Admissions Policy
  • St Andrew’s Pre-school aims to be genuinely accessible to children and families from all sections of the community.
  • We will ensure that the existence of our Pre-school is known in the area, and place advertising notices in prominent places.
  • We have a termly intake of children in September and January, subject to availability.
  • For new families, we accept children from the age of 2 years and 9 months, as at 31 August (for our Autumn intake), and as at 31 December (for our Spring intake), subject to the availability of spaces.
  • For our sibling families only, where a child of the family has previously attended our setting, we accept children from the age of 2 years and 6 months, as at 31 August (for our Autumn intake), and as at 31 December (for our Spring intake), subject to the availability of spaces.
  • Children can attend morning only sessions or all day sessions. We do not offer afternoon only sessions.
  • Children UNDER the age of 3 years, are required to attend a minimum of 3 sessions per week. When the child turns 3 years of age, they will be required to attend a minimum of 4 sessions per week, to commence from the start of the following term. The additional session(s) will be agreed and reserved with the family during the initial offer process.
  • Children OVER the age of 3 years, are required to attend a minimum of 4 sessions per week.
  • Please note that attending 1 morning equals 1 session. Attending all day equates to 2 sessions.
  • Children are required to attend a minimum of 3 terms.
  • A maximum of 30 children can attend a morning session and a maximum of 24 children can attend an afternoon session.
  • Parents may register children, of any age, by completing a registration form and returning it to Pre-school (register on-line via our website). A small non-refundable deposit is required upon registration to cover administration costs.
  • Children will be added to our waiting list from the date that we receive the completed registration form and payment of our non-refundable registration fee.
  • Please note that completion of our registration form and payment of our registration fee does not automatically guarantee a place at Pre-school.
  • Please refer to our website for full details about funding and our fees.
  • The Pre-school Sub Committee comprising Manager, Deputy Manager and Pre-school Administrator have full responsibility for allocating places.
  • The offer process commences during the Autumn Term (around November/December) and in the following order:-
  1. Current families staying on for another Academic year.
  2. Special educational, social or family needs.
  3. Siblings of children who have or are still attending our Pre-school.
  4. New families based on the date of registration, including payment of registration fee.
  • Parents will be notified, by e-mail, if a place becomes available for their child.
  • Once offered a place, families will be required to complete our Pre-school Agreement and pay a Holding Fee of £150.00 in order to secure their child’s space.  The holding fee is fully refundable and families will be reimbursed at the end of their child’s time with us and once all invoices have been paid in full. Further details are provided within our Pre-school Agreement.
  • If a family wishes to change their child’s sessions, either prior to starting or during the Academic Year, the request must be e-mailed to the Pre-school Administrator, to discuss with the Manager and/or Deputy Manager.
  • For requests to increase sessions, we will try our best to accommodate your request and commence the new arrangement as soon as there is session availability.
  • For requests to decrease sessions or to permanently remove your child from Pre-school, not less than 12 weeks written notice to the Manager is required. Failure to do so will result in being charged the fees that would have been payable for the 12 week period in respect of which notice was not adequately provided (regardless of whether or not Pre-school is subsequently able to fill that space).
  • We review our fee structure on an annual basis, on or around 1 April.


Version 7.0 (reviewed July 2021)

Behaviour Management Policy

We believe that children and adults flourish best in an ordered environment, in which everyone knows what is expected of them. Children need to develop their play and learning without fear of being hurt or hindered by anyone else. We aim for a situation in which children can develop self-discipline and self-esteem, in an atmosphere of mutual respect and encouragement.

To help children know what is expected of them and to encourage appropriate behaviour, we:

  • have simple guidelines governing the conduct of the group and the behaviour of the children; these are explained to children and adults, as required.
  • ensure that the guidelines are applied consistently, so that children have the security of knowing what to expect and can build up useful habits of behaviour.
  • expect our staff to provide a model for the children with regard to friendliness, care and courtesy.
  • will praise and endorse desirable behaviour such as kindness and willingness to share.
  • will take positive steps to avoid a situation in which children receive adult attention only in return for undesirable behaviour.
  • we follow a ‘5 step Conflict Resolution’ procedure to support our children. All staff are familiar with the process and the 5 steps are displayed around the room so that all adults are able to give a consistent approach to the children. Staff will model empathy and being sorry to increase our children’s understanding of the feelings of others.

The 5 steps are as follows:
1. STOP.
2. Listen to each other.
3. Think about solutions (Step one – suggest two solutions, ‘What do you think is best’).
4. Do what you have agreed.
5. Tell an adult if it worked.

When children behave in unacceptable ways:

  • physical punishment, such as smacking or shaking will not be threatened or used.
  • children will never be sent out of the room on their own.
  • techniques intended to single out and humiliate individual children such as the “naughty
    chair” will not be used.
  • children who misbehave will be given one-to-one support, from a member of staff, in seeing
    what was wrong and working towards a better pattern. Where appropriate, this might be
    achieved by a period of “time out” with a member of staff.
  • we follow the 5 steps above.

In cases of serious misbehaviour, such as racial or other abuse, the unacceptability of the behaviour and attitudes will be made clear immediately, but by means of explanations rather than personal blame. In any case of misbehaviour, it will always be made clear to the child or children in question that it is the behaviour and not the child that is unwelcome.

Adults will not shout or raise their voices in a threatening way. Staff will make themselves aware of, and respect, a range of cultural expectations regarding interactions between people.

Any behaviour problems will be handled in a developmentally appropriate fashion, respecting individual children’s levels of understanding and maturity. Recurring problems will be tackled by the whole Pre-school, in partnership with the child’s parents/carers; using objective observation records to establish an understanding of the cause. Staff will be aware that some
kinds of behaviour may arise from a child’s special needs.

Version 2.0 (reviewed April 2021)

British Values Policy

Safeguarding and Welfare Requirement: Safety and Suitability of Premises, Environment and Equipment

Providers must follow their legal responsibilities under the Equality Act 2010.

Policy Statement

We actively promote inclusion, equality of opportunity, the valuing of diversity and British values. Under the Equality Act 2010, which underpins standards of behaviour and incorporates both British and universal values, we have a legal obligation not to directly or indirectly discriminate against, harass or victimise those with protected characteristics*.

*Protected characteristics are defined as age, disability, gender reassignment, marriage or civil partnership (in employment only), pregnancy and maternity, race, religion or belief, sex and sexual orientation.

We make reasonable adjustments to procedures, criteria and practices to ensure that those with protected characteristics are not at a substantial disadvantage. As we are in receipt of public funding we also have a public sector equality duty to eliminate unlawful discrimination, advance equality of opportunity, foster good relations and publish information to show compliance with the duty.

Social and emotional development is shaped by early experiences and relationships and incorporates elements of equality and British and universal values.

The Early Years Foundation Stage (EYFS) supports children’s earliest skills so that they can become social citizens in an age-appropriate way, that is, so that they are able to listen and attend to instructions; know the difference between right and wrong; recognise similarities and differences between themselves and others; make and maintain friendships; develop empathy and consideration of other people; take turns in play and conversation; avoid risk and take notice of rules and boundaries; learn not to hurt/upset other people with words and actions; understand the consequences of hurtful/discriminatory behaviour.


