Social Media Policy

St Andrew’s Pre-school recognises that social media has become a part of everyday life for many individuals and families, including both staff and parents. Social media allows for the free and easy exchange of information, opinions and images. With particular regard to images of children and to enable Pre-school to comply with its strict Safeguarding requirements, it is necessary to set our terms around the use of social media in connection with how Pre-school is presented publicly.

This policy also refers to the On-Line Safety including Cameras and Mobile Devices Policy and covers (but is not limited to) the following social media channels:

Social Media and Parents/Carers

St Andrew’s Pre-school recognises that parents/carers and their families may be regular users of social media and has no intention to curtail their use of it beyond reasonable requests to adhere to Safeguarding regulations and professionalism. It is also recognised that such parents/carers may not be wholly familiar with the requirements of Safeguarding, so the following brief guidelines are provided:

• Remember that nothing you put onto social media can be considered fully private, no matter how strong your privacy settings are.
• Be cautious on how you discuss Pre-school in conversations on Social media. Do not reveal:
  • the location of Pre-school.
  • the names of staff members/volunteers working at Pre-school, or anything else that could reveal their identities.
  • The names of other children and their parents/carers who attend Pre-school, or anything else that could reveal their identities.
• If you have any negative opinions or concerns about any aspect of how Pre-school is run, your concerns should always be reported to the Manager so that they can be investigated, discussed and resolved formally. This must not be discussed on social media.
• If you become aware of any conversation taking place on social media about St Andrew’s Pre-school and the tone of that conversation is critical of individual staff members or of the organisation, then it must be reported to the Manager for investigation.
• Do not create any social media friendships with staff/volunteers at Pre-school – this is so that the Manager can be confident that the correct professional relationships are being maintained between staff and parents. Pre-school will make an exception to this rule if a parent has an existing relationship with an employee/volunteer before your child starts at Pre-school. This rule no longer applies once your child has left Pre-school.
• Photographs and videos that you take of your child at Pre-school events that you wish to share on any social media channel (including Whatsapp), should not show any other child(ren) unless you have gained permission from the parent/carer of the child(ren).

Conditions of Use of a St Andrews Pre-school Parents/Carers Facebook Group

St Andrew’s Pre-school recognises that many parents/carers are regular users of Facebook and that some parents/carers have identified the benefits of having a Facebook group exclusively for current parents/carers. The use of this group would be for announcements/discussions such as:

• Repeating messages given at drop off and collection times – this will enable parents/carers who’s children are dropped off by someone else or who do not attend on a particular day to stay informed about important messages.
• Encouraging support of fundraising activities.
• Providing parents/carers who don’t know each other, with a means of contacting each other without having to ask Pre-school to do it for them.
• Sharing of useful information, e.g. suggestions on enhancing/creating nativity play costumes.
• Reuniting lost property to the correct person.
• Parent Help cover.

To be able to maintain appropriate controls of professionalism and Safeguarding, Pre-school has identified the following requirements for the management of this group:

• A new Parent’s Facebook group will be created at the beginning of each new Academic Year.
• The group must always be kept as a “Secret” group (as opposed to a Closed or Open group) Refer to Definition 1 below.
• Only current parents/carers and staff may be members.
• When new children start at Pre-school, the parents/carers should be sent an e-mail invite to join the group.
• Membership of the group is entirely voluntary and parents/carers may leave or join at any time.
• At the end of each Academic Year, the Parent’s Facebook group will be renamed to remove any further connection or involvement with Pre-school and a new group for the following Academic Year will be created.
• When children leave Pre-school, the parents/carers will be removed from the group.
• Members of staff are now part of the group.  This began during the 2020 Lockdown to enable the staff team to share stories, photos etc with your children.
• Other than your own child(ren), no posting of photographs and videos of other children unless you have gained permission from the parent/carer of the child(ren).
• No posting photographs and videos of any members of staff, volunteers or work experience students.
• There should be 2 or 3 administrators to monitor activity and deal with any issues or activity that break these requirements and approve invitation requests.
• Any negative discussions about Pre-school and/or its staff should be removed. The individual posting the discussion will be contacted directly by an administrator, to explain the reason for the removal and the issue in discussion should be passed on to the Manager for appropriate follow up.
• Administrators should share out the role of posting circle time messages based upon which days their children are/are not attending Pre-school.
• Parent Help swaps can be requested on the group but they will not be considered as confirmed until they have been agreed with the Parent Help Rota Co-ordinator.

Definition 1 

The definition of how a Secret group differs from an Open or Closed group is as follows:

• Anyone can join but they have to be added or invited by a member.
• Only current and former members can see the group’s name.
• Only current members can see who is in the group.
• Only current and former members can see the group’s description.
• Only current and former members can see the group’s tags.
• Only current members can see what members post in the group.
• Only current members can find the group when doing a search.
• Only current members can see stories about the group on Facebook, such as news feed or search.

AGREEMENT

I have read, understand and agree to abide by the content of this policy.

Signature:­­­­­­­­­­­­­_________________________________________________________________

Print Name:________________________________________________________________

Date:_____________________________________________________________________

Name of your child who attends our Pre-school: ______________________________________

Version 3.0 (Reviewed September 2020)

Introduction

We are committed to ensuring that any personal data we hold about you and your child is protected in accordance with data protection laws and is used in line with your expectations. This privacy notice explains what personal data we collect, why we collect it, how we use it and how we protect it.

What personal data do we collect?

We collect personal data about you and your child to provide care and learning that is tailored to meet your child’s individual needs. We also collect information in order to verify your eligibility for free childcare as applicable.

Personal details that we collect about your child include:

• your child’s name, date of birth, address, health and medical needs, development needs, and any special educational needs.

Where applicable we will obtain child protection plans from social care and health care plans from health professionals. We will also ask for information about who has parental responsibility for your child and any court orders pertaining to your child.

Personal details that we collect about you include:

• your name, home and work address, phone numbers, emergency contact details, and family details.

This information will be collected from you directly in the registration and induction forms.

If you apply for up to 30 hours free childcare, we will also collect:

• your National Insurance number or unique taxpayer reference (UTR), if you are self-employed. We may also collect information regarding benefits and family credits that you are in receipt of.

Why we collect this information and the legal basis for handling your data

We use personal data about you and your child in order to provide childcare services and fulfil the contractual arrangement you have entered into. This includes using your data to:

• contact you in case of an emergency
• to support your child’s wellbeing and development
• to manage any special educational, health or medical needs of your child whilst at our setting
• to carry out regular assessment of your child’s progress and to identify any areas of concern
• to maintain contact with you about your child’s progress and respond to any questions you may have
• to process your claim for up to 30 hours free childcare (only where applicable)
• to keep you updated with information about our service

With your consent, we will also record your child’s activities for their individual learning record. This may include photographs and videos. You will have the opportunity to withdraw your consent at any time, for images taken by confirming so in writing.

We have a legal obligation to process safeguarding related data about your child should we have concerns about their welfare. We also have a legal obligation to transfer records and certain information about your child to the setting that your child will be attending (see Transfer of Records policy).

Who we share your data with

In order for us to deliver childcare services we will also share your data as required with the following categories of recipients:

• Ofsted – during an inspection or following a complaint about our service
• the Local Authority (where you claim up to 30 hours free childcare as applicable)
• the government’s eligibility checker (as above)
• our insurance underwriter (if applicable)
• our setting software management provider (if applicable)
• the school that your child will be attending

We will also share your data if:

• We are legally required to do so, for example, by law, by a court or the Charity Commission;
• to enforce or apply the terms and conditions of your contract with us;
• to protect your child and other children; for example by sharing information with social care or the police;
• it is necessary to protect our rights, property or safety
• we transfer the management of the setting, in which case we may disclose your personal data to the prospective buyer and trustees of Committee so they may continue the service in the same way.

We will never share your data with any other organisation to use for their own purposes.

How do we protect your data?

