Academy Policies







1a.
Safeguarding Children/Child Protection Polic
y

 


EYFS: 3.4-3.18, 3.19, 3.21, 3.22

 

At Active Early Years Academy, we
work with children, parents, external agencies and the community to ensure the
welfare and safety of children and to give them the very best start in life.
Children have the right to be treated with respect, be helped to thrive and to
be safe from any abuse in whatever form.

 

We support the children within our care, protect them from maltreatment
and have robust procedures in place to prevent the impairment of children’s
health and development. In our setting we strive to protect children from the
risk of radicalisation and we promote acceptance and tolerance of other beliefs
and cultures (please refer to our inclusion and equality policy for further
information). Safeguarding is a much wider subject than the elements covered
within this single policy, therefore this document should be used in
conjunction with the nursery’s other policies and procedures.

 

This policy works alongside these other specific policies to
cover all aspects of child protection:

 

  • Online safety
  • Human Trafficking and Modern Slavery
  • Prevent Duty and Radicalisation
  • Domestic Violence, Honour Based Violence
    (HBV) and Forced Marriages
  • Looked After Children

 

Legal framework and
definition of safeguarding

  • Children Act 1989 and 2004
  • Childcare Act 2006
  • Safeguarding Vulnerable Groups Act 2006
  • Children and Social Work Act 2017
  • The Statutory Framework for the Early
    Years Foundation Stage (EYFS) 2017
  • Working together to safeguard children
    2018
  • Keeping children safe in education 2016
  • What to do if you’re worried a child is
    being abused 2015
  • Counter-Terrorism and Security Act 2015.

 

Safeguarding and promoting the welfare of children, in relation to this
policy is defined as:

  • Protecting
    children from maltreatment
  • Preventing
    the impairment of children’s health or development
  • Ensuring
    that children are growing up in circumstances consistent with the
    provision of safe and effective care
  • Taking
    action to enable all children to have the best outcomes.

(Definition taken from the HM
Government document ‘Working together to safeguard children 2018).

 

 

Policy intention

To safeguard children and promote their welfare we will:

·        
Create an environment to encourage children to
develop a positive self-image

·        
Provide positive role models and develop a safe
culture where staff are confident to raise concerns about professional conduct

·        
Support staff to notice the softer signs of
abuse and know what action to take

·        
Encourage children to develop a sense of
independence and autonomy in a way that is appropriate to their age and stage
of development

·        
Provide a safe and secure environment for all
children

·        
Promote tolerance and acceptance of different
beliefs, cultures and communities

·        
Help children to understand how they can
influence and participate in decision-making and how to promote British values
through play, discussion and role modelling

·        
Always listen to children

·        
Provide an environment where practitioners are
confident to identify where children and families may need intervention and
seek the help they need

·        
Share information with other agencies as
appropriate.

 

The nursery is aware that abuse does occur in our society and we are
vigilant in identifying signs of abuse and reporting concerns. Our
practitioners have a duty to protect and promote the welfare of children. Due
to the many hours of care we are providing, staff may often be the first people
to identify that there may be a problem. They may well be the first people in
whom children confide information that may suggest abuse or to spot changes in
a child’s behaviour which may indicate abuse.

 

Our prime responsibility is the welfare and well-being of each child in
our care. As such we believe we have a duty to the children, parents and staff
to act quickly and responsibly in any instance that may come to our attention.
This includes sharing information with any relevant agencies such as local
authority services for children’s social care, health professionals or the
police. All staff will work with other agencies in the best interest of the
child, including as part of a multi-agency team, where needed.

 

The nursery aims to:

·        
Keep the child at the centre of all we do

·        
Ensure staff are trained right from induction to
understand the child protection and safeguarding policy and procedures, are
alert to identify possible signs of abuse (including the signs known as softer
signs of abuse), understand what is meant by child protection and are aware of
the different ways in which children can be harmed, including by other children
through bullying or discriminatory behaviour

·        
Be aware of the increased vulnerability of
children with Special Educational Needs and Disabilities (SEND) and other
vulnerable or isolated families and children

·        
Ensure that all staff feel confident and
supported to act in the best interest of the child, share information and seek
the help that the child may need

·        
Ensure that all staff are familiar and updated
regularly with child protection training and procedures and kept informed of
changes to local/national procedures, including thorough annual safeguarding
newsletters and updates

·        
Make any child protection referrals in a timely
way, sharing relevant information as necessary in line with procedures set out
by the Hillingdon local authority

·        
Ensure that information is shared only with
those people who need to know in order to protect the child and act in their
best interest

·        
Keep the setting safe online using appropriate
filters, checks and safeguards, monitoring access at all times

·        
Ensure that children are never placed at risk
while in the charge of nursery staff

·        
Identify changes in staff behaviour and act on
these as per the Staff Behaviour Policy

·        
Take any appropriate action relating to
allegations of serious harm or abuse against any person working with children
or living or working on the nursery premises including reporting such
allegations to Ofsted and other relevant authorities

·        
Ensure parents are fully aware of child
protection policies and procedures when they register with the nursery and are
kept informed of all updates when they occur 

·        
Regularly review and update this policy with
staff and parents where appropriate and make sure it complies with any legal
requirements and any guidance or procedures issued by Hillingdon.

 

We will support children by offering reassurance, comfort and sensitive
interactions. We will devise activities according to individual circumstances
to enable children to develop confidence and self-esteem within their peer
group and support them to learn how to keep themselves safe.

Contact telephone numbers

LADO (local Authority
designated officer) Rob -Lead Child Protection Schools Adviser and LADO
Function –   01895277463

Hillingdon Social Care            01895 556633

Police Child Protection
Team (8 – 6pm)​ 020 8246 1903

Safeguarding Children Team
(for advice)​ 01895 277930

Childcare and early years
service            01895 277180

Prevent Borough Lead: Fiona
Gibbs        01895 277035

Prevent referrals to    MASH                    01895 556644

 Advice and support for parents concerned about
radicalisation call:

The NSCPP helpline number
is 0808 800 5000 and callers can remain anonymous

 NSPCC – Child Protection support 079415714438

 Referral and Assessment Team Hillingdon
MASH  Referrals 01895 556633

Out of hours – 01895 250111     5 – 
9pm

Email: lbhmash@hillingdon.gov.uk All referrals and requests for services for children and families go
through the Social care triage team to MASH for assessment

Ofsted 0300 123 1231

Non-emergency police 101

Government helpline for extremism concerns 020 7340 7264

 

Types of abuse and particular procedures followed

Abuse and neglect are forms of maltreatment of a child. Somebody may
abuse or neglect a child by harming them or by failing to act to prevent harm.
Children may be abused within a family, institution or community setting by
those known to them or a stranger. This could be an adult or adults, another
child or children.

What to do if you’re worried
a child is being abused (advice for practitioners) 2015.

The signs and indicators listed below may not necessarily indicate that
a child has been abused, but will help us to recognise that something may be
wrong, especially if a child shows a number of these symptoms or any of them to
a marked degree.

 

Indicators of child abuse

  • Failure to thrive and meet developmental milestones
  • Fearful or withdrawn tendencies
  • Unexplained injuries to a child or conflicting reports from parents
    or staff
  • Repeated injuries
  • Unaddressed illnesses or injuries
  • Significant changes to behaviour patterns.

 

Softer signs of abuse as defined by National
Institute for Health and Care Excellence (NICE) include:

  • Low self-esteem
  • Wetting and soiling
  • Recurrent nightmares
  • Aggressive behaviour
  • Withdrawing communication
  • Habitual body rocking
  • Indiscriminate contact or affection seeking
  • Over-friendliness towards strangers
  • Excessive clinginess
  • Persistently seeking attention.

 

 

 

Peer on
peer abuse

We are aware that peer on peer abuse does take place, so we include
children in our policies when we talk about potential abusers. This may take
the form of bullying, physically hurting another child, emotional abuse, or
sexual abuse. We will report this in the same way as we do for adults abusing
children, and will take advice from the appropriate bodies on this area.

 

Physical abuse

Action needs to be taken if staff have reason to believe that there has
been a physical injury to a child, including deliberate poisoning, where there
is definite knowledge or reasonable suspicion that the injury was inflicted or
knowingly not prevented. These symptoms may include bruising or injuries in an
area that is not usual for a child, e.g. fleshy parts of the arms and legs,
back, wrists, ankles and face.

 

Many children will have cuts and grazes from normal childhood injuries.
These should also be logged and discussed with the nursery manager or room
leader.

 

Children and babies may be abused physically through shaking or
throwing. Other injuries may include burns or scalds. These are not usual
childhood injuries and should always be logged and discussed with the
designated safeguarding lead (DSL) and/or nursery manager.

 

Female genital mutilation

This type of physical abuse is practised as a cultural ritual by certain
ethnic groups and there is now more awareness of its prevalence in some
communities in England including its effect on the child and any other siblings
involved. This procedure
may be carried
out shortly after birth and during childhood as well as adolescence, just
before marriage or during a woman’s first pregnancy and varies widely according
to the community
[1]. Symptoms may include bleeding, painful areas, acute urinary retention,
urinary infection, wound infection, septicaemia, incontinence, vaginal and
pelvic infections with depression and post-traumatic stress disorder as well as
physiological concerns. If you have concerns about a child relating to this
area, you should contact children’s social care team in the same way as other
types of physical abuse. There is a mandatory duty to report to police any case
where an act of female genital mutilation appears to have been carried out on a
girl under the age of 18, we will ensure this is followed in our setting.

 

Breast Ironing

Breast ironing also known as "breast flattening" is the
process where young girls’ breasts are ironed, massaged and/or pounded down
through the use of hard or heated objects in order for the breasts to disappear
or delay the development of the breasts entirely. It is believed that by
carrying out this act, young girls will be protected from harassment, rape,
abduction and early forced marriage. Although this is unlikely to happen to
children in the nursery due to their age, we will ensure any signs of this in
young adults or older children are followed up using the usual safeguarding
referral process.

 

Fabricated illness

This is also a type of physical abuse. This is where a child is
presented with an illness that is fabricated by the adult carer. The carer may
seek out unnecessary medical treatment or investigation. The signs may include
a carer exaggerating a real illness or symptoms, complete fabrication of
symptoms or inducing physical illness, e.g. through poisoning, starvation,
inappropriate diet. This may also be presented through false allegations of
abuse or encouraging the child to appear disabled or ill to obtain unnecessary
treatment or specialist support.