British Values

The fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in the 2014 EYFS and are further clarified below, based on the Fundamental British Values in the Early Years guidance (Foundation Years 2015):

  • Democracy, or making decisions together (through the prime area of Personal, Social and Emotional Development)
    • As part of the focus on self-confidence and self-awareness, practitioners encourage children to see their role in the bigger picture, encouraging them to know that their views count, to value each other’s views and values, and talk about their feelings, for example, recognising when they do or do not need help.
    • Practitioners support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children are given opportunities to develop enquiring minds in an atmosphere where questions are valued.
  • Rule of law, or understanding that rules matter (through the prime area of Personal, Social and Emotional Development)
    • Practitioners ensure that children understand their own and others’ behaviour and its consequence.
    • Practitioners collaborate with children to create rules and the codes of behaviour, for example, the rules about tidying up, and ensure that all children understand rules apply to everyone.
  • Individual liberty, or freedom for all (through the prime areas of Personal, Social and Emotional Development, and Understanding the World)
    • Children should develop a positive sense of themselves. Staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning.
    • Practitioners encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example discussing in a small group what they feel about transferring into Reception Class.
  • Mutual respect and tolerance, or treating others as you want to be treated (through the prime areas of Personal, Social and Emotional Development, and Understanding the World)
    • Practitioners create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.
    • Children should acquire tolerance, appreciation and respect for their own and other cultures; know about similarities and differences between themselves and others, and among families, faiths, communities, cultures and traditions.
    • Practitioners encourage and explain the importance of tolerant behaviours, such as sharing and respecting other’s opinions.
    • Practitioners promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural or racial stereotyping.
  • At St Andrew’s Pre-school it is not acceptable to:
    • actively promote intolerance of other faiths, cultures and races.
    • fail to challenge gender stereotypes and routinely segregate girls and boys.
    • isolate children from their wider community.
    • fail to challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs.

 Prevent Strategy

Under the Counter-Terrorism and Security Act 2015 we also have a duty “to have due regard to the need to prevent people from being drawn into terrorism” .

Legal framework

Counter-Terrorism and Security Act 2015

Version 1.0 (reviewed April 2021)

Children's records policy

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 have record keeping systems in place that meet legal requirements; the means we use to store and share that information takes place within the framework of the General Data Protection Regulations (GDPR) (2018) 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 our Information Sharing Policy.


If a child attends another setting, we establish a two-way flow of appropriate information with parents and other providers. Where appropriate, we will incorporate comments from other providers, as well as parents and/or carers into the child’s records. We keep two kinds of records on children attending our setting:

Developmental records

  • These include observations of children in the setting, photographs, video clips and samples of their work and summary developmental reports.
  • These are kept on Tapestry (on-line learning journal) and can be accessed, and contributed to, by our staff, the child and the child’s parents.


Personal records

These may include the following (as applicable):

  • Personal details – including the child’s registration form and any consent forms.
  • Contractual matters – including a copy of the signed Pre-school Agreement, the child’s days and times of attendance, a record of the child’s fees, any fee reminders or records of disputes about fees.
  • Early Support – including any additional focussed intervention provided by our setting (e.g. support for behaviour, language or development that needs an SEN action plan) and records of any meetings held.
  • Welfare and child protection concerns – including records of all welfare and protection concerns, and our resulting action, meetings and telephone conversations about the child, an Education, Health and Care Plan and any information regarding a Looked After Child.
  • Correspondence and Reports – including a copy of the child’s 2-Year-Old Progress Check, all letters and emails to and from other agencies and any confidential reports from other agencies.
  • These confidential records are stored in a lockable cabinet, which is always locked when not in use and which our Manager keeps secure in an office.
  • We read any correspondence in relation to a child, note any actions and file it immediately.
  • We ensure that access to children’s files is restricted to those authorised to see them and make entries in them, this being our Manager, Deputy or designated person for child protection, the child’s key person, or other staff as authorised by our Manager.
  • We may be required to hand children’s personal files to Ofsted as part of an inspection or investigation process; or to local authority staff, as long as authorisation is seen. We ensure that children’s personal files are not handed over to anyone else to look at.
  • Parents have access, in accordance with our Privacy Notice, Confidentiality and Client Access to Records Policy, to the files and records of their own children, but do not have access to information about any other child.
  • Our staff will not discuss personal information given by parents with other members of staff, except where it affects planning for the child’s needs. Our staff induction programme includes an awareness of the importance of confidentiality in the role of the key person.
  • We retain children’s records for three years after they have left the setting; except records that relate to an accident or child protection matter, which are kept until a child reaches the age of 21 years or 24 years respectively. These are kept in a secure place.


Archiving children’s files

  • When a child leaves our setting, we remove all paper documents from the child’s personal file and place them in a robust envelope, with the child’s name and date of birth on the front and the date they left. We seal this and place it in an archive box, stored in a safe place (i.e. a locked cabinet) for three years. After three years it is destroyed.
  • If data is kept electronically it is encrypted and stored as above.
  • Where there were s.47 child protection investigations, we mark the envelope with a star and archive it for 25 years.
  • We store financial information according to our finance procedures.


Other records

  • We keep a daily record of the names of the children we are caring for, their hours of attendance and the names of their key person.
  • Students on Early Years Alliance or other recognised qualifications and training, when they are observing in the setting, are advised of our Confidentiality and Client Access to Records Policy and are required to respect it.


Legal framework

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

Version 2.0 (reviewed April 2021)

Complaints Policy and Procedure

As members of the Early Years Alliance (EYA) we aim to provide the highest quality education and care for all our children. We aim to welcome each individual child and family; providing a warm and caring environment within which all children can learn and develop as they play.

  • We believe that children and parents are entitled to expect courtesy, and prompt, careful attention to their needs and wishes.  Our intention is to work in partnership with parents and the general community. We welcome suggestions on how to improve.
  • A parent/carer who is uneasy about any aspect of the group’s provision should initially discuss any worries and anxieties with the Manager.
  • If there is no satisfactory outcome within a few weeks, or if the problem recurs, the parent/carer should put their concerns in writing; requesting a meeting with the Manager, and the Chair of the Management Committee.  Both parents/carers and the Manager may have a second person present at the meeting, if required. A written record of this meeting must be made. Most complaints should be resolved informally at this stage.
  • If the matter is still not settled to the parents/carers satisfaction, the parent should contact the Chair again and if necessary Ofsted would be contacted: or 0300 123 4666

  • We believe that most complaints are made constructively and can be sorted out at an early stage.  We also believe that it is in the best interests of the children, the parents/carers and the Pre-school that complaints should be taken seriously and dealt with fairly and confidentially.

Version 2.0 (reviewed April 2021)

Confidentiality and Client Access to Records Policy

Safeguarding and Welfare Requirement: Information and Records

Confidential information and records about staff and children must be held securely and only accessible and available to those who have a right or professional need to see them.

Policy Statement

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

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

At St Andrew’s Pre-school, staff and Managers can be said to have a ‘confidential relationship’ with families. It is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality early years care and education in our setting. We aim to ensure that all parents and carers can share their information in the confidence that it will only be used to enhance the welfare of their children. We have record keeping systems in place that meet legal requirements; the means that we use to store and share that information takes place within the framework of the General Data Protection Regulations (2018) and the Human Rights Act (1998).

 Confidentiality procedures

  • Most things that happen between the family, the child and St Andrew’s

Pre-school are confidential to our setting. In exceptional circumstances information is shared, for example with other professionals or possibly social care or the police.

