Forest School Handbook Page 2

This Forest School Handbook has been written by Tracey Couldridge. All contents are accurate to the date: 07/09/2022.
This Forest School Handbook will be reviewed by Tracey Couldridge on 07/09/2023. Any changes that will need to be made will be done on this date.

Risk Benefit Analysis Undertaken By: Tracey Couldridge

Date: 15th May 2022

Date Of Review: 15th May 2023

Risk Rating:

Green: Low risk – regulatory measures required.

Yellow: Medium risk – regulatory measures required, including appropriate training & equipment.

Red: High risk – regulatory measures required, including appropriate training, equipment & monitoring.

Health and safety general standards

Our Health and Safety Officer is Tracey Couldridge (assisted by Tracey Kemp)

 

Policy statement

We believe 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.

 

• We aim to make children, parents, staff and volunteers 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.

• Tracey Couldridge will book and undertake health and safety training and regularly update her knowledge and understanding.
• We display the necessary health and safety poster in the main entrance area.

 

Insurance cover

We have public liability insurance and employers’ liability insurance. The certificate for public liability insurance is displayed in our entrance area.

 

Procedures

 

Arrangements for the Supervision

Opening Times

The School will be open from:-

7.45 – 6.00pm daily for 51 weeks of the year. 

On weekdays during term time only the Preschool are open 9.00am-3.30pm

Breakfast club 7.45am-9.00am

Afterschool club 3.30pm-6.00pm

Between these times supervision will be provided.  Students will not be allowed on site outside of these times.

 

Entrances and approach to the building

• Entrances and approaches are kept tidy and always uncluttered.
• All gates and external fences are childproof and safe
• Front doors are always kept locked and shut.
• Where possible, entry phones and ‘spy holes’ are used in the main door at a suitable height. 
• The identity of a person not known to members of staff is checked before they enter the building. We have a ring doorbell and staff will question any unknown persons. 
• All staff and visitors to the setting sign in and out of the building.
• A member of staff is available to open and close the door and to greet arrivals, say goodbye to parents and to make sure that doors and gates are shut.
• Back doors are always kept locked and shut if they may lead to a public or unsupervised area, unless this breaches fire safety regulations or other expectations.
•  Where building works or repairs mean that normal entrances/exits or approaches to the building are not in use, a risk assessment is conducted to maintain safety and security whilst the changes are in place.
• Whilst social distancing restrictions are in place a risk assessment identifies measures required to keep parents twometres apart and to reduce risk of parents gathering in entrance areas during peak times.

 

Supervision arrangements

The preschool has a wraparound club which caters for children before and after school. The children are dropped off by their parent/guardian for the breakfast club. Parent and children are required to sanitise their hands at the top gate and children will wash hands when arriving at the preschool. 

 

If we return to bubbles, Parents can drop off and collect children from use the correct door which is signed with the correct bubble. Bubble 1 use the Annex door, bubble 2 use the main entrance and bubble 3 use the Kitchen entrance.

Manual handling

• All staff comply with risk assessment and have a personal responsibility to ensure they do not lift objects likely to cause injury. Failure to do so may invalidate an insurance claim.
• Members of staff bring the setting manager’s/assistant managers attention to any new risk, or situations where the control measures are not working.
• Risk assessments may need to be changed for some individuals, such as a pregnant woman, or staff with an existing or previous injury or impairment that may affect their capacity to lift.
• Risk assessment is carried out of the environment in which the lifting is done. Features such as uneven floor surfaces, stairs, etc. add to the general risk and need to be taken into consideration.
• The setting manager/assistant manager ensures that they and their staff are trained to lift and move heavy objects and unstable loads correctly. Babies and young children are also heavy and need to be lifted and carried carefully and correctly.

Guidelines:

• Do not lift heavy objects alone. Seek help from a colleague.
• Bend from the knees rather than the back.
• Do not lift very heavy objects. even with others. that are beyond your strength.
• Use trolleys for heavy items that must be carried or moved on a regular basis.
• Items should not be lifted onto, or from, storage areas above head height.
• Do not stand on objects, other than proper height steps, to reach high objects and never try to over-reach.
• Push rather than pull heavy objects.
• Do not carry heavy objects up or down stairs; or carry large objects that may block your view of the stairs.
• Do not hold babies by standing and resting them on your hips.

Please note this is not an exhaustive list.

• Managers are responsible for carrying out risk assessment for manual handling operations, which includes lifting/carrying children and lifting/carrying furniture or equipment.

 

For lunch time the children can have a packed lunch or a cooked lunch provided by Kea School. When lunches are collected staff ensure that they take temperatures and record these in the green file in the kitchen. Some children are collected before or after lunch and some children then stay for the afternoon session of preschool while some go home. Staff will resume the responsibility for the children who are staying and the remainder are collected by their parent/guardian. Again access to the preschool is through the designated bubble entrances as signposted. Parents can ring the bells which staff will answer.

 

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.
• We keep records of these induction training sessions and new staff and volunteers are asked to sign the records to confirm that they have taken part.
• As necessary, health and safety training is included in the annual training plans of staff, and health and safety is discussed regularly at our staff meetings.
• We operate a no-smoking policy.
• We make children aware of health and safety issues through discussions, planned activities and routines.

 

Windows

•  Our windows above the ground floor are secured so that children cannot climb through them.
• We ensure that any blind cords are secured safely and do not pose a strangulation risk for young children.

 

Doors

• We take precautions to prevent children’s fingers from being trapped in doors.

 

Rooms, Floors and walkways

• All our floor surfaces are checked daily to ensure they are clean and not uneven, wet or damaged. Any wet spills are mopped up immediately.
• Walkways are left clear and uncluttered.
• Any Significant changes such as structural alterations or extensions are reported to Ofsted. A risk assessment is done to ensure the security of the building during building work.

• Door handles are placed high or alternative safety measures are in place.
• Chairs are stacked safely at the end of each day and not too high.
• There are no trailing wires; all radiators are guarded.
• Windows are opened regularly to ensure flow of air.
• Floors are properly dried after mopping up spills.
• Staff and visitors remove outdoor shoes in baby areas.
• Children do not have unsupervised access to stairways and corridors.
• Stair gates are in place at the foot and top of the stairs.
• Floor covering on stairways and corridors is checked for signs of wear and tear.
• There are child height stair rails as well as adult height in place.
• Children are led walking upstairs one at a time and hold the rail.
• Staff hold the hand of children who require assistance.
• Materials and equipment are not generally stored in corridors, but where this is the case, it does not block clear access or way out.
• Walkways and stairs are uncluttered and adequately lit.
• Stairways and corridors are checked to ensure that safety and security is maintained, especially in areas that are not often used, or where there is access to outdoors
• Socket safety inserts are notused as there is no safety reason to do so, modern plug sockets are designed to remove risk of electrocution if something is poked into them. Socket covers (that cover the whole socket and switch) may be used, please note these are different to socket inserts.

• The use of blinds with cords is avoided. Any blinds fitted with cords are always secured by cleats. There are no dangling cords.

 

Electrical/gas equipment

• We ensure that all electrical/gas equipment conforms to safety requirements and is checked regularly.
• Our boiler/electrical switch gear/meter cupboard is not accessible to the children.
• Fires, heaters, wires and leads are properly guarded and we teach the children not to touch them.
• There are sufficient sockets in our setting to prevent overloading.
• We switch electrical devices off from the plug after use.
• We ensure that the temperature of hot water is controlled to prevent scalds.
• Lighting and ventilation is adequate in all areas of our setting, including storage areas.

 

Storage

• All our resources and materials, which are used by the children, are stored safely.
• All our equipment and resources are stored or stacked safely to prevent them accidentally falling or collapsing.

 

Kitchen

General safety

• All doors to the kitchen are kept always closed.
• We have a stair gate that is kept shut at all times to the kitchen. Staff ensure this is secure when they are entering and exiting the kitchen. 
• Children do not have unsupervised access to the kitchen.
• Staff can leave hot drinks in the kitchen but do not take tea breaks in the kitchen unless there is no alternative, in which case, tea-breaks are not taken in the kitchen when food is being prepared.
• Wet spills are mopped immediately.
• Mechanical ventilation is used when cooking.
• A clearly marked and appropriately stocked First Aid box is kept in the kitchen.

Cleanliness and hygiene

All Staff follow the recommended cleaning schedules in Safer Food Better Business (SFBB).

• Floors are washed down daily.
• All work surfaces are washed regularly with anti-bacterial agent.
• Inside of cupboards are cleaned monthly.
• Cupboard doors and handles are cleaned regularly.
• Fridge and freezer doors are wiped down regularly
• Ovens/cooker tops are wiped down daily after use; ovens are fully cleaned monthly.
• If dishwashers break down, washing up done by hand is carried out in double sinks, where available, one to wash, one to rinse.
• Where possible all crockery and cutlery are air dried.
• Plates and cups are only put away when fully dry.
• Tea towels, if used, are used once. They are laundered daily.
• Any cleaning cloths used for surfaces are washed and replaced daily.
• There is a mop, bucket, broom, dustpan, and brush set aside for kitchen use only.
• Any repairs needed are recorded and reported to the manager/assistant manager. 
• Chip pans are not used.

Further guidance

Safer Food Better Business: Food safety management procedures and food hygiene regulations for small business: www.food.gov.uk/business-guidance/safer-food-better-business

 

Laundry 

• The washing machine is situated in the kitchen.
• Detergents/detergent pods and cleaning materials are stored out of reach of children.
• Biological detergents are not used due to the risk of allergies.
• Buckets are provided to soak soiled bedding in suitable disinfectant solution.
• If children’s clothes are soiled, they are rinsed only if there is a suitable sluice in which to do so. They are then bagged and sent home.
• Members of staff wash their hands after handling dirty laundry and laundry chemicals.
• Machines are switched off from the plug after use.
• Members of staff do not leave the tumble dryers on at night or any other time when the building is vacant.

 

Children’s bathrooms/changing areas

• Younger Children are provided with baskets for spare clothing and nappies. Older children are encouraged to collect their bag from their peg to encourage independence. 

• We have a changing area where children can climb to be changed,  or floor surface is used. Staff should not have to lift heavy children on to waist high units.
• Changing mats are cleaned and disinfected once a child has been changed.
• Disposable nappies/trainers are cleared of solid waste and placed in nappy disposal unit next to the changing table.
• Staff use single use gloves and aprons to change children and wash hands when leaving changing areas and wear a face covering (by choice).  Please note that gloves are not always required for a wet nappy if there is no risk of infection, however, gloves are always available for those staff who choose to wear them for a wet nappy. Gloves are always worn for a ‘soiled’ nappy.
• Staff never turn their backs on or leave a child unattended whilst on a changing mat.
• Changing areas are provided for older (disabled) children, if required.
• Anti-bacterial spray is not used where residue may have direct contact with skin.
• Anti-bacterial sprays used in nappy changing areas are not left within the reach of children.
• Natural or mechanical ventilation is used; chemical air fresheners are not used.
• All other surfaces are disinfected daily.

Children’s toilets and wash basins

• Children’s toilets are cleaned twice daily using disinfectant cleaning agent for the bowls (inside and out), seat and lid, and whenever visibly soiled.
• Toilet flush handles are disinfected daily.
• Toilets not in use are checked to ensure the U-bend does not dry out and are flushed every week. Tapsnot in use are run for several minutes every two to three days to prevent infections such as Legionella.
• There is a toilet brush available for children’s toilets. This is stored in the cleaning cupboard, along with a separate cleaning cloth.
• Cubicle doors and handles (or curtains) are washed weekly.
• Children’s hand basins are cleaned twice daily and whenever visibly soiled, inside, and out using disinfectant cleaning agent. Separate cloths are used to clean basins etc. and are not interchanged with those used for cleaning toilets. Colour coded cloths are used.
• Mirrors and tiled splash backs are washed daily.
• Paper towels are provided.
• Bins are provided for disposal of paper towels and are emptied daily.
• All bins are lined with plastic bags.
• Staff who clean toilets wear rubber gloves.
• Staff changing children wear gloves and aprons as appropriate.
• Wet or soiled clothing is sluiced, rinsed, and put in a plastic bag for parents to collect. We have washing facilities at the preschool if the need to wash clothes. 
• Floors in children’s toilets are washed twice daily.
• Spills of body fluids are cleared and mopped using disinfectant.
• Mops are rinsed and wrung after use and stored upright, not stored head down in buckets.
• Mops used to clean toilets or body fluids from other areas are designated for that purpose only and kept separate from mops used for other areas. Colour coding helps keep them separate.
• Used water is discarded down the sluice or butler sink.
• Butler sinks and sluices are cleaned and disinfected at the end of each day.

