Admissions

 

At The Ark Nursery we care for children between the ages of 6-weeks and 12-years

 

The numbers and ages of children admitted to the nursery comply with the legal space requirements set out in the Early Years Foundation Stage (EYFS). 

 

When considering admissions, we are mindful of staff child ratios and the facilities available at the nursery.

 

    The nursery will use the following admission criteria which will be applied in the

     following order of priority:

Ø  Children of parents/carers who require childcare

Ø  Looked after children

Ø  A child known by the local authority to have special educational needs and/or a disability (SEND) and whose needs can be best met at the nursery

Ø  A vulnerable child with either a Child Protection or a Child in Need Plan or Local Authority/Common Assessment Framework

Ø  Children who have siblings who are already with us

Ø  Children whose parents live within the area

 

A child requiring a full-time place may have preference over one requiring a part-time place. This is dependent upon work commitments, occupancy and room availability. We operate a waiting list, and places are offered on an availability basis.

 

We operate an inclusion and equality policy and ensure that all children have access to nursery places and services irrespective of their gender, race, disability, religion or belief or sexual orientation of parent/carers.

 

Prior to a child attending nursery, parent/carers must complete and sign a terms and conditions contract and registration form. These forms provide the nursery with personal details relating to the child. For example, name, date of birth, address, first persons of contact, emergency contact details, dietary requirements, collection arrangements, fees and sessions, contact details for parent/carers, doctor’s contact details, health visitor contact details, allergies, parental consent and vaccinations etc.

 

We are an eligible provider of government funded places for early education

 

We are registered to accept government funding (detailed in the Nursery operational plan) must offer the funded places for eligible children from the age of 9 months to 4 years for early learning sessions specified by the local authority. At The Ark Day Nursery, we currently provide government funded places for children; this is subject to availability. These places will be allocated on a first come, first served basis and can be booked a term in advance. Please note for the admissions of the government funded nursery education places we have a termly intake, beginning the term following your child reaching the age of eligibility.

 

All funded sessions are now in line with the flexible arrangement as specified by the Government. When you register your child for their funded place, we will discuss your needs and, as far as possible with availability and staffing arrangements, we will accommodate your wishes. We reserve the right to limit and/or have specific funded sessions, according to our business requirements. 

 

Attendance Policy

 

We believe good attendance plays a fundamental role in supporting children’s educational achievement, well-being and in keeping children safer. Establishing regular routines for young children supports the settling-in process and enhances their sense of security and belonging. When a child has a part-time place, regular attendance is especially important. 

 

This policy outlines the procedures to promote and monitor attendance and those that will be followed if a child is absent from the setting. We wish to create a culture where good attendance and punctuality is valued by all and so will work with parents to work together to remove barriers to attendance. We recognise that sometimes families may need extra support with attendance, therefore effective communication is essential between parents and the key person, who may be able to offer advice and support or referrals to other agencies who may be able to help, such as the health visiting team, portage or early help.

 

To promote good attendance, we will: 

 

Ø  Share our attendance expectations with parents prior to admission, including conveying clearly to parents that regular attendance and punctuality is expected 

Ø  It is in the child’s best interest 

Ø  That unexplained absence will be investigated

Ø  Keep records of attendance to enable monitoring and evaluation so that emerging patterns are addressed

Ø  Foster a positive attitude to good attendance by quickly responding to children's absence while also recognising and celebrating, ‘good’ and ‘improving’ attendance

Ø  Target attendance where there has been an issue and aim to set in place strategies and techniques to support improvement.

 

Authorised absence will be granted in the following circumstances, where parents inform the nursery on the first day of absence or prior to the first day of absence:

 

Ø  Illness of the child

Ø  Illness of siblings or parents

Ø  Bereavement

Ø  Health services appointments

Ø  Holidays, including extended visits to family overseas

Ø  Religious observance

Ø  Emergency or exceptional circumstances.

 

Monitoring attendance

 

Ø  Records of children’s attendance are accurately kept and regularly monitored to ensure that we can identify any potential problems and look for patterns. 

Ø  All managers and staff are alert to signs that children and learners who are missing might be at risk of abuse or neglect, and appropriate action is taken when children stop attending. 

 

While we are aware that attendance is not statutory, we recognise that non-attendance could be an indicator of other concerns. All managers and staff are particularly aware of the need to monitor groups such as those who are considered to be vulnerable learners.

 

 

 

Procedures to record, monitor and follow up non-attendance

 

Ø  Registration will be completed at the start of each session logged in on the iPad within 10 minutes of the start time to record attendance or non-attendance.

 

Non-attendance:

 

Ø  If a child is absent and we are informed of their reason for absence this will be recorded on the register

Ø  If a child is absent without an explanation a telephone call after 30 minutes of their usual arrival time (to priority and secondary numbers, e.g. home and work) will be made to the main carer to establish the reason for the absence, followed up by message via our nursery platform.