  • Information shared with other agencies is done in line with our Information Sharing Policy.
  • We always check whether parents regard the information they share with us to be confidential or not.
  • Some parents may share information about themselves with other parents as well as with our staff; we cannot be held responsible if information is shared by those parents whom the person has ‘confided’ in.
  • Information shared between parents in a discussion or training group is usually bound by a shared agreement that the information is confidential to the group and not discussed outside of it. We are not responsible should that confidentiality be breached by participants.
  • We inform parents when we need to record confidential information beyond the general personal information we keep (see our Children’s Records Policy and Privacy Notice) – for example with regard to any injuries, concerns or changes in relation to the child or the family, any discussions with parents on sensitive matters, any records we are obliged to keep regarding action taken in respect of child protection and any contact and correspondence with external agencies in relation to their child.
  • We keep all records securely (see our Children’s Records Policy and Privacy Notice).
  • Information is kept in a manual file, or electronically. Our staff may also use a computer to type reports, or letters. Where this is the case, the typed document is deleted from the PC and only the hard copy kept.
  • Where it is helpful to keep an electronic copy, it will be stored securely on Office 365.
  • Our staff discuss children’s general progress and wellbeing together in meetings, but more sensitive information is restricted to our Manager and the child’s key person, and is shared with other staff on a need to know basis.
  • We do not discuss children with staff who are not involved in the child’s care, nor with other parents or anyone else outside of the setting.
  • Our discussions with other professionals take place within a professional framework and not on an informal or ad-hoc basis.
  • Where third parties share information about an individual, our Manager will check if it is confidential, both in terms of the party sharing the information and of the person whom the information concerns.

Client access to records procedures

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

  • The parent is the ‘subject’ of the file in the case where a child is too young to give ‘informed consent’ and has a right to see information that St Andrew’s

Pre-school has compiled on them.

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

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

All the undertakings above are subject to the paramount commitment of St Andrew’s Pre-school, which is to the safety and well-being of the child. Please see also our policy on Safeguarding Children and Child Protection.

 Legal framework

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

Version 2.0 (reviewed April 2021)

COVID-19 Policy


This policy applies to all employees, Parents and Children.

Purpose of policy

  • To protect all employees, children and parents from coming into contact with Coronavirus (COVID-19).
  • To maintain the minimum level of staff to continue to provide the welfare needs of the children in our care.
  • To help to prevent the spread of Coronavirus (COVID-19)


The Pre-school is closely monitoring and gathering information from GOV.UK, The DfE, The Department of Health, PHE and Early Year Alliance regarding the spread of Coronavirus (COVID-19).  The management team meet regularly and then feedback to employees and parents.

All parents and carers are required to sign our COVID-19 Parental Agreement.

Hygiene – General

Staff, children and parents are expected to practice the highest standards of hygiene and cleanliness.

  • Regularly wash hands with hand wash and warm water for at least 20 seconds.
  • Regularly use hand sanitiser.
  • Cover mouth and nose when coughing or sneezing with either a bent elbow or tissue and always wash hands afterwards.
  • Avoid close contact with others and maintain a social distance of 2 metres wherever possible.
  • Avoid touching your eyes, nose and mouth.
  • Wash all clothing after each session with the children

Hygiene – Premises

To help ensure the Coronavirus does not spread internally through the Pre-school, the following actions are being taken:

  • Frequently touched areas are appropriately cleaned several times a day
  • These include tables, chairs, laptops, door handles, switches and telephones.
  • Hand sanitiser is being used frequently within the Pre-school.

Asymptomatic testing –

St. Andrew’s Pre-school is taking part in the asymptomatic testing programme. Rapid testing using lateral flow devices (LFDs) supports the return to face-to-face education by helping to identify people who are infectious but do not have any coronavirus (COVID-19) symptoms.

Staff members who test positive will self-isolate, helping to reduce transmission of the virus. Testing remains voluntary but is strongly encouraged.

When an individual develops COVID-19 symptoms or has a positive test

Coronavirus (COVID-19) Symptoms include:

  • a high temperature
  • a new, continuous cough – this means coughing a lot, for more than an hour, or 3 or more coughing episodes in 24 hours
  • a loss or change to sense of smell or taste – this means they cannot smell or taste anything, or things smell or taste different to normal

Reporting COVID-19 cases to Ofsted

Version 5.0 (reviewed September 2021)

Equality and Diversity Policy


Our Pre-school is committed to providing equality of opportunity and anti-discriminatory practise for all children and families.


We aim to:

• provide a secure environment in which all our children can flourish and in which all contributions are valued.

• include and value the contribution of all families to our understanding of equality and diversity.

• provide positive non-stereotyping information about different ethnic groups and people with disabilities.

• improve our knowledge and understanding of issues of equality and diversity.

• make inclusion an intrinsic part of life at St Andrew’s Pre-school.

The legal framework for this policy is:

• Race Relations Act 1976
• Race Relations Amendment Act 2000
• Sex Discrimination Act 1975; 1986
• Children Act 1989
• Special Educational Needs and Disability Act 2001
• Equal Pay Act 1970; 1984
• Education Act 1981; 1993
• Education Reform Act 1988
• Disability Discrimination Act 1995
• Equality Act 2010



St Andrew’s Pre-school is open to all members of the community:

• We advertise our service through our local Children’s Centres, the FIS, on the RBC website link – local offer, local advertising and through referrals from Health Visitors and other Health Professionals.

• We provide information in clear, understandable language, whether in spoken or written form.

• We will provide information in other languages as required. We will use an interpreter, or have our information translated into the appropriate language.

• We base our admissions policy on a fair system.

• We do not discriminate against a child with a disability, or refuse a child entry to our Pre-school because of any disability.

• We ensure all parents are made aware of all our policies.

• We will develop individual action plans to ensure that people with special educational needs are able to participate successfully in all Pre-school activities and in the curriculum offered.


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

• The applicant who best meets the criteria will be offered the post, subject to references and checks by the Disclosure and Barring Service. This ensures fairness in the selection process. All job descriptions include a commitment to equality and diversity as part of their specifications.

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


• We seek out training opportunities for staff and volunteers to enable them to develop practices which enable all children to flourish.

• We review our practices to ensure that we are fully implementing our policy for equality and diversity.


The curriculum offered at St Andrew’s encourages children to develop positive attitudes to people who are different from themselves. It encourages children to empathise with others and to begin to develop the skills of playing and exploring, active learning and creativity and critical thinking.

We do this by:

• Making children feel valued and good about themselves.

• Ensuring that children have equality of access to learning.

• Reflecting the widest possible range of communities in the choice of resources.

• Avoiding stereotypes or derogatory images in the selection of materials.

• Celebrating a wide range of festivals.

• Creating an environment of mutual respect and tolerance.

• Helping children to understand that discriminatory behaviour and remarks are unacceptable (See Behaviour Management Policy).

• Ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities.

• Ensuring that children whose first language is not English have full access to the curriculum and are supported in their learning.

Valuing Diversity in Families

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

• We encourage children to contribute stories of their everyday life while at Pre-school.

• We encourage parents/carers to take part in the life of St Andrew’s Pre-school and to contribute fully.

• For families who have a first language other than English, we value the contribution their culture and language offer. At St Andrew’s Pre-school, we celebrate our different cultures by using a country relevant to our group as our topic from time to time

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


• Work in partnership with parents to ensure that the medical, cultural and dietary needs of children are met.

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


• Meetings are arranged to ensure that all families who wish to, may be involved in the running of the group.

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


Normal procedure would apply (see Complaints Policy and Procedure).

Version 1.0 (reviewed April 2021)

First Aid Policy

Safeguarding and Welfare Requirement: Staff Qualifications, Training and Skills

At least one person who has a current paediatric first aid certificate must be on the premises and available at all times when children are present.


Providers must ensure there is a first aid box accessible at all times with appropriate content for use with children. Providers must keep a written record of accidents or injuries and first aid treatment.

Policy Statement

We are able to take action to apply first aid treatment in the event of an accident involving a child or adult. At least one adult with a current first aid certificate is on the premises, at any one time.

Newly qualified staff who achieved an early years qualification at level 2 or 3 on or after 30 June 2016 also have a paediatric first aid certificate in order to be counted in the adult: child ratios.

The first aid qualification includes first aid training for infants and young children. We have evidence of due diligence when choosing first aid training and ensure that it is relevant to adults caring for young children.


