As quoted by Ofsted

(April 2013)

'Children are at the heart of everything that happens and staff value each child as a unique individual,

 

ensuring their needs are met exceptionally well.'

 

Fully Installed CCTV

 

 

 

 

 

 Working towards completion of quality assurance award

EEL AND BEEL

2013/2014

 

 

 

  Achieved for the third year

  running 2013/14

 

 ESTABLISHED NURSERY FOR 12 YEARS

 

 

 

 

 BRMB WINNERS 2011

 

 

 

As quoted by Ofsted

(April 2013)

'Children show high levels of energy and are fascinated in everything around them. As a result, they are motivated to play, persevere with tasks, learn and explore'.

 

 

 

 

 

Opening Times

Monday-Friday 

7.30am - 6pm

51 weeks a year

Nursery closes for a week at Christmas

 Christmas Eve

 12.15pm

till

2nd January  

 

 

 

 

 

 

 

Click here to view

our OUTSTANDING

OFSTED

Report

April 2013

 

As quoted by Ofsted

(April 2013)

 

'The high quality of teaching is instrumental in fully developing children's confidence and ability to play and work together happily. As a result, they make excellent progress in all areas of their learning and development'.

 

 

 

Achieved again for the thrid year running 2013/14 

 

 

 

As quoted by Ofsted

(April 2013)

 

'Communication with parents is a key strength. Staff go to considerable lengths to ensure they are engaged so that they feel valued and welcome in the nursery'.

 

 

 

littleswans.org.uk Logo

Nursery Policies

 

Read through the latest blog posts and feel free to comment on them if you like.Please scroll down to review polices for each month for the year 2013/14.

 

Thank you

Select A Month Below To Display Posts:
Latest Posts:

Little Swans Day Nursery

 Guidelines for learning and the Management of Behaviour in the Early Years

 

Reviewed:                                            September 2014

 

Reviewed By:                                      Elaine Boulton Behaviour Co-ordinator

 

 

Introduction:

At Little Swans Day Nursery we believe we should create a safe and structured environment conducive to good learning and teaching. We seek to build a caring and learning environment by:

  • Encouraging and acknowledging good behaviour and discipline

  • Promoting self-esteem by encouraging children to value and respect themselves and others

  • Providing a safe environment free from disruption, bullying and any form of harassment

  • Promoting early intervention

  • Ensuring a consistent approach to both positive and negative behaviour

  • Encouraging a positive relationship with parents and carers to develop a shared approach to involve them in the implementation of the nurseries policy and its approach

  • Encourage children to take responsibility for their behaviour

     

    Mrs Boulton will be responsible for implementation and day to day management of the policy and procedures.

    All staff will be responsible for ensuring the policy and procedures are followed. Fairly and consistently applied.

    To help with this the nursery has produced a booklet for all staff members that are kept in each area called Best Practices for Guiding Children’s Behaviour. The guide is for all early learning and child care staff; it provides effective ways to guide behaviours and enhance the social and emotional well-being of all children in our care. The strategies are there to help all children not just those experiencing difficulties.

    Aims of our Good Behaviour Policy

     

  • To promote a community where everyone feels valued, happy safe and secure

  • To promote mutual trust and respect so that everyone can work together in a supportive way

  • To encourage increasing independence and self-discipline so that children learn to accept responsibility for their own behaviour

  • To promote models of good behaviour to develop an ethos of consideration and co-operation

  • To ensure that all children are treated fairly and in a consistent manner by all members of staff. We acknowledge our legal duties under the Equality Act 2010 and in respect of children with Special Educational Needs. Therefore we will do all we can to ensure that this policy does not discriminate, directly or indirectly. We shall do this by regular monitoring and evaluation of the policy.

     

Children’s Behaviour

 

At the beginning of every new nursery year in September, each class of children work together to draw up a code of conduct, listing expectations of behaviour both in and out of the base room. This code is agreed by all adults and children and then displayed for everybody to see on the classroom display board.  This expected code of conduct runs alongside of our Mr Tickle Behaviour Board.  Mr Tickle promotes good sitting, good listening and kind hands etc

All children who come to the nursery, as well as staff/carers and visitors, adopt these principles. They form the basis for all relationships. Prior to starting at the nursery a home visit is carried out.  Within the contents of the home pack is a “create a happy environment” booklet outlining behaviour expectations.  This is for both parent and child to read through and talk about before the child takes up their place at the nursery.  If a home visit is not required by the parent the home pack is still given to the family so they will be aware of the day to day routines and expectations of nursery life. 

 

Appropriate and inappropriate behaviours are defined in relation to the observer’s criteria.

 

Children and parents need to know what our criteria/expectations are.

 

Appropriate and inappropriate behaviours are defined with respect to the context, e.g.

  • We do not expect the children to sit and work in silence normally but we do expect them to sit quietly and listen when it is story time.

     

     

    Remember

    MOST children behave appropriately MOST of the time

    ALL children behave inappropriately SOME of the time.

     

    Appropriate and inappropriate behaviour are LEARNED and therefore TAUGHT and/or maintained in an early years setting.

     

    Encouraging appropriate behaviours

    BEING POSITIVE – both generally in terms of expectations and more specifically by making positive comments, praising or rewarding children’s appropriate behaviours.

  • Positive reinforcements should be specific, directly related to the behaviour, immediate and, at first, frequent.

  • Children should gain attention by behaving well, not badly.

     

    BEING CONSISTENTIn terms of response to and expectations of behaviour by all Early Years staff.

     

     

     

    Our Expectations to Include

  • Consideration for children and adults

  • Listening and responding when spoken to

  • Playing constructively and appropriately; no fighting or fighting games or running around inside.

  • Using appropriate language to the children and the staff

  • Treating classroom equipment appropriately and not touching other people’s things (children may need to be taught not to take things home from the classroom, not to tip toys out etc.)

  • Having positive rules – established and known by all children, staff and parents

  • Rules to be displayed in classroom and given to parents together with prospectus

  • Modelling – appropriate behaviour

  • Providing – an activity the child prefers following completion of a less preferred one.

  • Make this clear initially to the child

  • Discussion – with other staff on organisation, responsibilities, particular approaches etc

  • Particularly important when working with NNEB and other students, lunchtime supervisors and parent helpers

     

    Helping to Prevent Inappropriate Behaviour

     

    Praising others for appropriate behaviour

    Praising child for appropriate behaviour

    Encouraging and reinforcing appropriate behaviours

    Stickers given praising good behaviour, such as sitting nicely during story time; helping to tidy up; comforting a friend when they are upset

    Stars awarded to the children for positive behaviour such as good listening, good sitting, and being kind to our friends. When the child has 5 stars they come to the office and are praised by management and awarded a special certificate for showing positive behaviour towards their environment and others

     

    Distracting

    Managing activities in order to remove potential for inappropriate behaviours, e.g.

  • Circle time for discussion rather than sitting as a group

  • Lining up when children are moving through nursery as a group instead of trying to get through the door all at the same time

     

    Moving – perhaps separating a child

    Prompting/reminding children what is expected of them. But watch this doesn’t provide a cue for the behaviour. Better to say “please keep the sand in the tray” than “Don’t throw it on the floor”

     

    Informing and involving parents

     

    Discussion with other staff on organisation, responsibilities, particular approaches, etc

     

    An observation of the environment will be carried out– don’t feel guilty about taking time out (give class holding activities) to observe – in the long run this can be very effective. This is used for persistent poor behaviour. An environmental check list will be carried out in order to look at the environment to see if this could be a deciding factor in encouraging poor behaviour. If it is certain that the positioning of equipment, for example the library being situated next to role play; (quiet and high energy together), in promoting undesirable behaviour; areas can be moved around accordingly. However, after investigation, it might be decided that the child may require prompts, as follows;

     

    Correction procedures: child assists in rectifying the consequences of their behaviour, e.g. says “sorry” picks up toys. Note assists, young children will need help to rectify consequences quickly and move on to something else.

     

    Ignore – planned ignoring with praise for appropriate behaviour – a difficult strategy to follow through but sometimes works.

     

     

    Discussion with other staff

     

     

     

    Using Sanctions for Inappropriate Behaviour

     

    If a child behaves in an unacceptable way, then the following sanctions will be imposed:

     

  1. Verbal reprimands, frown, voice disapproval, talking to, resolving

  2. Short, specific, quiet and personalised and delivered close to the child

  3. Criticise the action not the child. Children pick up on this very quickly. If they do, are verbal reprimands being given discreetly enough?

  4. Removal or isolation, Remove or regroup children, e.g. remove from playground

    For a short while or sit on floor next to an adult for a short while.

  5. Remove privileges – done as a consistent follow through of a warning. This could be being excluded from a short play session outside.