 

If no contact is made, then we will follow this process:

 

Ø  Contact any second main carer (to priority and secondary numbers, e.g. home and work)

Ø  Contact the first emergency contact number

Ø  Contact the second emergency contact number.

Ø  If contact cannot be made by telephone call, a home visit will be carried out and a contact postcard will be posted through your door if there is no response

Ø  If there continues to be no contact and there is cause for concern, the health visiting service and/or the Children and Family service will be contacted to ascertain if family support may be needed

Ø  In more urgent cases, the police may be contacted to carry out a welfare check.

 

Leaving the nursery

 

If you decide to withdraw your child from the nursery, please see our Parent Contract and Terms and Conditions for notice periods. This will ensure that we remove your child from our systems and therefore will not expect them to attend.

 

If your child is transitioning to another early year’s provider or school, please provide us with the details of the new setting so that we can transfer essential information such as their unique pupil number or funding eligibility code.

 

 

 

Emergency Lock Down Policy

 

We take all reasonable steps to ensure the safety of children, staff and others on the premises, communicating policies clearly to staff on induction and through training. Parents are informed about the procedures through the prospectus, website and reminders through newsletters.

 

In the event of an emergency requiring a full lock down, the following procedure will be implemented. 

 

Emergency lock down procedure 

 

Ø  We will use the lock down procedure when the safety of the children, staff and others on the premises are at risk and we are better placed inside the current building, with doors and windows locked and blinds and/or curtains closed.  

 

         We will activate this emergency procedure in response to a number of situations, but  

         some of the more typical might be:

 

Ø  A reported incident or disturbance in the local community (with potential to pose a risk to staff and children in the nursery)

Ø  An intruder on the nursery site (with potential to pose a risk to staff and children in nursery)

Ø  A warning being received regarding a local risk of air pollution (smoke plumes, gas cloud etc.)

Ø  A major fire or explosion in the vicinity of the nursery – as long as it is safer staying in the premises than leaving. 

 

In this case the staff will be notified by the following action: 

 

Ø  Whistles supplied to all rooms including kitchen and all rooms are to comply at all times

Ø  Signal for lock down

Ø  Whistle blown 3 times 

Ø  Signal for all clear

Ø  Whistle blown 2 times for all clear

Ø  All individuals (including children) will remain in the area they are in, if safe to do so.  

Ø  If the children are outside, staff are to promptly and calmly direct children into the building, if this will not endanger them. 

Ø  Staff will make efforts to close and lock doors wherever safe to do so. 

Ø  All individuals will keep away from the windows and doors and children will be occupied in the centre of the room, so they are not placed at risk or are able to see any situation developing outside.

Ø  Internal communications will be kept to a minimum.  

Ø  Communication between rooms will be through internal telephones, intercom systems, two-way radios or mobile phones.

Ø  The managers will ensure all children, staff and visitors are accounted for and safe before returning to the office area to keep up to date with the current situation. 

Ø  The manager or acting manager will manage the situation dependent upon the information available. 

Ø  If the nursery is in immediate danger of an intruder, the police will be called as a matter of urgency. In other cases where the situation has been alerted by the police or local area authority then the nursery will await further instructions.

 

 

 

 

 

Ø  Once the all-clear has been given externally, the manager will issue the all-clear internally. 

Ø  After this time the staff will try to return to normal practice to enable the children not to be disrupted or upset by the events. 

Ø  Any children showing worries or concerns will have one-to-one time with their key person to talk about these. 

Ø  Parents will be informed about the situation at the earliest safest opportunity and will be kept updated when the information changes. 

Ø  After the event a post-incident evaluation will be conducted to ensure that each child and staff member was supported fully, and the procedure went as planned. 

Ø  Ofsted will be informed. 

 

Regular drills will be held to practice exercising the lock down procedures, using non-alarming scenarios.

Medication Policy – For Children

 

At The Ark Nursery, we are committed to promoting the good health of all children in our care and implementing effective measures to prevent the spread of infection (refer to Sickness, Illness and Infection Control Policies). When a child requires medication, we ensure that comprehensive information regarding the child’s needs is obtained and regularly updated.

 

We adhere to rigorous protocols for the administration of medication within the nursery, as detailed below.

 

Medication Prescribed by a Doctor, Dentist, Nurse or Pharmacist

(Medicines containing aspirin will only be administered if prescribed by a doctor)

Ø  Prescription medication will only be administered when prescribed by a qualified healthcare professional as listed above, and solely to the individual named on the prescription, adhering strictly to the stated dosage.

Ø  All medicines must be presented in their original containers with instructions in English.

Ø  Parents or guardians must hand prescription medication directly to an appropriate member of staff, who will document administration details on the relevant form, subject to verification by another staff member.