 

Sexual abuse

Action needs be taken if the staff member has witnessed an occasion(s)
where a child indicated sexual activity through words, play, drawing, had an
excessive preoccupation with sexual matters or had an inappropriate knowledge
of adult sexual behaviour or language. This may include acting out sexual activity
on dolls/toys or in the role play area with their peers, drawing pictures that
are inappropriate for a child, talking about sexual activities or using sexual
language or words. The child may become worried when their clothes are removed,
e.g. for nappy changes.

 

The physical symptoms may include genital trauma, discharge and bruises
between the legs or signs of a sexually transmitted disease (STD). Emotional
symptoms could include a distinct change in a child’s behaviour. They may be
withdrawn or overly extroverted and outgoing. They may withdraw away from a
particular adult and become distressed if they reach out for them, but they may
also be particularly clingy to a potential abuser so all symptoms and signs
should be looked at together and assessed as a whole.

 

If a child starts to talk openly to an adult about abuse they may be
experiencing the procedure below will be followed:

 

Procedure:

·        
The adult should reassure the child and listen
without interrupting if the child wishes to talk

·        
The observed instances will be detailed in a
confidential report

·        
The observed instances will be reported to the
nursery manager or DSL

·        
The matter will be referred to the local
authority children’s social care team (see reporting procedures).

 

Child sexual exploitation (CSE)

Working Together to Safeguard
Children defines CSE as “…a form of child sexual abuse. It occurs where an
individual or group takes advantage of an imbalance of power to coerce,
manipulate or deceive a child or young person under the age of 18 into sexual
activity (a) in exchange for something the victim needs or wants, and/or (b)
for the financial advantage or increased status of the perpetrator or
facilitator. The victim may have been sexually exploited even if the sexual
activity appears consensual. Child sexual exploitation does not always involve
physical contact; it can also occur through the use of technology.”

 

We will be aware of the
possibility of CSE and the signs and symptoms this may manifest as. If we have
concerns we will follow the same procedures as for other concerns and we will
record and refer as appropriate.

 

Emotional abuse

Action should be taken if the staff member has reason to believe that
there is a severe, adverse effect on the behaviour and emotional development of
a child, caused by persistent or severe ill treatment or rejection.

 

This may include extremes of discipline where a child is shouted at or
put down on a consistent basis, lack of emotional attachment by a parent, or it
may include parents or carers placing inappropriate age or developmental
expectations upon them. Emotional abuse may also be imposed through the child
witnessing domestic abuse and alcohol and drug misuse by adults caring for
them. 

 

The child is likely to show extremes of emotion with this type of abuse.
This may include shying away from an adult who is abusing them, becoming
withdrawn, aggressive or clingy in order to receive their love and attention.
This type of abuse is harder to identify as the child is not likely to show any
physical signs.

 

Neglect

Action should be taken if the staff member has reason to believe that
there has been any type of neglect of a child (for example, by exposure to any
kind of danger, including cold, starvation or failure to seek medical
treatment, when required, on behalf of the child), which results in serious
impairment of the child’s health or development, including failure to thrive.

 

Signs may include a child persistently arriving at nursery unwashed or
unkempt, wearing clothes that are too small (especially shoes that may restrict
the child’s growth or hurt them), arriving at nursery in the same nappy they
went home in or a child having an illness or identified special educational
need or disability that is not being addressed by the parent. A child may also
be persistently hungry if a parent is withholding food or not providing enough
for a child’s needs.

Neglect may also be shown through emotional signs, e.g. a child may not
be receiving the attention they need at home and may crave love and support at
nursery. They may be clingy and emotional. In addition, neglect may occur
through pregnancy as a result of maternal substance abuse.

 

Domestic Abuse / Honour Based Violence / Forced Marriages

We look at
these areas as a child protection concern. Please refer to the separate policy
for further details on this.

 

Reporting Procedures

All staff have a responsibility to report safeguarding concerns and
suspicions of abuse. These concerns will be discussed with the designated
safeguarding lead (DSL)
as soon as possible.

  • Staff will
    report their concerns to the DSL (in the absence of the DSL they will be
    reported to the Deputy DSL)
  • Any signs
    of marks/injuries to a child or information a child has given will be
    recorded and stored securely
  • If
    appropriate, the incident will be discussed with the parent/carer,
    such discussions will be recorded and the parent will have access
    to these records on request
  • If there are
    queries/concerns regarding the injury/information given then the following
    procedures will take place:

 

The designated safeguarding lead
will:

  • Contact
    the local authority children’s social care team to report concerns and
    seek advice (if it is believed a child is in immediate danger we will contact
    the police)
  • Inform
    Ofsted
  • Record
    the information and action taken relating to the concern raised
  • Speak
    to the parents (unless advised not do so by LA children’s social care
    team)
  • The
    designated safeguarding lead will follow up with the Local Authority
    children’s social care team if they have not contacted the setting within
    the timeframe set out in Working Together to Safeguarding Children (2018).
    We will never assume that action has been taken,

 

Keeping
children safe is our highest priority and if, for whatever reason, staff do not
feel able to report concerns to the DSL or deputy DSL they should call the
Local Authority children’s social care team or the NSPCC and report their
concerns anonymously.

 

Recording Suspicions of Abuse and Disclosures

Staff should make an objective record of any observation or disclosure,
supported by the nursery manager or designated safeguarding lead (DSL). This
record should include:

  • Child’s name
  • Child’s address
  • Age of the child and date of birth
  • Date and time of the observation or the disclosure
  • Exact words spoken by the child
  • Exact position and type of any injuries or marks seen
  • Exact observation of any incident including any concern was
    reported, with date and time; and the names of any other person present at
    the time
  • Any discussion held with the parent(s) (where deemed appropriate).

 

These records should be signed by the person reporting this and the
*manager/*DSL/*supervisor, dated and kept in a separate confidential file.

If a child starts to talk to an adult about potential abuse it is
important not to promise the child complete confidentiality. This promise
cannot be kept. It is vital that the child is allowed to talk openly and
disclosure is not forced or words put into the child’s mouth. As soon as possible
after the disclosure details must be logged accurately.

 

It may be thought necessary that
through discussion with all concerned the matter needs to be raised with the
local authority children’s social care team and Ofsted. Staff involved may be
asked to supply details of any information/concerns they have with regard to a
child. The nursery expects all members of staff to co-operate with the local
authority children’s social care, police, and Ofsted in any way necessary to
ensure the safety of the children.

 

Staff must not make any comments
either publicly or in private about the supposed or actual behaviour of a
parent or member of staff. 

 

Informing parents

Parents are normally the first point of contact. If a suspicion of abuse
is recorded, parents are informed at the same time as the report is made,
except where the guidance of the local authority children’s social care
team/police does not allow this. This will usually be the case where the parent
or family member is the likely abuser or where a child may be endangered by
this disclosure. In these cases the investigating officers will inform parents.

 

Confidentiality

All suspicions, enquiries and external investigations are kept
confidential and shared only with those who need to know. Any information is
shared in line with guidance from the local authority.

 

Support to families

The nursery takes every step in its power to build up trusting and
supportive relations among families, staff, students and volunteers within the
nursery.

 

The nursery continues to welcome the child and the family whilst
enquiries are being made in relation to abuse in the home situation. Parents
and families will be treated with respect in a non-judgmental manner whilst any
external investigations are carried out in the best interest of the child.

 

Confidential records kept on a child are shared with the child’s parents
or those who have parental responsibility for the child, only if appropriate in
line with guidance of the local authority with the proviso that the care and
safety of the child is paramount. We will do all in our power to support and
work with the child’s family.

 

Allegations against adults working or volunteering with children

If an allegation is made against a member of staff, student or volunteer
or any other person who lives or works on the nursery premises regardless of
whether the allegation relates to the nursery premises or elsewhere, we will
follow the procedure below.

 

The allegation should be reported to the senior manager on duty. If this
person is the subject of the allegation then this should be reported to the
*owner/*registered person/*DSL/*deputy manager instead.

 

The Local Authority Designated Officer (LADO) and Ofsted will then be
informed immediately in order for this to be investigated by the appropriate
bodies promptly:

·        
The LADO will be informed immediately for advice
and guidance

·        
If as an individual you feel this will not be
taken seriously or are worried about the allegation getting back to the person
in question then it is your duty to inform the LADO yourself directly

·        
A full investigation will be carried out by the
appropriate professionals (LADO, Ofsted) to determine how this will be handled

·        
The nursery will follow all instructions from
the LADO and Ofsted and ask all staff members to do the same and co-operate
where required

·        
Support will be provided to all those involved
in an allegation throughout the external investigation in line with LADO
support and advice

·        
The nursery reserves the right to suspend any
member of staff during an investigation

·        
All enquiries/external investigations/interviews
will be documented and kept in a locked file for access by the relevant
authorities

·        
Unfounded allegations will result in all rights
being reinstated

·        
Founded allegations will be passed on to the
relevant organisations including the local authority children’s social care
team and where an offence is believed to have been committed, the police, and
will result in the termination of employment. Ofsted will be notified
immediately of this decision. The nursery will also notify the Disclosure and
Barring Service (DBS) to ensure their records are updated

·        
All records will be kept until the person
reaches normal retirement age or for 21 years and 3 months years if that is
longer. This will ensure accurate information is available for references and
future DBS checks and avoids any unnecessary reinvestigation

·        
The nursery retains the right to dismiss any
member of staff in connection with founded allegations following an inquiry

·        
Counselling will be available for any member of
the nursery who is affected by an allegation, their colleagues in the nursery
and the parents.

 

Monitoring children’s attendance

As part of our requirements under the statutory framework and guidance
documents we are required to monitor children’s attendance patterns to ensure
they are consistent and no cause for concern.

Parents should please inform the nursery prior to their children taking
holidays or days off, and all sickness should be called into the nursery on the
day so the nursery management are able to account for a child’s absence.

If a child has not arrived at nursery within one hour of
their normal start time the parents will be called to ensure the child is safe
and healthy. If the parents are not contactable then the further emergency
contacts will be used to ensure all parties are safe.

 

Where a child is part of a child protection plan, or during
a referral process, any absences will immediately be reported to the local
authority children’s social care team to ensure the child remains safeguarded.