     

    If step two or beyond should be necessary then parents should be informed and involved at each phase in the following way:

  • A senior member of staff will be asked to talk to the child and a letter will be sent home that evening explaining the situation with a tear-off acknowledgement slip.

  • A meeting may then be held with the manager and another senior member of staff and the parents or carers to agree strategies to modify the behaviour if it persists.

  • Parents or carers can be asked in some cases, where the safety of other children is in danger, to take the child home after the morning session for an agreed number of days. This is a ‘temporary exclusion’ which will be reported to Ofsted.

     

  • Persistent inappropriate behaviour will result in a meeting being called between the nursery and the parent/carers so that the behaviour can be discussed and strategies agreed upon to resolve the problem. This may lead to a child being put on the Special Needs Register for behaviour difficulties.

  • In extreme cases the nursery has the right to exclude a child permanently, though this is a last resort.

     

    Once the parent becomes involved, it may be necessary for the child to have a diary of performance. The diary will be used as a go between home and the setting, in order to inform both parties of the child’s behaviour within the nursery and home environment.

     

     

    Our Expectations of the Children

  1. We expect children to show consideration for other children and adults at all times. This means being kind to one another, no fighting, hitting back or calling each other names. If children are unkind to one another, we ask them to tell the child that they do not like that and then tell an adult if they need to. We ask the child who has been unkind to say “sorry”.

     

  2. We expect children to listen and respond when they are spoken to. It is very important for children to learn to listen.   At storytime, for instance, we ask children to sit quietly, with legs crossed and hands in lap, to help them to listen.

     

  3. We expect children to use appropriate language at nursery. This means no swearing or being rude.

     

  4. We expect children to treat equipment with care and not to touch other people’s property. Children may need to be reminded not to take things home from school.

     

    We have a positive behaviour policy at nursery and expect and praise good behaviour.

     

    We prefer children to gain attention by behaving well, rather than behaving badly!

     

    Children may expect staff:

  1. To be courteous, consistent and fair

  2. To be on time

  3. To listen at the appropriate time

  4. To recognise good work and behaviour

  5. To deal with bad behaviour

     

    Classroom rules

  1. Be kind and friendly to everyone

  2. Play sensibly and treat toys with care

  3. Use quiet voices inside Nursery

  4. Walk, not run inside Nursery

  5. Stop what you are doing and listen when someone asks you to

  6. Do your job well at jobtime

     

    To be reviewed September 2015

     

Posted on 16 September, 2014
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Little Swans Day Nursery Behaviour Management Policy 2
 

 

Reviewed:   September 2014

Reviewed By:Elaine Boulton Behaviour Management Co- ordinator

 

 

Aims and Values

 

Our nurseries aim is to provide a happy and secure environment for all those who work, visit  and attend as pupils
We will foster positive caring attitudes to one another and to the environment
Everyone’s talents and skills will be valued
We will support, encourage, nurture and raise the self-esteem of all the pupils in our care
We will emphasise the positive in all aspects of nursery life

 
Positive Procedures for Encouraging Good Behaviour
 

Prevention – anticipation and removal of potential problems (stop the fight before it happens)
Interaction – plenty of adult attention (so there’s no need to misbehave to attract attention)
Praise or reward – all adults should offer explicit praise for good behaviour, for example turn taking, co-operation, sharing, and listening. Drawing attention to the good rather than the bad.
Individual rewards such as stickers and certificates
Peer reinforcement
Positive messages sent home
Provision – provide physically challenging and emotionally satisfying activities for children to “let off steam”
Clear expectations applied in a positive way – “no pushing in line” becomes “stand nicely”
Leading by positive example from adults. In certain circumstances, such as racist language, physical abuse, dangerous behaviour, or progressively poor behaviour an instant adult response is required.
Special mention during circle time 
Use other staff to re enforce

 

Consistent use of encouragement and praise is used to;
Create a positive nursery environment
Increase pupils self esteem
Promote a model for good behaviour and relationships
Consistence of approach and the use of a common language to reflect this is essential.  The use of the pronoun ‘we’ in terms of relationships within the nursery is a significant ingredient in securing commitment to the nursery ethos.

 

 

Procedures for Dealing with Unwanted Behaviour
Re direction – distract to another activity or join in with the activity.
A firm “NO” and a clear explanation of why the behaviour is unacceptable.
Speak clearly, calmly and firmly to gain control.
Give a warning of the consequences, for example, removal from the situation, or removal of the toy.
Use the consequence
A fresh start afterwards.

 

Sanctions

 

When children choose not to follow the rules ALL staff are expected to deal with them in a calm and consistent manner.  It is important that consequences of poor behaviour are presented to children as a choice.  This places responsibility for behaviour on each child.  Furthermore, we believe that children should always be positively acknowledged; it is the child’s behaviour choices that are inappropriate, not the child.

Sanctions shall be seen as a natural outcome of poor behaviour choices.  After a child receives a sanction it is important to find the first opportunity to praise his/her behaviour and so reduce the attention away from the bad behaviour.

In addition to the stages of sanctions, where appropriate, children should be supported to reflect on their behaviour choices and be given the opportunity to make amends.  For example they may be supported to make a sincere apology, write a card to the victim (age appropriate) or tidy a classroom that has been disrupted. 

 

The manager or owner will deal with all serious incidents.

 
Unacceptable Procedures in Managing Behaviour
These should never be used and, if seen, would and should be reported immediately to the person in charge.  Such conduct could result in staff dismissal.

 

Shouting, criticism and comparison.  Shouting conveys a loss of control.
Labelling the child rather than the behaviour as “naughty” or undesirable.
Use of any form of corporal punishment, including smacking, pinching, poking or rough handling.
Use of any other humiliating and frightening punishment, including shouting, offensive language or name-calling.
In compliance with our equal opportunity policy, all children will be treated fairly and their behaviour will not be discriminated by expulsion from nursery.

 

Incident sheet (BBC Behaviour Record)

It is important these are completed as soon as possible after the incident.  Attachments of eye witness accounts should be made showing all the information that has been gathered.  These sheets will be used in discussions with the parents/carers.

 

Logging Incidents

 

Again this is a useful means for use with informal meetings with parents/carers to show how things have developed, or if matters deteriorate.

 

 

Posted on 16 September, 2014
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LITTLE SWANS DAY NURSERY

MISSING CHILD POLICY

MAY 2014

 

Reviewed by Samantha Tranter, Nursery Manager

INTRODUCTION

 

The welfare of all of our children at Little Swans Day Nursery is our paramount responsibility. Every adult who works at the nursery has been trained to appreciate that they have a key responsibility for helping to keep all of the children safe at all times without compromising the safety of others.

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

These procedures are written in line with current guidance Early Years Foundation Stage – (EYFS). The nursery manager is responsible for ensuring all staff understand and follow these procedures.

Our staffing ratios follow the statutory guidelines of the Early Years Foundation Stage (EYFS) and are deliberately designed to ensure that every child is supervised the whole time that he or she is in our care. These are as follows:

On the premises

 0-2 years 1 adult to every 3 children

 2-3 years 1 adult to every 4 children

 3-5 years 1 adult to every 8 children

Off the premises

 0-2 years 1adult to every 1 child

 2-3 years 1 adult to every 2 children

 3-5 years 1 adult to every 4 children

 

INFORMATION FOR PARENTS

 

Our nursery procedures and policies which can be found in the red folder in the main entrance or online at www.littleswans.org.uk describe:

• The arrangements for handing over children at the start and end of each day

• The qualifications of our staff and the arrangements for supervising the children whilst they are in nursery

• The arrangements for registering the children in both morning and afternoon sessions, including signing your child on and off the premises

• The physical security measures which prevent unsupervised access to or exit from the building for visitors or collectors of children who are unknown to nursery staff

• The supervision and safety of the playground

• The enhanced supervisory arrangements for outings involving children are set out in a detailed policy document: “Outings and Trips.”

• We review these policies regularly (at least once a year) in order to satisfy ourselves that they are robust and effective.

2. Procedures

 

2.1 Child going missing on the premises

• As soon as it is noticed that a child is missing a member of staff alerts the senior member.

• The senior member of staff will carry out a thorough search of the building and garden area.

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

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

• The senior member talks to the staff to find out when and where the child was last seen and records this.