We protect unauthorised access to your personal data and prevent it from being lost, accidentally destroyed, misused, or disclosed by:

• Encrypting data
• Using Office 365’s own security protection
• Using lockable filing cabinets
• Locking the office

How long do we retain your data?

We retain your child’s personal data for up to 3 years after your child no longer uses our setting, or until our next Ofsted inspection after your child leaves our setting. Medication records and accident records are kept for longer according to legal requirements. Your child’s learning and development records are maintained by us and downloaded for when your child leaves.

In some instances (child protection, or other support service referrals) we are obliged to keep your data for longer if it is necessary to comply with legal requirements (see our Children’s and Provider Records policies).

Automated decision-making

We do not make any decisions about your child based solely on automated decision-making.

Your rights with respect to your data

You have the right to:

• request access, amend or correct you and your child’s personal data
• request that we delete or stop processing your, and your child’s personal data, for example where the data is no longer necessary for the purposes of processing; and
• request that we transfer your, and your child’s personal data to another person

If you wish to exercise any of these rights at any time or if you have any questions, comments or concerns about this privacy notice, or how we handle your data please contact our Data Protection Officer. If you continue to have concerns about the way your data is handled and remain dissatisfied after raising your concern with us, you have the right to complain to the Information Commissioner Office (ICO). The ICO can be contacted at Information Commissioner’s Office, Wycliffe House, Water Lane, Wilmslow, Cheshire, SK9 5AF or ico.org.uk/

 Changes to this notice

We keep this notice under regular review. You will be notified of any changes where appropriate.

Version 2.0 (reviewed January 2019)

The provider must take necessary steps to promote the health and well-being of the children. The provider must promote the good health of the children, take necessary steps to prevent the spread of infection and take appropriate action when they are ill.

Promoting Health and Well-being

Statement

Our setting recognises that children’s health is an integral part of their emotional, mental, social, environmental and spiritual well-being and is supported by attention to these aspects. We promote health, safety and well-being through our practices, policies and procedures. We endeavour to minimize hazards and risks to enable the children at our setting to thrive in a healthy and safe environment. Safeguarding children from harm is a shared responsibility by everyone within the setting.

Procedures

Physical well-being

All children are different and develop in individual ways and at varying rates. Every area of development, physical, cognitive, linguistic, spiritual, social and emotional is equally important.

Staff are aware of the different stages of child development and how the effects of diet, exercise, environment, sleep, emotion can all affect their development.

Our setting provides a safe, secure, stimulating, supportive environment for all children and does not discriminate against any child or their family on the basis of protected characteristics as defined by the Equalities Act 2010.

The importance of hygiene is promoted and children are supported to maintain their own hygiene by such things as washing hands and covering mouths to reduce spreading germs to others.

Healthy Eating

Children need a balanced diet that contains foods from all the essential food groups to thrive and grow. Our setting regards snack times as an important part of the settings day. Eating represents a social time for children and adults and allows the children to learn about healthy eating.

We promote healthy eating using resources and learning about healthy foods and practices through a wide range of activities. At snack time we aim to provide good quality nutritious food that meets the children’s individual dietary needs.

We follow these procedures to promote healthy eating in our setting:-

• We regularly consult parents to check the information is correct and current any amendments are made and signed by the parents.
• We provide nutritious foods for snacks, avoiding large quantities of saturated fat, sugar and salt and artificial additives, preservatives and colourings.
• We include a wide variety of foods from the main food groups in our snack time.
• Fresh drinking water is available throughout the session for children to pour themselves or by an adult should they require it. We promote the importance of hydration especially in the warmer weather.
• Semi-skimmed milk and water are available at snack time.
• We promote healthy eating and children understanding the importance of a balanced diet through a variety of practical activities and discussions. Stories, posters and resources enable us to reinforce this on a daily basis.
• We support parents by giving advice as required and displaying literature to promote their knowledge and understanding of a healthy diet and its importance.
• All staff receive food hygiene training and refreshers to ensure safe best practice is maintained.
• We use anti-bacterial gel on our hands and the children’s prior to them having their snack to promote hygiene ensuring hands are clean and safe from germs minimising possible risks if running water is not available. Educating the children on the importance of hygiene.
• We plan activities that encourage healthy food choices and the role food plays in maintaining health.
• We promote healthy eating by being positive role models that the children can follow and continue to make healthy choices in the future.

Exercise

Our setting is aware of the importance of exercise and the benefits it has to children as a whole. We recognise not only the benefits it has on their health but also promotes stamina, endurance and allows an opportunity to socialise with their peers.

• We provide a range of opportunities to take part in physical exercise within session time.
• We encourage the children to move in a variety of ways to develop co-ordination, balance and gross motor skills.
• We encourage and support children until they feel confident to try activities without adult support.
• We discuss and promote the importance of exercise and the impact and effects it has on their bodies and the importance of rest.
• We encourage parents and children to take part in sponsored activities such as “the Mini Mile”.
• Staff promote exercise by participating and taking the lead for children to follow.
• We access the outside play area daily and promote the importance of physical activity and the stimulation exploring the outdoor environment can provide.

Supporting parents and families

• Staff support parents and families by offering advice on areas of concern.

• Provide emotional support to those that are emotionally vulnerable and experiencing difficulties such as separation, financial concerns and housing problems.

• Liaise with health visitors and local services in order to provide information and support required

• Inform parents where they can access medical treatment, dentist and health centres if they have just moved into the area. 

• Provide information both verbally and in different sized texts as required and go through it to ensure understanding.

• Providing information on healthy practices such as immunisation and advice on health matters such as chicken pox and head lice.

• Ensure parents are aware of the settings policies and procedures including those relating to safeguarding, equal opportunities/inclusion and health and hygiene. Policies are always available for parents to access.

• We take children still in nappies and support the child and parents with toilet training when the child progresses to this stage.

Emotional Well-being

• Staff are made aware during induction to the setting of all the settings policies and procedures and ensure they are followed.
• Children’s individual needs and requirements are met and their feelings accepted and respected. Friendships and team building are encouraged and promoted through daily activities.
• Our policy on Behaviour Management ensures that children can feel safe and secure as negative attitudes and bullying are dealt with promptly and effectively.
• Children gain a sense of well-being when they are encouraged to take responsibility and join in with activities that interest them.
• The child has a key person allocated to them on induction to provide support and guidance throughout their time at the setting. The staff team help to guide them through transition providing emotional support for the parent and child.
• Staff receive training and guidance to ensure they are confident promoting and supporting well-being.
• We provide a supportive network to respond to sensitive issues involving staff, children and adults.
• We ensure staff receive support in professional development, supported through the settings policies and procedures such as health and safety and grievance procedures as well as our educare training.

Staff Mental Health

We recognise that anyone can experience mental health issues for various reasons which may be out of their control. There may also be work related factors that could contribute to poor mental health such as work life imbalance, work load pressure, poor working conditions. To every extent possible, we aim to recognise and address cases of work place pressures that contribute to mental health issues.

We aim to:

• Treat staff mental illness seriously.
• Proactively support resolution of issues causing concern.
• Support staff members who face mental health problems.
• Create pleasant workplaces.
• Encourage communication.

Version 1.0 (reviewed June 2020)

Providers must maintain records and obtain and share information to ensure the safe and efficient management of St Andrew’s Pre-school, and to help ensure the needs of all children are met.

Policy Statement

We keep records and documentation for the purpose of maintaining our charity. These include:

• Records pertaining to our registration.
• Rental agreement documents and other contractual documentation pertaining to amenities, services and goods.
• Financial records pertaining to income and expenditure.
• Risk assessments.
• Employment records of our staff including their name, home address and telephone number.
• Names, addresses and telephone numbers of anyone else who is regularly in unsupervised contact with the children.

We consider our records as confidential based on the sensitivity of information, such as with employment records. These confidential records are maintained with regard to the framework of the General Data Protection Regulations (2018), further details are given in our Privacy Notice and the Human Rights Act (1998).