 

This should not stop parents taking precious time with their children,
but enables children’s attendance to be logged so we know the child is safe.

 

Looked after children

As part of our safeguarding practice we will ensure our staff are aware
of how to keep looked after children safe. In order to do this we ask that we
are informed of:

 

  • The legal
    status of the child (e.g. whether the child is being looked after under
    voluntary arrangements with consent of parents or on an interim or full
    care order)
  • Contact
    arrangements for the biological parents (or those with parental
    responsibility)
  • The child’s
    care arrangements and the levels of authority delegated to the carer by
    the authority looking after him/her
  • The details
    of the child’s social worker and any other support agencies involved
  • Any child
    protection plan or care plan in place for the child in question.

Please refer to the Looked
After Children policy for further details.

 

Staffing and volunteering

Our policy is to provide a secure and safe environment for all children.
We only allow an adult who is employed by the nursery to care for children
and who has an enhanced clearance from the Disclosure and Barring Service (DBS)
to be left alone with children. We will obtain enhanced criminal records checks
(DBS) for all volunteers and do not allow any volunteers to be unsupervised
with children. All staff will attend child protection training and receive
initial basic child protection training during their induction period. This
will include the procedures for spotting signs and behaviours of abuse and
abusers/potential abusers, recording and reporting concerns and creating a safe
and secure environment for the children in the nursery. During induction staff
will be given contact details for the LADO (local authority designated
officer), the local authority children’s social care team and Ofsted to enable
them to report any safeguarding concerns, independently, if they feel it necessary
to do so.

 

We have named persons within the nursery who take lead responsibility
for safeguarding and co-ordinate child protection and welfare issues, known as
the Designated Safeguarding Leads (DSL), there is always at least one
designated person on duty during all opening hours of the setting.

These designated persons will receive comprehensive training at least
every two years and update their knowledge on an ongoing basis, but at least
once a year.

 

The nursery DSL’s liaise with the local authority children’s social care
team, undertakes specific training, including a child protection training
course, and receives regular updates to developments within this field. They in
turn support the ongoing development and knowledge update of all staff on the
team.

 

Although, under the EYFS, we are only required to have one designated
lead for safeguarding, for best practice and to ensure cover at all times, we
have two/three designated leads in place. This enables safeguarding to stay
high on our priorities at all times. There will always be at least one
designated lead on duty at all times our provision is open. This will ensure
that prompt action can be taken if concerns are raised.

 

The Designated Safeguarding Leads (DSL) at the nursery is: Sarah Paterson

 

  • We provide
    adequate and appropriate staffing resources to meet the needs of all
    children
  • Applicants
    for posts within the nursery are clearly informed that the positions are
    exempt from the Rehabilitation of Offenders Act 1974. Candidates are
    informed of the need to carry out checks before posts can be confirmed.
    Where applications are rejected because of information that has been
    disclosed, applicants have the right to know and to challenge incorrect
    information
  • We give
    staff members, volunteers and students regular opportunities to declare
    changes that may affect their suitability to care for the children. This
    includes information about their health, medication or about changes in their
    home life such as whether anyone they live with in a household has
    committed an offence or been involved in an incident that means they are
    disqualified from working with children 
  • This
    information is also stated within every member of staff’s contract
  • We request
    DBS checks on an annual basis/or we use the DBS
    update service (with staff consent) to re-check staff’s criminal history
    and suitability to work with children
  • We abide by
    the requirements of the EYFS and any Ofsted guidance in respect to obtaining
    references and suitability checks for staff, students and volunteers, to
    ensure that all staff, students and volunteers working in the setting are
    suitable to do so
  • We ensure we
    receive at least two written references BEFORE a new member of staff commences
    employment with us
  • All students
    will have enhanced DBS checks conducted on them before their placement
    starts
  • Volunteers,
    including students, do not work unsupervised
  • We abide by
    the requirements of the Safeguarding Vulnerable Groups Act 2006 and the
    Childcare Act 2006 in respect of any person who is disqualified from
    providing childcare, is dismissed from our employment, or resigns in
    circumstances that would otherwise have led to dismissal for reasons of
    child protection concern
  • We have
    procedures for recording the details of visitors to the nursery and take
    security steps to ensure that we have control over who comes into the
    nursery so that no unauthorised person has unsupervised access to the
    children
  • All
    visitors/contractors will be supervised whilst on the premises, especially
    when in the areas the children use
  • As a staff
    team we will be fully aware of how to safeguard the whole nursery
    environment and be aware of potential dangers on the nursery boundaries
    such as drones or strangers lingering. We will ensure the children remain
    safe at all times
  • The Staff
    Behaviour Policy sits alongside this policy to enable us to monitor
    changes in behaviours that may cause concern. All staff sign up to this
    policy too to ensure any changes are reported to management so we are able
    to support the individual staff member and ensure the safety and care of
    the children is not compromised
  • All staff
    have access to and comply with the whistleblowing policy which will enable
    them to share any concerns that may arise about their colleagues in an
    appropriate manner
  • Signs of
    inappropriate staff behaviour may include inappropriate sexual comments;
    excessive one-to-one attention beyond the requirements of their usual role
    and responsibilities; or inappropriate sharing of images. This is not an
    exhaustive list, any changes in behaviour must be reported and acted upon
    immediately
  • All staff
    will receive regular supervision meetings where opportunities will be made
    available to discuss any issues relating to individual children, child
    protection training and any needs for further support
  • We use peer on peer and manager
    observations in the setting to ensure that the care we provide for
    children is at the highest level and any areas for staff development are
    quickly highlighted.
    Peer observations allow us to share
    constructive feedback, develop practice and build trust so that staff are
    able to share any concerns they may have.
    Any concerns are
    raised with the designated lead and dealt with in an appropriate and timely
    manner
  • The
    deployment of staff within the nursery allows for constant supervision and
    support. Where children need to spend time away from the rest of the
    group, the door will be left ajar or other safeguards will be put into
    action to ensure the safety of the child and the adult.

 

Employees, students or volunteers of the nursery or any other person
living or working on the nursery premises

We have a Staff Behaviour Policy in place that supports us to monitor
staff and changes in their character. Staff are aware of the need to disclose
changes to circumstance and use the whistle blowing policy where required.

                                                                                                                                 

We also operate a Phones and Other Electronic Devices and Social Media
policy which states how we will keep children safe from these devices whilst at
nursery. This also links to our Online Safety policy.

 

Extremism – the Prevent Duty

Under the Counter-Terrorism and Security Act 2015 we have a duty to
refer any concerns of extremism to the police (In Prevent priority areas the
local authority will have a Prevent lead who can also provide support).

This may be a cause for concern relating to a change in behaviour of a
child or family member, comments causing concern made to a member of the team
(or other persons in the setting) or actions that lead staff to be worried
about the safety of a child in their care. 
We have a Prevent Duty and Radicalisation policy
in place. Please refer to this for specific details.

 

Online Safety.

We take the safety of our children very seriously and this
includes their online safety. Please refer to the Online Safety policy for
details on this.

 

Human Trafficking
and Slavery

Please refer to our Human Trafficking and Slavery policy for
detail on how we keep children safe in this area.

Our nursery has a clear commitment to protecting children and promoting
welfare. Should anyone believe that this policy is not being upheld, it is
their duty to report the matter to the attention of the nursery manager/owner/DSL/registered
person at the earliest opportunity.

1b. Online Safety Policy

 


EYFS:
3.4-3.7

 

Our
nursery is aware of the growth of internet use and the advantages this can
bring. However, it is also aware of the dangers and strives to support
children, staff and families in using the internet safely.

Keeping
Children Safe in Education states “The
breadth of issues classified within online safety is considerable, but can be
categorised into three areas of risk:

ü 
content: being exposed to illegal, inappropriate
or harmful material;

ü 
contact: being subjected to harmful online
interaction with other users; and

ü 
conduct: personal online behaviour that
increases the likelihood of, or causes,

harm”

Within
the nursery we aim to keep children (and staff) safe online by:

  • Ensuring we
    have appropriate antivirus and anti-spyware software on all devices and
    update them regularly
  • Ensuring
    content blockers and filters are on all our devices, e.g. computers,
    laptops and any mobile devices
  • Keeping
    passwords safe and secure, not sharing or writing these down. These will
    be changed at least every term to keep the devices secure
  • Ensure
    management monitor all internet activities in the setting
  • Locking away
    all nursery devices at the end of the day
  • Ensuring no
    social media or messaging apps are installed on nursery devices
  • Management
    reviewing all apps or games downloaded to tablets to ensure all are age
    appropriate for children and safeguard the children and staff
  • Using
    approved devices to record/photograph in the setting
  • Never
    emailing personal or financial information
  • Reporting
    emails with inappropriate content to the internet watch foundation (IWF www.iwf.org.uk)
  • Ensuring
    children are supervised when using internet devices
  • Using
    tracking software to monitor suitability of internet usage (for older
    children)
  • Not permitting
    staff or visitors access to the nursery Wi-Fi
  • Integrating  online safety into nursery daily
    practice by discussing computer usage ‘rules’ deciding together what is
    safe and what is not safe to do online
  • Talking to
    children about ‘stranger danger’ and deciding who is a stranger and who is
    not, comparing people in real life situations to online ‘friends’
  • When using
    Skype and FaceTime (where applicable) discussing with the children what
    they would do if someone they did not know tried to contact them
  • Provide
    training for staff who need this to keep children safe online. We
    encourage staff and families to complete a online safety briefing which
    can be found at
    https://moodle.ndna.org.uk
  • We abide by
    an acceptable use policy, ensuring staff only use the work IT equipment
    for matters relating to the children and their education and care. No
    personal use will be tolerated
  • Children’s
    screen time is monitored to ensure they remain safe online and have access
    to material that promotes their development. We will ensure that their
    screen time is within an acceptable level and is integrated within their
    programme of learning.

1c. Modern
Slavery and Human Trafficking Policy

 


EYFS: 3.6, 3.7

Legislation

 

The Modern Slavery Act, received
Royal Assent on 26 March 2015. The act consolidates slavery and trafficking
offenses and introduces tougher penalties and sentencing rules.

 

Background

 

Child trafficking and modern
slavery is becoming a more frequent form of child abuse. Children are
recruited, moved, transported and then exploited, forced to work or are sold
on.