• The senior member of staff will contact the manager immediately

 

Our procedures are designed to ensure that a missing child is found and returned to effective supervision as soon as possible. If a child was found to be missing, we would carry out the following actions:

• The nursery owner will be informed

• Ask all of the adults and children (where appropriate) calmly If they can tell us when they last remember seeing the child

• Ensure the safety of the other children

• An accurate report will be completed

 

If the child is still missing, the following steps would be taken:

• Inform both the Nursery manager or Nursery Owner and the Designated Safeguarding Person

• Inform the child’s parents/carers, explaining what has happened and what steps have been set in motion. Ask them to come to the nursery at once

• The Designated Safeguarding Person, Nursery Manager or Nursery Owner will notify the Police, Ofsted and the Local Children’s Safeguarding Board will be informed

• The nursery would cooperate fully with any Police investigation and any safeguarding investigation by Ofsted and Children’s Services

• The Insurers would be informed

• Staff will complete a report of what has happened and actions taken

 

If /when the child is found, the following steps will be taken:

• Inform both the Nursery manager or Nursery Owner and the Designated Safeguarding Person

• Inform the child’s parents/carers, explain the incident if they are not already aware

• The Designated Safeguarding Person, Nursery Manager or Nursery Owner will notify the Police to let them know the child has been found

• Ofsted and the Local Children’s Safeguarding Board will be informed and updated about events

• The nursery would cooperate fully with any Police investigation and any safeguarding investigation by Ofsted and Children’s Services

• The Insurers would be informed

• If the child is injured, a report would be made under RIDDOR to the HSE

• A full record of all activities taken up to the stage at which the child was found would be made for the incident report. If appropriate, procedures would be adjusted.

 

ACTIONS TO BE FOLLOWED BY STAFF IF A CHILD GOES MISSING ON AN OUTING

This describes what to do when staff have taken a group of children on an outing, leaving other staff back in the nursery. If the manager has accompanied the children on the outing, the procedures are adjusted accordingly.

• As soon as it is noticed that a child is missing, staff on the outing ask children to stand with their designated person and carry out a headcount to ensure that no other child has gone astray. One staff member searches the immediate vicinity but does not search beyond that

• The nursery manager/owner is contacted immediately and informed of the incident

• The manager will contact the police and report the child as missing

• The manager will contact the parents, who will be asked to make their way to the nursery or outing venue as agreed by the manager. The nursery is advised as the best place, as by the time the parent arrives, the child may have returned.

• The remaining children would be taken back to nursery

• Contact the venue Manager and arrange a search

• The Designated Safeguarding Person would inform the Local Children Safeguarding Board and Ofsted

• The nursery would cooperate fully with any Police investigation and any safeguarding investigation by Social Care

• The Insurers would be informed

• If the child is injured, report would be made under RIDDOR to the HSE

• A full record of all activities taken up to the stage at which the child was found would be made for the incident report. If appropriate, procedures would be adjusted.

What the police will want to know:

• Where you are (address of setting or venue).

• The next of kin of the child.

• A detailed description of the child, including age, sex and as much information about their clothing as possible working down from head to toe.

• The circumstances of the incident, including anything that may have triggered the disappearance, how long the child has been missing, where they were last seen, any circumstances in regard to the disappearance.

• Who is looking for the child, where are they, do they have a mobile with them, what is the number?

The investigation

 

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

• The senior staff member together with the nursery management speaks with the parent(s).

• The managers together with the police will carry out a full investigation taking written statements from all the staff in the room or who were on the outing.

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

 The date and time of the report;

 What staff/children were in the group/outing and the name of the staff designated responsible for the missing child;

 When the child was last seen in the group/outing;

 What has taken place in the group or outing since the child went missing; and

 The time it is estimated that the child went missing.

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

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

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

• The incident is reported to Ofsted and the local safeguarding board

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

• The insurance provider is informed.

 

ACTIONS TO BE FOLLOWED BY STAFF ONCE THE CHILD IS FOUND

• Talk to, take care of and, if necessary, comfort the child

• Speak to the other children to ensure they understand why they should not leave the premises/separate from a group on an outing

• The Nursery Manager and Nursery Owner will speak to the parents/carers to discuss events and give an account of the incident. A full investigation (if appropriate involving Children Services/ Local Children Safeguarding Board /Ofsted)

• The investigation should involve all concerned providing written statements

The Report Should Cover

• The report should be detailed covering: time, place, numbers of staff and children

• When the child was last seen, what appeared to have happened, the purpose of the outing, the length of time that the child was missing and how s/he appeared to have gone missing,

• Lessons for the future, actions for changes in practice, policies and procedures

Managing people

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

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

• Staff may be the understandable target of parental anger and they may be afraid. Nursery leaders need to ensure that staff under investigation are not only fairly treated but receive support while feeling vulnerable.

• Managers will comply with the nursery Policy for Supporting Staff involved in a serious incident.

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

• Staff should report any aggression/violence

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

• In accordance with the severity of the final outcome, staff may need counselling and support. If a child is not found, or is injured, or worse, this will be a very difficult time

• The manager and owner will use their discretion to decide what action to take.

• Staff must not discuss any missing child incident with the press without consultation with the nursery manager and owner as well as the police investigating the incident.

 

 

Disseminating and Implementing this Policy

 

All nursery staff will be required to read this policy as part of their induction and to comply with the contents of the policy. The policy will be kept in the policy folder and will be available for staff to refer to at all times as well as on the nursery website.

 

The implementation of the policy will be monitored by nursery staff on a day to day basis.

If incidences of non-compliance do occur, this will be dealt with on a case by case basis through performance management of staff.

 

Any adverse incidents will be recorded and reviewed to ensure the policy is fit for purpose.

 

The policy will be formally reviewed at least every year.

…………………………………………. Miss Tranter, Nursery Manager

 

Useful websites

 HSE Health& Safety Executive: www.hse.gov.uk, info line: 0845 345 0055

 5 Step to Risk Assessment leaflet available to download fromwww.hse.gov.uk/risk/fivesteps.htm

 Royal Society for the Prevention of Accidents (ROSPA): www.rospa.com

 

 

 

Posted on 3 June, 2014
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Little Swans Day Nursery

Whistle Blowing Policy and Procedures

May 2014

Whistle Blowing Procedure

Reviewed by Miss Tranter, Nursery Manager and Designated Person for Safeguarding

 

What is Whistle Blowing?

Whistle blowing is the term used when someone who works in or for an organisation wishes to raise concerns about malpractice in the organisation (for example, crimes, civil offences, miscarriages of justice, dangers to health and safety or the environment), and the cover up of any of these. In the case of local authority safeguarding services, this is likely to be about a dangerous or illegal activity, or widespread or systemic failure in relation to children and young people and/or the services they receive.

Whistle blowing is very different from a complaint or a grievance. It only applies when you have no vested interest and you are acting as a witness to misconduct or malpractice that you have observed.

Whistle blowing encourages and enables employees to raise serious concerns within the Nursery rather than overlooking a problem or “blowing the whistle” outside.

Employees are often the first to realise that there is something seriously wrong. However they may not express their concerns as they feel that speaking up would be disloyal to their colleagues or to the nursery.

 

Our Commitment

The nursery is committed to the highest possible standards of openness, probity and accountability. In line with that commitment we expect employees, students, agency staff and all other individuals that we deal with, who have serious concerns about any aspect of the nurseries work, to come forward and voice those concerns.

 

1. PREABLE

1.1 Employees are often the first to realise that there may be something seriously wrong within their setting. However they may not express their concerns because they feel that speaking up would be disloyal to their colleagues or to the nursery. They may also fear harassment or victimisation. In these circumstances it may be easier to ignore the concern rather than report what may just be a suspicion of malpractice and wrong doing at work.

1.2 The nursery is committed to the highest possible standards of openness, probity and accountability. In line with that commitment we expect employees, and others that we deal with who have genuine concerns about any aspect of the nurseries work or person linked to the nursery/and or others (e.g. Parents/ Carers) to come forward and voice those concerns.

1.3 It is recognised that most cases will have to proceed on a confidential basis.

1.4 The policy document makes it clear that you can do so without fear or reprisals, subsequent discrimination or disadvantage. This whistle blowing policy is intended to encourage and enable employees and others to raise serious concerns within the nursery rather than overlooking a problem or blowing the whistle outside.

1.5 The policy applies to all employees and those contractors working for the nursery on nursery premises. For example, agency staff, builders, maintenance workers.

1.6 The procedure allows, employees, parents/carers and outside agencies to raise concerns about the management /staff of Little Swans Day Nursery

1.7 These procedures are in addition to the nurseries complaints procedures and other statutory reporting procedures. We are responsible for making service users aware of the existence of these

procedures.

 

2. AIMS AND SCOPE OF THE POLICY

This policy aims to:

• Encourage you to feel confident in raising serious concerns and to question and act upon concerns about practice.

• Provide avenues for you to raise any concerns and receive feedback on any action taken;

• Ensure that you receive a response to your concerns and that you are aware of how to pursue them if you are not satisfied;

• Reassure you that you will be protected from possible reprisals or victimisation if you have a reasonable belief that you have made any disclosure in good faith.