 

Outdoor area

• Our outdoor area is securely fenced. All gates and fences are childproof and safe.
• Our outdoor area is checked for safety and cleared of rubbish, animal droppings and any other unsafe items before it is used.
• Adults and children are alerted to the dangers of poisonous plants, herbicides and pesticides.
• We leave receptacles upturned to prevent collection of rainwater. Where water can form a pool on equipment, it is emptied and cleaned before children start playing outside.
• Our outdoor sand pit is covered when not in use and is cleaned regularly.
• We check that children are suitably attired for the weather conditions and type of outdoor activities; ensuring that suncream is applied and hats are worn during the summer months.
• We supervise outdoor activities at all times.

 

Hygiene

• We seek information from the Public Health England to ensure that we keep up-to-date with the latest recommendations.
• Our daily routines encourage the children to learn about personal hygiene.
• We have a daily cleaning routine for the setting, which includes the play room(s), kitchen, rest area, toilets and nappy changing areas. Children do not have unsupervised access to the kitchen.
• We have a schedule for cleaning resources and equipment, dressing-up clothes and furnishings.
• The toilet area has a high standard of hygiene, including hand washing and drying facilities and disposal facilities for nappies.
• We implement good hygiene practices by:

• cleaning tables between activities;

• cleaning and checking toilets regularly;

• wearing protective clothing – such as aprons and disposable gloves – as appropriate;

• providing sets of clean clothes;

• providing tissues and wipes.

 

Activities, resources and repairs

• Before purchase or loan, we check equipment and resources to ensure that they are safe for the ages and stages of the children currently attending the setting.
• We keep a full inventory of all items in the setting for audit and insurance purposes.
• The layout of our play equipment allows adults and children to move safely and freely between activities.
• All our equipment is regularly checked for cleanliness and safety, and any dangerous items are repaired or discarded.
• We make safe and separate from general use any areas that are unsafe because of repair is needed.

• All our materials, including paint and glue, are non-toxic.
• We ensure that sand is clean and suitable for children’s play.
• Physical play is constantly supervised.
• We teach children to handle and store tools safely.
• We check children who are sleeping at regular intervals of at least every ten minutes. This is recorded with the times checked and the initials of the person undertaking the check.
• If children fall asleep in-situ, it may be necessary to move or wake them to make sure they are comfortable.
• Children learn about health, safety and personal hygiene through the activities we provide and the routines we follow.
• Any faulty equipment is removed from use and is repaired. If it cannot be repaired it is discarded. Large pieces of equipment are discarded only with the consent of the manager.

 

Jewellery and accessories

• Our staff do not wear jewellery or accessories, that may pose a danger to themselves or children.
• Parents must ensure that any jewellery worn by children poses no danger; particularly earrings which may get pulled, bracelets which can get caught when climbing or necklaces that may pose a risk of strangulation.
• We ensure that hair accessories are removed before children sleep or rest.

 

Safety of adults

• We ensure that adults are provided with guidance about the safe storage, movement, lifting and erection of large pieces of equipment.
• We provide safe equipment for adults to use when they need to reach up to store equipment or to change light bulbs.
• We ensure that all warning signs are clear and in appropriate languages.
• We record the sickness of staff and their involvement in accidents. The records are reviewed termly to identify any issues that need to be addressed.

 

Control of substances hazardous to health (COSHH)

• Our staff implement the current guidelines of the Control of Substances Hazardous to Health Regulations (COSHH).
• Personal protective equipment (PPE),such as rubber gloves, latex free/vinyl gloves, aprons etc., is available to all staff as needed and stocks are regularly replenished.

• Bleach is not used in the setting.
• Anti-bacterial cleaning agents are restricted to toilets, nappy changing areas and food preparation areas and are not used when children are nearby.

• We keep a record of all substances that may be hazardous to health – such as cleaning chemicals, or gardening chemicals if used and where they are stored. 
• Hazardous substances are stored safely away from the children.
• We carry out a risk assessment for all chemicals used in the setting. This states what the risks are and what to do if they have contact with eyes or skin or are ingested. 
• We keep all cleaning chemicals in their original containers.
• We keep the chemicals used in the setting to the minimum in order to ensure health and hygiene is maintained.
• Environmental factors are taken into account when purchasing, using and disposing of chemicals.
• All members of staff are vigilant and use chemicals safely.
• Members of staff wear protective gloves when using cleaning chemicals. 

 

Animals and pets

• • There will be no new pets introduced to the setting during the Covid-19 outbreak. Arrangements must be made immediately for any current pets kept within the setting to be temporarily re-homed in case the setting has to close. In the interim the pets may stay at the setting. Views of parents and children are considered when selecting a pet for the setting.

• Staff will be aware of any allergies or issues individual children may have with any animals/creatures.

• A risk assessment is conducted and considers any hygiene and safety risks posed by the animal or creature.
• Suitable housing for the animal is provided and is regularly cleaned and maintained.
• The correct food is offered at the right times and staff are knowledgeable of the pet’s welfare and dietary needs.
• Arrangements are made for weekend and holiday care for the animal/creature.
• There is appropriate pet health care insurance or other contingencies agreed and put in place to pay for veterinary care and the animal is registered with a local vet.
• All vaccinations and health measures such as de-worming are up to date.
• Children are taught correct handling of the pet and are always supervised.
• Children wash their hands after handling the pet and do not have contact with animal faeces, or soiled bedding.
• Members of staff wear single use vinyl/latex free gloves when cleaning/handling soiled bedding.
• Snakes and some other reptiles are not suitable pets for the setting due to infection risks.
• The manager will check with the owners/directors/trustees before introducing a new pet into the setting.

Animals bought in by visitors 

• The owner of the animal/creature maintains responsibility for it in the setting.

The manager/assistant manager will carry out a risk assessment detailing how the animal/creature is to be handled and how any safety or hygiene issues will be addressed.

Further guidance

Good Practice in Early Years Infection Control (Pre-school Learning Alliance 2009)

 

Covid – 19

• The Manager and staff have liaised together to produce a COVID-19 risk assessment. All staff are made aware of changes and will sign the document. Our risk assessment is available and attached to this policy. 
• At Preschool we follow the government guidelines for Early years settings, ensuring that updates are read and checked regularly. 

We ensure we follow the systems of control (Numbers 1 to 5 are in place all the time)

• Prevention
• Ensure good hygiene for everyone.
• Maintain appropriate cleaning regimes, using standard products such as detergents.
• Keep occupied spaces well ventilated.
• Follow public health advice on testing, self-isolation and managing confirmed cases of COVID-19.

Response to any infection

 

8) Engage with the NHS Test and Trace process. Information for staff is displayed in the staff room and updated at each update. 

9) Manage confirmed cases of coronavirus (COVID-19) amongst the setting community.

10) Contain any outbreak by following local health protection team advice.

11) Notify Ofsted.

• The manager will ensure that staff are kept up to date with any updated information and there is a COVD-19 folder in the office with relevant information. 
• If staff have any queries or require advice or support they can contact the Public Health Team at Cornwall County Council phdesk@cornwall.gov.uk or call 01872 323583 
• Staff  wear a uniform and they must ensure to wash daily to limit contamination. 
• All staff are required to support the risk assessment process.  

• Tracey Kemp/Tracey Couldridge to carry out or lead the risk assessment process for activities, and are responsible for ensuring that risk assessments have been completed for all activities where there is a significant risk.

Staff room

• We ensure that areas are kept tidy and always uncluttered.
• Staff store personal belongings, including their bags in the staff room. There is a lock on the staff room for security.
• Any medication is stored in the office/tall fridge for safety.  
• Toilet areas are not used for storage due to the risk of cross-contamination.
• Staff/visitor toilets are cleaned daily using disinfectant.
• Toilet flush handles are disinfected daily.
• There is a toilet brush provided per toilet and separate cleaning cloth.
• Toilets that are not in use are checked to ensure that the U-bend is not drying out and are flushed every week. Taps that are not in use are run for several minutes every two to three days to minimise the risk of infections such as legionella.
• Cubicle doors and handles are washed daily/weekly.
• Staff hand basins are cleaned daily using disinfectant. Separate cloths are used to clean basins etc. and are not interchanged with those used for cleaning toilets.
• Floors in staff toilets are washed daily.
• Mirrors and tiled splash backs are washed daily.
• Paper towels are provided for hand drying.
• Bins are provided for sanitary wear and cleared daily (or as per contract agreement).
• Bins are provided for disposal of paper towels and are cleared daily.
• All bins are lined with plastic bags.
• Members of staff who are cleaning toilets wear rubber gloves that are kept specifically for this purpose to prevent cross contamination.

Maintenance and repairs

Any faulty equipment or building fault is recorded, including:

• date fault noted
• item or area faulty
• nature of the fault and priority
• who the fault reported to for action
• action taken and when
• if no action taken by the agreed date, when and by whom the omission is followed up
• date action completed

Any area that is unsafe because repair is needed, such as a broken window, should be made safe and separated off from general use.

• Any broken or unsafe item is taken out of use and labelled ‘out of use’.
• Any specialist equipment (e.g. corner seat for a disabled child) which is broken or unsafe should be returned to the manufacturer or relevant professional.
• Any item that is beyond repair is condemned. This action is recorded as the action taken and the item is removed from the setting’s inventory.
• Condemning items is done in agreement with the setting manager. Condemned items are then disposed of appropriately and not stored indefinitely on site.
• Where maintenance and repairs involve a change of access to the building whilst repairs are taking place, then a risk assessment is conducted to ensure the safety and security of the building is maintained.

Festival (and other) decorations

General

• Basic safety precautions apply equally to decorations put up for any festival as well as to general decorations in the setting. Children are informed of dangers and safe behaviour, relative to their level of understanding.

Decorations

• Only fire-retardant decorations and fire-retardant artificial Christmas trees are used. 
• Paper decorations, other than mounted pictures, are not permitted in the public areas of the buildings, for example, lobbies, stairwells etc.

Electrical equipment.

• Electrical equipment (a light, extension leads etc) must be electrically tested before use.
• If using tree lights, place the tree close to an electrical socket and avoid using extension leads. Always fully uncoil any wound extension lead to avoid overheating.
• Remember to unplug the lights at the end of the day.
• Electrical leads are arranged in such a way that they do not create a trip hazard.

Location

• Trees and decorations must never obstruct walkways or fire exits.
• Do not place decorations on or close to electrical equipment (e.g. computers); they are a fire hazard.
• Decorations must be clear of the ceiling fire detectors, sprinklers, and lights. 

Children’s areas

• • Christmas trees are placed where children cannot pull them over.

• Glass decorations are not used.

 

Face painting and mehndi

Children are face painted only if parents have given prior written consent. Verbal consent is fine at events where parents are present.

• A child who does not want to have their face painted will not be made to continue.
• Children under two years of age are generally not fully face painted, however a nose and whiskers (or similar) is fine. Having an arm or hand painted with a flower, star or butterfly is also an option for very young children who may not sit still.
• Children with open sores, rashes or other skin conditions are not painted.
• Glitter based face paints are not used on children under two years of age.
• Members of staff painting children’s faces wash their hands before doing so, cover any cuts or abrasions and ensure they have the equipment they need close to hand.
• Only products with ingredients compliant with EU and FDA regulations are used.
• Clean water is used to wash brushes and sponges between children. Ideally a sponge is used once only before being machine washed on a hot cycle.
• Staff face painting at an event ensure they have a comfortable chair or shoes if standing, to reduce the risk of back or neck strain. Face painting is an activity that can cause repetitive stress injuries, therefore, regular breaks are not taken at events such as fetes.

Mehndi painting 

• Staff never mehndi paint children under three year’s old using henna/henna-based products.
• Parental permission must be gained before staff mehndi paint children over the age of threeyears old.
• Children prone to allergies, anaemic or suffering from any illness that may compromise their immune system are never painted under any circumstances.
• Black henna is never used and only 100% natural red henna (diluted with water) is used on children
• It is preferable that non-henna products are used to create mehndi patterns but if the setting operates in an area where mehndi is practiced by families and the criteria above is followed then henna may be used.