Ø  Prior written and signed consent from the parent or guardian is required for each medication to be administered.

Ø  For new medications, parents or carers are requested to administer initial doses at home and observe the child for 24 hours to monitor for adverse reactions.

Ø  Written permission applies only to the specified medication; any change in prescription requires a new consent form.

Ø  Only the dosage specified in the written permission will be given. Any change necessitates completion of a new form.

Ø  Parents must inform the nursery immediately of any changes to the child’s medication, including doses given at home or adjustments in strength or frequency.

Ø  The nursery will not exceed the recommended dosages unless provided with explicit written instruction from a healthcare professional.

Ø  Upon arrival, parents must inform staff when the child last received the medication; this information will be recorded. At collection, detailed records of times and dosages administered will be shared with the parent, and their signature will be recorded both times.

Ø  Staff will encourage the child to take their medication as prescribed but are not legally obligated to administer it.

Ø  Should a child refuse medication, this will be documented accordingly.

Ø  If medication is essential or carries potential side effects, staff will consult with parents to determine the appropriate course of action.

 

 

 

 

 

 

 

Non-Prescription Medication (Typically Not Administered)

Ø  Non-prescription medications containing aspirin will not be administered under any circumstances.

Ø  Non-prescription medication may be administered only for a short period, depending on the child’s condition, after which medical advice should be sought.

Ø  The nursery reserves the right to request withdrawal of a child until medical attention has been sought if non-prescription medications are deemed insufficient.

Ø  Administration of liquid paracetamol or similar medication during nursery hours will follow the same protocol as prescription medication, with either parent-supplied or nursery-provided options available upon parental request.

Ø  During registration, parents may provide consent via a medication form for the administration of specified non-prescription medications, such as liquid paracetamol or antihistamines, in defined circumstances (e.g., fever, insect sting). The form will detail dosage, circumstances, medication brand/type, and authority for emergency administration if the parent cannot be reached.

Ø  Emergency supplies of fever relief (e.g., Calpol) and antihistamines (e.g., Piriton) will be securely stored and checked routinely by trained first aid personnel to ensure compliance and expiry.

Ø  Where symptoms arise for which, parental consent has been provided, every effort will be made to contact the parents before administering the medication. If unreachable, the nursery manager will assess the appropriateness of medicine administration based on the duration at nursery, current situation, and the child’s medical history.

Ø  Administration of non-prescription medication is a measure of last resort, and alternative methods will be attempted first. Continuous monitoring of the child will occur until collected by a parent or guardian.

Ø  For topical non-prescription creams (e.g., Sudocream), prior written parental consent is required, and parents must supply clearly labelled products.

Ø  If a child arrives unwell and likely to require medication, the manager will determine suitability for attendance; if the child is staying the parent must be asked if any prior medication has been given, what dosage and time, this information must be recorded on the medicine form.

Ø  Parents will be informed of any non-prescription medication given while at nursery, including time and dosage.

Ø  No medication will be administered without prior written consent for each and every item.

 

Injections, Pessaries, Suppositories

Owing to the specialist nature of these forms of medication, staff will not administer injections, pessaries, or suppositories unless they have received specific training relevant to the individual child. The nursery is committed to making reasonable adjustments, collaborating with parents and healthcare professionals to arrange appropriate staff training. For children with long-term conditions, an Individual Health Care Plan will be established to ensure adequate arrangements are maintained.

 

 

 

 

 

Storage

All medication must be clearly labelled with the child’s name and stored securely out of children's reach in a closed container.

 

Emergency medications, such as inhalers and EpiPens, will be readily accessible to staff for urgent use but remain inaccessible to children. Antibiotics requiring refrigeration will be stored in a designated area within a refrigerator, also out of children’s reach, in their original container bearing the child’s name.

 

All medications must be in their original packaging with legible, untampered labels. Prescription medications must include pharmacist details, dosage instructions, and the date issued. These aspects will be verified, along with expiration dates, prior to administration.

Regular reviews of all stored medications and associated documentation will be conducted with parents to ensure accuracy and ongoing necessity.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Nutrition and Mealtimes Policy

 

At The Ark Nursery we believe that mealtimes should be happy, social occasions for children and staff alike. We promote shared, enjoyable positive interactions at these times. 

 

We are committed to offering children healthy, nutritious and balanced meals and snacks, which meet individual needs and requirements, following the Department for Education nutrition guidance. 

 

This policy should be read in conjunction with the Allergies and allergic reactions policy.

 

Our approach to food and healthy eating:

 

Ø  A balanced and healthy breakfast, midday meal, tea and two daily snacks are provided for children attending a full day at the nursery

Ø  Menus are planned in advance and in line with the guidance produced by the Early Years Foundation Stage Nutrition Guidance (Our menus are posted on our nursery platform at the beginning of every calendar month). 