2.2 There are existing procedures in place to enable you to lodge a grievance relating to staff’s own employment, parent/carer concerns or complaints, and issues raised by outside agencies. The whistle-blowing policy is intended to cover major concerns that fall outside the scope of other procedures. These include:

* Conduct which is an offence or a breach of law;

* Disclosures related to miscarriages of justice;

* Health and safety risks, including risks to the public as well as other employees, parents/carers, children and others;

* Damage to the environment;

* Possible fraud and corruption;

* Safeguarding/child protection concern involving children in the care of our nursery;

* Other unethical conduct;

* Employee conducts which fails to safeguard the well- being of children and young people;

* Amounts of improper conduct;

* Falls below established standards of practice;

* Concerns against the policies and procedures of Little Swans Day Nursery.

This policy does not replace the nurseries complaints procedure

 

3. SAFEGUARDS

3.1 HARASSMENT or VICTIMISATION

 

3.1.1 The nursery is committed to good practice and high standards and wants to be supportive of employees and others who have a genuine concern.

3.1.2 The statutory guidance Working together to safeguard children, updated in 2006, places emphasis on supporting employees to voice their concerns in a safe forum and the legal obligation this has on early year settings.

3.1.3 The nursery recognises that the decision to report a concern can be a difficult one to make. If what you are saying is true, you should have nothing to fear because you will be doing your duty to your employer and those for whom you are providing a service.

3.1.4 The nursery will not tolerate any harassment or victimisation (including informal pressures) and will take appropriate action to protect you when you raise a concern in good faith.

3.1.5 Any investigation into allegations of potential malpractice will not influence or be influenced by any disciplinary or redundancy procedures that already affect you.

 

4. CONFIDENTIALITY

4.1 Little Swans Day Nursery will do its best to protect your identity when you raise

a concern. However, it must be appreciated that, in the interests of natural

justice, any investigation process may reveal the source of the information and a

statement form you may be required as part of evidence.

 

5. ANONYMOUS ALLEGATIONS

5.1 This policy encourages you to put your name to your allegation whenever possible. 5.2 Concerns expressed anonymously are much less powerful but will be considered at the discretion of the nursery and in conjunction with with the relevant agencies

where appropriate.

5.3 In exercising this discretion the factors to be taken into account would include:

• The seriousness of the issues raised

• The credibility of the concern; and

• The likelihood of confirming the allegation from attributable sources.

 

6. UNTRUE ALLEGATIONS

 

6.1 If you make an allegation in good faith, but it is not confirmed by the investigation, no action will be taken against you. If, however, you make an allegation frivolously, maliciously or for personal gain, disciplinary action may be taken against you in accordance with Little Swans Nursery procedures.

 

7. HOW TO RAISE A CONCERN

7.1 As a first step, you should normally raise concerns with your immediate supervisor. This depends, however, on the seriousness and sensitivity of the issues involved and who is suspected of the malpractice. For example, if you believe that the supervisor is involved you should approach either the assistant manager or the manager. If you feel unable to do this then you should raise your concern with Ofsted. Ofsted have a whistle blowing hotline 0121 123 3155 or you can email whistleblowing@ofsted.gov.uk or write to WBHL, Ofsted, Piccadilly Gate, Store Street, Manchester, M1 2WD.

7.2 If you are worried at any stage about how to raise a concern, you should always seek independent advice at the earliest opportunity. This may be to check who may be best placed to deal with your concern or simply to talk the matter through in confidence first and discuss how to raise your concern. You can do this through the independent whistle blowing charity Public Concern at Work (PCaW) on 0207 404 6609; or by email at helpline@pcaw.co.uk. For further information please see their website at www.pcaw.co.uk/.If you decide to seek advice from a legal advisor then anything you say to them is automatically protected.

7.3 Concerns may be raised verbally or in writing. Staff who wish to make a written report are invited to use the following format:

• The background and history of the concern giving relevant dates);

• The reason why you are particularly concerned about the situation.

7.4 The earlier you express the concern the easier it is to take action.

7.5 Although you are not expected to prove beyond doubt the truth of an allegation, you will demonstrate to the person contacted that there are reasonable grounds for your concern.

7.6 Obtain advice/guidance on how to pursue matters of concern by telephoning the Local Safeguarding Council Board on 0121 675 1669 or Ofsted on 0300 123 1231.

7.7 You may wish to consider discussing your concern with a trusted colleague first and you may find it easier to raise the matter if there are two (or more) of you who have had the same experience or concerns.

7.8 You may invite a professional association representative to be present during any meetings or interviews in connection with the concerns you have raised.

7.9 If you have raised your concern internally but feel it has not been properly addressed, or if you feel unable to raise your concern at any level within your organisation, you may feel that you need to raise your concern outside your place of work.

It is advisable, in terms of both addressing the concern and securing your own protection as a whistleblower, to raise this first with the body that has some oversight of the work of your employer. This may be a governing body, the local authority, a funding agency or a national regulator. If your concern is about an immediate or current risk to an individual child or children, it is important that you follow child protection procedures.

7.10 With specific regard to safeguarding issues, that may involve a member of staff, you

Should initially consult with a member of the management team. If you suspect they

Or the owner may be related to the issue you should contact the relevant children’s

Services or the designated early year’s officer for early years for the local authority.

 

8. HOW THE NURSERY WILL RESPOND

8.1 The nursery will respond to your concerns. Do not forget that testing out your concerns is not the same as either accepting or rejecting them.

8.2 Where appropriate, the matters raised may;

• Be investigated by management or through the disciplinary process

• Be referred to the police

• Form the subject of an independent inquiry

8.3 In order to protect individuals and those accused of misdeeds or possible malpractice, initial enquiries will be made to decide whether an investigation is appropriate and, if so, what form it should take. The overriding principle which the nursery will have in mind is the child/public interest. Concerns or allegations which fall within the scope of specific procedures (for example, child protection or discrimination issues) will normally be referred for consideration under those procedures.

8.4 Some concerns may be resolved by agreed action without the need for investigation. If urgent action is required this will be taken before any investigation is conducted.

8.5 Within 10 working days of concern being raised, the responsible person will write to you.

• Acknowledging that the concern has been received

• Indicating how we propose to deal with the matter

• Giving an estimate of how long it will take to provide a final response

• Telling you whether any initial enquiries have been made

• Supplying you with information on staff support mechanisms, and

• Telling you whether further investigations will take place and if not, why not.

8.6 The amount of contact between the management considering the issues and you will depend on the nature of the matters raised, the potential difficulties involved and the clarity of the information provided. If necessary, the nursery will seek further information from you.

8.7 Where any meeting is arranged, off site if you so wish, you can be accompanied by a professional association.

8.8 The nursery will take steps to minimise any difficulties which you may experience as a result of raising a concern. For instance, if you are required to give evidence in criminal or disciplinary proceedings the nursery will arrange for you to receive advice about the procedure.

8.9 The nursery accepts that you need to be assured that the matter has been properly addressed. Thus, subject to legal constraints, we will inform you of the outcome of any investigation.

 

10. THE RESPONSIBLE OFFICER

10.1 The Monitoring Officers, Elaine Boulton, Nursery Owner, Samantha Tranter, Nursery Manager, has overall responsibility for the maintenance and operation of this policy. They will maintain a record of concerns raised and the outcome (but in a form which does not endanger your confidentiality).

10.2 Ofsted will be informed of action taken and the nature of any complaints received

 

11. HOW THE MATTER CAN BE TAKEN FURTHER

11.1 This policy is intended to provide you with an avenue within the nursery to raise concerns. The nursery hopes you will be satisfied with any action taken. If you are not, and if you feel it is right to take the matter further, outside of the nursery, the following are possible contact points:

• your local Citizens Advice Bureau

• relevant professional bodies or regulatory organisations, such as OFSTED

• a relevant voluntary organisation

• the police

If you take the matter outside the nursery, you should ensure that you do not disclose confidential information. Check with the contact point about that.

Ofsted‘s whistle blowing dedicated hotline (0300 1233155). It is staffed from 8am to 6pm, Monday to Friday.

Whistle blowing disclosures can also be submitted to Ofsted by email to the Ofsted whistle blowing team (whistleblowing@ofsted.gov.uk) or by post to:

WBHL

Ofsted

Royal Exchange Buildings

St Ann’s Square

Manchester

M2 7LA

The procedure will be communicated to all employees as well as parents /carers, students and others.

This policy will be reviewed annually or when there is a change in legislation or practice which requires us to review the contents and procedures outlined in the policy.

Signed: ........................................................ Miss Tranter, Nursery Manager May 2014

Posted on 21 May, 2014
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Information on safeguarding children within our organisation

May 2014

 

Reviewed: Samantha Tranter, Nursery Manager and Designated Safeguarding Person

 

 

At Little Swans Day Nursery the safety and well being of all children is of paramount importance. We undertake to safeguard children from harm and abuse at all times.