 

Legal framework

• Health and Safety at Work Act (1974)
• Management of Health and Safety at Work Regulations (1999)
• Electricity at Work Regulations (1989)
• Control of Substances Hazardous to Health Regulations (COSHH) (2002)
• Manual Handling Operations Regulations (1992 (As Amended 2004))
• Health and Safety (Display Screen Equipment) Regulations (1992)

 

Further guidance

• Health and Safety Law: What You Need to Know (HSE Revised 2009)
• Health and Safety Regulation…A Short Guide (HSE 2003)
• Electrical Safety and You: A Brief Guide (HSE 2012)
• Working with Substances Hazardous to Health: What You Need to Know About COSHH (HSE Revised 2009)
• Getting to Grips with Manual Handling – Frequently Asked Questions: A Short Guide (HSE 2011)

 

This policy was adopted by	Kea Preschool Ltd	(name of provider)
On	5th September 2022	(date)
Date to be reviewed	August 2023	(date)
Signed on behalf of the provider	TMKEMP
Name of signatory	TRACEY KEMP
Role of signatory (e.g. chair, director or owner)	Manager

 

Policy statement

We provide and/or serve food for children on the following basis:

• Snacks.
• Meals (cooked on the main school site).
• Packed lunches.

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

Procedures

Our staff with responsibility for food preparation understand the principles of Hazard Analysis and Critical Control Point (HACCP) as it applies to our setting. Staff refer to Eat Better, Start Better(Action for Children 2017) and Example menus for early years settings in England (PHE 2017) which contains guidance on menu planning, food safety, managing food allergies and reading food labels.

• All our staff who are involved in the preparation and handling of food have received training in food hygiene. This is updated every 3 years.

• Staff carry out daily opening and closing checks on the kitchen to ensure standards are met consistently. (See Safer Food, Better Business)

• We use reliable suppliers for the food we purchase.

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

• Packed lunches are stored in the fridge.

• Food preparation areas are cleaned before and after use.

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

• All surfaces are clean and non-porous.

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

• Waste food is disposed of daily.

• Cleaning materials and other dangerous materials are stored out of children’s reach.
• Children do not have unsupervised access to the kitchen.
• When children take part in cooking activities, they:

• are supervised at all times;

• understand the importance of hand-washing and simple hygiene rules;

• are kept away from hot surfaces and hot water; and

• do not have unsupervised access to electrical equipment, such as blenders etc.

Reporting of food poisoning

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

• Where children and/or adults have been diagnosed by a GP or hospital doctor to be suffering from food poisoning and where it seems possible that the source of the outbreak is within our setting, the manager will contact the Environmental Health Department to report the outbreak and will comply with any investigation.
• We notify Ofsted as soon as reasonably practicable of any confirmed cases of food poisoning affecting two or more children looked after on the premises, and always within 14 days of the incident.

We have a kitchen assistant who is employed to prepare and serve all food for Breakfast and after school club. Her role is to check dates on food and label when food is opened.

Food for play and cooking activities

Some parents and staff may have strong views about food being used for play. It is important to be sensitive to these issues. For example, children who are Muslim, Jewish, Rastafarian, or who are vegetarian, should not be given any food to play with that contains animal products (Gelatine). Parents’ views should be sought on this. In some cases, it is not appropriate to use food for play at all, particularly in times of austerity.

• Food for play may include dough, corn flour, pasta, rice, food colourings/flavourings.
• Jelly (including jelly cubes) is not used for play.
• Food for play is risk assessed against the 14 allergens referred and is included in the written risk assessment undertaken for children with specific allergies.
• Staff are constantly alert to the potential hazards of food play, in particular choking hazards and signs of previously undetected allergies.
• Pulses are not recommended as they can be poisonous when raw or may choke.
• The use of raw vegetables for printing is discouraged.

• Dried food that is used for play should be kept away from food used for cooking.
• Foods that are cooked and used for play, such as dough, have a limited shelf life.
• Cornflour is always mixed with water before given for play.
• Cornflower and cooked pasta are discarded after an activity;high risk of bacteria forming.
• Utensils used for play food are washed thoroughly after use.

Children’s cooking activities

• Before undertaking any cooking activity with children, members of staff should check for allergies and intolerances by checking children’s records.
• Children are taught basic hygiene skills such as the need to wash hands thoroughly before handling food, and again after going to the toilet, blowing their nose or coughing.
• The area to be used for cooking is cleaned; a plastic tablecloth is advised.
• Children should wear aprons that are used just for cooking.
• Utensils provided are for children to use only when cooking, including chopping/rolling boards, bowls, wooden spoons, jugs, and are stored in the kitchen.
• Members of staff encourage children to handle food in a hygienic manner.
• Food ready for cooking or cooling is not left uncovered.
• Cooked food to go home is put in a food bag and refrigerated until home time.
• Food play activities are suspended during outbreaks of illness.

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 2011) 

This policy was adopted by	Kea Preschool Ltd	(name of provider)
On	March 2020	(date)reviewed TK Nov 2021
Date to be reviewed	November 2022	(date)
Signed on behalf of the provider	TMKEMP
Name of signatory	Tracey kemp
Role of signatory (e.g. chair, director or owner)	Manager

Policy statement

 

Positive behaviour is located within the context of the development of children’s personal, social and emotional skills and well-being. A key person who understands children’s needs, their levels of development, personal characteristics, and specific circumstances, supports this development. This ensures children’s individual needs are understood and supported. Settling into a new environment is an emotional transition for young children especially as they learn to develop and master complex skills needed to communicate, negotiate and socialise with their peers. Skills such as turn taking and sharing often instigate minor conflicts between children as they struggle to deal with powerful emotions and feelings. During minor disputes, key persons help children to reflect and regulate their actions and, in most instances, children learn how to resolve minor disputes themselves. However, some incidents are influenced by factors, requiring a strategic approach especially if the behaviour causes harm or distress to the child or others. These situations are managed by the SENCO/key person using a stepped approach which aims to resolve the issue and/or avoid the behaviour escalating and causing further harm. 

This is an unsettling time for young children. Practitioners are alert to the emotional well-being of children who may be affected by the disruption to their normal routine. Where a child’s behaviour gives cause for concern, practitioners take into consideration the many factors that may be affecting them. This is done in partnership with the child’s parents/carers and the principles of this procedure are adhered to.

The setting manager/SENCO will:

• ensure that all new staff attend training on behaviour management such as Understanding and Addressing Behyaviour in the Early Years (EduCare)

• help staff to implement procedure Promoting positive behaviour in their everyday practice
• advise staff on how to address behaviour issues and how to access expert advice if needed

Procedures

 

In order to manage children’s behaviour in an appropriate way we will:

• attend relevant training to help understand and guide appropriate models of behaviour;

• implement the setting’s behaviour procedures including the stepped approach;

• have the necessary skills to support other staff with behaviour issues and to access expert advice, if necessary;

 

Stepped approach

Step 1

• We will ensure that EYFS guidance relating to ‘behaviour management’ is incorporated into relevant policy and procedures;
• We will be knowledgeable with, and apply the setting’s procedures on Promoting Positive Behaviour;
• We encourage children to follow our ‘we try to’ stars and remind children of these during carpet time or when necessary. 
• We will ensure that all staff are supported to address issues relating to behaviour including applying initial and focused intervention approaches (see below).

 

Step 2 

• We address unwanted behaviours using the agreed and consistently applied initial intervention approach. If the unwanted behaviour does not reoccur or cause concern then normal monitoring will resume. 

• Behaviours that result in concern for the child and/or others will be discussed between the key person, the behaviour coordinator and Special Educational Needs Coordinator (SENCO) or/and manager. During the meeting, the key person will use their knowledge and assessments of the child to share any known influencing factors (new baby, additional needs, illness etc.) in order to place the behaviour into context. Appropriate adjustments to practice will be agreed and if successful normal monitoring resumed. 

• If the behaviour continues to reoccur and remains a concern then the key person and SENCO should liaise with parents to discuss possible reasons for the behaviour and to agree next steps. If relevant and appropriate, the views of the child relating to their behaviour should be sought and considered to help identify a cause. If a cause for the behaviour is not known or only occurs whilst in the setting then the behaviour coordinator will suggest using a focused intervention approach to identify a trigger for the behaviour. 

• If a trigger is identified then the SENCO and key person will meet with the parents to plan support for the child through developing an action plan. If relevant, recommended actions for dealing with the behaviour at home should be agreed with the parent/s and incorporated into the plan. Other members of the staff team should be informed of the agreed actions in the action plan and help implement the actions. The plan should be monitored and reviewed regularly by the key person and SENCO until improvement is noticed.

• All incidents and intervention relating to unwanted and challenging behaviour by children should be clearly and appropriately logged.

 

Step 3 

• If, despite applying the initial intervention and focused intervention approaches, the behaviour continues to occur and/or is of significant concern, then the behaviour coordinator and SENCO will invite the parents to a meeting to discuss external referral and next steps for supporting the child in the setting. 

• It may be agreed that the Common Assessment Framework (CAF) or  Early Help process should begin and that specialist help be sought for the child  – this support may address either developmental or welfare needs. If the child’s behaviour is part of a range of welfare concerns that also include a concern that the child may be suffering or likely to suffer significant harm, follow the Safeguarding and Children and Child Protection Policy (1.2). It may also be agreed that the child should be referred for an Education, Health and Care assessment. (See Supporting Children with SEN policy 8.2) 

• Advice provided by external agencies should be incorporated into the child’s action plan and regular multi-disciplinary meetings held to review the child’s progress.

 

Initial intervention approach

• We use an initial problem solving intervention for all situations in which a child or children are distressed or in conflict. All staff use this intervention consistently.
• This type of approach involves an adult approaching the situation calmly, stopping any hurtful actions, acknowledging the feelings of those involved, gathering information, restating the issue to help children reflect, regain control of the situation and resolve the situation themselves.

 

Focused intervention approach

• The reasons for some types of behaviour are not always apparent, despite the knowledge and input from key staff and parents.

• Where we have considered all possible reasons, then a focused intervention approach should then be applied.

• This approach allows the key person and behaviour coordinator to observe, reflect, and identify causes and functions of unwanted behaviour in the wider context of other known influences on the child.

• We follow the ABC method which uses key observations to identify a) an event or activity (antecedent) that occurred immediately before a particular behaviour, b) what behaviour was observed and recorded at the time of the incident, and c) what the consequences were following the behaviour. Once analysed, the focused intervention should help determine the cause (e.g. ownership of a toy or fear of a situation) and function of the behaviour (to obtain the toy or avoid a situation) and suitable support will be applied. These are recorded on a Behaviour Log sheet. 

 

Use of rewards and sanctions 

• All children need consistent messages, clear boundaries and guidance to intrinsically manage their behaviour through self-reflection and control.

Children should never be labelled, criticised, humiliated, punished, shouted at or isolated by removing them from the group and left alone in ‘time out’ or on a ‘naughty chair’. However, if necessary children can be accompanied and removed from the group in order to calm down and if appropriate helped to reflect on what has happened. 

• We have a rainbow at Kea Preschool and children move from the cloud to the sun through positive praise. Children DO NOT move backwards. 

 

Use of physical intervention

• The term physical intervention is used to describe any forceful physical contact by an adult to a child such as grabbing, pulling, dragging, or any form of restraint of a child such as holding down. Where a child is upset or angry, staff will speak to them calmly, encouraging them to vent their frustration in other ways by diverting the child’s attention. 

• Staff should not use physical intervention – or the threat of physical intervention, to manage a child’s behaviour unless it is necessary to use ‘reasonable force in order to prevent children from injuring themselves or others or damage property‘ (EYFS).

• Corporal (physical) punishment of any kind should never be used or threatened.

 

Challenging Behaviour/Aggression by children towards other children

• Any aggressive behaviour by children towards other children will result in a staff member intervening immediately to challenge and prevent escalation.
• If the behaviour has been significant or may potentially have a detrimental effect on the child, the parents of the child who has been the victim of behaviour and the parents of the child who has been the perpetrator should be informed.
• The designated person will contact children’s social services if appropriate, i.e., if a child has been seriously injured, or if there is reason to believe that a child’s challenging behaviour is an indication that they themselves are being abused.
• The designated person will make a written record of the incident, which is kept in the child’s file; in line with the Safeguarding children, young people and vulnerable adults policy.
• The designated person should complete a risk assessment related to the child’s challenging behaviour to avoid any further instances.
• The designated person should meet with the parents of the child who has been affected by the behaviour to advise them of the incident and the setting’s response to the incident.
• Ofsted should be notified if appropriate, i.e., if a child has been seriously injured.
• Relevant health and safety procedures and procedures for dealing with concerns and complaints should be followed.
• Parents should also be asked to sign risk assessments where the risk assessment relates to managing the behaviour of a specific child.