This policy and procedure should be read alongside our Privacy Notice, Confidentiality and Client Access to Records Policy and Information Sharing Policy.

Procedures

• All records are the responsibility of our management team who ensure they are kept securely.
• All our records are kept in an orderly way in files and filing is kept up-to-date.
• Our financial records are kept up-to-date for audit purposes.
• We maintain health and safety records; these include risk assessments, details of checks or inspections and guidance etc.
• Our Ofsted registration certificate is displayed.
• Our Public Liability insurance certificate is displayed.
• All our employment and staff records are kept securely and confidentially.

We notify Ofsted of any:

• change in the address of our premises;
• change to our premises which may affect the space available to us or the quality of childcare we provide;
• change to the name and address of our registered provider, or the provider’s contact information;
• change to the person managing our provision;
• significant event which is likely to affect our suitability to look after children; or
• other event as detailed in the Statutory Framework for the Early Years Foundation Stage (DfE 2017).

Legal framework

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

Version 2.0 (reviewed January 2019)

Safeguarding and Welfare Requirement: Health

Providers must keep a written record of accidents or injuries and first aid treatment.

Policy Statement

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

Procedures

Our accident records:

• are kept in a safe and secure place;
• are accessible to our staff and volunteers, who all know how to complete it; and
• are reviewed at least half termly to identify any potential or actual hazards.

Reporting accidents and incidents

• Ofsted is notified as soon as possible, but at least within 14 days, of any instances which involve:
• food poisoning affecting two or more children looked after on our premises
• a serious accident or injury to, or serious illness of, a child in our care and the action we take in response
• the death of a child in our care
• Local child protection agencies are informed of any serious accident or injury to a child, or the death of any child, while in our care and we act on any advice given by those agencies.
• Any food poisoning affecting two or more children or adults on our premises is reported to the local Environmental Health Department.
• We meet our legal requirements in respect of the safety of our employees and the public by complying with RIDDOR. We report to the Health and Safety Executive (HSE):
• Any work-related accident leading to an injury to a member of the public (child or adult), for which they are taken directly to hospital for treatment.
• Any work-related accident leading to a specified injury to one of our employees. Specified injuries include injuries such as fractured bones, the loss of consciousness due to a head injury, serious burns or amputations.
• Any work-related accident leading to an injury to one of our employees which results in them being unable to work for seven consecutive days. All work-related injuries that lead to one of our employees being incapacitated for three or more days are recorded on our staff accident sheet.
• When one of our employees suffers from a reportable occupational disease or illness as specified by the HSE.
• Any death, of a child or adult, that occurs in connection with a work-related accident.
• Any dangerous occurrences. This may be an event that causes injury or fatalities or an event that does not cause an accident, but could have done.
• Information for reporting incidents to the Health and Safety Executive is provided in the Pre-school Learning Alliance’s Accident Record publication. Any dangerous occurrence is recorded in our incident book (see below).

Incident book

• We have ready access to telephone numbers for emergency services, including the local police. Where we rent premises we ensure we have access to the person responsible and that there is a shared procedure for dealing with emergencies.
• We ensure that our staff and volunteers carry out all health and safety procedures to minimise risk and that they know what to do in an emergency.
• On discovery of an incident, we report it to the appropriate emergency services – fire, police and/or ambulance – if those services are needed.
• If an incident occurs before any children arrive, the Pre-school Manager will risk assess the situation and will decide if the premises are safe to receive children. The Pre-school Manager may decide to offer a limited service or to close the setting.
• Where an incident occurs whilst the children are in our care and it is necessary to evacuate the premises/area, we follow the procedures in our Fire Safety and Emergency Evacuation Procedure or, when on an outing, the procedures identified in the risk assessment for the outing.
• If a crime may have been committed, we ask all adults witness to the incident make a witness statement including the date and time of the incident, what they saw or heard, what they did about it and their full name and signature.
• We keep an incident book for recording major incidents, including some of those that are reportable to the Health and Safety Executive as above.
• These incidents include:
  • a break in, burglary, or theft of personal or our setting’s property
  • an intruder gaining unauthorised access to our premises
  • a fire, flood or electrical failure
  • an attack on an adult or child on our premises or nearby
  • any racist incident involving families or our staff on the setting’s premises
  • a notifiable disease or illness, or an outbreak of food poisoning affecting two or more children looked after on our premises
  • the death of a child or adult
  • a terrorist attack, or threat of one
• In the incident book we record the date and time of the incident, nature of the event, who was affected, what was done about it or if it was reported to the police, and if so a crime number. Any follow up, or insurance claim made, is also recorded.
• In the event of a terrorist attack, we follow the advice of the emergency services with regard to evacuation, medical aid and contacting children’s families. Our standard Fire Safety and Emergency Evacuation Procedure will be followed. The incident is recorded when the threat is averted.
• In the unlikely event of a child dying on our premises, the emergency services are called and the advice of these services are followed.
• The incident book is not for recording issues of concern involving a child. This is recorded in the child’s own file.

Covid-19 appendix –

We follow and adhere to the latest GOV.UK guidance – ‘What to do if a pupil is displaying symptoms of coronavirus (COVID-19)’

If anyone becomes unwell with a new, continuous cough or a high temperature, or has a loss of, or change in, their normal sense of taste or smell (anosmia), they must be sent home and be advised to follow the guidance for households with possible or confirmed coronavirus (COVID-19) infection.

This sets out that they must: • self-isolate for at least 10 days • arrange to have a test to see if they have coronavirus (COVID-19)

Common Inspection Framework

• As required under the Common Inspection Framework, we maintain a summary record of all accidents, exclusions, children taken off roll, incidents of poor behaviour and discrimination, including racist incidents, and complaints and resolutions.

Legal framework

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

​Version 2.0 (reviewed November 2020)

SCOPE, DEFINITIONS AND PURPOSE

The Committee has reviewed St. Andrew’s Pre-school’s need for reserves in line with guidance issued by the Charity Commission and the Pre-school Learning Alliance.

The Pre-school needs reserves in order to:

1. meet redundancy liabilities should the Pre-school have to close;
2. ensure there are sufficient cash reserves in the current account to cover day to day running costs;
3. ensure continuity of service provision by:
3a. meeting unexpected costs such as cover for illness or maternity leave, etc.;
3b. covering running costs during periods of lower income (e.g. while adjusting to school policy changes or following falls in fundraising)
4. replace equipment as it wears out and carry out necessary building maintenance;
5. relocate the Pre-school from its current location/premises

In calculating these amounts, the Pre-school assumes the following:

• Salaries and roles as at September 2014.
• 12 weeks notice for all staff.
• No redundancy payments for staff members with less than 2 years of service.
• All payments have been increased by 3 years to ensure funds.

POLICY AIMS

In light of the scope, definitions and purpose, the Pre-school aims to maintain reserves consisting of:

i. reserves to meet redundancy liabilities;
ii. general contingency reserves equal to one term’s (i.e. one-third of annual) total expenditure, excluding maintenance and depreciation

The Committee believes that this level of reserves is prudent and necessary to ensure that the Pre-school can run efficiently and meet future needs.

‘All groups are recommended to have at least three month’s expenditure in reserve and a sum which covers the calculated redundancy liability’ (Managing a Charitably Constituted Setting, PSLA).

‘As a guide, many groups choose one term’s reserves as a suitable level’ (Finance in Early Years Settings, PSLA).

The Committee will monitor the actual level of reserves and compare with the target level no less than once a year (at the financial year-end). The Pre-school has no restricted funds, and therefore essentially all cash balances can be considered to be part of reserves.

In the event of reserves falling significantly below the target level, the Pre-school will aim to restore the reserves as soon as possible by increasing fundraising, increasing earned income, or reducing expenditure. Similarly, if reserves are significantly above the target level, the Committee will put in place a plan as soon as possible, aiming to eliminate the excess within four years by spending money to enhance the quality of Pre-school provision, or otherwise further the aims of the Pre-school, or by reducing fundraising.