 

We do this by ensuring:

 That we have a robust recruitment procedure in place for vetting any one who works within our setting

 Ensure that all of our staff are trained in safeguarding children externally and during their induction

 Safeguarding is always on the agenda for discussion, reviewing and reflecting practices as well as highlighting the importance of sharing information.

 Creating an environment of awareness, where practice is challenged and communication is clear and effective to ensure everyone is clear of the nurseries policies and procedures to safeguard children

 Supporting staff to recognise signs and symptoms of abuse as well as effectively implementing our procedures when concerns arise.

 

Our safeguarding procedures are available for you to view at any time, please ask a member of staff if you wish to read them or they can be found on the nursery website www.littleswans.org.uk

 

We have procedures in place for allegations made against staff members in accordance with section 22 of the Birmingham Safeguarding Children Board (BSCB) procedures

 

We expect any one working within our organisation to ensure they carry out their duties using safe working practices, this includes:

 Not allowing themselves to be left in a position whereby allegations are made against them.

 All staff are aware of our whistle blowing procedures, and know how to make concerns known to management about other staff members.

 Staff also know how to make concerns known to Ofsted and children’s services if they are worried about any aspects of management’s behaviour.

 

If you as a parent /carer or visitor have genuine reason to believe that a child may have been abused or placed at risk by any one working for our organisation, we ask that in the first instance you bring it to the attention of a manager. If your concerns are about the management we ask that you contact Ofsted on 0300 123 1231

 

Please be very clear what you are alleging, as we have a statutory duty to follow procedures when an allegation has been made.

 

Whilst our first duty is always to safeguard children, false malicious and unfounded allegations do have a devastating effect on individuals and the organisation as a whole.

 

If you make a genuine allegation the following procedure will be followed:

 

 

• Please do not talk directly to the person who you are making the allegation against

• Talk to a manager in a quiet area away from staff and children.

• Please do not talk to other staff members or parents; we need to maintain the confidentiality of your child and the member of staff.

• The manager should reassure you that procedures are being followed

• We may decide to suspend the alleged perpetrator whilst a course of action is decided upon

• We will not in the first instance tell them the nature of the allegation

• We will inform ofsted

• We will inform someone from the Birmingham Safeguarding Children Board(BSCB) position of trust team

• If the concerns are such that the position of trust team deems it to be an internal disciplinary matter they may ask us to undertake our own investigation, and to follow our organisations disciplinary procedures.

• Dependent upon the nature of the concerns the police and children’s services may become involved

• Dependent upon the nature of the concerns the police may speak to you and your child

• Dependent upon the nature of the concerns your child may be subject to an examination to determine any possible injury.

• A position of trust coordination meeting (POT) may be held to discuss the concerns, and to find a way forward, in order to reach an outcome

• You will be told the outcome of any such meetings.

 

Your child’s well being is paramount to us please be reassured we will do everything in our power to safeguard all children within our setting by following safe working practices and by following the correct procedures if an allegation does arise about any one working or volunteering within our organisation

 

Posted on 14 May, 2014
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Little Swans Safeguarding Statement

 

We believe that children learn best at Little Swans when they are healthy, safe and secure, when their individual needs are met and when they have positive relationships with the adults caring for them.

We aim to create an environment which is welcoming safe and stimulating, and where children are able to enjoy their learning through play, to grow in confidence and to fulfill their potential. The nursery environment is checked daily for any hazards. Staff are expected to remove and report any hazards or safety concerns to management. Nursery management review the environment regularly identifying changes needed as well as inspecting the daily standard of cleanliness in which children play, learn and explore.

 

Written policies and procedures are required to safeguard children or promote equality of opportunity; all staff members are made aware of these policies and procedures as part of their induction and informed of how they impact on their practice and the expectations of them in their role at the nursery. To further enhance development and awareness staff are provided with training, practical assessments and supervisions.

 

Updates are shared through staff meetings and email correspondence, this is also shared with parent/carers. All our policies and procedures are kept in a pink folder in the main entrance of the nursery; policies can also be viewed online at www.littleswans.org.uk

 

It is essential that children are provided with safe and secure environments in which to interact and explore rich and diverse learning and development opportunities.

 

Reviewed May 2014 on behalf of Little Swans Day Nursery

Samantha Tranter Nursery Manager …………………………………………..

 

 

Posted on 14 May, 2014
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Late or non- collection of children from nursery

 

Reviewed by: Elaine Boulton Nursery Owner

 

Reviewed: May 2014

 

Introduction

At the end of your child’s day/ sessions at the nursery children will be expected to return to the care of their parent/carer. These arrangements are well established and understood by parents and carers and generally work extremely well, however there are occasions when events prevent parents or carers arriving on time to collect their child. In most of these cases the delay is minimal and we are able to offer flexibility. In other cases we should have been informed about the difficulty and would have agreed new arrangements with the parent/carer.

There is a shared responsibility on all agencies and professionals to work effectively together in delivering measures that best promote welfare and each child’s well-being.

It is therefore essential that the safety and welfare of the child remains the paramount consideration in determining appropriate action.

Aim

To ensure that all staff and parent/carers are aware of the procedures when a child is not collected from nursery and is communicated clearly to everyone. This policy will be enforced when a child is left in the care of the nursery for an unreasonable length of time, and/or where contact with all parents/carers is not accessible. For example from 6.30pm onwards Monday to Friday.

If contact is made with the parent or they arrive at the setting after 6pm on more than one occasion, managers will discuss with the parent/carer the reasons for the late collection and decide on any further action to be taken e.g. late collection fee.

Settings Policy

 All parents and carers of children who attend the nursery are required to complete entry records before their child starts. If contact details or change of address occurs at any time it is parent’s responsibility to inform the nursery immediately, and complete a new form. The contact details required include:

• Names of parents/carers

• Address(s) home, work and mobile telephone number(s)

• Names and details of at least two other relatives/carers who can be called when the parent/carer cannot be contacted or in the event of an emergency, along with passwords to enable staff to confirm their identity.

• Person holding parental responsibility

 All records are kept up to date; changes are made where necessary; all staff working with the child is informed of any changes. Parents must complete a new record if a change of address, phone number or contact detail occurs.

 Staff will ask parents if there are any changes to their child’s record, during each of our parents evening in April and November. They will have spare entry records for parents to complete.

 Only the first named parent/carers are able to notify the nursery of any changes to the contact details.

 All parents/carers are made aware when joining the nursery of the normal open and closing times and collection arrangements.

 We have a duty to inform Children’s services or the Integrated Access Services if a child is not collected from the setting. We will then make appropriate alternative arrangements to ensure the child’s safety.

Procedure

This procedure will be followed whenever a child fails to be collected from the nursery.

1. It will be brought to the attention of a senior member of staff or management that a child has not been collected, we will then make every effort to contact the parents/carers or alternative carer. During this period a senior staff member along with a qualified level 3 will remain with the child. This will be done at 6pm initially, when the nursery is closing for the end of day session. Thereafter the parent/s will be called every 10 minutes until 6:20pm, or until the parent is in touch with the staff member. If there is still no answer senior management will then call others that have been given on the list of contacts for pick up.

2. A record of incidents where parents do not collect a child will be maintained when this is a repeat occurrence. Any child`s welfare concerns arising out of such incidents will be dealt with in accordance with the settings Safeguarding Policy.

3. At least two staff will be present whilst a child is at the setting.

4. If management are off site: In the event of the manager being offsite the child will stay with two qualified (level 3) members of nursery staff, one of which must hold a Child Protection Level 2 Certificate

5. If the child has not been collected within 30 minutes of the end of the session and we are unable to contact a parent or named carer we will phone children’ s services or the Integrated Access Services for the area in which the child resides, or an allocated Social Worker where this applies, and provide the following information:

 Brief circumstances of incident, and arrangements in place.

 Child’s details

 Name(s)

 Date of birth

 Address

 Gender

 Ethnicity

 Religion

 Language spoken

 Special dietary needs

 SEN/behavioural difficulties/medical needs

 Parent/Carer Contact Details

 Parent/carer/alternative carer details

 name(s)

 address (s)

 home/work/mobile telephone number(s)

 Any current or previous child protection concerns

 Any previous incidents of not being collected from the setting.

 Details of GP.

 The call should be confirmed by a fax if possible and then followed up in

writing within 48 hours.

6. Children’s Services or the Integrated Access Service will give advice and may carry out;

• appropriate checks and make further attempts to contact the parent/carer.

• will ask the local police to visit the home address.

8. If an appropriate relative or carer is located, he/she will be asked to ensure that the child is collected / received from the nursery.

9. Decisions made by Children’s Services, in consultation with the nursery and relevant others, must always prioritise interim care arrangements that best meet the child’s/young person’s personal and emotional needs.