 

Risks

There are risks associated with any physical intervention and handling of a child. The younger and more vulnerable a child may be, the greater risk to the child of using physical intervention towards them. However, there are also risks to children associated with not intervening physically; for instance, if a practitioner did not take hold of a child by the wrist, they may have run into the path of a fast-moving car. 

Before intervening physically to protect a child from immediate harm a practitioner needs to decision make in a split second, considering the following factors. This is described as dynamic risk assessment.

• What is the immediate risk to this child if I do not intervene now?
• What might the risks be if I do intervene? If this was my child, what would I want someone looking after them to do in this situation?
• What is the minimum level of intervention that will be effective here? How can I do this as gently as possible for as short a time as possible and how am I going to manage myself to stay calm?

Recording

Any instance of physical intervention is fully recorded immediately and reported to the designated personas soon as possible on 6.1b Safeguarding incident reporting form, ensuring that it is clearly stated when and how parents were informed. Parents are asked to sign a copy of the form which is then kept on the child’s file. The designated person decides who will notify the parent and when, ensuring that the parent signs to say they have been notified. An individual risk assessment should be completed after any physical intervention with a child which considers the risks and likelihood of such behaviour re-occurring and how this will be managed. The risk assessment should be agreed and signed by parents.

Temporary suspension (fixed term) 

Any decision to temporarily suspend a child must be carefully considered lawful, reasonable and fair. If despite following the stepped approach for behaviour it is necessary to temporarily suspend a child, for no more than five days, on the grounds of health and safety, the following steps are followed.

• The setting manager provides a written request to suspend a child to their line manager; the request must detail the reason why the child must be suspended and the length of time of the proposed suspension.
• If the line manager approves, the parents must be invited to a meeting to discuss next steps. Parents are invited to bring a representative along. Notes must be taken at the meeting and shared later with the parents. The meeting must aim for a positive outcome for the child and not to suspend.
• If no acceptable alternative to suspension is found then the setting manager must give both verbal and written notice of time related suspension to the parent, meanwhile the setting manager must ensure that continued resolution is sought and suitable adjustments are in place for the child’s return.

Suspension of a disabled child

We have a statutory duty not to discriminate against a child on the basis of a protected characteristic. This includes suspending a child based on a disability. Ignorance of the law or claiming it was unknown that a child was disabled is no defence. However, if the child’s behaviour places themselves or others at risk then the setting must take actions to avoid further harm. Time limited suspension may be applied to keep the child and/or others safe whilst finding a solution. Suspension is only usedif reasonable steps and planned adjustments are first used to help resolve the situation. Without this action, suspension of a child with SEND may constitute disability discrimination (Equality Act 2010).A decision to suspend a disabled child must be clearly evidenced, specific, measurable, achievable,realistic and targeted. Plans and intervention must be recorded on the child’s file and 9.12bSEN Support – Action plan. If little or no progress is made during the suspension period,the following steps are taken.

• The setting manager sends a written/electronic invite to the parents, a local authority representative and any relevant external agencies to attend a review meeting. Each attendee must be made aware that the meeting is to avoid the situation escalating further and to find a positive solution.
• After the meeting the setting manager continues to maintain weekly contact with the parents and local authority to seek a solution.
• Suitable arrangements offer the parent continued support and advice during the suspension. The setting manager reviews the situation fortnightly and provides their line manager with a monthly update.

Expulsion

In some exceptional circumstances a child may be expelled due to: 

• a termination of their childcare agreement as explained in 9.1d Childcare terms and conditions
• If despite applying a range of interventions (including reasonable adjustments), the setting has been unable to adequately meet the child’s needs or cannot protect the health, safety and well-being of the child and/or others.

Bullying is a behaviour that both parents and practitioners worry about. Bullying is a deliberate, aggressive and repeated action, which is carried out with intent to cause harm or distress to others. It requires the child to have ‘theory of mind’ and a higher level of reasoning and thinking, all of which are complex skills that most three-year-olds have not yet developed (usually after the age of four along with empathy). Therefore, an outburst by a three-year-old is more likely to be a reflection of the child’s emotional well-being, their stage of development or a behaviour that they have copied from someone else.

 

Young children are keen observers and more likely to copy behaviours, which mimic the actions of others, especially the actions of people they have established a relationship with. These are learnt behaviours rather than premeditated behaviours because children this young do not have sufficiently sophisticated cognition to carry out the type of bullying an older child can do. Unless addressed early, this type of pre-bullying behaviour in young children canlead on to bullying behaviour later in childhood. The fear is that by labelling a child as a bully so early in life we risk influencing negative perceptions and expectations of the child which will impact on their self-image, self-esteem and may adversely affect their long term behaviour. This label can stick with the child for the rest of their life.

 

Challenging unwanted behaviour from adults in the setting

• Settings will not tolerate behaviour from an adult which demonstrates a dislike, prejudice and/or discriminatory attitude or action towards any individual or group. This includes negativity towards groups and individuals living outside the UK (xenophobia). This also applies to the same behaviour if directed towards specific groups of people and individuals who are British Citizens residing in the UK. 

• Allegations of discriminatory remarks or behaviour including xenophobia made in the setting by any adult will be taken seriously. The perpetrator will be asked to stop the behaviour and failure to do so may result in the adult being asked to leave the premises and in the case of a staff member, disciplinary measures being taken. 

• Where a parent makes discriminatory or prejudiced remarks to staff at any time, or other people while on the premises, this is recorded on the child’s file and is reported to the setting manager. The procedure is explained and the parent asked to comply while on the premises. An ‘escalatory’ approach will be taken with those who continue to exhibit this behaviour. The second stage comprises a letter to the parent requesting them to sign awritten agreement not to make discriminatory remarks or behave in a discriminatory or prejudiced manner; the third stage may be considering withdrawing the child’s place.

Further guidance

• Special Educational Needs and Disability Code of Practice (DfE 2014)

 

This policy was adopted by	Kea Preschool Ltd	(name of provider)
On	March 2020 Previous Manager	(date)reviewed Nov 2021 TK
Date to be reviewed	November 2022	(date)
Signed on behalf of the provider	TMKEMP
Name of signatory	Tracey Kemp
Role of signatory (e.g. chair, director or owner)	Manager

Policy statement

We are committed to ensuring that our service is fully inclusive in meeting the needs of all children. 

 

We recognise that children and their families come from a wide range of backgrounds with individual needs, beliefs and values.  They may grow up in family structures that include one or two parents of the same or different sex.  Children may have close links or live with extended families of grandparents, aunts, uncles and cousins; while other children may be more removed from close kin, or may live with other relatives or foster carers. Some children come from families who experience social exclusion, severe hardship; discrimination and prejudice because of their ethnicity, disability and/or ability, the languages they speak, their religious or personal beliefs, their sexual orientation and marital status. Some individuals face discrimination linked to their gender and some women are discriminated against because of their pregnancy and maternity status. We understand that all these factors can affect the well-being of children within these families and may adversely impact on children’s learning, attainment and life outcomes. 

 

We are committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families using our setting. We aim to:

• promote equality and value diversity within our service and foster good relations with the local community;
• actively include all families and value the positive contribution they make to our service;
• promote a positive non-stereotyping environment that promotes dignity, respect and understanding of difference in all forms;
• provide a secure and accessible environment in which every child feels safe and equally included;
• improve our knowledge and understanding of issues relating to anti-discriminatory practice,
• challenge and eliminate discriminatory actions on the basis of a protected characteristic as defined by the Equality Act (2010) namely:
  • age;
  • gender;
  • gender reassignment;
  • marital status;
  • pregnancy and maternity;
  • race;
  • disability;
  • sexual orientation; and
  • religion or belief.
• where possible, take positive action to benefit groups or individuals with protected characteristics who are disadvantaged, have a disproportional representation within the service or need different things from the service.

Procedures

Admissions

Our setting is open and accessible to all members of the community.

• We base our Admissions Policy on a fair system.
• We do not discriminate against a child or their family in our service provision, including preventing their entry to our setting based on a protected characteristic as defined by the Equality Act (2010). 
• We advertise our service widely. 
• We provide information in clear, concise language, whether in spoken or written form and provide information in other languages (where ever possible).
• We reflect the diversity of our community and wider society in our publicity and promotional materials.
• We provide information on our offer of provision for children with special educational needs and disabilities.
• We ensure that parents are made aware of our Valuing Diversity and Promoting Inclusion andEquality Policy.

• We make reasonable adjustments to ensure that disabled children can participate successfully in the services and in the curriculum offered by the setting. 
• We take action against any discriminatory, prejudice, harassing or victimising behaviour by our staff, volunteers or parents whether by:

• direct discrimination – someone is treated less favourably because of a protected characteristic e.g. preventing families of a specific ethnic group from using the service;

• indirect discrimination – someone is affected unfavourably by a general policy e.g. children must only speak English in the setting;

• discrimination arising from a disability – someone is treated less favourably because of something connected with their disability e.g. a child with a visual impairment is excluded from an activity;

• association – discriminating against someone who is associated with a person with a protected characteristic e.g. behaving unfavourably to someone who is married to a person from a different cultural background; or

• perception – discrimination on the basis that it is thought someone has a protected characteristic e.g. making assumptions about someone’s sexual orientation.

• We will not tolerate behaviour from an adult who demonstrates dislike or prejudice towards individuals who are perceived to be from another country (xenophobia).
• Displaying of openly discriminatory xenophobic and possibly offensive or threatening materials, name calling, or threatening behaviour are unacceptable on, or around, our premises and will be dealt with immediately and discreetly by asking the adult to stop using the unacceptable behaviour and inviting them to read and to act in accordance with the relevant policy statement and procedure. Failure to comply may lead to the adult being excluded from the premises. 

Employment

• We advertise posts 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 to enable us to best meet the needs of the community.

• • The applicant who best meets the criteria is offered the post, subject to references and suitability checks. This ensures fairness in the selection process.
  • All our job descriptions include a commitment to promoting equality, and recognising and respecting diversity as part of their specifications.

• We monitor our application process to ensure that it is fair and accessible.

Training

• We seek out training opportunities for our staff and volunteers to enable them to develop anti-discriminatory and inclusive practices.
• We ensure that our staff are confident and fully trained in administering relevant medicines and performing invasive care procedures on children when these are required.

Curriculum

The curriculum offered in our setting encourages children to develop positive attitudes about themselves as well as about people who are different from themselves. It encourages development of confidence and self esteem, empathy, critical thinking and reflection.

 

We ensure that our practice is fully inclusive by:

• creating an environment of mutual respect and tolerance;
• modelling desirable behaviour to children and helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable;
• positively reflecting the widest possible range of communities within resources;
• avoiding use of stereotypes or derogatory images within our books or any other visual materials;
• celebrating locally observed festivals and holy days;
• ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning; 
• ensuring that disabled children with and without special educational needs are fully supported;
• ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages

 

We will ensure that our environment is as accessible as possible for all visitors and service users. We do this by:

• making reasonable adjustments to accommodate the needs of disabled children and adults.
• fully differentiating the environment, resources and curriculum to accommodate a wide range of learning, physical and sensory needs.

 

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 mothers, fathers and other 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 encourage their inclusion.
• We offer a flexible payment system for families experiencing financial difficulties and offer information regarding sources of financial support.

 

Food

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

 

Meetings

• Meetings are arranged to ensure that all families who wish to may be involved in the running of the setting.
• We positively encourage fathers to be involved, especially those fathers who do not live with the child.
• Information about meetings is communicated in a variety of ways – written, verbal and where resources allow in translation – to ensure that all mothers and fathers have information about, and access to, the meetings.

 

Monitoring and reviewing

• So that our policies and procedures remain effective, we monitor and review them annually to ensure our strategies meet our overall aims to promote equality, inclusion and to value diversity.
• We provide a complaints procedure and a complaints summary record for parents to see.

 

Public Sector Equality Duty

• We have regard to the Duty to eliminate discrimination, promote equality of opportunity, foster good relations between people who share a protected characteristic and those who do not.

