrhoea or a contagious infection or disease.

§ After sickness/diarrhoea, parents are asked to keep children home for 48 hours after the last bout of sickness and/or a formed stool is passed.

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

Reporting of ‘notifiable diseases’

§ If a child or adult is diagnosed suffering from a notifiable disease under the Public Health (Infectious Diseases) Regulations 1988, the GP will report this to the Health Protection Agency.

§ When the setting becomes aware, or is formally informed of the notifiable disease, the manager informs Ofsted and acts on any advice given by the Health Protection Agency.

HIV/AIDS/Hepatitis procedure

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

§ Single use vinyl gloves and aprons are worn when changing children’s nappies, pants and clothing that are soiled with blood, urine, faeces or vomit.

§ Soiled nappies and clothing is rinsed and either bagged for parents to collect.

§ Spills of blood, urine, faeces or vomit are cleared using mild disinfectant solution and mops; cloths used are disposed of.

§ Tables and other furniture, furnishings or toys affected by blood, urine, faeces or vomit are cleaned using a disinfectant.

Nits and head lice

§ Nits and head lice are not an excludable condition.

§ On identifying cases of head lice, all parents are informed and asked to treat their child.

Further guidance

§ Managing Medicines in Schools and Early Years Settings (DfES 2005)
http://publications.teachernet.gov.uk/eOrderingDownload/1448-2005PDF-EN-02.pdf

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 17 - Nappy changing

Policy statement

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

We see toilet training as a self-care skill that children have the opportunity to learn with the full support and non-judgemental concern of adults.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.2 Inclusive practice 1.4 Health and well-being	2.2 Parents as partners 2.4 Key person	3.2 Supporting every child

Procedures

§ Parents are expected to provide sufficient nappies, wipes and nappy sacks for their own child in a named bag (along with a change of clothes).

§ Changing areas are warm and there are safe areas to lay young children if they need to have their bottoms cleaned.

§ Gloves and aprons are put on before changing starts and the areas are prepared.

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

§ Older children access the toilet when they have the need to and are encouraged to be independent.

§ Nappies and ’pull ups’ are bagged for the parent to take home.

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 18 - Food and drink

Policy statement

This setting regards snack and meal times as an important part of the setting's day. Eating represents a social time for children and adults and helps children to learn about healthy eating. We promote healthy eating using resources.

EYFS Key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.4 Health and well-being	2.1 Respecting each other 2.2 Parents as partners 2.4 Key person	3.2 Supporting every child 3.4 The wider context	4.4 Personal, social and emotional development

Procedures

We follow these procedures to promote healthy eating in our setting.

§ Anit-bacterial liquid and normal hand washing facilities are available for both children and the staff.

§ Before a child starts to attend the setting, we find out from parents their children's dietary needs, including any allergies. (See the Managing Children with Allergies policy.)

§ We record information about each child's dietary needs in her/his registration record and parents sign the record to signify that it is correct.

§ The onus is on the parents to ensure that our records of their children's dietary needs - including any allergies - are up-to-date.

§ We display current information about individual children's dietary needs so that all staff and volunteers are fully informed about them.

§ We organise meal and snack times so that they are social occasions in which children and staff participate.

§ We use meal and snack times to help children to develop independence through making choices, serving food and drink and feeding themselves.

§ We provide children with utensils that are appropriate for their ages and stages of development and that take account of the eating practices in their cultures.

§ We inform the children that they can ask for water at any time during the day.

§ In order to protect children with food allergies, we discourage children from sharing and swapping their food with one another.

§ For children who drink milk, we provide whole pasteurised milk.

Packed lunches

§ We run a successful lunch club for the children in our afternoon session. Parents are asked to provide their child with a healthy packed lunch.

§ We encourage that any perishable contents of packed lunches are kept cool.

§ Parents are provided with guidelines on healthy eating.

§ We would reserve the right to send home any confectionery or fizzy drinks unopened.

§ Staff sit with children to eat their lunch so that the mealtime is a social occasion.