 

Modern slavery is a term that
covers:

  • Slavery
  • Servitude and forced or compulsory labour
  • Human trafficking.

 

Victims of modern slavery are
also likely to be subjected to other types of abuse such as physical, sexual
and emotional abuse. This policy should be used alongside the following
policies to ensure all children, staff, parents and visitors are fully
safeguarded:

  • Safeguarding and child protection
  • Whistleblowing
  • Equality and inclusion

 

For an adult or child to have
been a victim of human trafficking there must have been:

  • Action (e.g.
    recruitment, transportation, transfer, harbouring or receipt of a child
    for the purpose of exploitation)
  • Means
    (threat or use of force, coercion, abduction, abuse of power or
    vulnerability) There does not need to be “means” for children as they are
    not able to give informed consent
  • Purpose (e.g.
    sexual exploitation, forced labour or domestic servitude, slavery,
    financial exploitation, illegal adoption, removal of organs).

 

Procedure:

When a concern is raised about
slavery or trafficking then we will follow our safeguarding procedure. If the
child (or adult) is at risk of immediate harm then the police will be called,
otherwise the local authority will be contacted and the referral process will
be followed as per the safeguarding procedure.

 

1d. Prevent
Duty and Radicalisation policy

 


EYFS: 3.4, 3.6,
3.7

 

 

Extremism
– the Prevent Duty

 

Working
Together to Safeguard Children (2018) defines extremism. It states “Extremism goes beyond terrorism and
includes people who target the vulnerable – including the young – by seeking to
sow division between communities on the basis of race, faith or denomination;
justify discrimination towards women and girls; persuade others that minorities
are inferior; or argue against the primacy of democracy and the rule of law in
our society.

Extremism is defined in the Counter Extremism
Strategy 2015 as the vocal or active opposition to our fundamental values,
including the rule of law, individual liberty and the mutual respect and
tolerance of different faiths and beliefs. We also regard calls for the death
of members of our armed forces as extremist”

 

Under
the Counter-Terrorism and Security Act 2015 we have a duty to refer any
concerns of extremism to the police (In Prevent priority areas the local
authority will have a Prevent lead who can also provide support).

 

This
may be a cause for concern relating to a change in behaviour of a child, family
member or adult working with the children in the setting, comments causing
concern or actions that lead staff to be worried about the safety of a child in
their care. 

 

Alongside
this we will be alert to any early signs in children and families who may be at
risk of radicalisation, on which we will act and document all concerns when
reporting further.

 

The
NSPCC states that signs of radicalisation may be:

 

  • isolating themselves from family and friends
  • talking as if from a scripted speech
  • unwillingness or inability to discuss their views
  • a sudden disrespectful attitude towards others
  • increased levels of anger
  • increased secretiveness, especially around internet
    use.

 

We will tackle radicalisation by:

·        
Training all staff to
understand what is meant by the Prevent Duty and radicalisation

·        
Ensuring staff
understand how to recognise early indicators of potential radicalisation and
terrorism threats and act on them appropriately in line with national and local
procedures

·        
Make any referrals
relating to extremism to the police (or the Government helpline) in a timely
way, sharing relevant information as appropriate

  • Ensure our nursery is an inclusive environment, tackle inequalities
    and negative points of view and teach children about tolerance through
    British Values
  • Using the Government document Prevent Duty Guidance for England and
    Wales
    [2]

 

 

 

1e. Domestic
Abuse, Honour Based Violence and Forced Marriage policy

 


EYFS: 3.4, 3.6,
3.7

 

 

The UK’s cross-government
definition of domestic abuse is:

 

"Any incident or pattern of incidents of controlling, coercive or
threatening behaviour, violence or abuse between those aged 16 or over who are
or have been intimate partners or family members regardless of gender or
sexuality. This abuse can encompass but is not limited to

 

ü  psychological

ü  physical

ü  sexual

ü  financial;

ü  emotional.

 

The Serious Crime Act 2015
section 76 created a new offence of “controlling or coercive behaviour in an
intimate or family relationship”.

 

The Domestic Violence, Crime and
Victims Act 2004 extended provisions to help stop domestic abuse and created
the new offence of "causing or allowing the death of a child or vulnerable
adult". This Act was amended in 2012 by the Domestic Violence, Crime and
Victims (Amendment) Act 2012 to include ‘causing or allowing serious physical
harm (equivalent to grievous bodily harm) to a child or vulnerable adult’.

 

Where domestic abuse is taking
place in a child’s home the child is at risk of harm, whether they witness the
violence or not. This may take the form of physical abuse, sexual abuse,
emotional abuse or neglect. At Active
Early Years Academy,
we ensure that if there are any signs or symptoms that
domestic abuse may be occurring we act without haste and follow our main
safeguarding / child protection policy

 

Signs may include:

  • Visible signs of injury on the adult being abused
  • Changes in behaviour of the adult(s) and child – e.g. the abused
    adult may become withdrawn, show low levels of self-esteem
  • One adult being visible worried about what their partner may say in
    a certain situation (e.g. if the child has become dirty or injured at
    nursery)
  • One adult becoming scared of their partner
  • Adults becoming isolated from their friends or family
  • Signs of abuse in the child (as per the main safeguarding policy).

 

As part of our duty to keep
children safe we provide the following:

Support leaflets and numbers for
females and males who may be experiencing domestic abuse

 

 

Honour based Violence

‘Honour’ based violence (HBV) is
a type of domestic abuse which occurs in the name of so called ‘honour’. Some
families believe that certain actions bring shame on the family and may react
with punishment. This may be rejecting a forced marriage, having a relationship
not approved by the family, wearing the wrong clothing or wearing makeup. This
can happen in families from a variety of cultures and countries and also
happens within the UK.

Signs of HBV may include changes
in behaviour of the person undergoing the violence, changes in how they dress
or act and also in comments they make.

 

If signs of HBV are present in a
parent or staff member within the nursery then we will act and follow our
safeguarding policy to keep children safe in the environment as well as seeking
support for the adult involved.

 

Forced Marriage

We are aware arranged marriages
are part of some cultural practices. We also recognise there is a clear
distinction between a marriage in which the both parties are willing and able
to give an informed consent to, and a marriage which is forced. Forced marriage
is a criminal offence.

 

A forced marriage is a marriage
in which one or both spouses do not and/or cannot consent to the marriage and
duress is involved. If we become aware of a forced marriage occurring then we
will report it to the appropriate body. If the person is under the age of 18
then we will report it to the children’s social care team as this is a child
protection issue. We will follow our safeguarding reporting procedure.

1f. Intimate
Care

 

 

EYFS: 3.1, 3.6, 3.27 3.20 3.64

 

At Active Early Years Academy, we believe that all children need contact
with familiar, consistent carers to ensure they can grow and develop socially
and emotionally. At times children need to be cuddled, encouraged, held and
offered physical reassurance.

 

Intimate care routines are essential throughout the day to meet
children’s basic needs. This may include nappy changing, supporting children
with toileting, changing clothes, and giving first aid treatment and specialist
medical support, where required.

 

In order to maintain the child’s privacy, we will carry out the majority
of these actions on a one-to-one basis, wherever possible, by the child’s key
person with the exception of first aid treatment which must be carried out by a
qualified first aider. 

 

We wish to ensure the safety and welfare of children during intimate
care routines and safeguard them against any potential harm as well as ensuring
the staff member involved is fully supported and able to perform their duties
safely and confidently. We aim to support all parties through the following
actions:

  • Promoting consistent and
    caring relationships through the key person system in the nursery and
    ensuring all parents understand how this works
  • Ensuring all staff
    undertaking intimate care routines have suitable enhanced DBS checks
  • Training all staff in the
    appropriate methods for intimate care routines and arranging specialist
    training where required, i.e. first aid training, specialist medical
    support
  • Ensuring children are
    afforded privacy during intimate care routines whilst balancing this with
    the need to safeguard children and staff. No nappies will be changed or
    intimate routines take place behind closed doors
  • Conducting thorough
    inductions for all new staff to ensure they are fully aware of all nursery
    procedures relating to intimate care routines
  • Following up procedures
    through supervision meetings and appraisals to identify any areas for
    development or further training
  • Working closely with parents
    on all aspects of the child’s care and education as laid out in the Parent
    and Carers as Partners Policy. This is essential for intimate care
    routines which require specialist training or support. If a child requires
    specific support the nursery will arrange a meeting with the parent to
    discover all the relevant information relating to this to enable the staff
    to care for the child fully and meet their individual needs
  • Ensuring all staff have an
    up-to-date understanding of safeguarding/child protection and how to
    protect children from harm. This will include identifying signs and
    symptoms of abuse and how to raise these concerns as set out in the
    safeguarding/child protection policy
  • Operating a whistleblowing
    policy to help staff raise any concerns about their peers or managers; and
    helping staff develop confidence in raising worries as they arise in order
    to safeguard the children in the nursery
  • Conducting working practice
    observations on all aspects of nursery operations to ensure that
    procedures are working in practice and all children are supported fully by
    the staff. This includes intimate care routines
  • Conducting regular risk
    assessments on all aspects of the nursery operation including intimate
    care and reviewing the safeguards in place. The nursery has assessed all
    the risks relating to intimate care routines and has placed appropriate
    safeguards in place to ensure the safety of all involved.

 

If any parent or member of staff has concerns or questions about
intimate care procedures or individual routines, please see the manager at the
earliest opportunity.

 

 

1g. Safe and Respectful Care

 

 

EYFS: 3.1, 3.6

 

At Active Early Years Academy
we believe that all children need to feel safe, secure and happy. This involves
nursery staff being responsive to children’s needs, whilst maintaining
professionalism. This includes giving children cuddles and changing children’s
nappies or clothes.

 

To promote good practice and to minimise the risk of allegations we have
the following guidelines:

  • Although we recognise it is
    appropriate to cuddle children, we give cuddles only when sought by
    children needing comfort to support their emotional development. Staff are
    advised to do this in view of other children and practitioners, whenever
    possible. We recognise that there may be occasions where it is appropriate
    for this to happen away from others, such as when a child is ill. In these
    circumstances, staff are advised to leave the door open. It is the duty of
    all staff and the manager to ensure that children are appropriately
    comforted and to monitor practice 
  • When changing children’s
    nappies or soiled/wet clothing, we leave the doors open, where appropriate
  • We discourage inappropriate
    behaviour such as over tickling, over boisterous play or inappropriate
    questions such as asking children to tell them they love them and we
    advise staff to report any such observed practice
  • Staff are respectful of each
    other and the children and families in the nursery and do not use
    inappropriate language or behaviour, including during breaks
  • All staff are aware of the
    whistleblowing procedures and the manager carries out random checks
    throughout the day to ensure safe practices.