The Committee will not, however, take any steps that might call into question the ability of the Pre-school to continue as a financially viable operation in the long term. In particular, it will not plan to use excess reserves to cover essential running costs.

POLICY REVIEW

This policy will be reviewed and approved annually (at financial year-end) by the Pre-school Management Committee.

Version 1.0 (reviewed January 2019)

The safety of young children is of paramount importance. To ensure the safety of both children and adults, the Pre-school will ensure that:

• the children are supervised by adults at all times and will always be within sight of an adult.
• visitors to Pre-school will be asked for identification. We do not allow unauthorised visitors onsite. All visitors are required to sign the visitor’s book upon arrival and to sign out when leaving. A member of staff must always be notified when a visitor leaves to ensure that all external doors are secured.
• incident/accident forms are used and parents/carers are informed of any incidents involving their child.
• parents will be contacted immediately if a child becomes ill during the course of a session. A member of staff will observe and comfort the child as necessary until the parent arrives.
• detailed Risk Assessment forms are completed by a member of staff each day to check the safety of the equipment, the hall, and grounds. Other Risk Assessment forms are completed for outings and for children with SEN, or additional needs.
• the no smoking policy on the premises is enforced.
• fire drills take place several times a term.  The emergency assembly point notice is displayed in the car park and signs showing the assembly point are located beside all extinguishers in the building.
• fire doors are never obstructed but a removable safety barrier is used during sessions for security reasons.
• internal safety gates are used, as necessary.
• fire extinguishers are checked and staff know how to use them.
• heaters, electric points and leads are guarded.
• children do not have access to the kitchen.
• adults do not place hot drinks within reach of the children. All hot drinks must remain on the hatch during free play.
• adults are aware of the systems in operation for children’s arrival and departures as set out in the prospectus. An adult will always stand at the external door during these periods.
• if your child has not been collected within 30 minutes of the close of session then, by law, the Manager is required to contact Social Services.
• a register of both adults and children is completed as people arrive, so that there is a complete record of all those present.
• children will leave the group only with an authorised adult. A password is essential for each child.
• the layout is planned to allow freedom and safety of mobility between activities.
• equipment is checked regularly and any dangerous items repaired or discarded.
• children have no access to dangerous substances, such as medicines and cleaning materials.
• a correctly stocked first aid box is available at all times.

COVID-19

A separate Covid-19 Risk Assessment was created in May 2020.  This is reviewed and updated with GOV.UK latest guidance.  Risk Assessment documents are sent to all families and staff whenever there are any changes or updates.

Version 2.0 (reviewed November 2020)

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

The Children Act 2004 provides a legal framework for a range of services to work together to safeguard and promote the welfare of all children. The legislation underpins the five outcomes from the Government’s vision of ‘Every Child Matters’. These were:

• Be Healthy
• Stay Safe
• Enjoy and Achieve
• Make a Positive Contribution
• Achieve Economic Wellbeing

Our aim is to follow the ECM outcomes to protect the welfare of all our children. We have created an environment in which children are safe from abuse. Any suspicions of abuse will be promptly and appropriately responded to.

We display the current version of ‘Children’s Single Point of access’ for staff, parents and carers. All staff are aware of the procedure if they have concerns.

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

PROCEDURES

We carry out the following procedures to ensure we meet the three key commitments of the Pre-school Alliance Safeguarding Children Policy.

Key Commitment 1

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

Our designated persons who co-ordinate child protection issues are:

Hilary Coome (Manager) and Amanda Chenery (Deputy)

Our designated officer (a member of the management team) who oversees this work is:     Hilary Coome

• We ensure all staff are trained to understand our safeguarding policies and procedures and that parents are made aware of them too.
• All staff have an up-to-date knowledge of safeguarding issues and are aware of how to contact the Reading LADO (0118 937 3555), or Single Point of Access.
• 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 (excluding any Parent Helpers on site in accordance with our Parental Help Policy), 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 do not work unsupervised.
• Information is recorded about staff qualifications, and the identity checks and vetting processes that have been completed including:
• the criminal records disclosure reference number;
• 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).
• 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.
• 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.

Key Commitment 2

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

Responding to suspicions of abuse:

• We acknowledge that abuse of children can take different forms – physical, emotional, and sexual, as well as neglect.
• When children are suffering from physical, sexual or emotional abuse, or 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;
• any reason to suspect neglect or abuse outside the setting.
• We take into account factors affecting parental capacity, such as social exclusion, domestic violence, parent’s drug or alcohol abuse, mental or physical illness or parent’s learning disability.
• We are aware of other factors that affect children’s vulnerability such as, abuse of disabled children; fabricated or induced illness; child abuse linked to beliefs in spirit possession; sexual exploitation of children, such as through internet abuse; and Female Genital Mutilation; that may affect, or may have affected, children and young people using our provision.
• 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.
• 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 concerns.
• Where such evidence is apparent, the child’s Key Person makes a dated record of the details of the concern and discusses what to do with the member of staff who is acting as the ‘designated person’.  The information is stored on the child’s personal file.
• We refer concerns to ‘Single Point of access’

www.reading.gov.uk/childrensreferralform

0118 937 3641 or outside these hours, the Emergency Duty Team on 01344 786543.

Email – ChildrensSinglePointofAccess@reading.gcsx.gov.uk

• In some cases this may mean the police or another agency identified by the Local Safeguarding Children Board.

The Reading LADO  (Local Area Designated Officer) contact number is:

01189373555

• We take care not to influence the outcome either through the way we speak to children or by asking questions of children.
• We take account of the need to protect young people aged 16-19 as defined by the Children Act 1989. This may include students or school children on work placement, young employees or young parents. Where abuse 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, 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.

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 ask a leading question to the child;
• makes a written record that forms an objective record of the observation or disclosure that includes: the date and time of the observation or the disclosure; the exact words spoken by the child as far as possible; the name of the person to whom the concern was reported, with 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.
• Where the Local Safeguarding Children Board 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 Board and Single Point of access.

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

• The Pre-school Learning Alliance’s publication “Safeguarding Children” contains procedures for making a referral to the local children’s social care team, as well as a template form for recording concerns and making a referral.
• We keep a copy of this document alongside the procedures for recording and reporting set down by our Local Safeguarding Children Board, which we follow where local procedures differ from those of the Pre-school Learning Alliance.

Informing parents

• Parents are normally the first point of contact.  Concerns are discussed with parents to gain their view of events, unless it is felt that this may put the child in greater danger.
• 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 guidance of the Local Safeguarding Children Board does not allow this, for example, where it is believed that the child may be placed in greater danger.
• This will usually be the case where the parent is the likely abuser. In these cases the social workers will inform parents.

Liaison with other agencies

• We work within the Local Safeguarding Children Board guidelines.
• We have procedures for contacting ‘Single Point of Access’.
• 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

• We ensure that all parents know how to complain about the behaviour or actions of staff or volunteers within the setting, or anyone living or working on the premises occupied by the setting, which may include an allegation of abuse.
• 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 follow the guidance of the Local Safeguarding Children Board when responding to any complaint that a member of staff or volunteer within the setting, or anyone living or working on the premises occupied by the setting, has abused a child.
• We respond to any disclosure by children or staff that abuse by a member of staff or volunteer within the setting or anyone living or working on the premises occupied by the setting, may have taken, or is taking place, by first recording the details of any such alleged incident.
• We refer any such complaint immediately to the Local Authority Designated Officer (LADO) to investigate.
• 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.
• We closely follow the guidance set out in our ‘Whistle Blowing’ Policy.

Disciplinary Action

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

Key Commitment 3

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

Training

• Training opportunities are sought for all adults involved in the setting to ensure that they are able to recognise the signs and signals of possible physical abuse, emotional abuse, sexual abuse and neglect and that they are aware of the local authority guidelines for making referrals.
• Designated persons receive training in accordance with that recommended by the Local Safeguarding Children Board.
• We ensure that all staff know the procedures for reporting and recording any concerns they may have about the provision.