 

Legal framework

The Equality Act (2010)

Children Act (1989) & (2004)

Children and Families Act (2014)

Special Educational Needs and Disabilities Code of Practice (2014) 

This policy was adopted by	Kea Preschool Ltd	(name of provider)
On	March 2020 previous manager	(date)reviewed Nov 2021 TK
Date to be reviewed	November  2022	(date)
Signed on behalf of the provider	TMKEMP
Name of signatory	Tracey Kemp
Role of signatory (e.g. chair, director or owner)	Manager

 

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.

 

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

 

To be strong means to be:

• secure in their foremost attachment relationships, where they are loved and cared for by at least one person who is able to offer consistent, positive and unconditional regard and who can be relied on; 
• safe and valued as individuals in their families and in relationships beyond the family, such as day care or school; 
• self-assured and form a positive sense of themselves – including all aspects of their identity and heritage;
• included equally and belong in our setting and in community life;
• confident in their own abilities and proud of their achievements;
• progressing optimally in all aspects of their development and learning;
• part of a peer group in which they learn to negotiate, develop social skills and an identity as global citizens, respecting the rights of others in a diverse world; and
• able to represent themselves and participate in aspects of service delivery that affects them, as well as aspects of key decisions that affect their lives.

 

To be resilient means to:

• be sure of their self-worth and dignity;
• be able to be assertive and state their needs effectively;
• be able to overcome difficulties and problems;
• be positive in their outlook on life;
• be able to cope with challenge and change;
• have a sense of justice towards themselves and others;
• develop a sense of responsibility towards themselves and others; and
• be able to represent themselves and others in key decision making processes.

 

To be listened to means:

• adults who are close to children recognise their need and right to express and communicate their thoughts, feelings and ideas;
• adults who are close to children are able to tune in to their verbal, sign and body language in order to understand and interpret what is being expressed and communicated;
• adults who are close to children are able to respond appropriately and, when required, act upon their understanding of what children express and communicate; and
• adults respect children’s rights and facilitate children’s participation and representation in imaginative and child centred ways in all aspects of core services.

 

This policy was adopted by	Kea Preschool Ltd	(name of provider)
On	September 2022	(date)
Date to be reviewed	September 2023	(date)
Signed on behalf of the provider	TMKemp
Name of signatory	Tracey Kemp
Role of signatory (e.g. chair, director or owner)	Manager

Policy statement

 

Our setting will work with children, parents and the community to ensure the rights and safety of children, young people (A ‘young person’ is defined as 16 to 19 years old – in our setting they may be a student, worker, volunteer or parent) and vulnerable adults. Our Safeguarding Policy is based on the three key commitments.

 

Procedures

 

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

 

Key commitment 1

We are committed to building a ‘culture of safety’ in which children, young people and vulnerable adults are protected from abuse and harm in all areas of our service delivery.

 

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

Tracey Kemp – Manager 

Tracey Couldridge – Assistant Manager

And in their absence:

Denise Penna – Senior Practitioner 

Melissa Thomas – Senior Practitioner

• The designated persons and the suitably trained deputies ensure they have relevant links with statutory and voluntary organisations with regard to safeguarding.
• The designated persons (and the persons who deputises for them) understands the Local (Cornwall and Isles of Scilly) Safeguarding Children Partnership safeguarding procedures, attends relevant LSCP training at least every two years and refreshes their knowledge of safeguarding at least annually.
• We ensure all staff are trained to understand our safeguarding policies and procedures and that parents are made aware of them too.
• All staff understand that safeguarding is their responsibility.
• All staff have an up-to-date knowledge of safeguarding issues, are alert to potential indicators and signs of abuse and neglect and understand their professional duty to ensure safeguarding and child protection concerns are reported. They receive regular updates on safeguarding.
• All staff are confident to ask questions in relation to any safeguarding concerns and know not to just take things at face value but can be respectfully sceptical.
• All staff understand the principles of early help (as defined in Working Together to Safeguard Children, 2018) and are able to identify those children and families who may be in need of early help and enable them to access it. Staff are also aware and have read Keeping children safe in Education 2022. This is aimed at schools and colleges but we care for children school aged during wraparound.  
• All staff understands the thresholds of significant harm and understand how to access services for families, including for those families who are below the threshold for significant harm, according to arrangements published by the LSCP and MARU.
• All staff understand their responsibilities under the General Data Protection Regulation and the Data Protection Act 2018, and understand relevant safeguarding legislation, statutory requirements and local safeguarding partner requirements and ensure that any information they may share about parents and their children with other agencies is shared appropriately and lawfully.
• We will support families to receive appropriate early help by sharing information with other agencies in accordance with statutory requirements and legislation.
• We will share information lawfully with safeguarding partners and other agencies where there are safeguarding concerns.
• We will be transparent about how we lawfully process data.
• All staff understand how to escalate their concerns in the event that they feel either the local authority and/or their own organisation has not acted adequately to safeguard and know how to follow local safeguarding procedures to resolve professional disputes between staff and organisations.
• All staff understand what the organisation expects of them in terms of their required behaviour and conduct, and follow our policies and procedures on positive behaviour, online safety (including use of cameras and mobile phones), whistleblowing and dignity at work.
• Children have a key person to build a relationship with, and are supported to articulate any worries, concerns or complaints that they may have in an age appropriate way.
• All staff understand our policy on promoting positive behaviour and follow it in relation to children showing aggression towards other children.
• Adequate and appropriate staffing resources are provided to meet the needs of children.
• Applicants for posts within the setting are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974.
• Enhanced criminal records and barred lists checks and other suitability checks are carried out for staff and volunteers prior to their post being confirmed, to ensure that no disqualified person or unsuitable person works at the setting or has access to the children.
• Where applications are rejected based on information disclosed, applicants have the right to know and to challenge incorrect information.
• Enhanced criminal records and barred lists checks are carried out on anyone living or working on the premises.
• Volunteers must:

• be aged 17 or over;

• be considered competent and responsible;

• receive a robust induction and regular supervisory meetings;

• be familiar with all the settings policies and procedures.

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

• the criminal records disclosure reference number;

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

• the date the disclosure was obtained; and

• details of who obtained it.

• All staff and volunteers are informed that they are expected to disclose any convictions, cautions, court orders or reprimands and warnings which may affect their suitability to work with children (whether received before or during their employment with us).
•  From 31 August 2018, staff and volunteers in childcare settings that are not based on domestic premises are not required to notify their line manager if anyone in their household (including family members, lodgers, partners etc.) has any relevant convictions, cautions, court orders, reprimands or warnings or has been barred from, or had registration refused or cancelled in relation to any childcare provision or have had orders made in relation to care of their children.
• Staff receive regular supervision, which includes discussion of any safeguarding issues, and their performance and learning needs are reviewed regularly.
• In addition to induction and supervision, staff are provided with clear expectations in relation to their behaviour outlined in the employee handbook.
• We notify the Disclosure and Barring Service of any person who is dismissed from our employment, or resigns in circumstances that would otherwise have led to dismissal for reasons of a child protection concern.
• Procedures are in place to record the details of visitors to the setting. On arrival staff ask to see identification and all visitors sign in and wear a visitors lanyard. 
• Security steps are taken to ensure that we have control over who comes into the setting so that no unauthorised person has unsupervised access to the children.
• Steps are taken to ensure children are not photographed or filmed on video for any other purpose than to record their development or their participation in events organised by us. Parents sign a consent form and have access to records holding visual images of their child. Staff do not use personal cameras or filming equipment to record images.
• Personal mobile phones are not used where children are present. All staff sign in and out their phones on arrival and leaving the preschool. Staff mobile phones are kept in the office in a locked box. Staff can access their phones when on their breaks when not in contact with children. If a member of staff is seen with their phone in their procession around the children or in the preschool rooms/kitchen/toilet areas (any area, other than the staff room or annex whilst on breaks) this will result in disciplinary action. 
• The designated person in the setting has responsibility for ensuring that there is an adequate online safety policy in place.
• We keep a written record of all complaints and concerns including details of how they were responded to.
• We ensure that robust risk assessments are completed, that they are seen and signed by all relevant staff and that they are regularly reviewed and updated, in line with our health and safety policy.
• The designated officer will support the designated person to undertake their role adequately and offer advice, guidance, supervision and support.
• The designated person will inform the designated officer at the first opportunity of every significant safeguarding concern, however this should not delay any referrals being made to children’s social care, or where appropriate, the LADO, Ofsted or RIDDOR.

 

Key commitment 2

We are committed to responding promptly and appropriately to all incidents, allegations or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in ‘What to do if you’re worried a child is being abused’ (HMG, 2015) and the Care Act 2014.

Responding to suspicions of abuse

•  We acknowledge that abuse of children can take different forms – physical, emotional, and sexual, as well as neglect.
• We ensure that all staff have an understanding of the additional vulnerabilities that arise from special educational needs and/or disabilities, plus inequalities of race, gender, language, religion, sexual orientation or culture, and that these receive full consideration in relation to child, young person or vulnerable adult protection.
• When children are suffering from physical, sexual or emotional abuse, or experiencing neglect, this may be demonstrated through:

• significant changes in their behaviour;

• deterioration in their general well-being;

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

• disclosure);

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

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

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

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

• We understand that we should refer a child who meets the s17 Children Act 1989 child in need definition to local authority children’s social work services
• We understand that we should refer any child who may be at risk of significant harm to local authority children’s social work services.

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

We are aware that children’s vulnerability is potentially increased when they are privately fostered and when we know that a child is being cared for under a private fostering arrangement, we inform our local authority children’s social care team and Contact MARU 0300 1231116

If the concerns arise out of office hours contact 01208 251300

 

If the DSL/DDSL are not available.

If there is an immediate concern about a child or their family any member of staff can phone the MARU for advice and guidance if the DSL/DDSL are not available.

Contact details: MARU 0300 1231116

If the concerns arise out of office hours contact 01208 251300

 

Contacting MARU (for advice or when making a referral)

Ensure that you have as much factual information about the child as possible when you phone include:

• Full name
• D.O.B
• Address
• Family composition details (including names of parent(s) and siblings)
• Any key professionals working with the school

Factual information about the concerns you have – including access to any chronologies the school has on the child

 

• NSPCC –what you can do to report abuse dedicated helpline is available as an alternative route for staff who do not feel able to raise concerns regarding child protection failures internally or are concerned about how a safeguarding issue is being handled within school. Staff can call 0800 028 0285 8am -8pm Monday – Friday or email@help@nspcc.org.uk

 

• We are prepared to take action if we have concerns about the welfare of a child who fails to arrive at a session when expected. The designated person will take immediate action to contact the child’s parent to seek an explanation for the child’s absence and be assured that the child is safe and well. If no contact is made with the child’s parents and the designated person has reason to believe that the child is at risk of significant harm, the relevant professionals are contacted immediately and LSCP procedures are followed. If the child has current involvement with social care the social worker is notified on the day of the unexplained absence. 
• We are aware of other factors that affect children’s vulnerability that may affect, or may have affected, children and young people using our provision, such as abuse of children who have special educational needs and/or disabilities; fabricated or induced illness; child abuse linked to beliefs in spirit possession; sexual exploitation of children, including through internet abuse; Female Genital Mutilation and radicalisation or extremism.
• In relation to radicalisation and extremism, we follow the Prevent Duty guidance for England and Wales published by the Home Office and LSCP procedures on responding to radicalisation.
• The designated person completes online Channel training, online Prevent training where available to ensure they are familiar with the local protocol and procedures for responding to concerns about radicalisation.

1. We are aware of the mandatory duty that applies to teachers, and health workers to report cases of Female Genital Mutilation to the police. We are also aware that early years practitioners should follow local authority published safeguarding procedures to respond to FGM and other safeguarding issues, which involves contacting police if a crime of FGM has been or may be about to be committed.
2. We also make ourselves aware that some children and young people are affected by gang activity, by complex, multiple or organised abuse, through forced marriage or honour based violence or may be victims of child trafficking. While this may be less likely to affect young children in our care, we may become aware of any of these factors affecting older children and young people who we may come into contact with.
3. If we become concerned that a child may be a victim of modern slavery or human trafficking we will refer to the National Referral Mechanism, as soon as possible and refer and/or seek advice to the local authority children’s social work service and/or police.
4. We will be alert to the threats children may face from outside their families, such as that posed by organised crime groups such as county lines and child sexual exploitation, online use and from within peer groups and the wider community.
5. Where we believe that a child in our care or that is known to us may be affected by any of these factors we follow the procedures below for reporting child protection and child in need concerns and follow the LSCP procedures.
6. Where such indicators are apparent, the child’s key person makes a dated record of the details of the concern and discusses what to do with the member of staff who is acting as the designated person. The information is stored on the child’s personal file. 
7. In the event that a staff member or volunteer is unhappy with the decision made of the designated person in relation to whether to make a safeguarding referral they must follow escalation procedures.