Ø  Our Menus are rotated regularly, reflect cultural diversity and variation and are displayed for children and parents to view; staff reflect on the preferences and needs of children during the planning process.

Ø  Menus include servings of fresh fruit and/or vegetables per day

Ø  We provide nutritious food at all snack and mealtimes, avoiding large quantities of fat, sugar, salt and artificial additives, preservatives and colourings

Ø  Quantities offered take account of the ages of the children being catered for, in line with recommended portion sizes for babies and young children.

 

Sustainability

 

Ø  To provide cost-effective foods, we purchase staple long-life ingredients in bulk, we use mainly fresh fruit and vegetables but may sometimes use frozen or tinned fruit and vegetables if appropriate, prepare home-made sauces using raw ingredients when accessible

Ø  We plan menus to ensure that fruits and vegetables are seasonal and at their best, and we use a variety of meat, fish together with vegetable alternatives.

 

Mealtime environment

 

Ø  No child is ever left alone when eating or drinking to minimise the risk of choking, and a qualified paediatric first aider is always present during meal and snack times

Ø  Staff set a good example, always eat with the children, and demonstrate good table manners.

Ø  Meal and snack times are organised so that they are social occasions in which children and staff participate in small groups. 

Ø  During meal and snack times children are encouraged to use appropriate table manners and staff promote conversation to support social development.

Ø  Staff use meal and snack times to help children to develop independence through making choices, serving food and drinks, and feeding themselves

Ø  Any child who shows signs of distress at being faced with a meal they do not like will have their food removed without any fuss. 

Ø  If a child does not finish their first course, they will still be given a helping of any second dish

Ø  Children not on special diets are encouraged to eat a small piece of everything

Ø  Children who refuse to eat at the mealtime are offered food later in the day

Ø  Children are given time to eat at their own pace and are not rushed.

 

 

 

 

Drinks

 

Ø  Only milk and water are provided as drinks to promote oral health

Ø  Fresh drinking water is always available and accessible. 

Ø  It is frequently offered to children and babies, and intake is monitored

Ø  In hot weather staff will encourage children to drink more water to keep them hydrated.

 

Baby feeding and weaning

 

Ø  We follow babies’ individual feeding patterns following conversations with parents.

Ø  We regularly review these to ensure they continue to meet the baby’s needs

Ø  We feed babies responsively according to their needs and support mothers with breastfeeding, through providing suitable places to breastfeed in the setting and making provision for expressed breastmilk

Ø  We will only prepare infant formula milk at nursery and cannot accept pre-made bottles from home.

Ø  Weaning is introduced in collaboration with parents, including discussions about the stage their baby is at, the types of foods and textures their baby is eating at home and how these are presented to the baby; no assumptions are made based on the age of the baby however younger babies must be able to sit up independently in a highchair to eat solid foods.

Ø  The nursery provides parents with daily records of feeding routines on the nursery platform for children under the age of two. 

 

Commercial baby food and drink

 

Babies are provided with the same fresh food which is then blended to the right consistency for their weaning needs. However, if the meal is unsuitable a commercial baby food pouch or jar will be provided in its place.

 

Management of food allergies and dietary needs

 

Ø  All allergens are displayed alongside the menus to show the ingredients of each meal

Ø  Individual dietary requirements are respected. 

Ø  Before a child joins the nursery, we gather information from parents regarding their children’s dietary needs, including any special dietary requirements, preferences and food allergies that a child has, and any special health requirements. 

Ø  All information is shared with staff involved in preparing and handling food

Ø  We provide placemats with their child’s name and photo, and the colour of the mat indicates the allergies that a child may have i.e. green, yellow and red

Ø  Where appropriate, we will carry out a risk assessment in the case of allergies and work alongside parents to put into place an individual dietary/allergy plan for their child. 

Ø  This will be regularly reviewed and any changes shared with all staff

Ø  We give careful consideration to seating to avoid cross contamination of food from child to child. 

Ø  Where appropriate, an adult will sit with children during meals to ensure safety and minimise risks

Ø  At each meal and snack time, we ensure a nominated practitioner is responsible for checking that the food being provided meets all the requirements for each child

Ø  Where age appropriate, discussions will also take place with children about allergies and potential risks to make them aware of the dangers of sharing certain foods 

Ø  Staff show sensitivity in providing for children’s diets and allergies. 

Ø  We will not use a child’s diet or allergy as a label for the child, or make a child feel singled out because of their diet or allergy.

 

 

Provision for cultural and dietary preferences

 

Ø  Where possible, we provide foods from the diet of each of the children’s cultural backgrounds, providing children with familiar foods and introducing them to new ones

Ø  Cultural differences in eating habits are respected.

 

Learning about food and cooking with children

 

Ø  Staff support children to make healthy choices and understand the need for healthy eating

Ø  We promote positive attitudes to healthy eating through play, growing, shopping and cooking opportunities and discussions. 

Ø  Occasionally we will provide home learning bags with ingredients, and recipe for parents and their children to share their experience and encourage them to share photos on the child’s nursery platform.

 

Celebrations and special occasions

 

Ø  We will sometimes celebrate special occasions with treats such as cake, sweets or biscuits.

Ø  These will be given at mealtimes to help prevent tooth decay and not spoil the child’s appetite

Ø  We ask parents to please ask prior to bringing cakes, sweets on special occasions, so that we may assess any allergens that could occur

Ø  We would consider celebrating with alternatives such as stickers and badges, bubbles, fruit platters, choosing a favourite story, becoming a special helper, playing a party game, dancing and/or singing their favourite song, and so on

Ø  We provide fresh fruit daily for children to choose and take home

 

Food safety and hygiene

 

Ø  All staff who prepare and handle food are competent to do so and receive training in food hygiene which is updated every three years

Ø  All staff are trained in preparing foods safely to avoid the risk of choking, following the Foods Standards Agency guidelines

Ø  All staff are aware of the symptoms and treatments for allergies and anaphylaxis

Ø  All staff are aware of the differences between allergies and intolerances, including that they need to maintain vigilance as children can develop allergies at any time

Ø  In the very unlikely event of any food poisoning affecting two or more children on the premises, whether or not this may arise from food offered at the nursery, we will inform Ofsted as soon as reasonably practical and in all cases within 14 days. 

Ø  We will also inform the relevant health agencies and follow any advice given.  

 

Food brought from home

Ø  We do allow children to bring packed lunches into the setting.  

Ø  We ask parents to pack healthy foods for your child’s packed lunch and if we feel what they have is inappropriate i.e. a bar of chocolate, jelly sweets etc, these will be put aside and returned to the parents, when they are collected and will offer fruit as an alternative

Ø  Children’s lunch boxes are checked prior to giving the contents to the children to ensure any risks from potential allergens or choking hazards are managed 

Ø  Anything containing nuts is strictly prohibited.

Ø  The link below provides parents with guidelines for nutritious content and signpost to the NHS packed lunch guidance:

 

https://www.nhs.uk/healthier-families/recipes/healthier-lunchboxes/

 

 

 

Ø  We share the Food Standards Agency choking hazards guidance to support parents to prepare foods to reduce choking hazards

Ø  We must ensure that all food brought in from parents meet health and safety requirements and that ingredients are listed, following the Food Information for Consumers (FIR) 2014.

Ø  The guidance encourages settings to communicate clear expectations about the nutritional quality of packed lunches and snacks, to ensure that food brought from home is healthy, balanced and nutritious as that provided in the setting.

Ø  We are not required to refrigerate or reheat food brought in from home, but advise families on safe storage practices, such as using insulated lunch bags and applying the ‘four-hour rule’ for items that must be kept cool (use ice packs in lunch box). 

Ø  All food from home should be checked for potential allergens, and parents should be encouraged to label food clearly to help staff manage dietary needs safely

Ø  We ask that all food from home if previously cooked please make sure we are aware of when it was prepared, cooked and cooled for storage and all ingredients are labelled

Ø  Our policy is developed with the partnership of parents, staff and children in mind and reviewed on a regular basis.

 

Parents as Partners Policy

 

At The Ark Nursery we welcome all parents as partners and support a two-way sharing of information that helps establish trust and understanding. 

 

We are committed to supporting parents in an open and sensitive manner and include them as an integral part of the care and early learning team within the nursery. 

 

Working together ensures we can meet the individual needs of the family and child and provide the highest quality of care and education. 

 

The key person system supports engagement with all parents, and we use strategies to ensure that all parents can contribute to their child’s learning and development. 

 

We welcome parents to contribute to initial assessments of children’s starting points on entry and they will be kept well informed about their children’s progress. 

 

We encourage parents to support and share information about their children’s learning and development at home, and the key person seeks to engage them in guiding their child’s development at home too. 

 

The key person system ensures all practitioners use effective, targeted strategies and interventions to support learning that match most children’s individual needs.

 

Our policy is to:

 

Ø  Recognise and support parents as their child’s first and most important educators and to welcome them into the life of the nursery

Ø  Generate confidence and encourage parents to trust their own instincts and judgement regarding their own child

Ø  Welcome all parents into the nursery at any time and provide an area where parents can speak confidentially with us as required

Ø  Welcome nursing mothers. 

Ø  The nursery will make available a private area whenever needed to offer space and privacy to nursing mothers

Ø  Ensure nursery documentation and communications are provided in different and accessible formats to suit each parent’s needs.