Legal Framework

§ Regulation (EC) 852/2004 of the European Parliament and of the Council on the hygiene of foodstuffs

Further guidance

§ Safer Food, Better Business
www.food.gov.uk/foodindustry/regulation/hygleg/hyglegresources/sfbb/

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Other useful Pre-school Learning Alliance publications:

§ Nutritional Guidance for the Under Fives (2005)

Policy 19 - First aid

Policy statement

In our setting staff are able to take action to apply first aid treatment in the event of an accident involving a child or adult. All our staff are paediatric first aid trained. The training is renewed every three years.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe 1.4 Health and well-being	2.2 Parents as partners 2.4 Key person	3.2 Supporting every child 3.4 The wider context

Procedures

The First Aid Kit

§ Our first aid kit complies with the Health and Safety (First Aid) Regulations

§ The first aid box is easily accessible to adults and is kept out of the reach of children.

§ No un-prescribed medication is given to children, parents or staff.

§ At the time of admission to the setting, parents' written permission for emergency medical advice or treatment is sought. Parents sign and date their written approval.

Legal framework

§ Health and Safety (First Aid ) Regulations (1981)

Further guidance

§ First Aid at Work: Your questions answered (HSE 1997)
www.hse.gov.uk/pubns/indg214.pdf

§ Basic Advice on First Aid at Work (HSE 2006)
www.hse.gov.uk/pubns/indg347.pdf

§ Guidance on First Aid for Schools (DfEE)
www.teachernet.gov.uk/_doc/4421/GFAS.pdf

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 20 – Safeguarding children from the sun

Policy statement

Children’s safety is maintained as the highest priority. Every attempt is made to protect our children from the harmful rays of the sun.

Procedures

Parents are responsible for administering suitable sun tan lotion to their child before every session, during hot weather periods. Staff members will top-up sun tan lotion, when they deem it appropriate, to exposed areas (arms, legs, face) if a named bottle is present in the child’s bag (unless the parent specifically asks the playgroup staff not to do this).

All children will be required to wear a hat. Parents should send in suitable headwear. Spare hats will be kept at playgroup.

Children should wear suitable clothing and footwear for outdoor play. Children with sensitive skin should wear t-shirts to cover delicate areas such as shoulders.

Drinking water will be available at all times.

Areas of shade will always be made available.

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 21 - Employment and staffing

(Including vetting, contingency plans, training and development)

Policy Statement

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

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe	2.4 Key person	3.4 The wider context

Procedures

Ratios

§ To meet this aim we use the following ratios of adult to children:

o children aged two years of age: 1 adult : 4 children; and

o children aged three to seven years of age: 1 adult : 8 children.

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

§ We use a key person approach to ensure that each child has a named member of staff with whom to form a relationship and who plans with parents for the child's well-being and development in the setting. The key person meets regularly with the family for discussion and consultation on their child's progress.

§ We hold regular staff meetings to undertake curriculum planning and to discuss children's progress, their achievements and any difficulties that may arise from time to time.

Vetting and staff selection

§ We work towards offering equality of opportunity by using non-discriminatory procedures for staff recruitment and selection.

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

§ We welcome applications from all sections of the community. Applicants will be considered on the basis of their suitability for the post, regardless of marital status, age, gender, culture, religious belief, ethnic origin or sexual orientation. Applicants will not be placed at a disadvantage by our imposing conditions or requirements that are not justifiable.

§ We use Ofsted guidance on obtaining references and enhanced criminal record checks through the Criminal Records Bureau for staff and volunteers who will have unsupervised access to children. This is in accordance with requirements under the Safeguarding Vulnerable Groups Act 2006 for the vetting and barring scheme.

§ We keep all records relating to employment of staff and volunteers, in particular those demonstrating that checks have been done, including the date and number of the enhanced CRB check.

Changes to staff

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

Training and staff development

§ Our setting leader and deputy hold the CACHE Level 3 Diploma in Pre-school Practice or an equivalent qualification and a minimum of half of our staff hold the CACHE Level 2 Certificate in Pre-school Practice or an equivalent or higher qualification.

§ We provide regular in-service training to all staff through the Pre-school Learning Alliance and external agencies.

§ We provide staff induction training in the first week of employment. This induction includes our key policies including Health and Safety Policy and Safeguarding Children and Child Protection Policy.

§ We support the work of our staff by holding regular supervision meetings and appraisals.

§ We are committed to recruiting, appointing and employing staff in accordance with all relevant legislation and best practice.

Managing staff absences and contingency plans for emergencies

§ We request where possible that our staff take their holiday breaks when the setting is closed. Where staff may need to take time off, this is agreed with the manager with sufficient notice.