The First Aid Kit

Our first aid kit is accessible at all times and kept out of reach of children.

It is stored in a box that can easily be carried to the site of the accident if required.

  • A named person in the setting is responsible for regular checking and replenishing the first aid box contents.
  • In addition, the following equipment is kept near to the first aid box:
  • A children’s digital thermometer.
  • Calpol (paracetamol) sachets.
  • A supply of instant ice packs.
  • COVID packs (disposable mask, gloves and apron, hand sanitiser)
  • High visibility jackets
  • Information about who has completed first aid training and the location of the first aid box is provided to all our staff and volunteers. A list of staff who have current paediatric first aid certificates is displayed at Pre-school.
  • Medication is only administered in line with our Medication policy.
  • In the case of minor injury or accidents, first aid treatment is given by a qualified first aider.
  • In the event of minor injuries or accidents, we inform parents when they collect their child, unless the child is unduly upset or we have concerns about the injury. In which case we contact the child’s parents for clarification of what they would like to do, i.e. collect the child and/or take them to their own GP.
  • Accidents and minor injuries are recorded on an accident form, detailing type and method of injury and any treatment required. The parents/carers are then asked to sign the form upon collection of the child from Pre-school that day. The injury may also be recorded on a body map detailing the location of the injury and this will be signed by the manager.
  • All members of staff on duty will be notified of any minor injuries or accidents to ensure everyone is able to monitor the wellbeing of the child.
  • In the event of a minor head injury the child will be given a “bumped head” sticker to wear to highlight the need for particular close attention to the child’s wellbeing.
  • Prior incident forms are used for children who have had an accident or sustained an injury outside of Pre-school that may affect their wellbeing during their day with us. These are completed on arrival to Pre-school and handed to the manager to ensure the staff are aware of the need to monitor the child.
  • An ambulance is called for children requiring emergency treatment. We contact parents immediately and inform them of what has happened and where their child has been taken.
  • Parents sign a consent form during the Pre-school induction process allowing a member of staff to take their child to the nearest Accident and Emergency unit to be examined, treated or admitted as necessary on the understanding that they have been informed and are on their way to the hospital.
  • A list of emergency contact information for all children and staff is easily accessible in the front of the accident folder.
  • Accidents and injuries, where applicable, are reported to the Health and Safety Executive, Ofsted and local child protection agencies in line with our Serious Accident Policy.

Legal framework

Health and Safety (First Aid) Regulations (1981)

Version 2.0 (reviewed April 2021)

Health and Hygiene Policy

Our COVID-19 Policy and COVID Risk Assessment override health and hygiene practice at this time.

We encourage a healthy lifestyle; a high standard of hygiene is therefore expected from all adults and children. We operate an open-door policy so that children can be out in the fresh air as much as possible.


We use the following guidelines to ensure good practice:

  • children wash hands after using the toilet, after blowing their noses and before preparing, or eating food.
  • DfE and GOV.UK guidelines on hygiene, especially those relating to bodily fluids, are followed with care.
  • staff and volunteers are aware of how infections can be transmitted.
  • tissues are used to wipe children’s noses and then disposed of hygienically
  • children are encouraged to cover their nose and mouth when coughing or sneezing.
  • hand sanitiser is placed around the room and used appropriately.
  • all surfaces are cleaned with an anti-bacterial spray at the beginning of the day, before and after snack time, before and after lunch time and at the endo of every day.
  • spare clothing is available in case of accidents.



  • Parents are asked not to bring any child who has vomited or had diarrhoea to Pre-school, until at least 48 hours has passed since the last attack.
  • Parents are asked to keep their children at home if they have any contagious infection and to inform us so that we can alert other parents that the infection is present at Pre-school.  We will then also be particularly aware of the symptoms.
  • If a child becomes unwell during a session, the Manager will try to contact the parent.  All parents sign their parental agreement to ensure that either they or their nominated representative is always contactable.  If we do not get any response from a parent, we will telephone the nominated emergency contact.
  • In the case of a child’s temperature rapidly increasing and a parent not being able to collect their child immediately, we would be able to administer Calpol. This would only happen if the child’s parent had signed a consent form.


  • We ask that the snacks provided will be healthy and take into account the dietary needs of the child.
  • Foods brought into Pre-school will be checked for content, as some children have allergies to foods, which could be fatal.
  • Due to increased incidences of Peanut and Kiwi fruit allergies we do not allow nuts or Kiwi fruit to be brought in, or eaten at Pre-school.
  • It is our policy to ensure that parents cut up the snack food correctly, as directed by the Managers at the Induction sessions.

A number of staff have completed a Food Hygiene course and obtained the qualification.

Version 3.0 (reviewed April 2021)

Home Visit Policy

At St Andrew’s Pre-school, we feel that home visits are important to help the children, their families’ and the Key Person to get to know each other in an environment in which they feel comfortable. This helps with a smoother transition from home to Pre-school. By meeting their Key Person at home alongside Pre-school visits, the children will find comfort in seeing a familiar face in a familiar environment on their first day.

As a setting, we recognise that a child’s parents are their most enduring educators and we recognise that parents offer diverse strengths. By carrying out a home visit, we can learn from parent’s knowledge, so that we can continue to build on the foundations of their child’s learning and development.

The benefits of a home visit are:

• Building relationships
• Making links from the child’s learning at home to the setting
• Gain information on the children’s skills and interests
• Time to go through any outstanding documents with parents/carers

The Home Visit

• An appointment will be made with parents/carers at a mutually convenient time for all. The visit will last for approximately 30 minutes.

• The Key Person and the Manager/Deputy Manager will wear their uniform, with their name badge.

• The Manager/Deputy Manager will use the time to talk to the family, gaining information about their child and answering any questions. Paperwork may be completed at this time as well. The Key Person will spend their time getting to know the child.

• The Key Person and the Manager/Deputy Manager will ask to see the record of your child’s Two year check in your red book – ‘My personal child health record’. We will be happy to discuss any related information at this time if you wish to do so.

• Both members of staff will stay together during the duration of the home visit and would not be expected to be left alone with the child that they are visiting.

• The Key Person and the Manager/Deputy Manager recognise that they will be guests in the home of the family they are visiting, therefore they will treat all families with a high level of respect and regard for the duration of the visit.

• At any time during the visit, parents may ask a staff member to leave without giving a reason why. Both staff members will leave in this situation.

• If a member of staff feels unsafe, or threatened in anyway during the home visit they will leave the premises.

Procedure for Key Person on a Home Visit

• The Manager/Deputy Manager will go through the Profile Update Form and the Funding Form and answer any questions the parent may have about Pre-school.

• The staff member will ask to see the ‘Red Book’ to look through any notes and to see a record of the 2 year check.

• The Key Person will observe and interact with the child. The Key Person will then record any useful information from the visit on the child’s Tapestry journal at the start of the new term.

• The postcard will be given to the child at the visit.

• A photograph will be taken of the child and parent/s for the Parent Board and Journal.

• Once the visit has ended, Staff will move on to their next visit.

Version 3.0 (reviewed April 2021)

Induction of Employees and Volunteers Policy

Safeguarding and Welfare Requirement: Staff Qualifications, Training and Skills

Providers must ensure that all staff receive induction training to help them understand their roles and responsibilities.