Planning 

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

Curriculum

• We introduce key elements of keeping children safe into our programme to promote the personal, social and emotional development of all children, so that they may grow to be strong, resilient and listened to and 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 and Single Point of Access.

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 care worker in relation to the setting’s designated role and tasks in supporting that child and their family, subsequent to any investigation.
• Confidential records kept on a child are shared with the child’s parents or those who have parental responsibility for the child in accordance with the Confidentiality and Client Access to Records procedure and only if appropriate under the guidance of the Local Safeguarding Children Board.

Legal framework

Primary legislation:

• Children Act (1989)
• Protection of Children Act (1999)
• Data Protection Act (1998)
• The Children Act (Every Child Matters) (2004)
• Safeguarding Vulnerable Groups Act (2006)

Secondary legislation:

• Sexual Offences Act (2003)
• Criminal Justice and Court Services Act (2000)
• Equalities Act (2010)
• Data Protection Act (1998) Non Statutory Guidance

Further guidance:

• Essential Policies and Procedures for the EYFS— Pre-school Learning Alliance publication
• Inspecting safeguarding in early years, education and skills settings – Ofsted, 2016 
• Working together to safeguard children – DfE, 2018
• Information sharing: Advice for practitioners providing safeguarding services to children, young people, parents and carers – DfE, 2018
• What to do if you’re worried a child is being abused: advice for practitioners – DfE, 2015
• Safeguarding children and young people and young vulnerable adults policy – Ofsted, 2018 

Student placements

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

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

Procedures

• We require students on qualification courses to meet the Suitable Person requirements of the Early Years Foundation Stage and have a satisfactory enhanced DBS check with barred list check(s).
• We require students in our setting to have a sufficient understanding and use of English to contribute to the well-being of children in our care.
• We require schools, colleges or universities placing students under the age of 17 years with us to vouch for their good character.
• We supervise students under the age of 17 years at all times and do not allow them to have unsupervised access to children.
• Students undertaking qualification courses who are placed in our setting on a short term basis are not counted in our staffing ratios.
• Students and apprentices, over the age of 17, who are undertaking a level 3 qualification, may be considered to be counted in the ratios if our Manager deems them to be suitably qualified and experienced.
• We take out employers’ liability insurance and public liability insurance, which covers both students and voluntary helpers.
• We require students to keep to our Confidentiality, Social Media and Safeguarding Policies.
• We co-operate with students’ tutors in order to help students to fulfil the requirements of their course of study.
• We provide students, at the first session of their placement, with a short induction on how our setting is managed, how our sessions are organised and details of our policies and procedures.
• We communicate a positive message to students about the value of qualifications and training.
• We make the needs of the children paramount by not admitting students in numbers that hinder the essential work of the setting.
• We ensure that trainees and students placed with us are engaged in bona fide early years training, which provides the necessary background understanding of children’s development and activities.

APPENDIX 1

Within Berkshire, the LSCB is able to act as an independent body where staff and volunteers can direct whistleblowing concerns around children’s safeguarding, if they have exhausted all the identified options within our setting. It is important to state that this is not another route to raise Safeguarding concerns about a child that you are working with. 

APPENDIX 2

The Prevent Duty & Promoting British Values

From 1st July 2015, all schools, registered early years childcare providers and registered later years childcare providers are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015, in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”.  This duty is known as The Prevent Duty.

St Andrew’s Pre-school staff take Safeguarding very seriously.  Therefore to ensure that we adhere to and achieve the Prevent duty we will;

• Ensure that our staff team undertake Prevent Awareness training.  Part of this training will enable staff to identify children who may be at risk of radicalisation.
• Build the children’s resilience to radicalisation by promoting fundamental British values and enabling them to challenge extremist views (for early years providers the statutory framework for the EYFS sets standards for learning, development and care for children from 0-5, thereby assisting their Personal, Social and Emotional development, as well as Understanding the World).
• Assess the risk, by means of a formal risk assessment, of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology.
• Ensure that our staff understand the risks so that they can respond in an appropriate way.
• Become aware of the online risk of radicalisation through the use of social media and the internet.
• As with managing other safeguarding risks, our staff will be alert to changes in children’s behaviour, which could indicate that they may be in need of help, or protection (children at risk of radicalisation may display different signs or seek to hide their views).  The Key Person approach means we already know our key children well and so we will notice any changes in behaviour, demeanour, or personality quickly.
• We will not carry out unnecessary intrusion into family life but we will take action if we observe behaviour of concern.  The Key Person approach means that we already have a rapport with our families so we will notice any changes in behaviour, demeanour, or personality quickly.
• We will work in partnership with the Reading LSCB (Local Safeguarding Children’s Board) for guidance and support.
• We will build up an effective engagement with parents/carers and families. This is important as they are in a key position to spot signs of radicalisation.
• We will assist and advise families who raise concerns with us.  It is important to assist and advise families who raise concerns and be able to point them to the right support mechanisms.
• We will ensure that any resources used in Pre-school are age appropriate for the children in our care and that our staff have the knowledge and confidence to use the resources effectively.
• In Prevent priority areas, the local authority will have a Prevent lead who can also provide support.  You can also contact your local police force, or dial 101 (the non-emergency number).  They can talk to you in confidence about your concerns and help you gain access to support and advice.
• The Department for Education has dedicated a telephone helpline (020 7340 7264) to enable staff and governors to raise concerns relating to extremism directly.  Concerns can also be raised by email to counter.extremism@education.gsi.gov.uk.

Introduction

COVID-19 (commonly known as Coronavirus) has presented a huge challenge nationally to the normal running of education and child care provision. On 23^rd March 2020 all schools in the United Kingdom were closed on the advice of the UK Government to help delay the spread of the Coronavirus, and that they were only to remain open for those children of workers critical to the COVID-19 response – who absolutely need to attend.

Education and child care settings were also expected to remain open to those children who are identified as vulnerable[1] and their needs cannot be catered for at home, or they need to attend the education/child care setting as it is a safe place.

This appendix has been prepared to explain key changes and interim measures being taken within our setting to continue to meet our safeguarding requirements during these extraordinary times.

Status of this document

This is an appendix to the main body of our Safeguarding and Child Protection Policy and will be effective from 1^st June 2020 until the setting returns to business as usual, following the COVID-19 pandemic.

It has been formally agreed and signed off by St Andrew’s Pre-school Committee and the Manager (lead DSO) Hilary Coome.

Any questions about the contents of this document should be directed to:

Name: Hilary Coome
Job Title: Pre-school Manager
Email: hilary@standrewspreschoolcaversham.onmicrosoft.com
Telephone: 07981 195435

Designated Safeguarding Lead (DSL) arrangements

• It is vital that while our setting remains open, a suitably trained DSL is available for consultation and advice.
• A trained DSL from the setting will be available to be contacted via phone or email at all times. Our DSL and deputy DSL are identified in the main body of our Safeguarding and Child Protection Policy. In the event of any changes being implemented and the DSL changes, this will be communicated to staff by email.

• Brighter Futures for Children, Children’s Single Point of Access:

Use the web form (the most secure and effective way of requesting help for a child): www.reading.gov.uk/childrensreferralform • Call on 0118 937 3641 (available Mon-Fri 9am to 5pm).

• For urgent enquiries out of hours, call the Emergency Duty Team on 01344 786543:

Email the team on CSPOA@brighterfuturesforchildren.org Out of Hours Emergency Duty Service. Any referrals or contacts between 5pm and 9am, Monday to Friday, or 24 hours on Saturday and Sunday, should be directed to our Emergency Duty Service. A record of all referrals to the emergency duty service will be made and referred onto the relevant local office. Call on 01344 786 543.