10. In most cases within two hours from end of the settings session and in no case later than 7.00 p.m., a decision will be made by Children’s Services to assume direct responsibility for the child’s care, and arrangements will be confirmed with those caring for the child at that time. (Following normal closing times and certainly after 7.00 p.m. it is not appropriate for the nursery to be accommodating a child.)

11. Plans for transporting the child will take into account staff availability out of hours, the need for adequate insurance cover, appropriate gender balance, and any information about special needs or behavioural difficulties etc. provided by the nursery. Where possible, two adults should be present. If there is a shortage of staff a mini cab could be used with a suitable escort.

Joint Planning in Cases of Ongoing Concern

• Where more than one incident occurs, or where there are reasons for concern regarding the ability of parent(s)/carer(s) to collect/receive their child from the nursery, a discussion between the management team at the nursery and the parent will identify a strategy for addressing these concerns. Where agreement with parents is not achieved or in cases where there are child protection concerns, Children’s Services will be invited to contribute to identifying the strategy for addressing the concerns and safeguarding the child.

 

This policy will be reviewed annually or when a change in practice or legislation requires.

Elaine Boulton Nursery Owner

 

S.Tranter

Samantha Tranter Nursery Manager

Signed on behalf of Little Swans Day Nursery

Posted on 14 May, 2014
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Little Swans Day Nursery

Asthma/Inhaler use policy

May 2014

 

Reviewed by: Elaine Boulton Nursery Owner

Reviewed: May 2014

 

Policy Statement

 Little Swans Day Nursery welcomes all children with asthma/inhaler users and recognises their individual needs.

 Expects and encourages parents/carers to give us appropriate information on their child’s condition and to provide a prescribed reliever (blue) inhaler and spacer device; which must be prescribed by the GP with your child’s name clearly printed on the prescription label.

 Will encourage and help children with asthma/inhaler users to participate fully in activities.

On Admission

1.1. Parents/carers will be asked to complete an admission form giving full details of their child’s condition, regular medication, emergency contact numbers, family GP and any relevant hospital details.

1.2. All children diagnosed with Asthma or those who use inhalers will be required to have a reliever (blue) inhaler and spacer devise to be kept at the setting at all times.

1.3. If staff feel that the requests made by parents/carers regarding the administration of asthma/inhaler medication are not in line with the advice received during training, they may request parents/carers to obtain clear written guidance from their child’s GP/Consultant or Asthma nurse.

1.4. Parents/carers will be required to complete an Asthma/Inhaler Alert card with the support of staff at the nursery and Health Visitor; if appropriate. Where appropriate support can also be requested from a specialist nurse and/or Nurse Educator as appropriate.

 

The Asthma/Inhaler Alert Card will provide details of:

 Emergency contacts

 The child’s prescribed medication; name, dose, when and how to use it

 What triggers the child’s asthma/breathing difficulties (where known)

 Individual signs and symptoms

 What to do if the child’s asthma/breathing gets worse

 Special requests from parents/carers

Your child’s asthma awareness card along with their photo will be displayed in their area with parental consent; to ensure all staff, students and volunteers working with your child are aware of their medical needs.

 

Storage and Disposal of Medication

 

2.1. All reliever (blue) inhalers and spacer devices must be clearly labelled with the child’s name and have the prescribed labelled attached and intact from the pharmacist or doctor.

2.2. Reliever (blue) inhalers will be kept unlocked (where possible this will be in the same room as the child) to ensure immediate access.

2.3. If the child leaves nursery premises for any activity their reliever (blue) inhaler and spacer device will be taken with them. This will be the joint responsibility of staff and parent/carers.

2.4. Reliever (blue) inhalers should not be stored where there is excessive heat or cold.

2.5. It is parents/carers responsibility to check all reliever (blue) inhalers/spacer devices regularly, confirming that the inhaler is in date and that it contains sufficient medication. It is parents/carers responsibility to dispose of unused/expired medication.

Exercise and Activity

3.1. All children are encouraged to participate in exercise/paly activities.

3.2. Some children may need to use their reliever (blue) inhaler before exercising.

3.3 Reliever (blue) inhalers must be readily available at all times.

Asthma Attack

4.1. Where the child has a reliever (blue) inhaler it is important that all staff know how to manage an asthma attack/breathing difficulties.

Staff at the nursery update their awareness and training annually with the Nurse Educators for the local authority. In the event of a child having an attack staff must follow the guidance in the training they have received and follow the procedure outlined in the ‘Asthma Attack Flow Chart’. This flow chart is visibly displayed in the staff room/office on the noticeboard for reference.

4.2. Most children will not need to use their reliever (blue) inhaler on a daily basis. Parents/carers will be informed if the reliever (blue) has been used during the day and will need to sign the nursery’s medication records to acknowledge this.

4.3. If the child needs to repeat the use of the reliever (blue) inhaler within four hours we will allow them to do so but will always notify parents/carers immediately as the child needs to be seen by their GP that day.

 

Training

 

5.1. All staff must access asthma awareness training and receive regular updates so that they recognise and know how to manage a child having an asthma attack, when and how to call an ambulance and what to do whilst waiting for the ambulance to arrive.

This policy has been written with reference to the following guidance:

1. “Managing Medicines in Schools and Early Years Settings”. DFES 2005 (REVISED November 2007)

2. “Statutory Framework for the Early Years Foundation stage”. (DCFS September 2012)

Training will be provided May 29th 2014:

Nurse Educators

Medical Needs in Early Years’ Service,

Carnegie Centre

Hunters Road

Hockley, Birmingham

B19 1DR

Telephone: 0121 465 3867/3868

 

This policy will be reviewed annually and/or when changes in practice and guidance requires.

Reviewed by Elaine Boulton Nursery Owner

Samantha Tranter Nursery Manger on behalf of Little Swans Day Nursery

 

S.Tranter            May 2014

Posted on 14 May, 2014
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Inclusion Policy

 

Reviewed: May 2014

By: Elaine Boulton, Nursery Owner

 

 

“Little Swans aims to develop a happy friendly secure atmosphere in a learning environment where everyone counts...”

 

All applications for places at our nursery will be treated fairly. No child will be refused a place in the nursery because of their special need, disability, race, gender or background.

This policy helps to ensure that the nursery promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background.

 

 

Written by Little Swans Practitioners in partnership with parents

 

Mission Statement

 

At Little Swans we believe every child has a fundamental right to be cared for in a loving environment and educated by being given the opportunity to achieve and maintain their learning at the highest level possible.

Every child has unique characteristics, interests, abilities and learning needs and through a holistic approach to learning we endeavour to meet them.

We believe every child has a right to be included. We consider all children, adults and families should feel welcome and should have an equal chance to benefit from our nursery and everything it provides. We are committed to providing all of our children every opportunity to achieve the highest of standards including those with diverse needs.

We offer a broad, balanced and flexible curriculum which is accessible to all children and ensures that they are fully included in all aspects of nursery life.

We plan our curriculum to extend our children’s knowledge and experience of other cultures, language and celebrations. We ensure that our curriculum reflects the diversity of our society, and not just our group. and seek to combat all forms of discrimination.

 

At Little Swans we understand that Inclusion is meant in the widest sense. It incorporates children and young people as well as the rights of parents/carers, students and all staff. It includes individual children with special educational needs and / or disability, as well as those from minority groups; Travellers; and any other diverse cultural groups.

It also includes those with English as an additional language and Children in Public Care (looked after children). Those with specific medical needs; suffering from low self-esteem: or experiencing mental health difficulties are also included.

It also incorporates the rights of the child and equal opportunities, as well as any other groups at risk of exclusion or social exclusion.

 

 

AIMS

 

All staff has a responsibility to promote inclusion in the following ways:

 

• To continue to raise staff awareness of Inclusion via on-going staff development

• To promote self-esteem, self-discipline and positive relationships

• To encourage consistency of response to both positive and negative behaviour

• To ensure that the nurseries expectation and strategies are widely known and understood

• To encourage the involvement of both home and nursery in the implementation of this policy

• To remove the barriers to learning and participation that can hinder or exclude individual children or groups of children and to include pupils in all aspects of nursery life regardless of need

 

1. All children have a right of full access to Early Years Education through the Foundation Stage Curriculum.

2. All children have a right to expect to learn in a caring and considerate environment where the staff and the children are all valued for their contribution to nursery life

3. The nursery is committed to the early identification of children with Special Educational Needs (SEN) and to adopting clear and open procedures which are outlined in this policy.

4. The nursery is committed to working closely with parents who are fully involved in all decisions that affect their children’s education.

5. The nursery will provide, within available resources, the highest possible quality support and inclusive education for children with SEN.