 

If a parent or member of staff has concerns or questions about safe care
and practice procedures or behaviour they consider as inappropriate, including
between staff members, they are urged to see the manager at the earliest
opportunity. Management will challenge inappropriate behaviour in line with the
supervision/ disciplinary or whistleblowing procedures. If the concern relates
to the manager and/or nursery owner then parents should contact Ofsted

 or the local authority children’s
social care team 

 

1h. Whistleblowing

 

EYFS: 3.4 – 3.18 and 3.22

 

At Active Early Years Academy, we expect all our colleagues, both
internal and external, to be professional at all times and hold the welfare and
safety of every child as their paramount objective.

 

We recognise that there may be occasions where this may not happen and
we have in place a procedure for staff to disclose any information that
suggests children’s welfare and safety may be at risk. 

 

We expect all team members to talk through any concerns they may have
with their line manager at the earliest opportunity to enable any problems to
be resolved as soon as they arise.

 

Legal
framework

The Public Interest Disclosure Act 1998, commonly referred to as the
‘Whistleblowing Act’, amended the Employment Rights Act 1996 to provide
protection for employees who raise legitimate concerns about specified matters.
These are called ‘qualifying disclosures’. On 25 June 2013, there were some
legal changes to what constitutes a qualifying disclosure.

 

A qualifying disclosure is one made in the public interest by an
employee who has a reasonable belief that:

  • A criminal offence
  • A miscarriage of justice
  • An act creating risk to
    health and safety
  • An act causing damage to the
    environment
  • A breach of any other legal
    obligation or
  • Concealment of any of the above
  • Any other unethical conduct
  • An act that may be deemed as
    radicalised or a threat to national security

Is being, has been, or is likely to be, committed.

 

Qualifying disclosures made before 25 June 2013 must have been made ‘in
good faith’ but when disclosed, did not necessarily have to have been made ‘in
the public interest.’

 

Disclosures made after 25 June 2013 do not have to be made ‘in good
faith’; however, they must be made in the public interest. This is essential
when assessing a disclosure made by an individual.

 

The Public Interest Disclosure Act has the
following rules for making a protected disclosure:

·        
You must believe it to be
substantially true

·        
You must not act
maliciously or make false allegations

·        
You must not seek any
personal gain.

It is not
necessary for the employee to have proof that such an act is being, has been,
or is likely to be, committed; a reasonable belief is sufficient.

 

Disclosure of information

If, in the course of your employment, you become aware of information
which you reasonably believe indicates that a child is/may be or is likely to
be in risk of danger and/or one or more of the following may be happening, you
MUST use the nursery’s disclosure procedure set out below:

  • That a criminal offence has been committed or
    is being committed or is likely to be committed
  • That a person has failed, is failing or is
    likely to fail to comply with any legal obligation to which they are
    subject (e.g. EYFS, Equalities Act 2010)
  • That a miscarriage of justice has occurred, is
    occurring, or is likely to occur
  • That the health or safety of any individual
    has been, is being, or is likely to be endangered
  • That the environment, has been, is being, or
    is likely to be damaged
  • That information tending to show any of the
    above, has been, is being, or is likely to be deliberately concealed.

 

Disclosure procedure

  • If this information relates to child
    protection/safeguarding then the nursery *child protection/*safeguarding
    children policy should be followed, with particular reference to the staff
    and volunteering section
  • Where you reasonably believe one or more of
    the above circumstances listed above has occurred, you should promptly
    disclose this to your manager so that any appropriate action can be taken.
    If it is inappropriate to make such a disclosure to your manager (i.e.
    because it relates to your manager) you should speak to the Deputy Manager
  • Employees will suffer no detriment of any sort
    for making such a disclosure in accordance with this procedure. For
    further guidance in the use of the disclosure procedure, employees should
    speak in confidence to the *nursery manager/*owner
  • Any disclosure or concerns raised will be
    treated seriously and will be dealt with in a consistent and confidential
    manner and will be followed through in a detailed and thorough manner
  • Any employee who is involved in victimising
    employees who make a disclosure, takes any action to deter employees from
    disclosing information or makes malicious allegations in bad faith will be
    subject to potential disciplinary action which may result in dismissal
  • Failure to report serious matters can also be
    investigated and potentially lead to disciplinary action which may result
    in dismissal
  • Any management employee who inappropriately
    deals with a whistleblowing issue (e.g. failing to react appropriately by
    not taking action in a timely manner or disclosing confidential
    information) may be deemed to have engaged in gross misconduct which could
    lead to dismissal
  • We give all of our staff the telephone numbers
    of the Local Authority Designated Officer (LADO), the local authority
    children’s social care team and Ofsted so all staff may contact them if
    they cannot talk to anyone internally about the issues/concerns observed.

1i. Mobile Phone and Electronic Device Use

 

EYFS: 2.1 & 3.4

 

This policy refers to all
electronic devices able to take pictures, record videos, send or receive calls
and messages. This includes cameras, mobile telephones, tablets and any
recording devices including smartwatches. More and more devices are technically,
capable of connecting us to the outside world. We will adapt the policy to
include all devices we deem required to safeguard children.

 

Mobile phones and other devices
that accept calls, messages and video calling

At Active Early Years
Academy, we promote the safety and welfare of all children in our care. We
believe our staff should be completely attentive during their hours of working
to ensure all children in the nursery receive good quality care and education.

 

To ensure the safety and well-being of children we do not allow staff to
use personal mobile phones, smartwatches and/or fitbits during working hours.

We use mobile phones supplied by the nursery to provide a means of
contact in certain circumstances, such as outings.

 

This policy should be used in conjunction with our online safety policy
to ensure children are kept safe when using the nursery devices online

 

Staff must adhere to the following:

  • Mobile
    phones/smartwatches/fitbits are either turned off or on silent and not
    accessed during your working hours
  • Mobile
    phones/smartwatches/fitbits can only be used on a designated break and
    then this must be away from the children
  • Mobile
    phones/smartwatches/fitbits should be stored safely in the safe or filing
    cabinet, at all times during the hours of your working day
  • No
    personal device is allowed to be connected to the nursery wifi at any time
  • The use
    of nursery devices, such as tablets, must only be used for nursery
    purposes
  • The
    nursery devices will not have any social media or messaging apps on them
  • Any
    apps downloaded onto nursery devices must be done only by management. This
    will ensure only age appropriate and safe apps will be accessible to staff
    or children using them
  • Passwords
    / passcodes for nursery devices must not be shared or written down
  • During
    outings, staff will use mobile phones belonging to the nursery wherever
    possible. Photographs must not be taken of the children on any personal
    phones or any other personal information storage device. Only nursery
    owned devices will be used to take photographs or film videos
  • Nursery
    devices will not be taken home with staff and will remain secure at the
    setting when not in use. If a device is needed to be taken home due to
    unforeseen circumstances then the person taking this device home must
    ensure it is securely stored and not accessed by another other individual
    and returned to nursery as soon as practically possible

 

 

Parents’ and visitors’ use of
mobile phones and smartwatches

Whilst we recognise that there may be emergency situations which
necessitate the use of a mobile telephone, in order to ensure the safety and
welfare of children in our care and share information about the child’s
day.  However parents and
visitors are kindly asked to refrain from using their mobile telephones whilst in
the nursery or when collecting or dropping off their children.

If you are found to be using your phone inside the nursery premises you
will be asked to finish the call or take the call outside.

We do this to ensure all children are safeguarded and the time for
dropping off and picking up is a quality handover opportunity where we can
share details about your child.

Visitors are requested to leave their mobile phones or smart watches in
the safety of the office where they will be locked away safely.

 

 

Photographs and videos

At Active Early Years Academy, we
recognise that photographs and video recordings play a part in the life of the
nursery. We ensure that any photographs or recordings (including CCTV) taken of
children in our nursery are only done with prior written permission from each
child’s parent
and only
share photos with parents in a secure manner.
We obtain
this when each child is registered and we update it on a regular basis to
ensure that this permission still stands.

 

We ask for individual permissions for photographs and video recordings
for a range of purposes including: use in the child’s learning journey; for
display purposes; for promotion materials including our nursery website,
brochure and the local press; and for security in relation to CCTV and the
different social media platforms we use. We ensure that parents understand that
where their child is also on another child’s photograph, but not as the primary
person, that may be used in another child’s learning journey.

 

If a parent is not happy about one or more of these uses, we will
respect their wishes and find alternative ways of recording their child’s play
or learning. 

 

Staff are not permitted to take any photographs or recordings of a child
on their own information storage devices e.g. cameras, mobiles, tablets or
smartwatches and may only use those provided by the nursery. The nursery
manager will monitor all photographs and recordings to ensure that the parents’
wishes are met and children are safeguarded.

 

Photographs or videos recorded on nursery mobile devices will be
transferred to the correct storage device to ensure no images are left on these
mobile devices.

 

Parents are not permitted to use any recording device or camera
(including those on mobile phones or smartwatches) on the nursery premises
without the prior consent of the manager.

 

During special events, e.g. Christmas or leaving parties, staff may
produce group photographs to distribute to parents on request. In this case we
will gain individual permission for each child before the event. This will
ensure all photographs taken are in line with parental choice. We ask that
photos of events such as Christmas parties are not posted on any social media
websites/areas without permission from parents of all the children included in
the picture.

 

At Active Early Years Academy, we use tablets in the rooms to take photos of the children and record these
directly on to their electronic learning journeys. We ensure that these devices
are used for this purpose only and do not install applications such as social
media or messaging sites on to these devices.

We also do routine checks to ensure that emails and text messages (where
applicable) have not been sent from these devices and remind staff of the
whistleblowing policy if they observe staff not following these safeguarding
procedures.

 

1j. Social Networking

 

EYFS: 3.4

 

 

Social media is becoming a large part of the world we live in and as
such at Active Early Years Academy, we
need to make sure we protect our children by having procedures in place for
safe use.