§ The managers organises staff annual leave so that ratios are not compromised.

§ Where staff are unwell and take sick leave in accordance with their contract of employment, we organise cover to ensure ratios are maintained.

§ Sick leave is monitored and action is taken where necessary in accordance with the contract of employment.

§ In the unlikely event of insufficient numbers of staff/volunteers being able to work due to sickness or any other unforeseen reason then the playgroup would need to close.

This policy was adopted at a meeting of	name of setting
Held on	(date)
Date to be reviewed	(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Other useful Pre-school Learning Alliance publications

§ Employment in Early Years Settings (2007)

Policy 22 - Induction of staff, volunteers and managers

Policy Statement

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

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe	2.4 Key person	3.2 Supporting every child

Procedures

§ We have a checklist for inducting all new staff, which includes the following:

§ Introductions to all staff and volunteers

§ Familiarising with the building, health and safety and fire procedures.

§ Ensuring our policies and procedures have been read and are carried out.

§ Details of the tasks and daily routines to be completed.

§ The manager or a senior staff member inducts new staff and volunteers.

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Other useful Pre-school Learning Alliance publications

§ Employment in Early Years Settings (2007)

Policy 23 - Student placements

Policy Statement

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

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

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe	2.2 Parents as partners	3.4 The wider context

Procedures

§ We require schools placing students under the age of 17 years with the setting to vouch for their good character.

§ We supervise students under the age of 17 years at all times and do not allow them to have unsupervised access to children.

§ Students undertaking qualification courses who are placed in our setting on a short term basis are not counted in our staffing ratios.

§ We take out employers' liability insurance and public liability insurance, which covers both trainees and voluntary helpers.

§ We require students to keep to our confidentiality policy.

§ We co-operate with students' tutors in order to help students to fulfil the requirements of their course of study.

§ We provide students, at the first session of their placement, with a short induction on how our setting is managed, how our sessions are organised and our policies and procedures.

§ We communicate a positive message to students about the value of qualifications and training.

§ We make the needs of the children paramount by not admitting students in numbers that hinder the essential work of the setting.

§ We ensure that trainees and students placed with us are engaged in bona fide early years training, which provides the necessary background understanding of children's development and activities.

This policy was adopted at a meeting of	name of setting
Held on	(date)
Date to be reviewed	(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 24 - Risk assessment

Policy statement

Our playgroup promotes a healthy lifestyle and a high standard of hygiene and safety in its day-to-day work with children and adults. Our building was purpose-built in 2007 and the health and safety of the children and the staff/volunteers was top-of-mind in its design.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe		3.3 The learning environment 3.4 The wider context

Procedures

We will do this by ensuring:

§ The premises are clean, well lit, adequately ventilated and maintained and in a suitable state of repair and decoration.

§ Regular inspection of the premises by qualified professionals.

§ Regular inspection/repair and replacement of equipment and resources.

§ Carrying out risk assessment yearly, drawing up action plan to deal with any area of concern

§ We conduct a daily safety check which includes clearing the outside area of litter.

§ Fire procedure

§ The playgroup doors will be kept locked when children are in attendance and the gate when children are outside.

§ The playgroup operates a non-smoking policy.

Legal framework

§ Management of Health and Safety at Work Regulations 1992

Further guidance

§ Five Steps to Risk Assessment (HSE 2006)
www.hse.gov.uk/pubns/indg163.pdf

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Other useful Pre-school Learning Alliance publications

§ Risk Management in Early Years Settings (2007)

Policy 25 - Health and safety general standards

Policy statement

This setting believes that the health and safety of children is of paramount importance. We make our setting a safe and healthy place for children, parents, staff and volunteers. The children are encourage to manage their own risks.

§ We aim to make children, parents and staff aware of health and safety issues and to minimise the hazards and risks to enable the children to thrive in a healthy and safe environment.

§ Our members of staff responsible for health and safety are the Manager and Deputy Manager.

§ They are competent to carry out these responsibilities.

§ He/she has undertaken health and safety training and regularly updates their knowledge and understanding.

§ We display the necessary health and safety poster in the office.

Insurance cover

We have public liability insurance and employers' liability insurance. The certificate for public liability insurance is displayed in the office.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe 1.4 Health and well-being		3.3 The learning environment

Procedures

Awareness raising

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

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

§ We operate a no smoking policy.