Contacting the Local Authority Designated Officer (LADO)

• In the instance a referral to the LADO is necessary this will be actioned by the Manager/DSL within 1 working day of the allegation coming to light. Should they not be available then the Deputy Manager/DSO will make the referral.
• Contact methods for the LADO will remain the same with all LADO referrals being made via the online referral form. Consultation by phone may be necessary in which case this will be done via Jeremy Curtis.
• On-line Referral Form
• Email: LADO@brighterfuturesforchildren.org
• Telephone: 01189 373555

All other Children 

• While the setting is partially closed to most children the setting still have a duty to keep them safe, including online.
• The following measures have been implemented to ensure that contact with children is maintained and setting staff can maintain oversight of their welfare as best as practically possible.
• Providing updates via E-mail, Face Book and What’s app.
• Sharing activity ideas and tasks
• If staff have any concerns about children they will follow the standard reporting procedure outlined in the main body of our Safeguarding and Child Protection Policy.

Staff Training

• When the setting is open for the children or key workers or vulnerable children it will be staffed appropriately and all staff will satisfy the training requirements of ‘Keeping children safe in education, September 2019[2]’, in that they will have had copies of the following policies and had them explained to them how they operate in the setting:
• Safeguarding and Child Protection Policy
• Behaviour Policy
• Staff Code of Conduct
• In addition to the above, all staff will have received appropriate safeguarding and child protection training. Further to this, all staff receive regular safeguarding updates, this is done in the following ways:
• Staff meetings
• Appraisal
• Staff information board
• Email bulletins
• Newsletters

Allegations against Adults working with Children

• Any staff member who works in the setting will be aware of the process for sharing concerns about colleagues or other adults who works with children in regulated activity. In our setting they will report these concerns directly to the Manager/DSL as soon as practically possible, ideally face to face, however during challenging times that may not always be possible, and a telephone call is also acceptable.
• It is made clear to staff in training, induction and in our Whistleblowing Policy that they should not consult or speak of the concern/allegation with other parties, without the expressed permission of the Manager/DSL so as not to damage the integrity of any potential investigation, nor tarnish the reputation of colleagues prior to any due process.

Version 6.0 (reviewed June 2020)

• is appropriate for the ages and stages of the children.

• offers challenges for the development of physical, social, personal and intellectual skills.

• features positive images of people, both male and female, from a range of ethnic and cultural groups, with and without disabilities.

• includes a range of raw materials, which can be used in a variety of ways, and encourages an open-ended approach to creativity and problem solving.

• will enable children, with adult support, to develop individual potential through the Characteristics of Effective Learning and move towards the required Early Learning Goal.

• will give the children the opportunity for free choice in a range of activities.

• conforms to all relevant safety regulations, is sound and well made.

Version 1.0 (reviewed January 2019)

• Ambulance called for.

• Manager/Deputy to telephone parents to advise of situation.

• Manager/Deputy will accompany child in ambulance, taking child’s personal details form.

• Remaining staff to undertake supervision of group, calling for back-up support from Committee members, if necessary.

An accident which was serious but did not warrant an ambulance i.e. broken arm, cut requiring stitches, concussion etc. would initiate the following procedure:

• Parents telephoned and would themselves take the appropriate action (Doctors surgery or Hospital’s Accident & Emergency Department), with staff offering support as required.

Version 1.0 (reviewed January 2019)

Settling In and Transition Policy

• Settling into an Early Years setting is a time of crucial importance to a child’s later happiness in the setting. All children are individuals and while some children will adjust fairly easily to the new environment and new routines, others will take longer to feel comfortable and secure. As parents and as early year practitioners, we can take steps to ensure that the transition into the Early Years setting goes as smoothly as possible.
• Children who have a positive start to their new environment are more likely to feel comfortable, relaxed and valued, feel good about themselves as learners and have a sense of belonging to the Pre-school community. 

Before starting Pre-school

• Before children start at St Andrew’s Pre-school, parents/carers are invited to attend an Induction session. During the evening, Committee and Staff give a short presentation giving information about how we run our setting.
• Parents are also required to complete all necessary documentation including our ‘All about me’ leaflet. The information in the leaflet provides Key Staff with details such as whether the child has any siblings and their position in the family. It also covers information about the child including likes, dislikes, food allergies, favourite toys, anyone known to them at Pre-school, if the child shares their sessions with another setting, or has attended any toddler groups. The Key Person uses the information as the basis for planning to support the child’s development and learning.
• St Andrew’s Pre-school offer all new parents/carers a home visit before the child starts with us.  During the Covid pandemic, a face to face meeting is not possible.  If parents feel that they would like a Home Visit, this will be conducted via Zoom.

Visiting Pre-school

• During the half term before starting St. Andrew’s, families are invited to visit the setting to see how we run a Pre-school session. It gives the children and parent or carer time to meet the staff and to meet other children. 

Settling in

• A gentle introduction allows children and their carers to get to know the staff and the daily routine and to become familiar with the environment. We find this method highly successful; children feel relaxed, happy and confident, as do their parents/carers. Our partnership with parents is very important; they must have trust and confidence in those looking after their children.
• We make it clear to all families that we will support them in the setting for as long as it takes the child to settle in. We will reassure parents/carers of children who seem to be taking a long time to settle in and give advice and suggestions to make the transition as smooth as possible.

Assessment at Pre-school

• Frequent assessments are made throughout each child’s time at St Andrew’s Pre-school. Key Persons use the online tracking system ‘Tapestry’.
• In the summer term an end of year or Transition report is written.
• Parents are encouraged to review and add to their child’s Learning Journey regularly. Key Persons are available to talk to parents about the development of their child at any time.
• We liaise closely with other settings if sharing a child.

Transition to school

• During the Autumn term, families receive a ‘Starting school’ pack from Reading Borough Council via our setting. The pack contains all information required for parents/carers to make their application to their preferred schools. Pre-school staff know the local schools well and we are happy to answer any questions that parents may have about the next step in their child’s education.
• Once school places are offered in the Spring term, our Pre-school Management arrange visits to our feeder schools when possible.
• During the second half of the summer term, we incorporate Transition into our planning for the children. Ways in which we do this include turning the role-play area into a school classroom, having school uniforms available for dressing up time and practising tasks such as carrying a lunchtime tray.
• Staff regularly share reference and story books with children about going to school.
• Staff and children enjoy sharing transition leaflets provided by our feeder schools.
• Each child’s Transition report is sent directly to the school at the end of the summer term before they leave Pre-school. This includes comments upon the seven areas of learning, the development stages of the child and their hopes and fears for the transition.
• For children with any additional or special educational needs, a transition meeting is arranged with the school, the child’s parents and our Pre-school SENCo.
• For any child moving on to another Nursery or Pre-school, staff will complete the same Transition report which is then sent to the other setting with parental permission.

Version 3.0 (reviewed November 2020)

AIM

We aim to:

• to welcome and provide appropriate learning opportunities for all children and to have regard to the DFES Code of Practice on the Identification and Assessment of Special Educational Needs. This policy is in line with the SEN Code of Practice 2014, the Disability Discrimination Act (DDA), the Equality Act 2010 and also reflects our Local Offer. Details of our Local Offer are at the end of this policy.

OBJECTIVES

• The Manager has overall responsibility for the day-to-day management of all aspects of the setting’s work including the provision for pupils with special educational needs.

• We will ensure that all children have the same entitlement to a broad based curriculum irrespective of their SEN.

• We will explore all opportunities to provide extra resources to match the child’s individual needs using an IEP (Individual Education Plan).

• We will regularly review, with the parents and any appropriate professionals, the child’s progress and the way forward, which will ensure a planned coordinated approach for the provision of the child’s needs.

• We will provide appropriate opportunities for the development of every child’s self-esteem and encourage full integration into the setting.

• We will evaluate the success of the SEN policy by monitoring the progress of children with SEN.

• Appropriate training will be made available and offered to all staff.

• Staff will be encouraged to establish relationships with other settings to share expertise and training.

• In conjunction with parents, our observations and record keeping will enable us to monitor the child’s needs and progress on an individual basis.