 

We use *Facebook / *Twitter / *Instagram to share pictures of the
activities the children have accessed at nursery. In order to safeguard
children we will:

  • Ensure all children in the
    photographs or posts have the correct permissions in place from their
    parent / carer
  • Not allow others to post on
    our Facebook page, i.e. only management can post on the page, only parents
    / family / carers who have been invited to join the group can view and
    comment on the posts
  • Monitor comments on all
    posts and address any concerns immediately.

 

 

Staff use of social media

 

We require our staff to be responsible and professional in their use of
social networking sites in relation to any connection to the nursery, nursery
staff, parents or children.

  • When
    using social networking sites such as Facebook or Instagram staff must:
    • Not
      name the setting they work at
    • Not
      make comments relating to their work or post pictures in work uniform
    • Not
      send private messages to any parents/family members
    • If a
      parent ask questions relating to work via social networking sites, then
      staff should reply asking them to come into the setting or contact the
      manager
    • Ensure
      any posts reflect their professional role in the community (e.g.  no inappropriate social event photos or
      inappropriate comments i.e. foul language)
    • Report
      any concerning comments or questions from parents to the
      manager/safeguarding lead
    • Follow
      the staff behaviour policy
    • Not
      post anything that could be construed to have any impact on the nursery’s
      reputation or relate to the nursery or any children attending the nursery
      in any way
    • Not
      belong to our closed Facebook group if linked to a personal account
    • Not
      like or share any of our Facebook posts
    • Not be
      connected to the nursery Facebook / Instagram account in any manner
  • If any
    of the above points are not followed then the member of staff involved
    will face disciplinary action, which could result in dismissal.

 

.

Parents and visitors’ use of
social networking

 

We promote the safety and welfare of all
staff and children and therefore ask parents and visitors not to post,
publically or privately, information about any child on social media sites such
as Facebook, Instagram and Twitter.
We ask all parents and visitors to follow
this policy to ensure that information about children, images and information
do not fall into the wrong hands.

 

We ask parents not to:

 

  • Send friend requests to any member of nursery
    staff
  • Screen shot or share any posts or pictures
    from the nursery on social media platforms (these may contain other
    children in the pictures)
  • Post any photographs to social media that have
    been supplied by the nursery with other children in them (e.g. Christmas
    concert photographs or photographs from an activity at nursery)

 

We ask parents to:

  • Share any concerns regarding inappropriate use
    of social media through the official procedures (please refer to the
    partnership with parents policy, complaints procedures and grievance
    policy).

 

1k.
Monitoring Staff Behaviour Policy

 


EYFS: 3.4-3.18, 3.19, 3.21,
3.22

 

At Active Early Years Academy we
take the safety and welfare of our children and staff seriously. This policy
ensures staff behave in an appropriate manner to act as a role model for and
protect all children in their care. Within this policy we will also ensure that
any changes to staff behaviours or ways of working are closely monitored,
discussed and supported to ensure all children are safeguarded throughout their
time here.

 

Expected staff behaviour

Within our nursery we expect
our staff to:

  • Put our children first, their safety, welfare and ongoing
    development is the most important part of their role
  • Behave as a positive role model for the children in their care by
    remaining professional at all times and demonstrating caring attitudes to
    all
  • Work as part of the wider team, cohesively and openly
  • Be aware of their requirements under the EYFS Statutory Framework
    and the nursery policies and procedures designed to keep children safe
    from harm whilst teaching children and supporting their early development
  • React appropriately to any safeguarding concerns quickly and
    concisely in accordance to the nursery / Local authority procedures and
    training received
  • Not share any confidential information relating to the children,
    nursery or families using the facility 
  • Maintain the public image of the nursery and do nothing that will
    pull the setting into disrepute
  • Ensure that parental relationships are professional and external
    social relationships are not forged. If a relationship exists prior to the
    child starting at the setting, discussions with management will be held to
    ensure the relationship remains professional.
  • Adhere to the Mobile Phone and Other Electronic Device and Social
    Networking policy 
  • Report to management immediately any changes in personal life that
    may impact on the ability to continue the role. These may include
    (but not limited to) changes in police record, medication, people
    living in the same premises, any social service involvement with their own
    children.

 

Monitoring staff behaviour

Within the nursery we:

  • Conduct regular peer observations using
    all staff and management, during which we will look at interactions with
    children and their peers
  • Have regular supervisions with all staff
    in which ongoing suitability will be monitored and recorded
  • Use a whistleblowing policy that enables
    team members to discuss confidentially any concerns about their
    colleagues  
  • Operate staff suitability forms and
    clauses in staff contracts to ensure any changes to their suitability to
    work with children are reported immediately to management
  • Ensure all new staff members are deemed
    suitable with the appropriate checks as detailed in the safeguarding
    policy.

 

Some
behaviours that may cause concern and will be investigated further:

  • Change in moods
  • Sudden change in religious beliefs /
    cultural beliefs (may be a sign of radicalisation)
  • Changes in the way of acting towards the
    children or the other members of the team (becoming more friendly and
    close, isolation, avoidance, agitation etc.)
  • Sudden outbursts
  • Becoming withdrawn
  • Secretive behaviours
  • Missing shifts, calling in sick more
    often, coming in late
  • Standards in work slipping
  • Extreme changes in appearance.

 

Procedures to be followed:

If we
have a concern about changes in staff behaviour within the nursery, an immediate
meeting will be called with the individual and a member of management to
ascertain how the person is feeling. We will aim to support the staff wherever
possible and will put support mechanisms in place where appropriate. 

 

Ultimately
we are here to ensure all staff are able to continue to work with the children
as long as they are suitable to do so, but if any behaviours cause concern
about the safety or welfare of the children then the procedure in the child
protection/safeguarding policy will be followed as in the case of allegations
against a team member and the Local Authority Designated officer (LADO) will be
called.

 

All
conversations, observations and notes on the staff member will be logged and
kept confidential.

 

1l. Lone
Working Policy

 


EYFS: 3.4-3.18, 3.19, 3.21,
3.22

 

 

At Active Early Years Academy, we
aim to ensure that no member of the team is left alone working in either a room
alone or within the building at any time. However there may be occasions when
this isn’t always possible due to:

  • Toilet breaks
  • Lunch cover
  • Nappy changes
  • Comforting a child that may be unwell in a quiet area
  • Following a child’s interest, as this may lead staff away with a
    child to explore an area
  • Supporting children in the toilet area that may have had an accident
  • The duties some team members have, e.g. management, opening and
    closing the setting, carrying out cleaning or maintenance at the settings
    and staff operating outside operating hours.

 

We always ensure that our staff:
child ratios are maintained.

 

It is the responsibility of both the employee and their manager to
identify the hazards and minimise the risks or working alone.

 

Considerations when deciding on lone working include how lone workers
manage with a variety of tasks such as talking to parents and supervising
activities whilst maintaining the safety and welfare of children and ensuring
that each member of staff required to work alone has the training and/or skills
for the role; e.g. paediatric first aid certificate, child
protection/safeguarding training and competency, food hygiene training and if
children younger than school reception age are present; hold a level 3 qualification.

 

Public liability insurance for lone working will be sought where
applicable.

 

Employees/managers’ responsibilities when left in a room alone include
ensuring:

  • To complete a risk
    assessment for staff working alone
  • Ratios are maintained
  • There is someone to call on
    in an emergency if required
  • The member of staff and
    children are safeguarded at all times (relating to additional policies as
    above).

 

Employee’s responsibilities when left in the building alone:

  • To make a member of the
    management aware of when they are working and make plans to check in at
    their expected time of completion of the work
  • To ensure they have access
    to a telephone at all times in order to call for help if they need it, or
    for management to check their safety if they are concerned
  • Ensure that the building
    remains locked so no one can walk in unidentified
  • Report any concerns for
    working alone to the management as soon as is practicably possible.

 

Management’s responsibilities when left in the building alone:

  • To ensure staff working
    alone are competent and confident to carry out any safety procedures e.g.
    fire evacuation
  • To ensure that the employee
    has the ability to contact them or a member of the team event if their
    lone working is outside normal office hours (i.e. access to a phone,
    contact numbers of someone they can call)
  • To check that the employee
    has someone they can contact in the event of an emergency, and the numbers
    to call  
  • To ensure that employees
    have the ability to access a telephone whilst lone working
  • If reporting in arrangements
    have been made and the employee does not call in, to follow it up.

 

Risk assessments are also
completed for these occasions including hazards and risks and how these are
controlled.

 

 

2a.
Inclusion and Equality

 

 

EYFS: 1.6, 1.7, 2.3, 3.20, 3.27, 3.28, 3.67, 3.73

 

Statement of intent

At Active Early Years Academy, we
take great care to treat each individual as a person in their own right, with
equal rights and responsibilities to any other individual, whether they are an
adult or a child. We are committed to providing equality of opportunity and
anti-discriminatory practice for all children and families according to their
individual needs. Discrimination on the grounds of gender, age, race, religion
or belief, marriage or civil partnership, disability, sexual orientation,
gender reassignment, pregnancy or maternity, ethnic or national origin, or
political belief has no place within our nursery.

 

A commitment to implementing our inclusion and equality policy will form
part of each employee’s job description. Should anyone believe that this policy
is not being upheld, it is their duty to report the matter to the attention of
the manager/
owner/registered person
at the earliest opportunity. Appropriate steps
will then be taken to investigate the matter and if such concerns are well-founded,
disciplinary action will be invoked under the nursery’s disciplinary policy.

 

The legal framework for this
policy is based on:

  • Special Education Needs and
    Disabilities Code of Practice 2015
  • Children and Families Act
    2014
  • Equality Act 2010
  • Childcare Act 2006
  • Children Act 2004
  • Care Standards Act 2002
  • Special Educational Needs
    and Disability Act 2001.