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

1. 1. We respond to any disclosures sensitively and appropriately and take care not to influence the outcome either through the way we speak to children or by asking questions of children (although we may check out/clarify the details of what we think they have told us with them).

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

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

• All staff know that they can contact the NSPCC whistleblowing helpline if they feel that or organisation and the local authority have not taken appropriate action to safeguard a child and this has not been addressed satisfactorily through organisational escalation and professional challenge procedures.

• We have a whistleblowing policy in place.

• Staff/volunteers know they can contact the organisation Public Concern at Work for advice relating to whistleblowingdilemmas.

 

Recording suspicions of abuse and disclosures

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

• listens to the child, offers reassurance and gives assurance that she or he will take action;

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

• makes a written record that forms an objective record of the observation or disclosure that includes: the date and time of the observation or the disclosure; the exact words spoken by the child as far as possible; the name of the person to whom the concern was reported, with the date and time; and the names of any other person present at the time.

• These records are signed and dated and kept in the child’s personal file, which is kept securely and confidentially.
• The member of staff acting as the designated person is informed of the issue at the earliest opportunity, and always within one working day.
• Where the Local Safeguarding Children Partnership stipulates the process for recording and sharing concerns, we include those procedures alongside this procedure and follow the steps set down by the Local Safeguarding Children Partnership.

 

Escalation process

• If we feel that a referral made has not been dealt with properly or that concerns are not being addressed or responded to, we will follow the LSCP escalation process.
• We will ensure that staff are aware of how to escalate concerns.
• We will follow local procedures published by the LSCP.https://ciossafeguarding.org.uk/scp/p/our-policies-and-procedures/policy

 

Informing parents

• Parents are normally the first point of contact. Concerns are normally discussed with parents to gain their view of events, unless it is felt that this may put the child or other person at risk, or may interfere with the course of a police investigation, or may unduly delay the referral, or unless it is otherwise unreasonable to seek consent. Advice will be sought from social care, or in some circumstances police, where necessary.
• Parents are informed when we make a record of concerns in their child’s file and that we also make a note of any discussion we have with them regarding a concern.
• If a suspicion of abuse warrants referral to social care, parents are informed at the same time that the referral will be made, except where the procedures of the Local Safeguarding Children Partnership does not allow this, for example, where it is believed that the child may be placed at risk. 
• This will usually be the case where the parent is the likely abuser or where sexual abuse may have occurred.
• If there is a possibility that advising a parent beforehand may place a child at greater risk (or interfere with a police response) the designated person should consider seeking advice from children’s social care, about whether or not to advise parents beforehand, and should record and follow the advice given.

 

Liaison with other agencies and multi-agency working

• We work within the Local Safeguarding Children Partnership guidelines.
• The current version of ‘What to do if you’re worried a child is being abused’ is available for parents and staff and all staff are familiar with what they need to do if they have concerns.
• We notify Ofsted of any incident or accident and any changes in our arrangements which may affect the well-being of children or where an allegation of abuse is made against a member of staff (whether the allegations relate to harm or abuse committed on our premises or elsewhere). Notifications to Ofsted are made as soon as is reasonably practicable, but at the latest within 14 days of the allegations being made.

 

Allegations against staff and persons in position of trust

• We ensure that all parents know how to complain about the behaviour or actions of staff or volunteers within the setting, which may include an allegation of abuse.
• We ensure that all staff volunteers and anyone else working in the setting knows how to raise concerns that they may have about the conduct or behaviour of other people including staff/colleagues.
• We differentiate between allegations, and concerns about the quality of care or practice and complaints and have a separate process for responding to complaints.
• We respond to any inappropriate behaviour displayed by members of staff, volunteer or any other person living or working on the premises, which includes:

• inappropriate sexual comments;

• excessive one-to-one attention beyond the requirements of their usual role and responsibilities, or inappropriate sharing of images

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

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

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

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

•  We respond to any concerns raised by staff and volunteers who know how to escalate their concerns if they are not satisfied with our response
• 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 a senior manager within the organisation and the Local Authority Designated Officer (LADO) as necessary to investigate and/or offer advice:

01872 326536

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

 

Disciplinary action

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

 

Key commitment 3

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

 

Training

• Training opportunities are sought for all adults involved in the setting to ensure that they are able to recognise the signs and signals of possible physical abuse, emotional abuse, sexual abuse (including child sexual exploitation) and neglect and that they are aware of the local authority guidelines for making referrals. Training opportunities should also cover extra familial threats such as online risks, radicalisation and grooming, and how to identify and respond to families who may be in need of early help, and organisational safeguarding procedures.

• Designated persons receive appropriate training, as recommended by the Local Safeguarding Children Partnership, every two years and refresh their knowledge and skills at least annually. 
• We ensure that all staff know the procedures for reporting and recording any concerns they may have about the provision.
• We ensure that all staff receive updates on safeguarding regularly via emails, newsletters, online training and/or discussion at staff meetings.

 

Planning

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

Curriculum

• We introduce key elements of keeping children safe into our programme to promote the personal, social and emotional development of all children, so that they may grow to be strong, resilient and listened to and so that they develop an understanding of why and how to keep safe.
• We create within the setting a culture of value and respect for individuals, having positive regard for children’s heritage arising from their colour, ethnicity, languages spoken at home, cultural and social background.
• We ensure that this is carried out in a way that is developmentally appropriate for the children.

 

Confidentiality

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

 

Support to families

• We believe in building trusting and supportive relationships with families, staff and volunteers.
• We make clear to parents our role and responsibilities in relation to child protection, such as for the reporting of concerns, information sharing, monitoring of the child, and liaising at all times with the local children’s social care team.
• We will continue to welcome the child and the family whilst investigations are being made in relation to any alleged abuse.
• We follow the Child Protection Plan as set by the child’s social worker in relation to the setting’s designated role and tasks in supporting that child and their family, subsequent to any investigation.
• We will engage with any child in need plan or early help plan as agreed.
• Confidential records kept on a child are shared with the child’s parents or those who have parental responsibility for the child in accordance with the Confidentiality and Client Access to Records procedure, and only if appropriate under the guidance of the Local Safeguarding Children Partnership.

 

Incapacitated parent

Incapacitated refers to a condition which renders a parent unable to take responsibility for their child; this could be at the time of collecting their child from the setting or on arrival. Concerns may include:

• appearing drunk
• appearing under the influence of drugs 
• demonstrating angry and threatening behaviour to the child, members of staff or others
• appearing erratic or manic

Informing

• If a member of staff is concerned that a parent displays any of the above characteristics, they inform the designated personas soon as possible.
• The designated person assesses the risk and decides if further intervention is required.
• If it is decided that no further action is required, a record of the incident is made on form 06.1b Safeguarding incident reporting form.
• If intervention is required, the designated person speaks to the parent in an appropriate, confidential manner.
• The designated person will, in agreement with the parent, use emergency contacts listed for the child to ask an alternative adult to collect the child. 
• The emergency contact is informed of the situation by the designated person and of the setting’s requirement to inform social care of their contact details.
• The designated officer is informed of the situation as soon as possible and provides advice and assistance as appropriate.
• If there is no one suitable to collect the child social care are informed.
• If violence is threatened towards anybody, the police are called immediately.
• If the parent takes the child from the setting while incapacitated the police are called immediately and a referral is made to social care.

Recording

• The designated person completes a Safeguarding incident reporting form and if social care were contacted  Confidential safeguarding incident report form is completed the designated officer. If police were contacted 06.1c Confidential safeguarding incident report form should also be copied to the owners/directors/trustees.
• Further updates/notes/conversations/ telephone calls are recorded.

Death of a child on-site

Identifying

• If it is suspected that a child has died in the setting, emergency resuscitation will be given to the child by a qualified First Aider until the ambulance arrives.
• Only a medical practitioner can confirm a child has died.

Informing

• • The designated person ensures emergency services have been contacted; ambulance and police.
  • The parents are contacted and asked to come to the setting immediately, informing them that there has been an incident involving their child and that an ambulance has been called; asking them to come straight to the setting or hospital as appropriate.
  • The designated person calls the designated officer and informs them of what has happened.
  • The trustees/directors are contacted and Confidential safeguarding incident report form prepared by the designated person and designated officer.
  • A member of staff is delegated to phone all parents to collect their children. The reason given must be agreed by the designated officer and the information given should be the same to each parent.
  • The decision on how long the setting will remain closed will be based on police advice.
  • Ofsted are informed of the incident by the nominated person and a RIDDOR report is made.

• Staff will not discuss the death of a child with the press.

Responding

• • The trustees/directors will decide how the death is investigated within the organisation after taking advice from relevant agencies. 

• The trustees/directors will coordinate support for staff and children to ensure their mental health and well-being.

 

Legal framework

 

Primary legislation

• Children Act (1989 s47)
• Protection of Children Act (1999)
• The Children Act (2004 s11) 
• Children and Social Work Act 2017
• Safeguarding Vulnerable Groups Act (2006)
• Childcare Act (2006)
• Child Safeguarding Practice Review and Relevant Agency (England) Regulations 2018
• Keeping Children Safe in Education for Schools and colleges September 2022

 

Secondary legislation

• Sexual Offences Act (2003)
• Criminal Justice and Court Services Act (2000)
• Equality Act (2010)

• General Data Protection Regulations (GDPR) (2018)

• Childcare (Disqualification) Regulations (2009)
• Children and Families Act (2014)
• Care Act (2014)
• Serious Crime Act (2015)

Signs and Indicators of Abuse 

A more comprehensive list will be considered within staff training however this will give staff some indication of what to look out for. Although these signs do not necessarily indicate that a child has been abused, they may help staff recognise that something is wrong. 

 

If you have any concerns you must pass these to your DSL immediately. 

 

Physical Abuse 

Most children will collect cuts and bruises and injuries, and these should always be interpreted in the context of the child’s medical/social history, developmental stage and the explanation given. Most accidental bruises are seen over bony parts of the body, e.g. elbows, knees, shins, and are often on the front of the body. Some children, however, will have bruising that is more than likely inflicted rather than accidental. Important indicators of physical abuse are bruises or injuries that are either unexplained or inconsistent with the explanation given; these can often be visible on the ‘soft’ parts of the body where accidental injuries are unlikely, e g, cheeks, abdomen, back and buttocks. Occasionally a ‘pattern’ may be seen e.g. fingertip or hand mark. 

A delay in seeking medical treatment when it is obviously necessary is also a cause for concern. 

 

The physical signs of abuse may include: 

• Unexplained bruising, marks or injuries on any part of the body. 
• Multiple bruises- in clusters, often on the upper arm, outside of the thigh. 
• Cigarette burns. 
• Human bite marks. 
• Broken bones. 
• Burns- shape of burn, uncommon sites, friction burn Changes in behaviour that can also indicate physical abuse: 
• Fear of parents being approached for an explanation. 
• Aggressive behaviour or severe temper outbursts. 
• Flinching when approached or touched. 
• Reluctance to get changed, for example in hot weather. 
• Depression. 
• Withdrawn behaviour. 
• Running away from home. 

 

Neglect 

It can be difficult to recognise neglect, however its effects can be long term and damaging for children. It is also impossible to recognize that aspects of neglect can be very subjective. We may need to challenge ourselves and others and remember that people can have different values and 35 that there will be differences in how children are cared for which may be based on faith or cultural issues that our different to ours. In respecting these differences, we must not be afraid to raise our concerns if we believe the care being given to the child may be impacting on its safety and welfare. 

Signs of Abuse.

 

The physical signs of neglect may include: 

• Being constantly dirty or ‘smelly’. 
• Constant hunger, sometimes stealing food from other children. 
• Losing weight, or being constantly underweight (obesity may be a neglect issue as well). 
• Inappropriate or dirty clothing. 
• Neglect may be indicated by changes in behaviour which may include: 
• Mentioning being left alone or unsupervised. 
• Not having many friends. 
• Complaining of being tired all the time. 
• Not requesting medical assistance and/or failing to attend appointments 

 

Emotional Abuse 

Emotional abuse can be difficult to identify as there are often no outward physical signs. 