• When a need for a child has been identified, and before any further action is taken, there will be full and on-going discussions with parents. Other professional agencies concerned with the child will be consulted, as appropriate. We will consider requesting an Education, Health and Care needs assessment leading on to an Education Health and Care Plan (EHC) The SEN coordinator (SENCo) is responsible for managing this process.

• The SEN coordinator (SENCo) for St Andrew’s Pre-school is Hilary Coome who is responsible for the day to day operation of the SEN policy.

LOCAL OFFER

• From September 2014, every Local Authority was required to publish information about services in their area for chidren and young people from birth to 25 who have special educational needs and/or disabilities (SEND); and also services outside of the area which children from their area may use. This is known as the “Local Offer”.

• The Local Offer puts all the information about education, health and care services, voluntary agencies, leisure activities and support groups in one place. It has two main purposes:-

– To provide clear, comprehensive and accessible information about the support and opportunities that are available.

– To make provision more responsive to local needs.

• The Government says that the Local Offer must be developed and reviewed in partnership with children and young people, parents/carers and local services, including early years’ settings, schools, colleges, health and social care agencies.

• Reading has worked in partnership with other Local Authorities in the Berkshire area to deliver a Local Offer which will be consistent as far as possible and which will allow for information sharing across Local Authority boundaries where this is appropriate.

• The Children and Families Act (2014) introduces many changes to the special educational needs (SEN) system:-

– A new single plan to replace the statement of special educational needs that will include Education, Health and Social Care.

– School action and school action plus to be replaced by a new school based category, “Additional SEN Support”.

– A local offer for parents.

– A new SEN Code of Practice.

– Personal budgets for those with a single plan.

– Mediation for parents going to Tribunal.

– Individual Action Plans to cease.

Version 1.0 (reviewed January 2019)

• Staff are expected to behave in a polite and courteous manner towards children and their families, as well as colleagues and other professionals who use St Andrew’s Pre-school. Staff will maintain a professional approach at all times.
• Staff will not use inappropriate or discriminatory language or use aggressive behaviour at any time.
• Staff will not smoke on the premises. Visitors and families will also be informed that we have a “no smoking policy” at Pre-school and be asked to respect this.
• Staff will not come to work under the influence of alcohol or drugs including prescribed medication that may hinder their ability to work safely within St Andrew’s Pre-school.
• Staff will respect the views and opinions of all persons who use our setting and value diversity.
• Staff will adhere to the Pre-school dress code, discussed during induction.
• At all times staff will adhere to and follow the policies and procedures laid down by the Pre-school Committee.
• Staff will respect all areas of confidentiality at all times.
• Staff will respect the opinions and diversity of all families, children, colleagues, visitors and associates.
• Staff are recognised as representatives of St Andrew’s Pre-school and as such will act appropriately and not by association, bring the reputation of themselves or our setting into disrepute.
• Staff will act in an appropriate manner when accessing social networking sites having regard for our On-Line Safety and Acceptable Use Policies.
• Staff must not act in a way that may cause offence to families, colleagues and other associates and bring the Pre-school reputation into disrepute. Images or messages must not be posted on-line or shared that can be deemed to be inappropriate for someone working with young children.
• Staff must not accept parents as friends on social networking sites and must declare existing friends who become associated with St Andrew’s Pre-school. Any actions deemed to be inappropriate will be subject to disciplinary procedures. Confidentiality procedures must be followed at all times.
• Staff will be respectful of Pre-school equipment both in the setting and when used outside of the setting and are aware that they may be required to cover the cost of lost/damaged items eg. Reference books and uniform.
• Please refer to the Staffing Policy.

Version 1.0 (reviewed May 2019)

• one member of staff to every 5 children.
• 5 staff out of a team of 6 are fully qualified to Management level (NNEB or NVQ3).
• a Key Person system, ensuring that each child has one particular staff member who has a special interest in them, planning and extending them as individuals during their Pre-school sessions. Children may change Key Person but in our setting, they benefit from knowing all staff members who will observe and assess all the children in the group during different activities.
• regular staff meetings, providing opportunities for staff to plan the curriculum and discuss the children’s progress.
• worked towards an equal opportunity employment policy, seeking to offer opportunities equally to men and women, with and without disabilities, from all religious, social and cultural groups.
• access to regular in-service training for all staff through the Pre-school Learning Alliance, Reading Borough Council and other professional bodies.
• a financial strategy that includes training and overtime costs.
• committed ourselves to recruiting, appointing and employing staff in accordance with all relevant legislation.
• DBS (Disclosure and Barring Service) checks for all staff employed by the group.
• regularly monitor and support our staff and carry out annual appraisals. All staff have job descriptions and contracts of employment which stipulate adherence to the Pre-school’s stated policies.

Any allegation of abuse or malpractice by a member of staff will be taken seriously and appropriate action taken.

If an allegation is proven, advice will be sought from OFSTED. Similarly, if an allegation is proved to be invalid or unsubstantiated, after thorough investigation, advice would again be sought from OFSTED.

Details of our disciplinary and grievance procedures are available for Staff and Committee on the share point of Office 365.

Version 3.0 (reviewed October 2019)

Safeguarding and Welfare Requirement: Information and Records

Providers must maintain records and obtain and share information to ensure the safe and efficient management of St Andrew’s Pre-school, and to help ensure the needs of all children are met.

Policy Statement

We recognise that children sometimes move to another early years setting before they go on to school, although many will leave St Andrew’s Pre-school to enter a reception class.

We prepare children for these transitions and involve parents and the receiving setting or school in this process. We prepare records about a child’s development and learning in the Early Years Foundation Stage in our setting; in order to enable smooth transitions, we share appropriate information with the receiving setting or school at transfer.

Confidential records are shared where there have been child protection concerns according to the process required by our Local Safeguarding Children Board.

The procedure guides this process and determines what information we can and cannot share with a receiving school or setting. Prior to transferring information, we will establish the lawful basis for doing so (see our Privacy Notice). 

Procedures

Transfer of development records for a child moving to another early years setting or school

• Using the Early Years Outcomes guidance and our assessment of children’s development and learning, the key person will prepare a summary of achievements in the seven areas of learning and development.
• The record refers to:
  • any additional language spoken by the child and his or her progress in both languages;
  • any additional needs that have been identified or addressed by our setting;
  • any special needs or disability, whether an Early Help Assessment was raised in respect of special needs or disability, whether there is an Education, Health and Care Plan, and the name of the lead professional.
• The record contains a summary by the key person and a summary of the parent’s view of the child.
• The document may be accompanied by other evidence, such as photos or drawings that the child has made.
• When a child transfers to a school, most local authorities provide an assessment summary format or a transition record, which we will follow as applicable.
• If there have been any welfare or protection concerns, we place a star on the front of the assessment record.

Transfer of confidential information

• The receiving school or setting will need to have a record of any safeguarding or child protection concerns that were raised at St Andrew’s Pre-school and what was done about them.
• We will make a summary of the concerns to send to the receiving setting or school, along with the date of the last professional meeting or case conference. Some Local Safeguarding Children Boards will stipulate the forms to be used and provide these for us to use.
• Where an Early Help Assessment has been raised in respect of any welfare concerns, we will pass the name and contact details of the lead professional on to the receiving setting or school.
• Where there has been a s47 investigation regarding a child protection concern, we will pass the name and contact details of the child’s social worker on to the receiving setting or school – regardless of the outcome of the investigation.
• We hand deliver the information to the school or setting, ensuring it is addressed to the setting or school’s designated person for child protection and marked as ‘confidential’.
• We do not pass any other documentation from the child’s personal file to the receiving setting or school.

Legal framework

• General Data Protection Regulations (GDPR) (2018)
• Freedom of Information Act (2000)
• Human Rights Act (1998)
• Children Act (1989)

Version 2.0 (reviewed November 2020)

Introduction

Settling into an early years setting is a time of crucial importance to a child’s later happiness in the setting.  All children are individuals and while some children will adjust fairly easily to the new environment and new routines, others will take longer to feel comfortable and secure.