Policy Statement

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


  • We have a written induction plan for all new staff, which includes the following:
    • Introductions to all employees and volunteers (including Committee members).
    • Familiarisation with the building, health and safety, and fire and evacuation procedures.
    • Ensuring our policies and procedures are read and adhered to.
    • Introduction to the parents, especially parents of allocated key children where appropriate.
    • Familiarisation with confidential information in relation to any key children where applicable.
    • Details of the tasks and daily routines to be completed.
  • The induction is completed within the first half term of joining and the Manager inducts new employees and volunteers.
  • During the induction period, the individual must demonstrate understanding of and compliance with policies, procedures, tasks and routines.
  • Successful completion of the induction forms part of the probationary period.
  • Following induction, we continue to support our staff to deliver high quality performance through regular supervision and appraisal of their work.

Version 1.0 (reviewed April 2021)

Information Sharing Policy

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.

‘Sharing information is an intrinsic part of any frontline practitioners’ job when working with children and young people. The decisions about how much information to share, with whom and when, can have a profound impact on individuals’ lives. It could ensure that an individual receives the right services at the right time and prevent a need from becoming more acute and difficult to meet. At the other end of the spectrum it could be the difference between life and death.’

Information Sharing: Advice for practitioners providing safeguarding services to children, young people, parents and carers (HM Government 2015)


Policy Statement

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


We record and share information about children and their families (data subjects) in line with the six principles of the General Data Protection Regulations (GDPR) (2018) which are further explained in our Privacy Notice that is given to parents at the point of registration. The six principles state that personal data must be:

  1. Processed fairly, lawfully and in a transparent manner in relation to the data subject.
  2. Collected for specified, explicit and legitimate purposes and not further processed for other purposes incompatible with those purposes.
  3. Adequate, relevant and limited to what is necessary in relation to the purposes for which data is processed.
  4. Accurate and where necessary, kept up to date.
  5. Kept in a form that permits identification of data subjects of no longer than is necessary for the purposes for which the data is processed.
  6. Processed in a way that ensures appropriate security of the personal data including protection against accidental loss, destruction or damage, using appropriate technical or organisational measures

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

  • it is to prevent a crime from being committed or to intervene where one may have been, or to prevent harm to a child or adult; or
  • not sharing it could be worse than the outcome of having shared it.

The responsibility for decision-making should not rely solely on an individual, but should have the back-up of the management team. The management team provide clear guidance, policy and procedures to ensure all staff and volunteers understand their information sharing responsibilities and are able to respond in a timely, appropriate way to any safeguarding concerns.

The three critical criteria are:

  • Where there is evidence that the child is suffering, or is at risk of suffering, significant harm.
  • Where there is reasonable cause to believe that a child may be suffering, or is at risk of suffering, significant harm.
  • To prevent significant harm arising to children and young people or adults, including the prevention, detection and prosecution of serious crime.


Our procedure is based on the GDPR principles as listed above and the seven golden rules for sharing information in the Information Sharing Advice for practitioners providing safeguarding services to children, young people, parents and carers. We also follow the guidance on information sharing from the Local Safeguarding Children Board.

  1. Remember that the General Data Protection Regulations 2018 and Human Rights Law are not barriers to justified information sharing as per the Children Act 1989, but provide a framework to ensure that personal information about living individuals is shared appropriately.
  • Our policy and procedures on Information Sharing provide guidance to appropriate sharing of information, both within St Andrew’s Pre-school, as well as with external agencies.


  1. Be open and honest with the individual (and/or their family where appropriate) from the outset about why, what, how and with whom information will, or could be shared, and seek their consent, unless it is unsafe or if we have a legal obligation to do so. A Privacy Notice is given to parents at the point of registration to explain this further.

At St Andrew’s Pre-school, we ensure parents:

  • Receive a copy of our Privacy Notice and information about our Information Sharing Policy when starting their child in the setting and that they sign our Registration Form to say that they understand the circumstances in which information may be shared without their consent. This will only be when it is a matter of safeguarding a child or vulnerable adult;
  • have information about our Safeguarding Children and Child Protection Policy; and
  • have information about the other circumstances when information will be shared with external agencies, for example, with regard to any special needs the child may have or transition to school.


  1. Seek advice from other practitioners if you are in any doubt about sharing the information concerned, without disclosing the identity of the individual where possible.


  • Our staff discuss concerns about a child routinely in supervision and any actions are recorded in the child’s file.
  • Our Manager would seek advice and support from the Local Area Designated Officer (LADO) about possible significant harm.
  • Our Safeguarding Children and Child Protection Policy sets out the duty of all members of our staff to refer concerns to our Manager or Deputy, as designated person, who will contact children’s social care for advice where they have doubts or are unsure.
  • Our Manager will seek advice if they need to share information without consent to disclose.


  1. Share with informed consent where appropriate and, where possible, respect the wishes of those who do not consent to share confidential information. You may still share information without consent if, in your judgement, there is good reason to do so, such as where safety may be at risk. You will need to base your judgement on the facts of the case. When you are sharing or requesting personal information from someone, be certain of the basis upon which you are doing so. Where you have consent, be mindful that an individual might not expect information to be shared.


  • We base decisions to share information without consent on judgements about the facts of the case and whether there is a legal obligation.
  • Our guidelines for consent are part of this procedure.
  • Our Manager is conversant with this and is able to advise staff accordingly.


  1. Consider safety and well-being: Base your information sharing decisions on considerations of the safety and well-being of the individual and others who may be affected by their actions.


At St Andrew’s Pre-school, we:

  • record concerns and discuss these with our designated person and/or designated officer from the management team for child protection matters;
  • record decisions made and the reasons why information will be shared and to whom; and
  • follow the procedures for reporting concerns and record keeping as set out in our Safeguarding Children and Child Protection Policy.


  1. Necessary, proportionate, relevant, adequate, accurate, timely and secure: Ensure that the information you share is necessary for the purpose for which you are sharing it, is shared only with those individuals who need to have it, is accurate and up-to-date, is shared in a timely fashion, and is shared securely.
  • Our Safeguarding Children and Child Protection Policy and Children’s Records Policy set out how and where information should be recorded and what information should be shared with another agency when making a referral.


  1. Keep a record of your decision and the reasons for it – whether it is to share information or not. If you decide to share, then record what you have shared, with whom and for what purpose.
  • Where information is shared, we record the reasons for doing so in the child’s file; where it is decided that information is not to be shared that is recorded too.



When parents choose St Andrew’s Pre-school for their child, they will share information about themselves and their families. This information is regarded as confidential. Parents have a right to be informed that we will seek their consent to share information in most cases, as well as the kinds of circumstances when we may not seek their consent, or may override their refusal to give consent. We inform them as follows:


  • Our policies and procedures set out our responsibility regarding gaining consent to share information and when it may not be sought or overridden.
  • We may cover this verbally when the child starts or include this in our prospectus.
  • Parents sign our Registration Form at registration to confirm that they understand this.
  • We ask parents to give written consent to share information about any additional needs their child may have, or to pass on child development summaries to the next provider/school.
  • We consider the following questions when we assess the need to share:
  • Is there a legitimate purpose to us sharing the information?
  • Does the information enable the person to be identified?
  • Is the information confidential?
  • If the information is confidential, do we have consent to share?
  • Is there a statutory duty or court order requiring us to share the information?
  • If consent is refused, or there are good reasons for us not to seek consent, is there sufficient public interest for us to share information?
  • If the decision is to share, are we sharing the right information in the right way?
  • Have we properly recorded our decision?
  • Consent must be freely given and informed – that is the person giving consent needs to understand why information will be shared, what will be shared, who will see information, the purpose of sharing it and the implications for them of sharing that information as detailed in the Privacy Notice.
  • Consent may be explicit, verbally but preferably in writing, or implicit, implied if the context is such that sharing information is an intrinsic part of our service or it has been explained and agreed at the outset.
  • Consent can be withdrawn at any time.
  • We explain our Information Sharing Policy to parents.