 

PURPOSE

 

1. To meet the individual needs of children in our setting.

2. To ensure that inclusion and Equal Opportunities are put into practice.

3. To raise quality and standards

4. To recognise the rights of the child

5. To encourage parents/carers to use our provision

6. To encourage parents and carers to be actively involved in decisions regarding their child in the nursery

7. To increase awareness of inclusion and how this is put into practice at the nursery

8. To raise awareness of behaviour issues and how children should be integrated into nursery with behaviour problems

 

 

The role of our Special Educational Needs Coordinator:

Since September 2001 it has been a requirement for all settings, who are registered for the nursery education grant, to appoint a named setting based Special Educational Needs Co-ordinator (SENCO). At Little Swans the named person/s is Jennifer Owen and Emma Sloan

Our setting is also required to develop and implement a Special Needs/Inclusion policy which reflects the aims and practice of the setting and which supports inclusion.

 

Our setting based SENCO:

• Works with other staff to agree and implement the Inclusion Policy

• Co-ordinates the Special Educational Needs provision within our setting

• Offers support to parents

• Supports staff development

• Liaises with other agencies

• Keeps appropriate records

• Assists staff in making observations and assessments

• Assists staff in planning for children with Special Educational Needs

• Contacts our Area SENCO at an early stage for informal advice and support

 

ADMISSION ARRANGEMENTS

In general terms, there is no outer limit to the area the nursery serves. However, priority will be determined according to the following criteria:

1. Children with a sibling who will be attending the nursery at the time of admission

2. Children that come through Corporate Funding or Early Education Entitlement with specific criteria attached, or a similar agency, where we have space to accommodate without compromising working parents

3. Priority may be given to the admission of a child whom a particular medical or social justification is demonstrated if the nursery is able to demonstrate it has the facilities to assist in the appropriate way

4. Free entitlement to grant places only, where space allows

 

WAITING LIST

If the nursery is running at full capacity we offer to put parents name on a waiting list; we keep their details and inform them as and when a place becomes available. Once a place is available we will contact the parent and if they still require a position, we make arrangements for them to attend the nursery to complete their child’s record of entry, along with other information. At this time they will also be asked to leave a deposit that will cover their child’s first week. Thereafter parents are asked to pay the Friday in advance of the following week.

Prior to the child starting at the setting we will arrange a home visit and negotiate with the parent, settling in sessions; these sessions consist of 2/3hr intervals up to a maximum of 5 for the baby unit, and 3 for pre-school. We will also discuss how we can help the parent through the transition period, along with the child.

 

WHEN A CHILD STARTS NURSERY

When a child starts at the nursery it is good practice to say goodbye and tell them you will see them later. A known adult to the nursery will collect the child at the end of the session. Passwords may be used for this purpose. All parents must read and agree to adhere to the nursery policies when the child starts. These can be found in a pink folder by the main entrance as well as on our website.

We understand the importance of working alongside of parents/carer in supporting children starting at the nursery, and now carry out home visits. The child’s key person will visit the home in order to access how best to introduce the child into the nursery setting as well as work alongside of the parent who can also find this time of change both unsettling and stressful.

Towards the end of the first six week period, the parent will be asked to come into nursery, date and time convenient for them where a settling in record is completed with the child’s key worker, or a member of staff from the same unit.

Through discussion with the parent and the staff member, the nursery will ensure as smooth a transition as possible.

 

PARTNERSHIP WITH PARENTS AND CARERS

Parents are consulted at every level of intervention. Parents have a right to be involved in discussions about their child. Procedures should be explained to parents in order to develop a close working relationship and so parents can be made aware of the targets being set for their child. Parents should be offered advice about how they can work with their child at home if they so wish. The effectiveness of any intervention will depend upon the level of involvement of parents.

Consultations with parents are made informally on a daily basis as well as Parents Evening. Additional consultation is made at either the parents of the nursery request at a mutually convenient time.

Meeting for parents of children at Early Years Action Plus will be organised termly to review and write IEPs.

 

Identification and Assessment of Special Educational Needs:

 

Definition of SEN (for the SEN code of practice)

A child has SEN if she or he has a learning difficulty that calls for special educational provision to be made for her or him.

 

A child had a learning difficulty if she or he:

• Has a significant greater difficulty in learning than the majority of children of the same age.

• Has a disability that either prevents or hinders the child from making use of the facilities of a kind provided for the children of the same age in the nursery?

A child must not be regarded as having a learning difficulty solely because the language or form of language of the home is different from the language in which she or he will be taught.

 

IDENTIFICATION, ASSESSMENT AND PROVISION

The need for early identification is paramount. It is made either by the staff or from information received from previous nurseries, nursery provision or from other external sources. Parental concern is also taken into consideration. The nursery follows the strategies set out in the revised Code of Practice. This identifies the stage the child is at, and clarifies who is responsible for the additional provision that is needed to support the child’s progress.

 

Our system of observation and record keeping, which operates in conjunction with parents, enables us to monitor children’s needs and progress on an individual basis.

 

Children with other needs are provided for through education plans. Our adult/child ratio enables us to provide all children with adult time and attention.

 

If it is felt that a child’s needs cannot be met through nursery without additional support then advice will be sought from either the area SENCO or the PSLA (Pre School Learning Alliance) to seek extended funding.

 

THE STAGED MODEL OF SPECIAL EDUCATIONAL NEEDS

Early Years Action: the staffs in consultation with the SENCO need to gather information to assess the child’s learning difficulties. An Individual Educational Programme (IEP) is written and put into place. Provision for extra support is made within the resources of the nursery.

 

Early Years Action Plus: As at Early Years Action with additional support from specialists from outside the pre-school.

 

Request for Statutory Assessment: The child is considered for Statutory Assessment and the staff in consultation with the SENCO, parents and outside specialists. The LEA considers the need for a statutory assessment and, if appropriate, makes a multi-disciplinary assessment.

 

Statement of Special Educational Needs: If the LEA decides that there is sufficient need for statutory assessment further evidence will need to be collected by the nursery. The SENCO in consultation with the staff, parents and outside specialists will write a full assessment. The LEA considers the need for a statement of special educational needs and if appropriate, make a statement and arrange, monitor and review provision.

 

Links with support services and other agencies

 

The nursery recognises that to provide a fully inclusive and supportive environment there is a need when considering SEN to work closely with the full range of support services and external agencies. Agencies are called upon when support is required for a specific need. The nursery also works closely with agencies when information is requested to support a child.

 

Agencies presently used by the nursery:

• Speech and Language Therapy

• Educational Psychologist

• Family Support Service

• Health Visitor

• Children’s Development Centre

• Family Information Bureau

Adults working with children

 

The adults encountered at the nursery have an important responsibility to model high standards of behaviour both in their dealings with the children and each other, as their example has an important influence on the children.

 

As adults we should aim to;

 

• Create a positive climate with realistic expectations

• Emphasis the importance of being valued as an individual within a group

• Promote through example honesty and courtesy

• Provide a caring and effective learning environment

• Encourage relationships based on kindness, respect and understanding of the needs of others

• Ensure fair treatment for all regardless of age, race, ability and disability

• Show appreciation of the efforts and contribution of all

 

Staff ensure that children;

 

• Feel secure and know their contributions are valued

• Appreciate and value the differences they see in others

• Are taught in groups that allow them all to experience success

• Use materials that reflect a range of social and cultural backgrounds

• Have challenging targets that enables them to succeed

• Are encouraged to participate fully regardless of need

 

 

This policy is due to be revised May 2015 or when any changes occur within the nursery or legislation, and should be read in conjunction with the following policies;

1. Special Educational Needs Policy

2. Equal Opportunity Policy

3. Behaviour Policy

 

 

 

 

 

Posted on 13 May, 2014
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Parent Partnership and Shared Care Policy

 

 

Policy Reviewed and Updated: April 2014

Reviewed By: Samantha Tranter Nursery Manager

 

This policy incorporates our Key Person System

 

Parent Partnership Statement

 

Little Swans day Nursery recognises that parents are the primary carers and educators of children and our aim is to work in partnership with parents to support and encourage the children to feel safe and secure in an enabling environment, which values the diversity and equalities of all of our families. This will ensure that the children develop a sense of belonging and support emotional well-being, enabling the children to learn and develop and become confident lifelong learners.

At Little Swans we operate an open door policy that encourages parent partnership. Parents are welcomed into the nursery at all times and the Managers office door is quite literally “open” (unless a private interview is taking place) and parents are always welcome to call in. Samantha Tranter, Nursery Manager and Elaine Boulton Nursery Owner, make every effort to be around the nursery for informal contact.

 

Communication is very important with parents/carers. This ensures that we receive the correct and relevant information. To enhance this further we have a variety of systems to communicate with parents/carers; these are highlighted below.

 

Key Practitioners

Each room at Little Swans Day Nursery has key people, so you will be seeing the same faces all of the time. Our Supervisors are all room based, along with our qualified staff. Junior staff moves around to gain experience.