As parents and as early years practitioners, we can take steps to ensure that the transition into the early years setting goes as smoothly as possible.

Children who have a positive start to their new environment are more likely to feel comfortable, relaxed and valued, feel good about themselves as learners and have a sense of belonging to the Pre-school community.

Before starting Pre-school

• Before children start at St Andrew’s Pre-school, parents and carers are invited to attend an Induction session.  During the evening, committee and staff will lead a short presentation giving information about how we run our setting. 
• Parents are required to complete all necessary documentation including our ‘All about me’ leaflet.  The information in the leaflet provides Key staff with details, such as whether the child has any siblings and their position in the family.  It also covers information about the child including their likes, dislikes, food allergies and favourite toys.  Other questions include anyone known to them at Pre-school, if the child shares their sessions with another setting, or has attended any toddler groups.  The Key Person uses the information as the basis for planning to support the child’s development and learning.
• From September 2016, St Andrew’s Pre-school have improved links with families further by offering all new families and carers a home visit before the child starts with us at St Andrew’s Pre-school.

Visiting Pre-school

• During the half term before the child starts with us, families are invited to visit the setting to see how we run a Pre-school session.  It gives the children and parent or carer time to meet the staff and to meet other children.

Settling in

• A gentle introduction allows children and their carers to get to know the staff and daily routine, as well as becoming familiar with the environment.  We find this method highly successful; children feel relaxed, happy and confident, as do their parents/carers.  Our partnership with parents is very important; they must have trust and confidence in those looking after their children.
• We reassure all families that St Andrew’s Pre-school will support them for as long as it takes the child to settle in.  We support parents/carers of children who seem to be taking a long time to settle in and give advice and suggestions to make the transition as smooth as possible.

Assessment at Pre-school

• The Key Person completes a baseline assessment, or two-year check within half a term of the child starting with us.  We share this with the parents and carers. 
• Frequent assessments are made for each child.  Each Key Person completes an observation on each of their children every week.  Other observations include afternoon activities led by other members of staff.
• Parents are encouraged to review their child’s online ‘Tapestry’ journal regularly and to share photos and information with us.  Key Persons are available to talk to parents about the development of their child at any time. We liaise closely with other settings if sharing a child.

Transition to school

• During the Autumn term, families receive a ‘Starting school’ pack from Reading Borough Council via our setting. The pack contains all information required for parents to make their application to their preferred schools.  Pre-school staff know the local schools well and we are happy to answer any questions that parents may have about the next step in their child’s education.
• Once school places are offered in the Spring term, our Pre-school Manager arranges visits to our feeder schools.
• Feeder school Early Years staff arrange a visit to our setting to meet and chat to the children.
• During the second half of the summer term, we incorporate Transition into our sessions.  Ways in which we do this include turning the role-play area into a school classroom, having school uniforms available for dressing up time and practising tasks such as carrying a lunchtime tray, or changing for P.E. 
• Staff regularly share reference and story books relating to starting school with the children.
• Staff and children enjoy sharing transition leaflets provided by our feeder schools.
• A Transition report is sent directly to the feeder schools during the summer term before children leave Pre-school.  This includes assessments using the seven areas of learning, the development stages of the child, parents’ hopes and fears for the transition and comments from the Key Person. 
• For children with any additional or Special Educational Needs, a transition meeting is arranged with the school, the child’s parents’ and our Pre-school SENCo.
• For any child moving on to another Nursery, or Pre-school, staff complete the same Transition report which is then sent to the other setting with parental permission.
• If the other setting uses ‘Tapestry’, we are able to share and/or access the journal using a password and parental permission.

Version 3.0 (reviewed November 2020)

What concerns are covered?

St Andrew’s Pre-school expects employees who have serious concerns about any aspect of their work to voice their concerns internally, either with the Manager or Chair of Committee, within the organisation rather than overlooking the problem.

We also wish to encourage employees to feel confident in raising serious concerns and to question and act upon concerns and malpractice.

This policy was written to supplement, rather than replace, the existing Complaints Policy Procedure. Concerns or allegations which fall within the scope of specific procedures, e.g. Child Protection, will normally be referred under its own procedures.

This Policy is intended to cover serious concerns that fall outside other procedures and may relate to something which:

• Is against Financial Regulations and policies.

• Falls below established standards of practice.

• Amounts to improper conduct, including something that is believed to be:

– Against the law.
– A Health & Safety risk.
– Damaging to the environment.
– A misuse of money.
– Corruption or unethical conduct.
– Abuse of clients or service users.

Who can an employee raise a concern with?

The employee should firstly raise their concerns with their Manager. However if they do not feel that this is possible, they should approach the current Chair of Committee.

How does an employee raise a concern?

Concerns may be raised verbally or in writing. Staff who wish to make a written report are advised to set out the background and history of the concern, giving names, dates and places, where possible, and the reasons for making the disclosure. This will make the investigation easier to complete.

Although a member of staff is not expected to prove beyond doubt the truth of the allegation, they will need to demonstrate that they have an honest and reasonable suspicion that malpractice has occurred, is occurring, or is likely to occur.

How will the concern be dealt with?

St Andrew’s Pre-school will respond to any concerns raised. In order to protect a member of staff who raises a concern and those accused of wrong-doing, initial enquiries will be made to decide whether an investigation is appropriate and, if so, what form it should take. Such initial enquiries have to be dealt with promptly, thoroughly, impartially and confidentially, in accordance with the Procedure.

The management team (Chair and Manager) or if the complaint relates to the Manager (Chair and Co Chair), will acknowledge the concern immediately and then in writing within two weeks, giving an indication of how the concern will/or has been dealt with. If it has not been dealt with, the letter will include an indication of how long the procedure will take.

Initial Enquiries

As part of the initial enquiry, the member of the management team may meet with the employee to gather information or clarify certain details. Employees must co-operate fully with the investigation and disclose all relevant information. The member of the management team will record, in written format, all meetings.

If other employees are able / willing to substantiate the concern, they should also meet with the member of the management team dealing with the concern.

If the management team believe other employees are aware, but do not feel able to come forward, then the management team should approach them, reassuring them that their concerns will be treated confidentially.

Possible outcome of initial enquiries

Depending on the nature of the concern, and the evidence found, possible outcomes include:

• Unable to investigate due to anonymous report and not enough information to proceed.

• If the concern was shared but was inaccurate, no further investigation would be carried out.

• Where there is believed to be grounds for concern then further investigation will be carried out.

Further investigations

Dependant on the nature of the concern e.g. suspected fraud, theft, serious malpractice etc., the management team may investigate further.

Care needs to be taken when carrying out the investigation to:

• Protect the employee(s) concerned.

• Avoid alerting anyone about whom a concern has been raised (where appropriate).

• Avoid alerting other employees who may then warn the subject of the concern.

• Record the information as the record may be used in a formal hearing, if it is a serious complaint.

• Keep all records secure and confidential.

Untrue allegations

If an employee raises a concern in good faith, but it is subsequently confirmed by the investigation to be untrue, no action will be taken against the employee. However, if the allegation is found to have been made maliciously or for personal gain, disciplinary action may be taken against the employee.

APPENDIX 1

Within Berkshire, the LSCB is able to act as an independent body where staff and volunteers can direct Whistleblowing concerns around children’s safeguarding, if they have exhausted all the identified options within our setting. It is important to state that this is not another route to raise Safeguarding concerns about a child that you are working with.

Version 2.0 (reviewed January 2019)

• Should a family wish to withdraw their child from Pre-school, we will require a full term’s notice, in writing, of their intention to leave. This is necessary to give the Pre-school Administrator and Manager sufficient time to re-allocate the sessions and budget accordingly.

• For example, if a family provides written notice on 12 November to withdraw their child from Pre-school at the end of the Winter term (in December), the family would be charged fees for the whole of the following term (until the end of the Spring Term), as we receive funding on a termly basis.

Version 2.0 (reviewed January 2019)