 

The nursery and staff are
committed to:

  • Recruiting, selecting, training and promoting
    individuals on the basis of occupational skills requirements. In this
    respect, the nursery will ensure that no job applicant or employee will
    receive less favourable treatment because of age, sex, gender
    reassignment, disability, marriage or civil partnership, race, religion or
    belief, sexual orientation, pregnancy or maternity/paternity
  • Providing a childcare place, wherever
    possible, for children who may have learning difficulties and/or
    disabilities or are deemed disadvantaged according to their individual
    circumstances, and the nursery’s ability to provide the necessary standard
    of care
  • Making reasonable adjustments for children
    with special educational needs and disabilities
  • Striving to promote equal access to services
    and projects by taking practical steps (wherever possible and reasonable),
    such as ensuring access to people with additional needs and by producing
    materials in relevant languages and media for all children and their
    families
  • Providing a secure environment in which all
    our children can flourish and all contributions are valued
  • Including and valuing the contribution of all
    families to our understanding of equality, inclusion and diversity
  • Providing positive non-stereotypical
    information
  • Continually improving our knowledge and
    understanding of issues of equality, inclusion and diversity
  • Regularly reviewing, monitoring and evaluating
    the effectiveness of inclusive practices to ensure they promote and value
    diversity and difference and that the policy is effective and practices
    are non-discriminatory
  • Making inclusion a thread which runs through
    the entirety of the nursery, for example, by encouraging positive role
    models through the use of toys, imaginary play and activities, promoting
    non-stereotypical images and language and challenging all discriminatory
    behaviour (see dealing with discriminatory behaviour policy).

 

Admissions/service provision

The nursery is accessible to all children and families in the local
community and further afield through a comprehensive and inclusive admissions
policy. 

 

The nursery will strive to ensure that all services and projects are
accessible and relevant to all groups and individuals in the community within
targeted age groups.

 

Recruitment

Recruitment, promotion and other selection exercises such as redundancy
selection will be conducted on the basis of merit, against objective criteria
that avoid discrimination. Shortlisting should be done by more than one person
if possible.

 

All members of the selection group will be committed to the inclusive
practice set out in this policy and will have received appropriate training in
this regard.

 

Application forms will be sent out along with a copy of the equal
opportunities monitoring form. Application forms will not include questions
that potentially discriminate on the grounds specified in the statement of intent.

 

Vacancies should generally be advertised to a diverse section of the
labour market. Advertisements should avoid stereotyping or using wording that
may discourage particular groups from applying.

 

At interview, no questions will be posed which potentially discriminate
on the grounds specified in the statement of intent. All candidates will be
asked the same questions and members of the selection group will not introduce
nor use any personal knowledge of candidates acquired outside the selection
process. Candidates will be given the opportunity to receive feedback on the
reasons why they were not successful.

 

Under the Equality Act 2010 you can only ask questions prior to offering
someone employment in the following circumstances:

 

  • You need to establish whether
    the applicant will be able to comply with a requirement to undergo an
    assessment (i.e. an interview or selection test)
  • You need to establish
    whether the applicant will be able to carry out a function that is
    intrinsic to the work concerned
  • You want to monitor
    diversity in the range of people applying for work
  • You want to take positive
    action towards a particular group – for example offering a guaranteed
    interview scheme
  • You require someone with a
    particular disability because of an occupational requirement for the job.

 

The national College for Teaching and Leadership provides further
guidance specific to working with children:

 

Providers
have a responsibility to ensure that practitioners have the health and physical
capacity to teach and will not put children and young people at risk of harm.
The activities that a practitioner must be able to perform are set out in the
Education (Health Standards England) Regulations 2003. Providers are
responsible for ensuring that only practitioners who have the capacity to teach
remain on the staff team.

 

People with
disabilities or chronic illnesses may have the capacity to teach, just as those
without disabilities or medical conditions may be unsuitable to teach. Further
information on training to teach with a disability is available from the DfE
website.

 

Successful
applicants offered a position may be asked to complete a fitness questionnaire
prior to commencing the programme. Providers should not ask all-encompassing
health questions, but should ensure that they only ask targeted and relevant
health-related questions, which are necessary to ensure that a person is able
to teach.

 

Staff

It is the policy of Active Early Years Academy not to discriminate in
the treatment of individuals. All staff are expected to co-operate with the
implementation, monitoring and improvement of this and other policies. All
staff are expected to challenge language, actions, behaviours and attitudes
which are oppressive or discriminatory on the grounds specified in this policy and
recognise and celebrate other cultures and traditions. All staff are expected
to participate in equality and inclusion training.

 

Staff will follow the ‘Dealing with Discriminatory Behaviour’ policy
where applicable to report any discriminatory behaviours observed.

 

Training

The nursery recognises the importance of training as a key factor in the
implementation of an effective inclusion and equality policy. All new staff
receive induction training including specific reference to the inclusion and equality
policy. The nursery will strive towards the provision of inclusion, equality
and diversity training for all staff on a annual basis.

 

Early learning framework

Early learning opportunities offered in the nursery encourage children
to develop positive attitudes to people who are different from them. It
encourages children to empathise with others and to begin to develop the skills
of critical thinking.

 

We do this by:

  • Making children feel valued and good about
    themselves
  • Ensuring that all children have equal access
    to early learning and play opportunities
  • Reflecting the widest possible range of
    communities in the choice of resources
  • Avoiding stereotypical or derogatory images in
    the selection of materials
  • Acknowledging and celebrating a wide range of religions,
    beliefs and festivals
  • Creating an environment of mutual respect and
    empathy
  • Helping children to understand that
    discriminatory behaviour and remarks are unacceptable
  • Ensuring that all early learning opportunities
    offered are inclusive of children with learning difficulties and/or
    disabilities and children from disadvantaged backgrounds
  • Ensuring that children whose first language is
    not English have full access to early learning opportunities and are
    supported in their learning
  • Working in partnership with all families to
    ensure they understand the policy and challenge any discriminatory
    comments made
  • Ensuring the medical, cultural and dietary
    needs of children are met
  • Identifying a key person to each child who
    will continuously observe, assess and plan for children’s learning and
    development
  • Helping children to learn about a range of
    food and cultural approaches to meal times and to respect the differences
    among them.

 

Information and meetings

Information about the nursery, its activities and their children’s
development will be given in a variety of ways according to individual needs
(written, verbal and translated), to ensure that all parents can access the
information they need. 

 

Wherever possible, meetings will be arranged to give all families
options to attend and contribute their ideas about the running of the nursery.

2b. Special Consideration for
Employees

 

At Active Early Years Academy, we
recognise that certain employees such as young persons, new and expectant
mothers and persons with a disability may require special consideration.

 

Legal requirements

The nursery follows the legal requirements set out in The Management of
Health and Safety at Work Regulations 1992 and the Equality Act 2010. Our
Health and Safety Policy has regard to any employees requiring special
consideration at the commencement of employment and during the course of it.
The following procedure is followed.

 

Procedure

The nursery manager:

  • Assesses any employee
    requiring special consideration in conjunction with the individual on
    induction to the nursery or when their condition or disablement comes to
    light
  • Carries out any risks
    assessments relating to the occupation of such workers
  • Agrees with the worker any
    necessary special measures such as training and supervision, arrangements,
    modifications and medical surveillance
  • Carries out further
    assessments and reviews at least annually, or if and when any changes to
    the special circumstances or environment occur.

 

Disabilities

If you are disabled or become disabled, we encourage you to tell us
about your condition so that we can consider what reasonable adjustments or
support may be appropriate.

 

Part-time and fixed-term work

Part-time and fixed-term employees should be treated the same as
comparable full-time or permanent employees and enjoy no less favourable terms
and conditions (on a pro-rata basis where appropriate), unless different
treatment is justified.

 

2c. Special Educational Needs and Disabilities
(SEND)

 

EYFS: 31.6, 1.7, 2.3, 2.5, 3.20, 3.27, 3.28,
3.67, 3.73

 

Statement of intent

At Active Early Years Academy, we are committed to the inclusion of all
children. All children have the right to be cared for and educated to develop
to their full potential alongside each other through positive experiences, to
enable them to share opportunities and experiences and develop and learn from
each other. We provide a positive and welcoming environment where children are
supported according to their individual needs and we work hard to ensure no children
are discriminated against or put at a disadvantage as a consequence of their
needs.

 

We believe that all children have a right to experience and develop
alongside their peers no matter what their individual needs. Each child’s needs
are unique, therefore any attempt to categorise children is inappropriate.

 

We are committed to working alongside parents in the provision for their
child’s individual needs to enable us to help the child to develop to their
full potential. We are committed to working with any child who has a specific
need and/or disability and making reasonable adjustments to enable every child
to make full use of the nursery’s facilities. All children have a right to a
broad and well-balanced early learning environment.

 

Where we believe a child may have additional needs that have previously
been unacknowledged, we will work closely with the child’s parents and any
relevant professionals to establish if any additional action is required.

 

Where a child has additional needs, we feel it is paramount to find out
as much as possible about those needs; any way that this may affect his/her
early learning or care needs and any additional help he/she may need by:

  • Liaising with the child’s
    parents and, where appropriate, the child
  • Liaising with any
    professional agencies
  • Reading any reports that
    have been prepared
  • Attending any review
    meetings with the local authority/professionals
  • Observing each child’s
    development and monitoring such observations regularly.

 

All children will be given a full settling in period when joining the
nursery according to their individual needs.

 

Aims

We will:

  • Recognise each child’s individual needs and
    ensure all staff are aware of, and have regard for, the Special
    Educational Needs Code of Practice on the identification and assessment of
    any needs not being met by the universal service provided by the nursery
  • Include all children and their families in our
    provision
  • Provide well informed and suitably trained
    practitioners to help support parents and children with special
    educational difficulties and/or disabilities
  • Develop and maintain a core team of staff who
    are experienced in the care of children with additional needs and identify
    a Special Educational Needs and Disabilities Co-ordinator (SENCO) who is
    experienced in the care and assessment of children with additional needs.
    Staff will be provided with specific training relating to Special
    Educational Needs and Disabilities (SEND) and the SEND Code of Practice
  • Identify the specific needs of children with
    special educational needs and/or disabilities and meet those needs through
    a range of strategies
  • Ensure that children who learn quicker, e.g.
    gifted and talented children are also supported
  • Share any statutory and other assessments made
    by the nursery with parents and support parents in seeking any help they
    or the child may need
  • Work in partnership with parents and other
    agencies in order to meet individual children’s needs, including the
    education, health and care authorities, and seek advice, support and training
    where required
  • Monitor and review our practice and provision
    and, if necessary, make adjustments, and seek specialist equipment and
    services if needed
  • Ensure that all children are treated as
    individuals/equals and are encouraged to take part in every aspect of the
    nursery day according to their individual needs and abilities
  • Encourage children to value and respect others
  • Challenge inappropriate attitudes and
    practices
  • Promote positive images and role models during
    play experiences of those with additional needs wherever possible
  • Celebrate diversity in all aspects of play and
    learning.