§ Staff must not come to work under the influence of alcohol, drugs or any illegal substances

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

Safety of adults

§ Adults are provided with guidance about the safe storage, movement, lifting and erection of large pieces of equipment.

§ When adults need to reach up to store equipment or to change light bulbs they are provided with safe equipment to do so.

§ All warning signs are clear and in appropriate languages.

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

§ We keep all cleaning chemicals in their original containers.

Doors

§ We take precautions to prevent children's fingers from being trapped in doors.

Floors

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

Electrical equipment

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

§ Our meter cupboard is not accessible to the children.

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

§ Storage heaters are checked daily to make sure they are not covered.

§ There are sufficient sockets to prevent overloading.

§ The temperature of hot water is controlled to prevent scalds.

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

Storage

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

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

Outdoor area

§ Our outdoor area is securely fenced and the gate is padlocked when the children are playing.

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

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

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

§ All outdoor activities are supervised at all times.

Hygiene

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

§ We have a daily cleaning routine for the setting.

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

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

§ We implement good hygiene practices by:

• cleaning tables between activities;
• cleaning toilets regularly;
• wearing protective clothing - such as aprons and disposable gloves - as appropriate;
• providing sets of clean clothes;
• providing paper towels, tissues and wipes.

Activities and resources

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

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

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

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

§ Sand is clean and suitable for children's play.

§ Physical play is constantly supervised.

§ Children are taught to handle and store tools safely.

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

Legal Framework

§ Health and Safety at Work Act (1974)

§ Management of Health and Safety at Work Regulations 1992

§ Electricity at Work Regulations 1989

§ Control of Substances Hazardous to Health Regulations(COSHH)
(2002)

§ Manual Handling Operations Regulations 1992 (as amended)

§ Health and Safety (Display Screen Equipment) Regulations 1992

Further guidance

§ Health and Safety Law: What you Should Know (HSE 1999)
www.hse.gov.uk/pubns/law.pdf

§ Health and Safety Regulation…a Short Guide (HSE 2003)
www.hse.gov.uk/pubns/hsc13.pdf

§ Electrical Safety and You (HSE 1998)
www.hse.gov.uk/pubns/indg231.pdf

§ COSHH: A Brief Guide to the Regulations (HSE 2005)
www.hse.gov.uk/pubns/indg136.pdf

§ Manual Handling – Frequently Asked Questions (HSE)
www.hse.gov.uk/contact/faqs/manualhandling.htm

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 26 - Fire safety and emergency evacuation

Policy Statement

We ensure our premises present minimal risk of fire by ensuring the highest possible standard of fire precautions. The person in charge and staff are familiar with the current legal requirements. Where necessary we seek the advice of a competent person.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe		3.3 The learning environment 3.4 The wider context

Procedures

§ The basis of fire safety is risk assessment. These are carried out by a ‘competent person’.

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

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

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

• clearly displayed in the premises;
• explained to new members of staff, volunteers and parents; and
• practised regularly at least once every six weeks.

§ Records are kept of fire drills and the servicing of fire safety equipment.

Emergency evacuation procedure

Our emergency fire procedure is displayed in the office.

A register is taken on arrival of children and the number of children and adults is recorded. A fire drill will be carried out – to practice the emergency evacuation every term. The fire alarm system will be checked regularly. New staff, volunteers and students will be advised of the fire drill and will have no responsibility other than to get themselves outside safely.

In the event of a fire:

Member of staff who detects the emergency, if not in main hall area closes the door – and sets off the nearest alarm by breaking the glass. Detectors can be found in the home corner by the fire exit, craft area, and front entrance foyer – making sure all visitors are aware of the emergency.

On hearing the alarm staff members will immediately lead children outside by the nearest emergency exit, taking the children across the grass to the double gates at the top end of the grass area leading to fields (assembly point). Volunteers, students and helpers will leave the building with the staff and children. Staff in outdoor play area will lead the children through the gate to the assembly point without re-entering the building.

Where possible a staff member will take the register with them.

At the assembly point the children and adults will be counted and then the register taken.

The Manager and other senior members of staff will check the accessible toilet, cloakroom area, children’s toilets, kitchen, store room and office to ensure that no adults or children are on the premises. Once clear they will leave the building as quickly as possible, closing fire doors/doors as areas are checked and making sure the register and mobile are taken out of the building.