Ø  Ensure that all parents are aware of the nursery’s policies and procedures. 

Ø  A detailed parent induction will be provided with all relevant policies & procedures of which are available to parents at all times upon request.

Ø  Maintain regular contact with parents to help us to build a secure and beneficial working relationship for their children

Ø  Support parents in their own continuing education and personal development including helping them to develop their parenting skills and inform them of relevant conferences, workshops and training, where required

Ø  Create opportunities for parents to talk to other adults in a secure and supportive environment through such activities as open days, parents’ evenings 

Ø  Inform parents about the range and type of activities and experiences provided for children, the daily routines of the setting, the types of food and drinks provided for children and events through our nursery platform

 

Ø  Operate a key person system to enable parents to establish a close, working relationship with a named practitioner and to support two-way information sharing about each child’s individual needs both in nursery and at home. 

Ø  Parents are given the name of the key person of their child and their role when the child starts and updates as they transition through the setting

Ø  Inform parents on a regular basis about their child’s progress and involve them in shared record keeping through their Nursery app. 

Ø  Parents’ evenings are held at least twice a year. 

Ø  The nursery consults with parents about the times of meetings to avoid excluding anyone

Ø  Actively encourage parents to contribute to children’s learning through sharing observations, interests and experiences from home. 

Ø  This can be shared through the Nursery platform

Ø  Make sure parents are aware of how to access their Nursery platform to see updates, activities, meals and ‘how their child’s day’ has been

Ø  Consider and discuss all suggestions from parents concerning the care and early learning of their child and nursery operation

Ø  Provide opportunities and support for all parents to contribute their own skills, knowledge and interests to the activities of the nursery including signposting to relevant services, agencies and training opportunities

Ø  Inform all parents of the systems for registering queries, compliments, complaints or suggestions, and to check that these systems are understood by parents

Ø  Make sure all parents have access to our written Complaints and compliments policy

Ø  Share information about the Early Years Foundation Stage, young children's learning in the nursery, how parents can further support learning at home and where they can access further information

Ø  Provide a written contract between the parent(s) and the nursery regarding conditions of acceptance and arrangements for payment

Ø  Respect the family’s religious and cultural backgrounds and beliefs and accommodate any special requirements wherever possible and practical to do so

Ø  Inform parents how the nursery supports children with special educational needs and disabilities

Ø  Find out the needs and expectations of parents. 

Ø  We will do this through regular feedback via questionnaires, suggestion system and encouraging parents to review working practices. 

Ø  We will evaluate any responses and publish these for parents with an action plan to inform future, policy and staff development.

 

 

 

Promoting Positive Behaviour

 

At The Ark Nursery, we believe that children flourish best when they know how they and others are expected to behave. 

 

Children gain respect through interaction with caring adults who act as good role models, show them respect and value their individual personalities. 

 

The nursery actively promotes British values and encourages and praises positive, caring and polite behaviour at all times and provides an environment where children learn to respect themselves, other people and their surroundings. 

 

Children need to have set boundaries of behaviour for their own safety and the safety of their peers.

 

Within the nursery we aim to set these boundaries in a way which helps the child to develop a sense of the significance of their own behaviour, both in their own environment and that of others around them. 

 

Restrictions on the child's natural desire to explore and develop their own ideas and concepts are kept to a minimum.  

 

We aim to:

 

Ø  Recognise the individuality of all our children and that some behaviours are normal in young children e.g. biting

Ø  We understand that behaviour is a symptom, so we must first analysis the behaviour, so we can then understand the reason for this behaviour

Ø  Encourage self-discipline, consideration for each other, our surroundings and property

Ø  Encourage children to participate in a wide range of group activities to enable them to develop their social skills

Ø  Ensure that all staff act as positive role models for children 

Ø  Work in partnership with parents by communicating openly

Ø  Praise children and acknowledge their positive actions and attitudes, therefore ensuring that children see that we value and respect them

Ø  Encourage all staff working with children to accept their responsibility for implementing the goals in this policy and to be consistent

Ø  Promote non-violence and encourage children to deal with conflict peacefully

Ø  Provide a key person system enabling staff to build a strong and positive relationship with children and their families

Ø  Provide activities and stories to help children learn about accepted behaviours, including opportunities for children to contribute to decisions about accepted behaviour where age/stage appropriate

Ø  Supporting and developing self-regulation and empathy as appropriate to the stage of development

Ø  Have a named person who has overall responsibility for behaviour management.

 

The named persons: Louise Thorne and Lisa Gains for managing behaviour will: 

 

Ø  Advise and support other staff on behaviour issues 

Ø  Along with each room leader, keep up to date with legislation and research relating to behaviour 

Ø  Support changes to policies and procedures in the nursery

Ø  Access relevant sources of expertise where required and act as a central information source for all involved

 

 

 

Ø  Attend regular external training events, and ensure all staff attend relevant in-house or external training for behaviour management. Keep a record of staff attendance at this training

Ø  Our nursery rules are concerned with safety, care and respect for each other. 