 

Our nursery Special Education Needs and Disabilities Co-ordinator
(SENCO) is Sarah Paterson

 

The role of the SENCO is to take the lead in further
assessment of the child’s particular strengths and weaknesses; in planning
future support for the child in discussion with colleagues; and in monitoring
and subsequently reviewing the action taken. The SENCO should also ensure that
appropriate records are kept including a record of children’s SEN support and
those with Education, Health and Care plans. The practitioner usually
responsible for the child should remain responsible for working with the child
on a daily basis and for planning and delivering an individualised programme.
Parents should always be consulted and kept informed of the action taken to
help the child, and of the outcome of this action (code of practice 2015).

 

She works closely with all staff to make sure there are systems in place
to plan, implement, monitor, review and evaluate the special educational needs
practice and policy of the nursery, always making sure plans and records are
shared with parents.

 

 

Methods

We will:

  • Designate a named member of staff to be
    Special Educational Needs and Disability Co-ordinator (SENCO) and share
    his/her name with parents
  • Undertake formal Progress Checks and Assessments
    of all children in accordance with the SEND Code of Practice January 2015
  • Provide a statement showing how we provide for
    children with special educational needs and/or disabilities and share this
    with staff, parents and other professionals
  • Ensure that the provision for children with
    special educational needs and/or disabilities is the responsibility of all
    members of staff in the nursery
  • Ensure that our inclusive admissions practice
    includes equality of access and opportunity
  • Ensure that our physical environment is as far
    as possible suitable for children and adults with disabilities
  • Work closely with parents to create and
    maintain a positive partnership which supports their child(ren)
  • Ensure that parents are informed at all stages
    of the assessment, planning, provision and review of their child’s care
    and education
  • Provide parents with information on sources of
    independent advice and support
  • Liaise with other professionals involved with
    children with special educational needs and/or disabilities and their
    families, including transfer arrangements to other settings and schools.
    We work closely with the next school or care setting and meet with them to
    discuss the child’s needs to ensure information exchange and continuity of
    care
  • Use the graduated response system (see
    explanation below) for identifying, assessing and responding to children’s
    special educational needs and disabilities
  • Provide a broad and balanced early learning
    environment for all children with special educational needs and/or disabilities
  • Provide differentiated activities to meet all
    individual needs and abilities
  • Use a system of planning, implementing,
    monitoring, evaluating and reviewing Individual Educational Plans (IEPs)
    for children with special educational needs and/or disabilities and
    discuss these with parents
  • Review IEPs regularly every six weeks and
    hold review meetings with parents at this time
  • Ensure that children with special educational
    needs and/or disabilities and their parents are consulted at all stages of
    the graduated response, taking into account their levels of ability
  • Use a system for keeping records of the
    assessment, planning, provision and review for children with special
    educational needs and/or disabilities
  • Provide resources (human and financial) to
    implement our SEND policy
  • Ensure the privacy of children with special
    educational needs and/or disabilities when intimate care is being provided
  • Use the local authorities Assessment Framework
    (see details below)
  • Provide in-service training for practitioners
    and volunteers
  • Raise awareness of any specialism the setting
    has to offer, e.g. Makaton trained staff
  • Ensure the effectiveness of our SEN/disability
    provision by collecting information from a range of sources e.g. IEP
    reviews, staff and management meetings, parental and external agencies’
    views, inspections and complaints. This information is collated, evaluated
    and reviewed annually
  • Provide a complaints procedure and make
    available to all parents in a format that meets their needs e.g. Braille,
    audio, large print, additional languages
  • Monitor and review our policy annually.

 

Effective assessment of the need
for early help

Local agencies should work together to put processes in place for the
effective assessment of the needs of individual children who may benefit from
early help services.

 

Children and families may need support from a wide range of local
agencies.

Where a child and family would benefit from coordinated support from
more than one agency (e.g. education, health, housing, police) there should be
an inter-agency assessment. These early help assessments should identify what
help the child and family require to prevent needs escalating to a point where
intervention would be needed via a statutory assessment under the Children Act
1989.

 

The early help assessment should be undertaken by a lead professional
who should provide support to the child and family, act as an advocate on their
behalf and coordinate the delivery of support services. The lead professional
role could be undertaken by a General Practitioner (GP), family support worker,
teacher, health visitor and/or special educational needs coordinator. Decisions
about who should be the lead professional should be taken on a case by case
basis and should be informed by the child and their family.

 

For an early help assessment to be effective:

  • the assessment should be
    undertaken with the agreement of the child and their parents or carers. It
    should involve the child and family as well as all the professionals who
    are working with them;
  • a teacher, GP, health
    visitor, early years’ worker or other professional should be able to
    discuss concerns they may have about a child and family with a social
    worker in the local authority. Local authority children’s social care
    should set out the process for how this will happen; and
  • if parents and/or the child
    do not consent to an early help assessment, then the lead professional
    should make a judgement as to whether, without help, the needs of the
    child will escalate. If so, a referral into local authority children’s
    social care may be necessary.

 

If at any time it is considered that the child may be a child in need as
defined in the Children Act 1989, or that the child has suffered significant
harm, or is likely to do so, a referral should be made immediately to local
authority children’s social care. This referral can be made by any
professional.

 

Special Educational Needs and
Disability code of practice

The nursery has regard to the statutory guidance set out in the Special
Educational Needs and Disability code of practice (DfE 2015) to identify,
assess and make provision for children’s special educational needs.

 

The nursery will undertake a Progress Check of all children at age two
in accordance with the Code of Practice. The early years provider will also
undertake an assessment at the end of the Early Years Foundation Stage (in the
final term of the year in which a child turns 5) to prepare an EYFS Profile of
the child.

 

The Code of Practice recommends that, in addition to the formal checks
above, the nursery should adopt a graduated approach to assessment and
planning, led and coordinated by a SENCO. Good practice of working together
with parents, and the observation and monitoring of children’s individual
progress, will help identify any child with special educational needs or
disability. The nursery has identified a member of staff as a SENCO who will
work alongside parents to assess the child’s strengths and plan for future
support. The SENCO will ensure that appropriate records are kept according to
the Code of Practice.

 

Stage 1

Where a practitioner or SENCO identifies a child with special
educational needs, the nursery will assess and record those needs and provide a
number of key actions to help the child. As part of this process, the nursery
will consult with parents and seek any additional information from external
professionals. The targets for the child, any teaching strategies or changes to
provision, are set out in an Individual Education Plan (IEP). The plan will be
continually under review in consultation with the child and his/her parent(s).
This stage will involve a cycle of assessment, planning and review in
increasing detail, with increasing frequency, to identify the best ways of
securing and maintaining progress.

 

Stage 2

This is where a practitioner or SENCO, in consultation with the child’s
parents, decide external support services are required usually following a
review of the IEP. The nursery will share its records on the child with those
services so that they can advise on any IEP targets and appropriate strategies
to help the child.

 

Statutory assessment

If the help given through an IEP is not sufficient to enable the child
to progress satisfactorily, it may be necessary for the nursery, in
consultation with the parents and any external agencies already involved to
request a statutory assessment by the local authority. This may lead to the
child receiving an education, health and care plan.

 

 

2d. Looked After Children

 

 

EYFS: 3.1, 3.2, 3.4, 3.6, 3.20

 

At Active Early Years Academy we are committed to providing a
welcoming and inclusive quality environment for all children and families.

 

Definition and legal framework

The description ‘looked after’ is generally used to describe a child who
is looked after by the local authority. This includes children who are subject
to a care order or temporarily classed as looked after on a planned basis for
short breaks or respite care. Most looked after children will be cared for by
foster carers with a small minority in children’s homes, looked after by family
members or even placed back within the family home.

 

The term ‘looked after child’ denotes a child’s current legal status.
The nursery never uses this term to categorise a child as standing out from
others or refers to a child using acronyms such as LAC.

 

The legal framework for this policy is underpinned by or supported
through:

  • Childcare Act 2006
  • Children Act (1989 and 2004)
  • Adoption and Children Act (2002)
  • Children and Young Persons Act (2008)
  • Children and Families Act
    (2014)
  • Children and Social Work Act
    (2017).

 

Our policy

Our nursery treats each child as an individual. We recognise that for
young children to get the most out of educational opportunities they need to be
settled appropriately with their carer. We will discuss with the child’s carer,
and social worker where applicable, the length of time the child has been with
the carer before they start nursery to establish how secure the child feels and
whether they are ready to be able to cope with further separation, a new
environment and new expectations made upon them.

 

We are aware that there are a number of reasons why a child may go into
care and these reasons may or may not include traumatic experiences or abuse.
All our practitioners are committed to doing all they can to support all
children to achieve their full potential. The nursery staff team are all
trained to understand our safeguarding policy and procedures. Additional
training to support children’s individual needs will be planned for where
appropriate. Practitioners are supported by management at all times and we have
an open door policy if they need to discuss any sensitive issues regarding the
child.

 

Where applicable, we contribute to any assessment about the child, such
as those carried out under local authorities’ assessment frameworks or Early
Help Assessment (EHA) and to any multi-agency meetings, case conferences or
strategy meetings in relation to the child’s learning and development. The
designated person for looked after children and/or the child’s key person will
attend meetings as appropriate.

 

The designated person for ‘looked after children’ is Sarah Paterson

 

Each child is allocated a key person. The key person will support the
child initially with transition and settling in and then continue to support
and build up a relationship with the child, carers and any other agencies
involved. Regular contact will be maintained with the carers throughout the
child’s time at the nursery and with the social worker or other professionals
(where applicable).

 

The key person will carry out regular ongoing practice such as
observations to build up a picture of the child’s interests, and plan
activities accordingly to support the child’s stage of learning and development
and interests. This information will be shared with carers and other
professionals as appropriate as well as any concerns surrounding their
developmental stages.

 

Where necessary we will develop a care plan with carers and
professionals. This will include:

  • The child’s emotional needs and how they are
    to be met
  • How any emotional issues and problems that
    affect behaviour are to be managed
  • The child’s sense of self, culture, language/s
    and identity – how this is to be supported
  • The child’s need for sociability and
    friendship
  • The child’s interests and abilities and
    possible learning journey pathway
  • How any special needs will be supported.

 

In addition, the care plan may also consider: