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.
LITTLE SWANS DAY NURSERY
MISSING CHILD POLICY
Reviewed by Samantha Tranter, Nursery Manager
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.
2.1 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?
• 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
• 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
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
Little Swans Day Nursery
Whistle Blowing Policy and Procedures
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.
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.
1.1 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
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
3.1 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.
4.1 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
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 email@example.com 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 firstname.lastname@example.org. 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 (email@example.com) or by post to:
Royal Exchange Buildings
St Ann’s Square
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
Information on safeguarding children within our organisation
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
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 …………………………………………..
Late or non- collection of children from nursery
Reviewed by: Elaine Boulton Nursery Owner
Reviewed: May 2014
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.
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.
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.
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.
Date of birth
Special dietary needs
SEN/behavioural difficulties/medical needs
Parent/Carer Contact Details
Parent/carer/alternative carer details
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
Samantha Tranter Nursery Manager
Signed on behalf of Little Swans Day Nursery
Little Swans Day Nursery
Asthma/Inhaler use policy
Reviewed by: Elaine Boulton Nursery Owner
Reviewed: May 2014
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.
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:
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.
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.
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:
Medical Needs in Early Years’ Service,
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
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
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.
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.
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
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
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
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.
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.
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.
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.
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.
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.
Little Swans Day Nursery
Policy Reviewed and Updated: April 2014
Reviewed by: Elaine Boulton Nursery Owner
Little Swans Day Nursery is fully committed to the welfare of each child. Care and attention is given to each stage of the child’s transition to, through and beyond the nursery.
This policy is intended to support staff, children, parents and carers at key transition point. The aim of this policy is to create smoother transitions within the nursery and between nursery and home and nursery and school, as well as other Early Years Settings.
At Little Swans we appreciate that entering a new situation, a new room and a new key person can be a stressful time. Some points of transition such as starting at the nursery and moving up to another area of the nursery, can be especially so. This can be due to the change of scenery, the change of staff and the change of the play based curriculum. Change can lead to insecurity and stress. Children under stress may become withdrawn and unresponsive or demonstrate inappropriate behaviour. Both extremes can inhibit learning.
It is therefore the aims of this policy to:
• Strategies to ensure continuity of experience.
• Methods of record keeping which can be used to support the transition process.
• Establishing and managing carefully the transition between home, nursery and other settings, to support everyone involved.
• Promote the smooth transition of children at the start of each new situation
• Prevent and alleviate stress
• Promote continuity of teaching caring and learning
By the time a child attending the nursery reaches school age, they would have already experienced transitions, including:
• The transition from home to nursery
• The transition between base rooms
• And possibly the transition from one provider to another
Key Principles on which we operate
• The collection of information prior to the child starting in a new situation/area will be in cooperation and partnership with parents, existing staff, receiving staff and if age appropriate with the child
• If the child is starting at the nursery we offer parents a home visit. During the visit the child will be introduced to the key person who will care for them
• The home visit pack is specially adapted for completion by the whole family so that the nursery can help all members of the family feel secure and happy with the service we offer. It also helps it identify at which stage of development the child is at prior to starting at the nursery
• Discussions and collection of information will focus on the whole child and not just child development. For example, routines, interests, family unit, relevant medical information alongside of any additional needs
• We understand the importance of parents’ wishes for the care of their child and ask parents how and in what way we can accommodate this via a questionnaire
• We offer home visits for parents who may be experiencing difficulty with their child’s behaviour so that we may help and assist a positive attitude between home and nursery
• Timescales for transition are variable to meet the individual needs of the child
• Other relevant information e.g. social care issues, special educational needs, looked after child etc. (all compliant with the Data Protection Act) will be shared on a need to know basis.
• Moving to another room within nursery: Parents/Guardian will be informed of any move of room and will be invited to meet staff and look around the new classroom with their child. The child will have visits to their new room prior to making a permanent move, building on the time they stay and adjusting to the needs of the child from an hour to a full morning or afternoon.
• If moving area becomes very stressful for a child then their key person will take them to the new room and stay with them on their first visits. Jelly baby children will make the move across to Smarties with caution and will go with many of their friends from the baby unit at the same time. They will also be familiar with the staff from Smarties as they will have spent time with them in the play area as well as during visits to the new area.
• Children leaving to go to school: We will ensure that the children are informed about moving onto school through stories, circle time, Pictures and visits to our local primary school. We will also encourage teachers of the schools the children will be moving to visit the children in the nursery environment. We will also ensure that children’s transition documents are passed to the child’s relevant school.
• Children who have additional needs: We will ensure that all paperwork is passed on and if necessary to a new school or nursery. E.g.
Individual Education Plans for Individual Activity Plans and any other relevant information regarding the children’s additional needs. We will pass on a passport booklet with photo and information about the child’s progress and routines where necessary and will liaise with staff to ensure the child’s needs are still being met.
Where necessary we will have a transition meeting with nursery/school staff to pass on information with the child’s parent/guardian.
Upon Entry to Nursery
The following steps are taken to ensure that both the child and parents are confident, informed, happy and relaxed about attending the setting;
• An informative up to date interactive website allows parents to gather insight into the daily routines policies and procedures of the nursery
• A descriptive prospectus allows parents to have an overall view of the nursery
• A comprehensive show around the nursery during a viewing appointment
• During the show around if the child is present they have the opportunity to stay with the same age group in the setting to get them acquainted with the surroundings
• A detailed child’s entry record for parents to complete in consultation with a key staff member
• Attention is given to parents anxieties where feedback is gathered via questionnaire format as well as verbal communication
• Settling in sessions are offered to parents to support the transition from home to nursery and provide the foundations to form attachments to the child’s key person as well as becoming accustomed to nursery environment and routine
• Special consideration is given to children un the age of two years where it has been acknowledged that times and routine may impinge on settling in
• During busy periods staggered intake of children ensures their key person can spend time with them developing routines, settling in etc.
• A six week review is carried out with all new parents to see how they feel their child is settling into nursery and their new routine
• Pre-school staff takes the pre-school children to visit the local primary school in June of each year prior to them starting in September. This allows the children to become familiar with school staff and surroundings
At Little Swans we believe that all children and their families are individual, we have a duty to ensure each child has equality of opportunity, a foundation for positive learning needs to be established. We work with children and their families to make them feel comfortable and emotionally secure as possible from point of entry.
Young children starting at the nursery and school need support to enable them to adjust to a temporary separation from their family. They need to feel that they are valuable, a competent member of their new social group as well as developing positive attitudes towards the range of new experiences they will encounter.
Staff at the nursery is committed to helping children retain their self-confidence and self-respect that they have already gained at home or in previous settings. We believe that it is our role to build on the work of the family and take steps to ensure the child is valued as an individual in the setting.
Therefore we aim to welcome all children as individuals and will meet their needs accordingly. Getting to know a child and planning for admission to the setting require parents and practitioners to engage in an equal partnership in which both learn from each other.
• Each area of the nursery to offer a comprehensive transition period which is understood by staff, children and parents.
• To provide close links between staff and families, so that children and adults already know someone in the setting.
• Ensure that children and their families know what to expect when starting at the setting.
• Prepare children and their families for the new experience.
• Allow children to settle at their own pace without feeling pressured.
• To encourage children to participate in nursery routine and activities.
• Ensure children and families are able to communicate with staff, and are fully aware of routines, procedures and expectations of the setting. When barriers are identified we want to work with families to overcome the barriers of communication.
• To provide parents and carers with the opportunities to share information, concerns or ask questions.
• To continue to give parents and carers time to tell staff what their child is experiencing at home.
• Staff to demonstrate their respect for parent/carers’ knowledge by asking for their views and listening to what they say.
• To encourage parent/carers’ to support their child and their learning within the nursery.
• To provide an environment which is safe, secure, welcoming and inviting for children, parents, carers and visitors.
• To create and maintain an ethos and learning environment that is responsive and flexible to cater for each child’s needs and reflects the principles of the Early Years Foundation Stage.
We consider transitions to be a priority and the above is in place at the nursery to support children and families during transitions.
We will always try to make any move for the children as smooth as possible and will endeavour to help the child and their parent as much as is necessary with any transition their child may need to make, be it moving to school, another nursery, moving house etc. and would encourage parents to make us aware of any changes to their child’s life that we may be able to help them with.
Settling in Nursery – Policy and Practice
Reviewed – April 2014 by Samantha Tranter Nursery Manager
This policy represents the agreed principles for settling in throughout the Nursery. All Nursery staff, representing Little Swans Day Nursery has agreed this policy.
We want children to feel safe and happy in the absence of their parents, to recognise other adults as a source of authority, help and friendship and to be able to share with their parents /carers each child’s learning and experiences at the nursery.
We believe as Early Years practitioners we have a key role to play in working with parents to support their child.
At little Swans Day Nursery we understand that children cannot play or learn successfully if they are anxious or unhappy. Our settling in procedures aim to help parents to help their child/ren to feel comfortable in the nursery and support the transitional period.
To enable children and families to benefit from what the nursery has to offer, and for children to be confident that their parents will return at the end of the session/day, whilst being cared for in an environment which ensures the emotional wellbeing and development of all children.
In order to accomplish this, we will:
• Aim to ensure your child’s introduction to the nursery is as stress free as possible through careful consultation with parent’s which enables us to build a picture of each child’s individual needs.
• Encourage parents to visit the nursery with their child during the week before admission and when booking an appointment to view the nursery prior to any decision being mad. Please refer to nursery’s Transition policy
• Introduce flexible admission procedures, if appropriate, to meet the needs of individual families and children, at no cost to the parent
• Make sure that the children receive no less than three/five settling in sessions of two/three hours per time. This helps to familiarise your child with the nursery, the nursery staff and the other children, and provides the opportunity to give your journey a trail run.
• Carry out home visits prior to a child starting at the nursery in order to find out about the child, their routine as well as allowing the child to see the key person in the home environment in order to instil confidence for when they start at the setting
• To know and understand each child’s individual needs so the key person can ensure that appropriate guidance and support are offered to the parent and child from the onset
• Make clear to families from onset that they will be supported in the nursery for as long as it takes to settle their child, building partnerships which will continue to grow throughout their child’s attendance at the nursery
• Reassure parents whose children seem to be taking a long time to settle
• Consider changing days or times if children are taking longer to settle.
• Introduce new families into the nursery on a staggered basis, for example two new children a day for a week if new intake is “busy”.
• Encourage parents , where appropriate, to separate from their children from the first short session by being honest with them, telling them that they will not be staying at nursery themselves, but will be coming back in a short while to collect them. Goodbye, followed by “I’ll be back soon” is much more reassuring to a child then disappearing once the child has started to play.
• If your child is tearful or starts clinging, pass your child to their key person or other member of staff who will cuddle and give reassurance.
• Parents are encouraged to phone during settling in sessions to ask about their child’s welfare.
• When children are settling into new areas around the nursery. The child’s key person will support the transition through developing strategies which are individual to the child’s needs whilst supporting families.
• Children are encouraged to bring comforters into nursery when they start as we have found they are more easily settled with familiar items/ toys around them that they associate with home.
• Parents/carer will receive verbal feedback from the key person about the settling in session as well as a settling report detailing what they have done, eaten, if they have had a sleep etc... (see appendix A)
Before a child starts at the nursery we provide time for a member of staff and parent to complete detailed registration forms together, providing staff with key information regarding each child’s background and needs as well as supporting parents who may have a learning difficulty or where English is an additional language. As well as this a questionnaire is completed by each parent/carer. This takes into account their anxieties and needs as well as their child’s. All information is collected and shared with key staff. A home visit before a child starts at the nursery allows staff to follow up on the information given during registration and make relevant changes if necessary to ensure the information at point of admission is accurate.
Along with carrying out the home visit we also give parents and child an “All about Me” book. This helps staff to identify the child’s current stage of development and assists the nursery in planning the next steps and planning for each child’s settling in. From gathering information about the child the key person is able to look at them as a whole; building up a broad picture of their well being; interests; characteristics and learning and development across all 7 areas of the Early Years Foundation Stage (EYFS).
The home visit also takes into account the views of parents and carers as well as the views of the child.
In the booklet we have a section for the parent to complete asking how they feel about their child starting at the setting; how they would like the nursery to assist in this process; how we may help the parent feel more confident to leave their child.
We gather as much knowledge about a child as we possibly can from a mix of observations and communication such as observing the child in different settings such as home and nursery as well as discussions with parents, family and other settings that a child has/does attend across the course of a week and prior to the child starting at nursery.
After the child has been attending the nursery for a period of six weeks we hold a review with the parent/s, carer. This gives an opportunity for parent and key person to share information where parental contribution is valued. At this stage the key person with baseline a child’s development, enabling next steps in learning to be identified and shared.
For families who speak more than one language at home we try to make sure we appoint the right key person for the family. This could be a member of staff who speaks the home language, such as Urdu.
Children are individuals and must be treated as such. We do not expect all children to settle at the same time. We look at family background e.g. have they attended nursery before or playgroup? Have they been to a childminder? Do they have brothers and sisters at home etc? All of these questions are important and the more we ask the more we will understand about the needs of each individual child.
Once a child’s background and confidence/ character have been assessed the nursery may then alter their timetable accordingly. This is particularly relevant to babies.
Ongoing observations, communication with parent/carers and assessments of children in attendance at the nursery provide staff opportunities to continue planning. Key persons can identify areas and practice which require change so we can continue to meet the needs of all children and families during their time with us at nursery.
Signed: .................................................... Date: .............................................