Separated parents

  • Consent to share need only be sought from one parent. Where parents are separated, this would normally be the parent with whom the child resides. Where there is a dispute, we will consider this carefully.
  • Where the child is looked after, we may also need to consult the Local Authority, as ‘corporate parent’ before information is shared.


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


Legal framework

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


Version 1.0 (reviewed April 2021)

Lost Child Policy

• As soon as a child is discovered missing, search inside and outside.

• If the child is still missing after a thorough search, phone 999.

• Phone parents to inform them of the situation.

• Keep searching until the police arrive and phone for back-up support from the Committee.

• Once the situation is resolved, and the cause of the incident has been investigated, a detailed report will be drawn-up.

Version 1.0 (reviewed April 2021)

Medication Policy


  • Drugs and medicines cannot be administered by our staff unless there are exceptional circumstances: parental written permission and instructions must also be given.  Medicines must be brought into Pre-school with the details of prescribed doses in the original packaging.  Permission is confirmed by completing a ‘Medication consent’ form or ‘Emergency medication’ form.  Please be advised that in an emergency medical situation where prior written permission has not been given to administer medicine, an ambulance will be called.
  • For life-saving medication, such as an Epipen, Pre-school requires a letter from the child’s GP/consultant with details of the child’s needs.  A Health Care Plan will be drawn up with input from parents.  All details of the HC plan etc will be sent to our Insurance company – through Early Years Alliance.  Staff will need to be trained to administer such medication by the GP, or nurse specialist, or through Paediatric First Aid training.  Training must be specific to the individual child concerned.
  • For those children who have a medical condition which requires long term medication, prior parental permission will be recorded on a Health Care plan with instructions for when it should be administered.  Parents will be asked to sign this form on collection of their child as and when the medication is administered.  If required, these medications will be kept on site for as long as they are required and must be replaced by the parent when they expire.
  • Medication will be stored out of children’s reach and strictly in accordance with the product instructions.  Medication must be in date and in the original container in which it was dispensed.  The label (which must be in English and legible) must include the instructions for administration. We will only administer the dosage and frequency indicated on the instructions.
  • Prescribed medication can only be given to a named child; we cannot administer to any other child, including a sibling, any medication that is prescribed for another named child.
  • Children who are taking medication may attend Pre-school provided they are not suffering from an infectious illness, are not displaying any signs or symptoms of illness and they are well enough to fully participate in Pre-school activities; this is at the Manager’s discretion.
  • Parents, or carers will be contacted and asked to collect their child if he/she develops a temperature during the session.  In exceptional circumstances, (such as a parent being delayed and the temperature continuing to rise) we will administer over-the-counter medication for fever relief.  However, we will only do this with written permission beforehand from parents as stated on our Emergency Medication Form.  We follow the same recording procedures as those for prescribed medication.

We will only administer Calpol if your child has been given a dose on a previous occasion and with no ill effects.

  • Cuts, or open sores, should be covered with an appropriate dressing.
  • Parents will have the opportunity to discuss health issues with staff and will have access to any information available to us.  We maintain links with local health visitors and the local health authority.

Version 3.0 (reviewed April 2021)

On-Line Safety Acceptable Use Policy

The Acceptable Use Policy (AUP) will aim to:

  • Safeguard children by promoting appropriate and acceptable use of information and communication technology (ICT).
  • Outline the roles and responsibilities of all individuals who have access to and/are users of, work related ICT systems.
  • Ensure all ICT users have an awareness of risk, a clear understanding of what constitutes misuse and the sanctions that may be applied.

The AUP will apply to all individuals who have access to and/or users of work-related ICT systems. This will include children, parents and carers, early year’s practitioners and their managers, volunteers, students, committee members and visitors.

Parents and carers will be informed of any incidents of inappropriate use of ICT that take place on-site and, where relevant, off-site.

Roles and responsibilities

The registered person has overall responsibility for ensuring that online safety is an integral part of everyday safeguarding practice. This will include ensuring that:

  • Staff and their managers receive the appropriate training, guidance, time and resources to effectively implement online safety policies and procedures.
  • Clear and rigorous policies and procedures are applied to the use/non-use of personal ICT equipment by all individuals who come into contact with the setting. Such policies and procedures should include the personal use of work-related resources.
  • The AUP is implemented, monitored and reviewed regularly and any updates are shared with relevant individuals at the earliest opportunity.
  • Monitoring procedures are open and transparent.
  • Allegations of misuse or known incidents are dealt with appropriately and promptly, in line with agreed procedures, and in liaison with other agencies where applicable.
  • Effective online safeguarding support systems are in place e.g. filtering controls, secure networks and virus protection.

Designated Safeguarding Lead (DSL) – Manager
Deputy Designated Safeguarding Lead (DDSL) – Deputy Manager

The DSL must be a member from the management team who has relevant, current and practical knowledge and understanding of safeguarding, child protection and online safety. Access to the DSL or Deputy DSL should be available at all times.

The DSL and DDSL are responsible for ensuring:

  • Agreed policies and procedures are implemented in practice.
  • All updates, issues and concerns are communicated to all ICT users.
  • The importance of online safety in relation to safeguarding is understood by all ICT users.
  • The training, learning and development requirements of early years practitioners are monitored and additional training needs identified and provided for.
  • An appropriate level of authorisation is given to ICT users. Not all levels of authorisation will be the same – this will depend on, the position, work role and experience of the individual concerned. In some instances, explicit individual authorisation must be obtained for specific activities where deemed appropriate.
  • Any concerns and incidents are reported in a timely manner in line with agreed procedures.
  • A safe ICT learning environment is promoted and maintained.

Staff/Volunteers will ensure:

  • The timely reporting of concerns in relation to alleged misuse or known incidents.
  • ICT equipment is checked before use and all relevant security systems judged to be operational.
  • Awareness is raised of any new or potential issues, and any risks which could be encountered as a result.
  • Children are supported and protected in their use of on-line technologies – enabling them to use ICT in a safe and responsible manner.
  • On-Line safety information is presented to children as appropriate for their age and stage of development.
  • All relevant policies and procedures are adhered to at all times and training undertaken as required.

Parents and Carers

  • Parents and carers are encouraged to read all policies including Safeguarding, On-Line Safety, Information Sharing and Acceptable Use Policy.
  • Prior to children commencing Pre-school, parents and carers are required to sign a Pre- school Agreement to confirm that they have read and understood the policies and procedures of the setting, which includes On-line safety.
  • Should parents and carers wish to use personal technologies, (such as cameras) within the setting, practice must be in line with St Andrew’s Pre-school’s policies.

Acceptable use by Staff, Volunteers and Managers
Staff, their managers and volunteers should be able to use work based online technologies:
– To access age appropriate resources for children.
– For research and information purposes.
– For study support.

  • All staff and volunteers will be subject to authorised use as agreed by the DSL.
  • All staff, volunteers and certain members of the Committee should be provided with a copy of the Acceptable Use Policy, which they must sign, date and return to be kept on file in the office.
  • Authorised users should have their own individual password to access a filtered internet service provider. Users are not generally permitted to disclose their password to others, unless required to do so by law or where requested to do so by the DSL. All computers and related equipment that can access personal data should be locked when unattended to prevent unauthorised access.
  • The use of personal technologies is subject to the authorisation of the DSL.

In the event of misuse

  • In the event of an allegation of misuse by a member of staff, volunteer or Committee member, a report should be made to the DSL immediately.
  • Should the allegation be made against the DSL, a report should be made to the DDSL or Chair of the Committee. Procedures should be followed in line with the On-Line Safety Policy and Safeguarding Policy.
  • Should allegations relate to abuse or unlawful activity, Children’s Social Care, the Local Authority Designated Office, Ofsted and/or the Police should be notified as applicable.
  • In the event that a child accidentally accesses inappropriate material, it must be reported to an adult immediately, who should then report it to the DSL. Appropriate action should be taken to hide or minimise the window. The computer should not be switched off, not the page closed, in order to allow investigations to take place. The child’s parent/carer should be informed as soon as possible.