At the nursery we have a colour code system, allowing you to identify our staff and their role quickly.

Navy top Management

Red top Supervisors

Royal Blue Qualified Nursery Nurses

Sky Blue Trainees

Yellow Tabards Students on Placement

You will quickly get to know the faces of the people in your child’s room, and to help you out with remembering names, there is a staff photograph board in all areas as well as just inside the entrance of the main building. Information on the boards highlights each staff member’s role and their qualifications for your reference. More informally we have ‘All About’ cards in areas which share information with parents about staff such as favourite, book, song and who they live with.

Each child is designated a key person, this is their special carer. They may form the strongest bond with your child. However at Little Swans we also wait to see if a special relationship forms with your child and another key person. One that your child may have selected themselves.

Because our staff starts their shift at different times, you may not hand them over to their main carer on arrival. However you will be leaving them in the hands of a qualified member of staff that is a regular early morning member.

You will have time on arrival to pass on messages through this member of staff, who will make sure all messages are given to the main carer as soon as they start their shift. This is done through a diary entry as well as verbally. Each area has a diary that they use every day to make entries; regarding messages to staff that may or may not have started their shift, from the parent. These messages can be simple entries such as “J has been complaining about a headache could you keep an eye on him?” The key Person will read the entries and talk to staff prior to starting their shift, so they are aware of parent’s wishes and endeavour to carry them out.

You will meet your child’s key person during the settling in stage and at your home visit, prior to your child taking up a permanent place.

It is important that this partnership is two way, and we would like you to share information with your child’s key person. This may be how they have slept, if they have had a bad night or may be something that they have particularly enjoyed doing at home, which they can then continue to enjoy at nursery. Likewise your child’s key person will tell you about your child’s likes and dislikes at nursery. For example if your child enjoyed making a splash in water play! You could talk about this with them at bath time and continue the fun!

This makes strong bonds between the nursery and home and will help your child to feel secure and loved by us as well as you. We ask for parent input on a daily basis when dropping off and collecting your child.

Children needing extra support during the transition period, for example children with medical or educational needs will be offered extra home visits whereby the key person can observe the child more in the home environment. This will enable them to build up a detailed picture of the child’s needs and how these can be best supported in the nursery environment. The visits will enable staff to engage with parents and gather information applicable to the child’s needs as well as identify any additional training or support including resources that the nursery as whole need to access.

Each day your child will come home with a daily report detailing how they have spent their time at nursery, along with sleeps, nappy changes, what they have eaten during mealtimes as well as the amount, snack times as well as any requests for nappies, food (for the under one`s ) or wipes.

 

Parents Evenings

These are more formal feedback sessions with your child’s key person, in order to discuss development. They are held twice a year; In April and November. You will also receive a Transition Document, prepared by the key person, which will detail your child’s progress in the Early Years Foundation Stage. These are completed each time your child moves areas or moves to a new setting, and are important information for your child’s new key person as well as for parents and carers. You will also receive a transition report as a yearly report in June/July, a copy will be sent to your child’s new school. The report will help your child’s class teacher to settle your child without too much disruption and upset.

Children’s Profile and Planning

We follow the Early Years Foundation Stage and Framework. Each child has an individual profile, called a ‘Learning Journey’. This is photographic evidence of your child taking part in activities in all areas of their learning. The staff enjoy writing in these “Journals” and as your child moves on through the groups you will have a wonderful memento to keep. Superb memories...

The staff team, through observations and talking to your child as well as yourselves, will plan activities for them to enjoy, based on their interests and stage of development, these are identified as your child’s next steps.

We ask you to help plan for your child’s learning by completing initial information forms telling us about your child’s routine, interests, likes and dislikes as well as other members of the family who are important to them. As we plan our activities around the children’s interests it is good to hear when they have been on a visit to a farm or park as well as visits to additional family members such as aunties, uncles, and grandparents.

If they have a favourite story at home, you could tell us about this and we could arrange activities around it.

Please feel free to access your child’s Learning Journey which will be in your child drawer in their base room. We also provide time each half term for parents to come into nursery and look at their child’s journey with them. You are welcome to contribute to your child’s Learning Journey by bringing in photographs from home, or telling your key practitioner about milestones your child has achieved when at home with you.

 

Trips and Outings

The children access many activities held off the premises. Our babies and 2 year olds visit a special sensory room at Oakland’s Children’s Centre, which is close by (10 minutes walk), and is both wonderful and relaxing with music and touchy feely equipment especially to encourage your child to develop their senses.

Our 3 and 4 year olds have trips to Nature Centres, parks, theme parks as well as theatre productions. They also take part in educational visits such as a Mosque or church. They have story sessions at the library and computer lessons where they are fortunate to have the use of a computer each. We ask for parents to volunteer their time to accompany our children on these well organised trips.

Preschool also visit the Elderly at their Sheltered Accommodation twice a year, during Christmas and Easter, to sing to our senior citizens as well as them singing to our children. As well as doing two performances a year for parents and families at the local Methodist church. The children in our upper preschool class all participate in a leavers’ assembly and nativity performance.

The children also have the opportunity to participate in dance lessons. These are charged separately to parents and provided by Creative Flair. The sessions are aimed at all ages including our Jelly Babies and offer a variety of both music and dance and movement. For more information please visit their website www.creativeflairkids.com

Preschool also visit the Elderly at their Sheltered Accommodation twice a year, during Christmas and Easter, to sing to our senior citizens as well as them singing to our children.

Organised Parties

The children have a Christmas party held for all the family including extended family and parents which takes place off the premises at Sheldon Heath Social Club. Father Christmas, children’s games, raffle, buffet, as well as children’s disco and face painter ensures your child goes home happy and very tired!! A fabulous time is had by all and we are now into our 9th year of running this very special occasion. All staff help to organise activities, food etc. It is such a special time for all.

We also hold a fancy dress competition at Halloween again held at Sheldon Heath Social. Where parents, staff, children, extended family members as well as carers get to dress up as witches, pumpkins ghosts and mummies. The best dressed receives a prize!!

During the year at nursery we have a traditional Christmas party where once again the children play party games, eat wonderful food donated by our parents and have a special visit from Santa.

We also have a Halloween party, fancy dress day, festival celebration days along with an Easter party, Easter bonnet competitions etc etc!!

Family and Carers Helping out at the Nursery

We have Grandparents, dads, mums and aunties who come into nursery and tell stories to the children or help out with activities. The children love to show off their family members to others, and we are always on the lookout for new recruits.....

Our parent partnership coordinators at the nursery are Jenny Owen and Laura Hall both of whom support our parent steering group Cygnet.

 

Newsletters

At the beginning of each month we send a nursery newsletter home detailing the events taking place, along with any trips or outings for the month ahead, and general news. We also email the newsletter for those with internet access.

As well as the newsletter informing parents of the month ahead, we also have a parent notice board by the main entrance both on the outside and just inside the building. On the external noticeboard we have the full contact details for OFSTED, should a parent be unhappy with the service for any reason.

 

Questionnaires

We ask our parents and carers for more formal feedback every year in the form of a parent’s questionnaire as we really appreciate your input so thank you in advance for taking the time to complete these.

Parents also help the nursery plan winter and summer meals for the children. During each menu change a letter is emailed to all parents asking for advice; what they would like to see on the new one; what we can change alter or improve on, as we welcome the contribution of parents in all areas of their child’s care.

 

Comments and Suggestions

We have a comments and suggestion box in the entrance hall of the main building. Please feel free to post suggestions that will help our nursery to develop and move forward, as well as letting us know if you are happy with the existing service you receive.

Along with this, ideas for activities, trips etc are welcome as are comments about our care and our staff team. Our staff get a “special thanks” on the staff board for any specific feedback they get.

Nursery Website and blogs

Our nursery website can be found at www.littleswans.org.uk we update the content regularly and provide parents with information regarding policies and further development at the nursery. Each room have a weekly blog which is updated with information about the activities the children participate in and other information regarding staff.

 

Parent Steering Group

We have a parent steering group at the nursery called Cygnet. The group led by our parent partnership coordinators Jenny Owen and Laura Hall has been running at the nursery since 2011. We currently have eight parents who attend our meetings every six weeks. During the meetings we discuss developments at the nursery and how we can work together to move the nursery forward by taking into consideration their thoughts and ideas and working together as a partnership. The main role of the group is to fundraise to purchase resources for the nursery; we recently purchased a new climbing frame. The Cygnets have a blog page on the website as well as publishing a newsletter each term which is also emailed to parents. We are committed to the highest possible level of partnership and are always open to new suggestions on how we can improve our systems.

 

Signed: ………………………………………………….

Samantha Tranter

Nursery Manager

Posted on 29 April, 2014
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