Once everyone is safely evacuated the emergency services and St. Margaret’s school will be notified as soon as possible.

Children will be kept calm and everyone will wait at the evacuation point until all clear is given.

No personal items/coats or bags are to be collected.

Parents/carers will be notified of where they can safely collect their children.

The senior staff member will liaise with the fire officers.

Legal framework

§ Regulatory Reform (Fire Safety) Order 2005
www.opsi.gov.uk/si/si2005/20051541.htm

Further guidance

§ Fire Safety Risk Assessment - Educational Premises ( HMG 2006)
www.communities.gov.uk/publications/fire/firesafetyrisk6

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 27 – Emergency Closure Policy

Policy Statement

Whilst every endeavour is made to stick to our advertised term dates there may be rare occasions when we have to close unexpectedly. This policy sets out the circumstances when this may be necessary, along with our procedures for closing and re-opening.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe

Procedures

§ The following circumstances may prompt an emergency closure:

o If the building were unsafe for any reason

o If the surrounding pathways and roads were deemed unsafe

o If insufficient staff were unexpectedly able to work (this could be due to illness or weather condition or any other reason) which would compromise our child/adult ratios and/or ratios of qualified staff.

o If we were advised to close by an official advisory body for any reason – for example, to prevent the spread of a pandemic amongst children and/or staff

o Any other reason which compromised the safety and/or well being of our children or staff.

§ The Manager (or in her absence, The Deputy Manager) will make a decision about an emergency closure. If there is any doubt, members of the Committee may also be consulted.

§ The Manager and/or her Deputy would notify all staff by phone and/or text message.

§ In the unlikely event that we had to close at short notice parents would be notified as follows (if possible):

o A notice would be placed on the playgroup door advising of the reason for the closure and the expected re-opening date (where it is possible to say this)

o Wave 105 fm would be notified of the closure. They broadcast school/playgroup/nursery closures and post the information on their website (www.wave105.com)

o A message would be placed on our answer phone.

o Parents may also be phoned.

§ If parents are uncertain about when the playgroup will re-open they should phone the playgroup for further information. If the phone is unanswered during playgroup hours it is likely that the playgroup is still shut. The notices on the door, Wave 105 and the answer phone, where possible, will be regularly updated.

§ OFSTED would be informed of our unexpected closure.

§ It may be that parents could be asked to help out to avoid an emergency closure.

§ Parents who have paid in advance would be refunded for any missed sessions.

Policy 28 - Recording and reporting of accidents and incidents

(Including procedure for reporting to HSE, RIDDOR)

Policy Statement

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

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe 1.4 Health and well-being	2.2 Parents as partners 2.4 Key person	3.4 The wider context

Procedures

Our accident book:

§ is kept safely and accessibly;

§ is accessible to all staff who know how to complete it; and

§ is reviewed at least yearly to identify any potential or actual hazards.

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

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

Dealing with incidents

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

§ any accident to a member of staff requiring treatment by a general practitioner or hospital; and

§ any dangerous occurrences. This may be an event that causes injury or fatalities or an event that does not cause an accident but could have done.

§ Any paperwork relating to an incident would be kept in the office.

Legal framework

§ Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR 1995)

Further guidance

§ RIDDOR Guidance and Reporting Form
www.hse.gov.uk/riddor/index.htm

This policy was adopted at a meeting of	name of setting
Held on	(date)
Date to be reviewed	(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Other useful Pre-school Learning Alliance publications

§ Accident Record (2008)

Policy 29 - Food hygiene

(Including procedure for reporting food poisoning)

Policy statement

Our morning session children bring in a fruit snack.

Our afternoon session children bring in a packed lunch from home and eat it immediately on arrival.

We may offer other additional snacks e.g. when learning about different cultures/festivals or we may do cooking activities with the children.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe		3.3 The learning environment 3.4 The wider context

Procedures

§ At least one person has an in-date Food Hygiene Certificate.

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

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

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

§ All surfaces are clean and non-porous.

§ All utensils, crockery etc are clean and stored appropriately.

§ Waste food is disposed of daily.

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

§ Hands will always be washed under running water before handling food; and or use suitable bacterial handwash.

§ Staff will not be involved in handling food or preparation if suffering from any infections/contagious illness or skin trouble.