Indications may be a developmental delay due to a failure to thrive (also known as faltering growth) and grow, however, children who appear well-cared for may nevertheless be emotionally abused by being taunted, put down or belittled. They may receive little or no love, affection or attention from their parents or carers. Emotional abuse can also take the form of children not being allowed to mix or play with other children. 

 

Changes in behaviour which can indicate emotional abuse include: 

• Neurotic/anxious behaviour e.g. sulking, hair twisting, rocking. 
• Being unable to play. 
• Fear of making mistakes. 
• Sudden speech disorders. 
• Self-harm. 
• Fear of parent being approached regarding their behaviour.
• Development delay in terms of emotional progress. 
• Overreaction to mistakes. 

 

Sexual Abuse 

It is recognised that there is underreporting of sexual abuse within the family. All Staff and Trustees at Kea Preschool should play a crucial role in identifying/reporting any concerns that they may have through, for example, the observation and play of younger children and understanding the indicators of behaviour in older children which may be underlining of such abuse. 

 All Staff and Governors should be aware that adults, who may be men, women or other children, who use children to meet their own sexual needs abuse both girls and boys of all ages. 

Indications of sexual abuse may be physical or from the child’s behaviour. In all cases, children who tell about sexual abuse do so because they want it to stop. It is important, therefore, that they are listened to and taken seriously. 

 

The physical signs of sexual abuse may include:  

 

• Pain or itching in the genital area.
• Bruising or bleeding near genital area.
• Sexually transmitted disease.
• Stomach pains.
• Discomfort when walking or sitting down.

 

Changes in behaviour which can also indicate sexual abuse include:  

Sudden or unexplained changes in behaviour e.g. becoming aggressive or withdrawn.

∙  Fear of being left with a specific person or group of people.

∙  Sexual knowledge which is beyond their age, or developmental level.

∙  Sexual drawings or language

∙  Eating problems such as overeating or anorexia.

∙  Self-harm or mutilation, sometimes leading to suicide attempts.

∙  Saying they have secrets they cannot tell anyone about.

∙  Acting in a sexually explicit way towards adults.

Note: A child may be subjected to a combination of different kinds of abuse. It is also possible that a child may show no outward signs and hide what is happening from everyone. 

 

Child Sexual Exploitation (CSE) and Child Criminal Exploitation (CCE)

Different forms of abuse can often overlap and perpetrators may subject children to may forms of abuse Many aspects of CSE take place online so it may be difficult to identify this within preschool. The behaviours also need to be considered within the context of the child’s age and stage of development. As they get older this may be more difficult to identify. However, abuse indicators may include:  

Children talking about having lots of ‘friends’ online whom when asked the do not know personally 

 Associate with other children involved in exploitation

• Disengagement from education
• Using drugs or alcohol
• Unexplained gifts/money
• Repeat concerns about sexual health
• Children who suffer from sexually transmitted disease or are pregnant
• Suffer from changes in emotional wellbeing
• Talking about physically meeting up with someone they met online
• Posting lots of images of themselves online
• Going missing or regularly coming home late
• Talking about friendships with older young people/adults
• Children who have older girlfriends/boyfriends
• Engagement with offending
• Exclusion or unexplained absences from preschool
• Isolation from peers/social network
• Frequently in the company of older people – association with ‘risky’ adults
• Accepting lifts or being picked up in vehicles
• Physical injury without plausible explanation
• No parental supervision/monitoring of online activity
• Poor school attendance
• Secretive behaviour
• Self-harm or significant changes in emotional well-being
• Concerning use of internet or other social media
• Returning home late
• Chronic tiredness.

 

∙ Reference: Child sexual Exploitation – guide for practitioners February 2017 

 

County Lines

Indicators may include:  

Go missing and are subsequently found in areas away from their home

∙  Have been the victim or perpetrator of serious violence (e.g knife crime)

∙  Are involved in receiving request for drugs via phone line, moving drugs, handing over

∙ and collecting money for drugs  

∙ avoid detection  

∙ or ‘cuckooing’ or hotel room where there is drug activity  

Owe a ‘debt bond’ to their exploiters∙

 

Female Genital Mutilation (FGM)

Although situations of FGM may be unusual it is important that you do not assume it could not happen here. 8-15 year old girls are the most vulnerable. 

 

Indicators may include:  

Days absent from school

• Not participating in physical education
• In pain/has restricted movement/frequent and long visits to the toilet/broken limbs
• Confides that she is having a special procedure, cut or celebration
• Unauthorised and or extended leave, vague explanations or plans for removal of a female in a high risk category especially over the summer period. 
• Country known to practice FGM  Parents from a country who are known to practice FGM.

Legal framework

 

Primary legislation

• Children Act (1989 s47)
• Protection of Children Act (1999)
• The Children Act (2004 s11) 
• Children and Social Work Act 2017
• Safeguarding Vulnerable Groups Act (2006)
• Childcare Act (2006)
• Child Safeguarding Practice Review and Relevant Agency (England) Regulations 2018
• Keeping Children Safe in Education for Schools and colleges September 2022

 

Secondary legislation

• Sexual Offences Act (2003)
• Criminal Justice and Court Services Act (2000)
• Equality Act (2010)

• General Data Protection Regulations (GDPR) (2018)

• Childcare (Disqualification) Regulations (2009)
• Children and Families Act (2014)
• Care Act (2014)
• Serious Crime Act (2015)

 

Further guidance

 

• Working Together to Safeguard Children https://www.gov.uk/government/publications/working-together-to-safeguard-children–2
• What to do if you’re Worried a Child is Being Abused (HMG, 2015) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/419604/What_to_do_if_you_re_worried_a_child_is_being_abused.pdf
• Framework for the Assessment of Children in Need and their Families (DoH 2000)
• The Common Assessment Framework for Children and Young People: A Guide for Practitioners 

(CWDC 2010)

• Statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (HMG 2008)
• Hidden Harm – Responding to the Needs of Children of Problem Drug Users (ACMD, 2003)
• Information Sharing: Advice for Practitioners providing Safeguarding Services (DfE 2018)
• Disclosure and Barring Service: www.gov.uk/disclosure-barring-service-check
• Revised Prevent Duty Guidance for England and Wales (HMG, 2015)
• Inspecting Safeguarding in Early Years, Education and Skills Settings, (Ofsted, 2016)
• Keeping Children Safe 2022 file:///C:/Users/Kea%20Pre%20School/Downloads/Keeping_children_safe_in_education_2022%20(2).pdf

Managing a Disclosure of Abuse at Kea Preschool

 

It is extremely important that if a child discloses that you know what to do. 

This will be explained by the DSL/DDSL during induction and will form a key part of any safeguarding training undertaken within the preschool. 

These are the key principles: 

• If a child or young person discloses abuse,  
• you suspect a child may have been abused, 
• You witness an abusive situation involving another professional.

 

RECORD AND REPORT:

• Respond without showing any signs of disquiet, anxiety or shock.
• Enquire casually about how an injury was sustained or why a child appears upset.
• Confidentiality must never be promised to children, young people, or adults in this situation.  
• Observe carefully the demeanour or behaviour of the child.
• Record in detail what has been seen and heard in the child’s own words (after you have spoken to them, not during a disclosure).  
• Do not interrogate or enter into detailed investigations: rather, encourage the child to say what she/he wants until enough information is gained to decide whether or not a referral is appropriate.
• Ensure if the child is complaining of being hurt/unwell this is reported immediately
• Asking questions is fine to help understand what the issue is BUT you must ensure the questions are open and give the child the ability to clarify.  
• It is important NOT to ask leading questions e.g. Did —– Was it ——?.
• It is important to know when to stop asking questions and listen. 
• It is important not to interrogate. 

 

Types of Questions you can ask: TED

• Can you tell me? 
• Can you explain? 
• Can you describe? 
• Remember you are only clarifying with the child if something concerning did happen or could have happened from the information they give you. 

Report to your DSL or DDSL immediately. 

 

If they are not available contact MARU. Staff MUST NOT  

• Investigate suspected/alleged abuse themselves
• Evaluate the grounds for concern
• Seek or wait for proof
• Discuss the matter with anyone other than the designated staff or MARU
• Speak to the parents until you have had a conversation with your DSL/MARU
• Ask the child to repeat the info

This policy was adopted by	Kea Preschool Ltd	(name of provider)
On	2nd September 2022	(date)
Date to be reviewed	4th September 2023	(date)
Signed on behalf of the provider	TMKemp
Name of signatory	Tracey kemp
Role of signatory (e.g. chair, director or owner)	Manager

Policy statement

 

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

 

Procedures

Child going missing on the premises

• Assoon as it is noticed thata child is missing, the member of staffalerts our setting manager.
• The register is checked tomake sure no other child has also gone astray.
• Our manager/deputy will carry out a thorough search ofthe building and garden. 
• Doors and gates are checked tosee if there has been a breach ofsecurity whereby a child could wander out.
• If the child is not found, our manager/deputy calls the police immediately and reports the child as missing. If it is suspected that the child may have been abducted, the police are informed of this.
• The parent(s) are then called and informed.
• A recent photo and a note of what the child is wearing is given to the police. 
• Our manager/deputy talks toour stafftofind out when and where the child was last seen and records this.
• Ourmanager/deputycontactsourchair, or another directorandreportstheincident.Our chair or directorcomestotheprovisionimmediatelytocarryoutaninvestigation, withourmanagementteamwhereappropriate.

 

Child going missing from afterschool club

• Staff collect children in years f, 1, 2, 3 and 4 directly from school. They check with the teacher if a child is not present that we are expecting to attend afterschool club. Years 5 and 6 are expected to come straight to after school club. If we are expecting a child to attend and they do not, and we cannot check with their teacher/ a member of school staff or they are unsure if they have been collected or at a school club, we call parents to check the child has been collected by an authorised adult.
• If we cannot immediately contact either parent, messages are left asking them to contact us as soon as possible. A member of staff continues to keep trying to call parents and school are informed a child may be missing.
• A member of staff checks the child’s classroom and does a quick search of the school (often school support with this).
• If the child is not found and we cannot contact parents, or parents do not know where their child is, we call the police and report the child as missing. If it is suspected that the child may have been abducted, the police are informed of this.
• The parent(s) are then called and informed that a police report has been made. School are also informed.
• If we have a recent photo this is given to the police, along with details of what the child was wearing.
• Ourmanager/deputycontactsourchair, or another directorandreportstheincident.Our chair or director comestotheprovisionimmediatelytocarryoutaninvestigation, withourmanagementteamwhereappropriate.

 

Child going missing on an outing

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

• As soon as it is noticed that a child is missing, the staff members 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.
• Our senior staff member on the outing contacts the manager/deputy and they call the police and report that child as missing.
• Our manager contacts the parent(s).
• Our staff take the remaining children back to the setting as soon as possible.

• According to the advice of the police, a senior member of staff, or our manager where applicable, should remain at the site where the child went missing and wait for the police to arrive. 
• A recent photo and a description of what the child is wearing is given to the police.
• Our manager contacts our chair or director and reports the incident. Our chair or director comes to our premises immediately to carry out an investigation, with our management team (where appropriate).
• Our staff keep calm and do not let the other children become anxious or worried.

 

The investigation

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

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

• Our manager, together with a representative of our management team speaks with the parent(s) and explains the process of the investigation.

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

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

• The date and time of the incident.

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

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

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

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

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

• A conclusion is drawn as to how the breach of security happened.
• If the incident warrants a police investigation, all our staff co-operate fully. In this case, the police will handle all aspects of the investigation, including interviewing staff and parents. Children’s social care may be involved if it seems likely that there is a child protection issue to address.
• In the event of disciplinary action needing to be taken, Ofsted are advised.
• The insurance provider is informed.