Ø  We keep the rules to a minimum and ensure that these are age and stage appropriate.

Ø  We regularly involve children in the process of setting rules to encourage cooperation and participation and ensure children gain understanding of the expectations of behaviour relevant to them as a unique child.

 

Children who may display unwanted behaviours, for example, by physically hurting another child or adult e.g., biting, or through verbal bullying, are helped to talk through their actions and apologise where appropriate. 

 

We make sure that the child who has been upset is comforted and the adult will confirm that the other child's behaviour is not acceptable. 

 

We always acknowledge when a child is feeling angry or upset and that it is the behaviour that is not acceptable, not the child. 

 

We understand that when children are angry and possibly stressed, they require time and/or distraction before discussing the unwanted behaviour.

 

When children behave in unacceptable ways:

 

Ø  We never use or threaten to use physical punishment/corporal punishment such as smacking or shaking 

Ø  We will only use physical intervention for the purpose of averting immediate danger or personal injury to any person (including the child). 

Ø  We keep a record of any occasions where physical intervention is used and inform parents on the same day, or as reasonably practicable. 

Ø  We do not single out children or humiliate them in any way.  

 

    Where children use unacceptable behaviour, they will, wherever possible, be re-directed to 

  alternative activities. 

 

Ø  Discussions with children will take place as to why their behaviour was not acceptable, respecting their level of understanding and maturity. 

Ø  Staff will always get down to the children’s level when dealing with unwanted behaviours.

Ø  Staff will not raise their voices (other than to keep children safe) and remain calm. 

Ø  Staff understand that if they feel stressed, they should call for support as required.

Ø  In any case of misbehaviour, we always make it clear to the child or children in question, that it is the behaviour and not the child that is unwelcome

Ø  We decide how to handle a particular type of behaviour depending on the child’s age, level of development and the circumstances surrounding the behaviour. 

Ø  This may involve asking the child to talk and think about what he/she has done. 

Ø  All staff support children in developing empathy and children will only be asked to apologise if they have developed strong empathy skills and help children to understand the consequences of their behaviour

Ø  We help staff to reflect on their own responses towards challenging behaviours to ensure that their reactions are appropriate

Ø  We inform parents if their child’s behaviour is unkind to others or if their child has been upset. 

Ø  In all cases we deal with inappropriate behaviour in nursery at the time. 

 

 

 

Ø  We may ask parents to meet with staff to discuss their child's behaviour, so that if there are any difficulties, we can work together to ensure consistency between their home and the nursery. 

Ø  In some cases, we may request additional advice and support from other professionals, such as an educational psychologist

Ø  We support children in developing non-aggressive strategies to enable them to express their feelings

Ø  We keep confidential records on any inappropriate behaviour that has taken place. 

Ø  We inform parents and ask them to read and sign any incidents concerning their child

Ø  We support all children to develop positive behaviour, and we make every effort to provide for their individual needs

 

Through partnership with parents and formal observations, we make every effort to identify any behavioural concerns,triggers and the causes of that behaviour. 

 

To support this process, trigger observations and ABC sheets are completed. 

 

From these observations and discussions, we will implement an individual behaviour support plan where a child’s behaviour involves aggressive actions towards other children and staff, for example hitting, kicking etc. 

 

The manager will complete risk assessments identifying any potential triggers or warning signs ensuring other children’s and staff’s safety at all times. 

 

In these instances, we may remove a child from an area until they have calmed down. 

 

Anti-bullying

 

Bullying takes many forms. It can be physical, verbal or emotional, but it is always a repeated behaviour that makes other people feel uncomfortable or threatened.  We acknowledge that any form of bullying is unacceptable and will be dealt with immediately while recognising that physical aggression is part of children’s development in their early years. 

 

We recognise that children need their own time and space and that it is not always appropriate to expect a child to share. We believe it is important to acknowledge each child’s feelings and to help them understand how others might be feeling.

 

We encourage children to recognise that bullying, fighting, hurting and discriminatory comments are not acceptable behaviour. We want children to recognise that certain actions are right and that others are wrong.

 

By promoting positive behaviour, valuing co-operation and a caring attitude, we hope to ensure that children will develop a positive sense of self, have confidence in their own abilities, make good friendships, co-operate and resolve conflicts peaceably. These will provide them with a secure platform for school and later life. 