§ Staff will never cough or sneeze over food, if this should occur food will be disposed of.

§ Staff will wash fresh fruit and vegetables thoroughly before use.

§ Children do not have unsupervised access to the kitchen.

§ When children take part in cooking activities, they:

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

Legal Framework

§ Regulation (EC) 852/2004 of the European Parliament and of the Council on the hygiene of foodstuffs

Further guidance

§ Safer Food Better Business (Food Standards Agency)
www.food.gov.uk/foodindustry/regulation/hygleg/hyglegresources/sfbb/sfbbcaterers

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 30 - Admissions

Policy Statement

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

We have a welcome pack which is given to all prospective parents and carers who enquire about places at the playgroup. We have a registration form which must be completed to secure a place in playgroup or on our waiting list. There is a £10 registration fee which covers the administration and a t-shirt with the William Older logo on it.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.2 Inclusive practice	2.1 Respecting each other	3.3 The learning environment 3.4 The wider environment

Procedures

§ We ensure that the existence of our setting is widely advertised in places accessible to all sections of the community.

§ We ensure that information about our setting is accessible, in written and spoken form.

§ We arrange our waiting list on a first come first served basis.

§ We keep a place vacant, if possible, to accommodate an emergency admission.

§ We describe our setting and its practices in terms that make it clear that it welcomes both fathers and mothers, other relations and other carers, including childminders.

§ We welcome all irrespective of gender, special educational needs, disabilities, social background, religion, ethnicity or from English being a newly acquired additional language.

§ We describe our setting and its practices in terms of how it enables children and/or parents with disabilities to take part in the life of the setting, where reasonably possible.

§ We monitor the gender and ethnic background of children joining the group.

§ We make our Equal Opportunities Policy widely known.

§ We are flexible about attendance patterns to accommodate the needs of individual children and families.

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 31 - The role of the key person and settling-in

Policy Statement

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

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

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

They key person role is set out in the Welfare Requirements of the Early Years Foundation Stage. Each setting must offer a key person for each child.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.2 Inclusive practice 1.3 Keeping safe 1.4 Health and well-being	2.2 Parents as partners 2.4 Key person	3.2 Supporting every child 3.3 The learning environment	4.4 Personal, social and emotional development

Procedures

§ We allocate a key person once the child starts at the playgroup.

§ The key person is responsible for the induction of the family and for settling the child into our setting.

§ The key person works with the parent to plan and deliver a personalised plan (Learning Journal) for the child’s well-being, care and leaning.

§ The key person/Manager acts as the key contact for the parents and has links with other carers involved with the child, such as a childminder, and co-ordinates the sharing of appropriate information about the child’s development with those carers.

§ A key person is responsible for developmental records and for sharing information on a regular basis with the child’s parents to keep those records up-to-date, reflecting the full picture of the child in our setting and at home.

§ In the absence of the key person, parents/carers are encouraged to speak to the Manager.

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

Settling-in

§ Before a child starts to attend the setting, we use a variety of ways to provide his/her parents with information. These include written information (including our welcome pack, website and policies), displays about activities available within the setting, information days and evenings and individual meetings with parents.

§ During the half-term before a child is enrolled, we provide opportunities for the child and his/her parents to visit the setting.

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

§ We have an expectation that the parent, carer or close relative, will stay for most of the session during the first week, gradually taking time away from their child, increasing this as and when the child is able to cope.

§ Younger children will take longer to settle in, as will children who have not previously spent time away from home. Children who have had a period of absence may also need their parent to be on hand to re-settle them.

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

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

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

§ Within the first four to six weeks of starting we discuss and work with the child's parents to start to create their child's Learning Journal.

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 32 - Payment of Fees

Policy statement

To ensure the smooth running of William Older Playgroup, fees must be invoiced and paid promptly.

Procedures

§ When a child joins William Older Playgroup the parents/carers are asked to sign our contract. A copy of this document is included in the Policy Portfolio. In summary, the contract details:

The session times

The session fees

Fees payable (at the Playgroup’s discretion) if parents/carers are late collecting their children

When invoices will be issued

Our payment terms

Penalty fees (at the Playgroup’s discretion) for late payment of fees

§ As a registered charity we believe that as many children as possible should be offered the chance to attend the playgroup. An inability to pay fees on time as a result of genuine financial hardship will be viewed sympathetically. Any difficulties in paying fees should be discussed confidentially as soon as possible with the Playgroup’s Manager. In extreme circumstances the management committee can consider discretionary options.