Acceptable use by visitors

  • All guidelines in respect of acceptable use of technologies must be adhered to by any visitors.

Please see the following policies for further information:

  •  On-Line safety policies
  •  Privacy notice
  • Information sharing policy
  • Safeguarding children and child protection policy and procedures

I have read, understand and agree to abide by the On-Line Safety Acceptable Use Policy.


Print Name:________________________________________________________________


Version 1.0 (reviewed April 2021)

On-Line Safety including Cameras and Mobile Devices Policy

Safeguarding and Welfare Requirement: Child Protection
The Safeguarding policy and procedures must include an explanation of the action to be taken in the event of an allegation being made against a member of staff and cover the use of mobile phones and cameras in the setting.

Policy Statement
We take steps to ensure that there are effective procedures in place to protect children, young people and vulnerable adults from the unacceptable use of Information Communication Technology (ICT) equipment or exposure to inappropriate materials in our setting.

To ensure the safety and welfare of children in our care we operate an On-Line Safety policy to include use of the internet and our Tapestry on-line learning journals. This policy includes the use of cameras, mobile phones and recording devices in order to protect children, protect staff from allegations and to maintain high standards of care within St Andrew’s Pre-school.

The designated persons for On-Line Safety are our Manager and Deputy Manager who have overall responsibility for ensuring the on-line safety (including the use of mobile phones and cameras) of all staff, volunteers and members of the group. They should be aware of the procedures to be followed in the event of a serious online safety allegation being made against a
member of staff or volunteer. They are responsible for ensuring that all staff/volunteers receive suitable training and are aware of the settings policies and procedures. They will also ensure that on-line safety policies are regularly reviewed and updated.


Information Communication Technology (ICT) equipment

  • Only ICT equipment belonging to the setting is used by staff and children.
  • The designated persons are responsible for ensuring all ICT equipment is safe and fit for purpose.
  • All computers have virus protection installed.
  • The designated persons ensure that safety settings are set to ensure that inappropriate material cannot be accessed.
  • All computers, iPads and Tapestry accounts are password protected. Passwords are changed termly.

Internet access

  • Children do not normally have access to the internet and never have unsupervised access. Staff may access the internet with children for the purposes of promoting their learning. Written permission for this is gained from parents at Induction.
  • The designated persons have overall responsibility for ensuring that children and young people are safeguarded and risk assessments in relation to online safety are completed.
  • Children are taught the following stay safe principles in an age appropriate way prior to using the internet;
    • only go on line with a grown up
    • be kind on line
    • keep information about me safely
    • only press buttons on the internet to things I understand
    • tell a grown up if something makes me unhappy on the internet
  • Designated persons will also seek to build children’s resilience in relation to issues they may face in the online world, and will address issues such as staying safe, having appropriate friendships, asking for help if unsure, not keeping secrets as part of social and emotional development in age appropriate ways.
  • If a second hand computer is purchased or donated to our setting, the designated persons will ensure that no inappropriate material is stored on it before children use it.
  • All computers for use by children are located in an area clearly visible to staff.
  • Children are not allowed to access social networking sites.
  • Staff report any suspicious or offensive material, including material which may incite racism, bullying or discrimination to the Internet Watch Foundation at .
  • Suspicions that an adult is attempting to make inappropriate contact with a child on-line is reported to the National Crime Agency’s Child Exploitation and On-line Protection Centre at .
  • The designated persons ensure staff have access to age-appropriate resources to enable them to assist children to use the internet safely.
  • If staff become aware that a child is the victim of cyber-bullying, they discuss this with their parents and refer them to sources of help, such as the NSPCC on 0808 800 5000 or, or Childline on 0800 1111 or


  • Children are not permitted to use e-mail in the setting. Parents and staff are not normally permitted to use setting equipment to access personal e-mails unless they are relevant to their work.
  • Staff do not access personal or work e-mail whilst supervising children.
  • Staff send personal information by encrypted e-mail wherever possible, and share information securely at all times.

Mobile phones – children

  • Children do not bring mobile phones or other ICT devices with them to the setting. If a child is found to have a mobile phone or ICT device with them, this is removed and stored in a locked drawer until the parent collects them at the end of the session.

Mobile phones – staff, students, volunteers and visitors

  • Personal mobile phones are not used by our staff, students and volunteers on the premises
    during working hours. They will be stored in a locked cabinet in the office at all times.
  • In an emergency, personal mobile phones may be used in an area where there are no children present, with permission from the Manager. These calls should be made or received in the office after ensuring that appropriate staff-child ratios are still in place.
  • Staff members, students and volunteers may access their personal devices whilst off-duty for example before the start of, or at the end of the session and only when all children have left the building.
  • Our staff and volunteers ensure that the setting telephone number is known to family and other people who may need to contact them in an emergency.
  • We recognise that staff escorting children on an outing need to have access to a mobile phone to maintain contact with the setting and for use in case of an emergency. St Andrew’s Pre-school has a mobile phone which should be used; however staff may use their own mobile phones in cases of emergency and only with the Manager’s permission. The use of this should never distract from the supervision of the children and should not be used for taking photographs.
  • If our members of staff or volunteers take their mobile phones on outings, for use in case of an emergency, they must not make or receive personal calls, or take photographs of children.
  • Parents and visitors are requested not to use their mobile phones whilst on the premises. We make an exception if a visitor’s company or organisation operates a lone working policy that requires contact with their office periodically throughout the day.
  • Visitors will be advised of a quiet space where they can use their mobile phone, where no children are present. Signs are clearly visible around the setting, stating that mobile phones are prohibited.
  • These rules also apply to the use of work-issued mobiles, and when visiting or supporting staff in other settings.

Cameras and videos

  • Children will only be photographed or recorded if parental consent has been obtained.
  • Parents/carers will be made aware of this policy, and permission given on the Pre-school Agreement. If a parent/carer does not give permission for their child to be photographed, all staff will be informed so that all reasonable steps can be taken to ensure that the child is not included in any photographs at St Andrew’s Pre-school.
  • Our staff and volunteers must not bring their personal cameras or video recording equipment into the setting. Children will only be photographed and recorded by the use of a camera, iPad or recording device that belongs to St Andrew’s Pre-school. The Pre-school camera will be stored in a locked drawer in the office outside of Pre-school hours.
  • All computers and iPads are password protected and can be inspected anytime, without notice, by the Manager and another witness. Any photographs not required will be deleted.
  • Photographs and recordings of children are only taken for valid reasons i.e. to record their learning and development, or for displays within the setting, with written permission received by parents. Such use is monitored by the Manager.
  • Photographs will only be taken of children during normal Pre-school activities. Cameras, mobile phones, iPads or other recording devices will never be taken into toilets/changing areas. A child will never be photographed when their clothes or nappy are being changed.
  • Photographs may be taken and included in a child’s learning journey or may be printed and displayed within the Pre-school. Photographs that are stored on the Pre-school computer or on Pre-school iPads will be deleted immediately after printing or uploading to the Tapestry Learning Journal. Permission for storing elsewhere will be given and noted by the Manager.
  • Where parents request permission to photograph or record their own children at special events, general permission is gained from all parents for their children to be included. Parents are advised that they do not have a right to photograph anyone else’s child or to upload photos of anyone else’s children.
  • If photographs of children are used for publicity purposes, parental consent must be given and safeguarding risks minimised, for example, ensuring children cannot be identified by name or through being photographed in a sweatshirt with the name of our Pre-school on it.
  • Only St Andrew’s Pre-school staff and Committee who have Enhanced DBS (disclosure and barring) are permitted to take photographs within the Pre-school. Parent helpers, volunteers and other visitors are not permitted to take photographs during Pre-school sessions unless instructed to do so by the Manager.

Social media

  • Staff are advised to manage their personal security settings to ensure that their information is only available to people they choose to share information with.
  • Staff should not accept service users, children and parents as friends/followers due to it being a breach of expected professional conduct.
  • In the event that staff name the organisation or workplace in any social media they do so in a way that is not detrimental to the organisation or its service users.
  • Staff observe confidentiality and refrain from discussing any issues relating to work.
  • Staff should not share information they would not want children, parents or colleagues to view.
  • Staff should report any concerns or breaches to the designated persons of St Andrew’s Pre-school.
  • Staff avoid personal communication, including on social networking sites, with the children and parents with whom they act in a professional capacity. If a practitioner and family are friendly prior to the child coming into the setting, this information is shared with the Manager prior to a child attending and a risk assessment and agreement in relation to
    boundaries is agreed. Electronic learning journals for recording children’s progress
  • Staff adhere to the guidance provided with the system at all times.

Use and/or distribution of inappropriate images

  • Staff are aware that it is an offence to distribute indecent images. In the event of a concern that a colleague or other person is behaving inappropriately, the Safeguarding Children and Child Protection policy, in relation to allegations against staff and/or responding to suspicions of abuse, is followed.
  • Staff are aware that grooming children and young people on line is an offence in its own right and concerns about a colleague’s or others’ behaviour are reported (as above).
  • Staff should:
    • Ensure they are familiar with the settings On-Line safety policy and procedures to be followed in the event of an online safety incident taking place.
    • Ensure that they have read, understood and signed the Staff/Volunteer Acceptable Use Policy (AUP).
    • Report any suspected misuse or problem to the designated people, particularly where it is believed that a child’s welfare is at risk.
    • They are aware of online safety issues particularly those related to the use of mobile phones, cameras and handheld devices including iPads for Tapestry, and that they monitor their use and implement the group policies with regard to these devices.
    • When using social networking sites such as Facebook, staff must remember that they are in a professional position and are responsible for the care and education of children.
    • Behave appropriately when on the internet and should not discuss their work or any persons connected with their work.
    • Ensure all electronic communication with, parents, carers, staff and others is compatible with their professional role and in line with the policies of the setting.
    • Not share work related information whether written or pictorial in any way or talk about their professional role in any capacity when using social media such as Facebook and YouTube.
    • Ensure that there is no mention of the setting, names of staff, committee members or attending children or their families.
    • Not encourage parents as friends on social networking sites.
    • Not put on-line any text, image, sound or video that could upset or offend anyone connected to the setting, member of the community or be incompatible with their professional role.
    • Only take images of children and /or staff for professional purposes, in accordance with St Andrew Pre-school’s policy and using Pre-school equipment. They should also ensure that the parent/carer of any child has given written consent.
    • Not upload any photos of other staff, or children and their families on any site other than Tapestry (except for nominated individuals who may upload such photos onto the Pre-school website after gaining written permission from the staff or parent/carer).
    • Make sure that all photos placed on the Pre-school website or Tapestry should portray those shown in a positive context.
    • Respect the privacy and the feelings of others.
    • Not browse, download, upload or distribute any material that could be considered offensive, illegal or discriminatory.
    • Not engage in activities on the internet (whether in work or outside) which may bring the setting or its associated employees into disrepute.
    • Have a duty to report any on-line safety incident which may impact on them, their professionalism or the organisation.
  • All staff understand their responsibilities under the General Data Protection Regulations and the circumstances under which they may record, process and share information about you and your child.
  • Any communications or content published, that causes damage to St Andrew’s Pre-school or any of its employees, children or families may amount to misconduct or gross misconduct and could lead to dismissal.

Version 1.0 (reviewed April 2021)

Parents and Carers Social Media Policy

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:

E-mail Facebook Google+ Instagram
LinkedIn Personal Blogs Pinterest Snapchat
Twitter Whatsapp YouTube  


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 whose 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.

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 invitation 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.


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.



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


Print Name:________________________________________________________________


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

Version 4.0 (reviewed April 2021)

Privacy Notice

Our Data Protection Lead is: Emma Dawes


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

Changes to this notice

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

Version 2.0 (reviewed June 2021)

Promoting Health and Wellbeing

Safeguarding and Welfare Requirement: Health

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


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.


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.


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 April 2021)

Provider Records Policy

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 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.


  • 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 April 2021)

Recording and Reporting of Accidents and Incidents Policy

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.


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 April 2021)

Reserves Policy


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.


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.


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

Version 1.0 (reviewed April 2021)

Risk Assessment and Health and Safety Policy

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.


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 April 2021)

Safeguarding Children and Child Protection Policy and Procedures

Safeguarding Children and Child Protection Policy and Procedures  



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.




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), Amanda Chenery (Deputy) and Emma Dawes


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 9372684), or Single Point of Access (0118 9373641)


  • 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’.  There are 3 ways to contact the team:

Using a web form, which is the most secure and effective way of requesting help for a child. The form can be found at:  

Calling the team on 0118 937 3641

Emailing the team on



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


0118 937 2684  

  • 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 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.




  • 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.




  • 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.




  • 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:








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.




  • 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.





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.





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.  There is a contact form available on the following page:

Concerns can also be raised by email to:









COVID-19 (commonly known as Coronavirus) has presented a huge challenge nationally to the normal running of education and child care provision. On 23rd 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 was effective from 1st 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
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


  • 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):

      Call on 0118 937 3641 – this number includes out of hours contact details.




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

Email the team on 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.



If there is an immediate concern about the safety of a child you should contact CSPOA


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 8.0 (reviewed July 2021)


Selecting Equipment and Toys Policy

The toys and equipment in Pre-school provide opportunities for children, with the help of adults, to develop new skills and concepts, in the course of their play and exploration. The equipment we provide:

• 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 April 2021)

Serious Accident Policy

An accident which staff consider serious enough to call an ambulance, would initiate the following procedure:

• 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 April 2021)

Settling In and Transition Policy

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 April 2021)

Special Educational Needs Policy


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.


• 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.


• 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 April 2021)

Staff Behaviour Policy

Staff are expected to adhere to the following behaviour code:-

  • 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 April 2021)

Staffing and Employment Policy

A high ratio of adults to children is essential to providing good quality Pre-school care. We have:

  • one member of staff to every 5 children.
  • 6 staff out of a team of 7 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 Early Years Alliance, Brighter Futures For Children 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 4.0 (reviewed April 2021)

Transfer of Records to School Policy

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). 


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 April 2021)

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 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 April 2021)

Whistle Blowing Policy

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.                 


Adults who work or volunteer with children in the community are in a position of trust.

If an adult who is in a position of trust has:

  • behaved in a way that has harmed a child, or may have harmed a child
  • possibly committed a criminal offence against or related to a child or
  • behaved towards a child or children in a way that indicates they may pose a risk of harm to children

then allegations procedures must be followed and reported to the Local Authority Designated Officer (LADO).

The LADO will oversee the allegations management procedure to ensure that the allegation is investigated thoroughly. The LADO will inform the police and/or children’s social care if required.

If you need to report an allegation you can contact the LADO on:

If a child is has been harmed or is at risk of harm you must follow the guidance in the ‘Report a concern’ section .

Version 3.0 (reviewed July 2021)

Withdrawal Policy

• Once a family has formally accepted a place for their child at St Andrew’s Pre-school, this forms a binding agreement between both parties.

• 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 April 2021)