 

Managing people

• Missing child incidents are very worrying for all concerned. Part of managing the incident is to try to keep everyone as calm as possible.
• Our staff will feel worried about the child. They may blame themselves and their feelings of anxiety and distress will rise as the length of time the child is missing increases.
• They may be the understandable target of parental anger and they may be afraid. Our manager ensures that any staff under investigation are not only fairly treated, but receive support while feeling vulnerable.
• The parents will feel angry, and fraught. They may want to blame our staff and may single out one staff member over others; they may direct their anger at our manager. When dealing with a distraught and angry parent, there should always be two members of staff one of whom is our manager and the other should be another representative of the management committee. No matter how understandable the parent’s anger may be, aggression or threats against our staff are not tolerated, and the police should be called.
• The other children are also sensitive to what is going on around them. They too may be worried. Our remaining staff caring for them need to be focused on their needs and must not discuss the incident in front of them. They should answer children’s questions honestly, but also reassure them.
• In accordance with the severity of the final outcome, our staff may need counselling and support. If a child is not found, or is injured, or worse, this will be a very difficult time. Our directors will use their discretion to decide what action to take.
• Our staff must not discuss any missing child incident with the press without taking advice.

 

This policy was adopted by	Kea Preschool Ltd	(name of provider)
On	September 2022	(date)
Date to be reviewed	September 2023	(date)
Signed on behalf of the provider	TMKemp
Name of signatory	Tracey Kemp
Role of signatory (e.g. chair, director or owner)	Manager

 

8: First aid

 

Policy statement

 

We are able to take action to apply first aid treatment in the event of an accident involving a child or adult. At least one adult with a current first aid certificate is on the premises, or on an outing, at any one time. Newly qualified staff who achieved an early years qualification at level 2 or 3 on or after 30 June 2016 also have a paediatric first aid certificate in order to be counted in the adult:child ratios. The first aid qualification includes first aid training for infants and young children. We have evidence of due diligence when choosing first aid training and ensure that it is relevant to adults caring for young children.

 

Procedures

 

The first aid kit

Our first aid kit is accessible at all times and contains adequate first aid equipment for the number of adults and children onsite. A list of contents is stored in the box and this is checked regularly, replenished and items going out of date are replaced.

 

Person responsible for checking and stocking first aid box: Tracey Couldridge, Denise Penna and Melissa Thomas

 

• All members of staff know the location of First Aid boxes, the contents of which are in line with St John’s Ambulance recommendations as follows:

• 20 individually wrapped sterile plasters (assorted sizes)
• 2 sterile eye pads
• 4 individually wrapped triangular bandages (preferably sterile)
• 6 safety pins
•  2 large, individually wrapped, sterile, un-medicated wound dressings
• 6 medium, individually wrapped, sterile, un-medicated wound dressings
• a pair of disposable gloves
• adhesive tape
• a plastic face shield (optional)

• Children’s thermometers (with a strip thermometer to use as a back up).
• A supply of ice packs are kept in the freezer or instant packs on top of the freezer.

 

• Information about who has completed first aid training and the location of the first aid box is provided to all our staff and volunteers. A list of staff and volunteers who have current PFA certificates is displayed in the setting on the planning board.
• If a child is displaying a high temperature, staff record these temperatures on our Temperature monitoring sheet and check every 30 minutes or more regularly if deemed necessary. 
• The first aid box is easily accessible to adults and is kept out of the reach of children. Our first aid box is on the window in the kitchen area in a secure box away from children. 
• Medication is only administered in line with our Administering Medicines policy.
• In the case of minor injury or accidents, first aid treatment is given by a qualified first aider. 
• In the event of minor injuries or accidents, we normally inform parents when they collect their child, unless the child is unduly upset or we have concerns about the injury. In which case we will contact the child’s parents for clarification of what they would like to do, i.e. whether they wish to collect the child and/or take them to their own GP.
• Parents are informed of any head bumps and children are monitored. 

 

Serious accidents or injuries

• • An ambulance is called for children/staff requiring emergency treatment.
  • First aid is given until the ambulance arrives on scene. If at any point it is suspected that the child has died,06.10 Death of a child on site procedure is implemented and the police are called immediately.
  • The registration form is taken to the hospital with the child.

• Parents or carers are contacted and informed of what has happened and where their child is being taken to. 

• The setting managers arranges for a taxi to take the child and carer to hospital for further checks, if deemed to be necessary.

 

• Parents sign a consent form at registration allowing a member of staff to take their child to the nearest Accident and Emergency unit to be examined, treated or admitted as necessary on the understanding that they have been informed and are on their way to the hospital.
• Accidents and injuries are recorded on our accident record form and, where applicable, notified to the Health and Safety Executive, Ofsted and/or local child protection agencies in line with our Recording and Reporting of Accident and Incidents Policy.

 

Recording and reporting

• In the event of a serious accident, injury, or serious illness, the designated person notifies the designated officer using our Confidential safeguarding incident report form as soon as possible.
• The setting’s line manager is consulted before a RIDDOR report is filed.
• If required, a RIDDOR form is completed; one copy is sent to the parent, one for the child’s file and one for the local authority Health and Safety Officer.
• The owners/directors/trustees are notified by the setting manager of any serious accident or injury to, or serious illness of, or the death of, any child whilst in their care in order to be able to notify Ofsted and any advice given will be acted upon. Notification to Ofsted is made as soon as is reasonably practicable and always within 14 days of the incident occurring. The designated person will, after consultation with the owners/directors/trustees, inform local child protection agencies of these events

• Covid 19 – If a child is displaying symptoms of Covid 19.

• A  high Temperature
• Persistent cough 
• A change or loss of taste or smell
•  Parents will be called and the child will be isolated within the Annex room. The adult will dress in full PPE and the room will be cleaned thoroughly once the child has been collected. 
• Staff will monitor the child’s temperature to record for parents.
• The child must get tested and not return until well and after isolation. 

https://www.gov.uk/government/collections/early-years-and-childcare-coronavirus-covid-19

 

Legal framework

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

Further guidance

 

• First Aid at Work: Your questions answered (HSE Revised 2015)
• Basic Advice on First Aid at Work (HSE Revised 2012)
• Guidance on First Aid for Schools (DfE Revised 2014)

 

This policy was adopted by	Kea Preschool Ltd	(name of provider)
On	March 2020 (Previous Manager)	(date)reviewed Oct  2022 TK
Date to be reviewed	October  2023	(date)
Signed on behalf of the provider	TMKEMP
Name of signatory	Tracey Kemp
Role of signatory (e.g. chair, director or owner)	Manager

 

9:  Confidentiality and client access to records

 

Policy statement

 

‘Share with informed consent where appropriate and, where possible, respect the wishes of those who do not consent to share confidential information. You may still share information without consent if, in your judgement, there is good reason to do so, such as where safety may be at risk. You will need to base your judgement on the facts of the case.’

Information sharing: Advice for practitioners providing safeguarding services to children, young people, parents and carers (HMG 2015)

 

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. We have record keeping systems in place that meet legal requirements; the means that we use to store and share that information takes place within the framework of the General Data Protection Regulations (2018) and the Human Rights Act (1998).

 

Confidentiality procedures

 

• Most things that happen between the family, the child and the setting are confidential to our setting. In exceptional circumstances information is shared, for example with other professionals or possibly social care or the police.
• Information shared with other agencies is done in line with our Information Sharing Policy. 
• We always check whether parents regard the information they share with us to be confidential or not.
• Some parents may share information about themselves with other parents as well as with our staff; we cannot be held responsible if information is shared by 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 are not responsible should that confidentiality be breached by participants.
• We inform parents when we need to record confidential information beyond the general personal information we keep (see our Children’s Records Policyand Privacy Notice) – 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 Children’s Records Policy and Privacy Notice).
• Information is kept in a manual file, or electronically. Our staff may also use a computer to type reports, or letters. The setting computer is password protected. Any electronic information is routinely deleted in line with our retention of records procedure.
• Our staff discuss children’s general progress and well being together in meetings, but more sensitive information is restricted to our manager and the child’s key person, and is shared with other staff on a need to know basis.
• We do not discuss children with staff who are not involved in the child’s care, nor with other parents or anyone else outside of the setting.
• Our discussions with other professionals take place within a professional framework and not on an informal or ad-hoc basis.
• Where third parties share information about an individual; our practitioners and managers check if it is confidential, both in terms of the party sharing the information and of the person whom the information concerns.

 

Client access to records procedures

 

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

• The parent is the ‘subject’ of the file in the case where a child is too young to give ‘informed consent’ and has a right to see information that our setting has compiled on them.
• 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 manager.
• We acknowledge the request in writing, informing the parent that an arrangement will be made for them to see the file contents, subject to third party consent. 
• Our written acknowledgement allows one month for the file to be made ready and available. We will be able to extend this by a further two months where requests are complex or numerous. If this is the case, we will inform you within one month of the receipt of the request and explain why the extension is necessary
• A fee may be charged for repeated requests, or where a request requires excessive administration to fulfil.
• Our manager informs the chair of the committee and legal advice may be sought before sharing a file.
• Our manager goes through the file with the chair and ensures that all documents have been filed correctly, that entries are in date order and that there are no missing pages. They note any information, entry or correspondence or other document which mentions a third party. 
• We write to each of those individuals explaining that the subject has requested sight of the file, which contains a reference to them, stating what this is. 
• They are asked to reply in writing to our manager giving or refusing consent for disclosure of that material.
• We keep copies of these letters and their replies on the child’s file.
• ‘Third parties’ include each family member noted on the file; so where there are separate entries pertaining to each parent, step parent, grandparent etc, we write to each of them to request third party consent.
• Third parties also include workers from any other agency, including children’s social care and the health authority for example. Agencies will normally refuse consent to share information, preferring instead for the parent to be redirected to those agencies for a request to see their file held by that agency.
• Members of our staff should also be written to, but we reserve the right under the legislation to override a refusal for consent or to just delete the name of the staff member and not the information. We may grant refusal if the member of staff has provided information that could be considered ‘sensitive’ and the staff member may be in danger if that information is disclosed; or if that information is the basis of a police investigation. However, if the information is not sensitive, then it is not in our interest to withhold that information from a parent. In each case this should be discussed with members of staff and decisions recorded.
• When we have received all the consents/refusals our manager takes a photocopy of the complete file. On the copy of the file, our manager removes any information that a third party has refused consent for us to disclose and blank out any references to the third party, and any information they have added to the file, using a thick marker pen.
• The copy file is then checked by the chair and legal advisors to verify that the file has been prepared appropriately.
• 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’.
• We photocopy the ‘clean copy’ again and collate it for the parent to see.
• Our manager informs the parent that the file is now ready and invites them to make an appointment to view it.
• Our manager and one other person from our management team meet with the parent to go through the file, explaining the process as well as what the content of the file records about the child and the work that has been done. Only the person(s) with parental responsibility can attend that meeting, or the parent’s legal representative or interpreter.
• The parent may take a copy of the prepared file away; but, to ensure it is properly explained to and understood by the parent, we never hand it over without discussion.
• It is an offence to remove material that is controversial or to rewrite records to make them more acceptable. Our recording procedures and guidelines ensure that the material reflects an accurate and non-judgemental account of the work we have done with the family.
• If a parent feels aggrieved about any entry in the file, or the resulting outcome, then we refer the parent to our complaints procedure. 
• The law requires that the information we hold must be held for a legitimate reason and must be accurate (see our Privacy Notice). If a parent says that the information we hold is inaccurate, then the parent has a right to request for it to be changed. However, this only pertains to factual inaccuracies. Where the disputed entry is a matter of opinion, professional judgement, or represents a different view of the matter than that held by the parent, we retain the right not to change that entry, but we can record the parent’s view of the matter. In most cases, we would have given a parent the opportunity at the time to state their side of the matter, and it would have been recorded there and then.
• If there are any controversial aspects of the content of a child’s file, we must seek legal advice. This might be where there is a court case between parents, where social care or the police may be considering legal action, or where a case has already completed and an appeal process is underway.
• We never ‘under-record’ for fear of the parent seeing, nor do we make ‘personal notes’ elsewhere.

Telephone advice regarding general queries may be made to The Information Commissioner’s Office Helpline 0303 123 1113.

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

 

Legal framework

 

• General Data Protection Regulations (GDPR) (2018)
• Human Rights Act (1998)

 

Further guidance

The Information Commissioner’s Officewww.ico.gov.uk/or helpline 0303 123 1113.

 

This policy was adopted by	Kea Preschool Ltd	(name of provider)
On	March 2020 Previous Manager	(date)reviewed TK Oct 2021
Date to be reviewed	November 2022	(date)
Signed on behalf of the provider	TMKEMP
Name of signatory	Tracey Kemp
Role of signatory (e.g. chair, director or owner)	Manager