This policy was adopted at a meeting of	name of setting
Held on	(date)
Date to be reviewed	(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 33 - Parental involvement

Policy Statement

We believe that children benefit most from early years education and care when parents and settings work together in partnership.

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

Some parents are less well represented in early years settings; these include fathers, parents who live apart from their children but who still play a part in their lives as well as working parents. In carrying out the following procedures, we will ensure all parents are included.

When we refer to ‘parents’ we mean both mothers and fathers; these include both natural or birth parents as well as step-parents and parents who do not live with their children, but have contact with them and play a part in their lives. ‘Parents’ also includes same sex parents as well as foster parents.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.2 Inclusive practice 1.4 Health and well-being	2.1 Respecting each other 2.2 Parents as partners 2.3 Supporting learning 2.4 Key person	3.2 Supporting every child

Procedures

§ We consult with all parents to find out what works best for them.

§ We ensure ongoing dialogue with parents to improve our knowledge of the needs of their children and to support their families.

§ We inform all parents about how the setting is run and its policies through access to written information and through regular informal communication. We have a noticeboard in the entry/cloakroom area that parents are encouraged to check. Termly newsletters are sent out to each family plus other ad-hoc letters, as appropriate. We check to ensure parents understand the information that is given to them.

§ We encourage and support parents to play an active part in the governance and management of the setting.

§ We inform all parents on a regular basis about their children's progress. We have pre-arranged evenings to discuss progress with parents/carers but are also available at other times and/or to discuss any concerns in confidence. Parents are made aware of this by information provided in the regular newsletters and in the welcome pack.

§ We involve parents in the shared record keeping about their children - either formally or informally - and ensure parents have access to their children's Learning Journal.

§ We provide opportunities for parents to contribute their own skills, knowledge and interests to the activities of the setting.

§ We inform parents about relevant conferences, workshops and training.

§ We consult with parents about the times of meetings to avoid excluding anyone.

§ We provide information about opportunities to be involved in the setting in ways that are accessible to parents with basic skills needs, or those for whom English is an additional language.

§ We hold meetings in venues that are accessible and appropriate for all.

§ We welcome the contributions of parents, in whatever form these may take.

§ We inform all parents of the systems for registering queries, complaints or suggestions and check to ensure these are understood. All parents have access to our written complaints procedure.

§ We provide opportunities for parents to learn about the curriculum offered in the setting and about young children's learning, in the setting and at home.

In compliance with the Welfare Requirements, the following documentation is in place:

§ Admissions policy.

§ Complaints procedure.

§ Record of complaints.

§ Developmental records of children.

This policy was adopted at a meeting of	name of setting
Held on	(date)
Date to be reviewed	(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Other useful Pre-school Learning Alliance publications

§ Child Protection Record (2007)

§ Looking at Learning Together (2005)

§ Summary Complaints Record (2006)

Policy 34 - Working in partnership with other agencies

Policy Statement

We work in partnership with local and national agencies to promote the well-being of all children.

EYFS Key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.3 Keeping safe 1.4 Health and well-being	2.1 Respecting each other	3.4 The wider context

Procedures

§ We work in partnership or in tandem with, local and national agencies to promote the well-being of children.

§ Procedures are in place for sharing of information about children and families with other agencies. These are set out in the Information Sharing Protocol, Safeguarding Children procedures and the Special Educational Needs Procedures.

§ Information shared by other agencies with us is regarded as third party information. This is also kept in confidence and not shared without consent from that agency.

§ When working in partnership with staff from other agencies, we make those individuals welcome in the setting and their professional roles are respected.

§ We follow the protocols for working with agencies, for example on child protection.

§ Staff from other agencies do not have unsupervised access to the child they are visiting in the setting and do not have unsupervised access to any other child(ren) during their visit.

§ Our staff do not casually share information or seek informal advice about any named child/family.

§ When necessary we consult with local and national agencies who offer a wealth of advice and information that help us develop understanding of issues facing us and who can provide support and information for parents. For example, ethnic/cultural organisations, drug/alcohol agencies, welfare rights advisors or organisations promoting childcare and education, or adult education.

This policy was adopted at a meeting of	name of setting
Held on	(date)
Date to be reviewed	(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 35 - Children’s records

Policy Statement

There are record keeping systems in place that meet legal requirements; means of storing and sharing that information take place within the framework of the Data Protection Act and the Human Rights Act.

This policy and procedure is taken in conjunction with the Confidentiality Policy and our procedures for information sharing.

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.2 Inclusive practice	2.1 Respecting each other	3.1 Observation, assessment and planning

Procedures

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

Developmental records

§ These include observations of children in the setting, photographs and samples of their work and summary developmental reports.

§ These are usually kept on the premises and can be freely accessed, and contributed to, by staff, the child and the child’s parents.

§ Staff members often share the Learning Journals with the children.

§ Staff, on occasions, may take children’s Learning Journals home with them to update them.

Personal records

§ These include registration and admission forms, signed consent forms, and correspondence concerning the child or family, reports or minutes from meetings concerning the child from other agencies, an ongoing record of relevant contact with parents, and observations by staff on any confidential matter involving the child, such as developmental concerns or child protection matters.

§ These confidential records are stored in a lockable file or cabinet and are kept secure by the person in charge in the office in a locked drawer. Parents have access, in accordance with our Client Access to Records policy, to the files and records of their own children but do not have access to information about any other child.

§ Staff will not discuss personal information given by parents with other members of staff, except where it affects planning for the child's needs. Staff induction includes an awareness of the importance of confidentiality in the role of the key person.

§ We retain children’s records for three years after they have left the setting. These are kept in a secure place.

Other records

§ Issues to do with the employment of staff, whether paid or unpaid, remain confidential to the people directly involved with making personnel decisions.

§ Students on Pre-school Learning Alliance or other recognised qualifications and training, when they are observing in the setting, are advised of our confidentiality policy and are required to respect it.

Photographs

§ We use photographs for a variety of reasons including for illustrating points for the children’s Learning Journals.

§ Parents are asked to give their consent for photographs being taken when they join the playgroup. This is included in our welcome pack.

§ If parents are not comfortable with photographs being taken for any reason – no photographs of these children will be taken.

§ Staff are not permitted to use mobile phones for taking photographs at the playgroup.

§ All photographs are taken on a playgroup owned camera and are printed at playgroup or at a reputable retailer e.g. Boots.

§ Parents are not permitted to post any photographs of their own children at playgroup on social networking sites e.g. Facebook.

Legal Framework

§ Data Protection Act 1998

§ Human Rights Act 1998

Further guidance

§ Information Sharing: Practitioners’ Guide (DfES 2006)

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Policy 36 - Provider records

Policy Statement

We keep records for the purpose of maintaining our business. These include:

§ Records pertaining to our registration.

§ Landlord/lease documents and other contractual documentation pertaining to amenities, services and goods.

§ Financial records pertaining to income and expenditure.

§ Risk assessments.

§ Employment records of staff – we keep a record of the number of the CRB unique reference number and the date of issue, for as long as that staff member is employed but shred the paper confirmation immediately.

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

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

EYFS key themes and commitments

A Unique Child	Positive Relationships	Enabling Environments	Learning and Development
1.2 Inclusive practice	2.1 Respecting each other	3.3 The learning environment

Procedures

§ All records are the responsibility of the Manager who ensure they are kept securely.

§ All records are kept in an orderly way in files and filing is kept up-to-date.

§ Financial records are kept up-to-date for audit purposes.

§ Health and safety records are maintained; these include risk assessments, details of checks or inspections and guidance etc.

§ Our Ofsted registration certificate is displayed.

§ Our Public Liability insurance certificate is displayed.

§ All our employment and staff records are kept securely and confidentially.

Legal framework

§ Data Protection Act 1998

§ Human Right s Act 1998

This policy was adopted at a meeting of	WILLIAM OLDER PLAYGROUP	name of setting
Held on		(date)
Date to be reviewed		(date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)

Other useful Pre-school Learning Alliance publications

§ Accident Record (2008)

§ Accounts Record (2005)

§ Child Protection Record (2007)

§ Employment in Early Years Settings (2007)

§ Finance in Early Years Settings (2005)

§ Medication Record (2006)

§ Register and Outings Record (2006)

§ Risk Management in Early Years Settings (2007)

§ Summary Complaints Record (2006)