 

At our nursery, staff follow the procedure below to enable them to deal with challenging behaviour:

 

Ø  Staff are encouraged to ensure that all children feel safe, happy and secure

Ø  Staff are encouraged to recognise that active physical aggression in the early years is part of the child’s development and that it should be channelled in a positive way and shared with parents as appropriate

Ø  Children are helped to understand that using aggression to get things, is inappropriate and they will be encouraged to resolve problems in other ways

Ø  Staff will intervene when they think a child is being bullied, however mild or harmless it may seem and sensitively discuss any instance of bullying with the parents of all involved to look for a consistent resolution to the behaviour. 

 

 

 

Ø  Staff will initiate games and activities with children when they feel play has become aggressive, both indoors and out

Ø  Staff will sensitively discuss any instance of bullying with the parents of all involved to look for a consistent resolution to the behaviour

Ø  We will ensure that this policy is available for staff and parents, and it will be actively publicised at least once a year to parents and staff.

Ø  If any parent has a concern about their child, a member of staff will be available to discuss those concerns. It is only through co-operation that we can ensure our children feel confident and secure in their environment, both at home and in the nursery

Ø  All concerns will be treated in the strictest confidence.

Ø  We train our staff to remember; children’s behaviour can sometimes be a reflection on your behaviour. Therefore, it is vital that the atmosphere in all the rooms is cheerful and relaxed with all staff members fully engaged with all the children in their care.

Ø  By positively promoting good behaviour, valuing co-operation and a caring attitude, we hope to ensure that children will develop as responsible members of society.  

 

At The Ark Nursery, we acknowledge by having positive adults in the children’s environment this promotes confident, nurtured, caring and polite children who can express themselves in a positive way. 

 

 

 

We endeavour to always turn the negatives into positives!

 

 

 

Safeguarding Children and Child Protection Policy

 

PART 1: Safeguarding children and child protection procedures

 

The Ark Nursery is dedicated to the support, development and promotion of high-quality care and education for the benefit of our children, families and community. We are committed to safeguarding children and promoting their welfare through building a safer organisational culture.

 

All staff, students and volunteers have a responsibility for safeguarding children, being vigilant and identifying and reporting any safeguarding concerns, in line with this and supporting policies, including:

Acceptable internet use policy	Nappy changing policy
Attendance Policy	Online safety policy
CCTV policy	Promoting positive behaviour policy
Data protection and confidentiality policy	Recruitment, selection and suitability of staff policy
Emergency lockdown policy	Respectful intimate care policy
Inclusion and equality policy	Social networking policy
Late collection and non-collection of children policy	Special educational needs and disabilities (SEND) policy
Lone working policy	Staff code of conduct
Looked after children policy	Supervision of children policy
Low-level concern policy	Supervision of visitors policy
Missing child from nursery policy	Volunteers’ policy
Missing child from outings policy	Whistleblowing policy
Mobile phone and electronic device use policy	Young workers policy

 

We ensure all staff, students and volunteers have the necessary knowledge and skills to carry out their duties and are confident to implement these policy and procedures on an ongoing basis to support them in promoting and safeguarding the welfare of children. This is achieved through recruitment and induction processes and by offering ongoing training and support to all staff, appropriate to their specific role, in line with the criteria set out in Annex C of the EYFS. 

 

This policy is reviewed annually to ensure it remains in line with statutory guidance. Its effectiveness is monitored through staff and stakeholder reviews, appraisals and feedback to ensure appropriate knowledge and awareness is in place. 

 

It is the responsibility of every staff member, student and volunteer to report any breaches of this policy to the Designated Safeguarding Lead (DSL).

 

Policy intention

The policy makes it clear that all staff, students and volunteers have a responsibility to safeguard children and young people and to protect them from harm. It aims to raise awareness of how to safeguard and promote the welfare of children and provides procedures should a child protection issue arise.

 

This policy applies to all children up to the age of 18 years whether living with their families, in state care, or living independently (Working together to safeguard children).

 

 

 

 

 

 

 

 

 

 

 

 

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

Ø  Providing help and support to meet the needs of children as soon as problems emerge

Ø  Protecting children from maltreatment, whether that is within or outside the home, including online

Ø  Preventing impairment of children’s mental and physical health or development 

Ø  Ensuring that children grow up in circumstances consistent with the provision of safe and effective care

Ø  Promoting the upbringing of children with their birth parents, or otherwise family network through a kinship care arrangement, wherever possible and where this is in the best interests of the children

Ø  Taking action to enable all children to have the best outcomes in line with the outcomes set out in the Children’s Social Care National Framework.

 

Child protection is an integral part of safeguarding children and promoting their overall welfare. 

In this policy, child protection shall mean:

The activity that is undertaken to protect specific children who are suspected to be suffering, or likely to suffer, significant harm. This includes harm that occurs inside or outside the home, including online.

 

Working together to safeguard children

Ø  To safeguard children and promote their welfare we will:

Ø  Develop a safe organisational culture where staff are confident to raise concerns about professional conduct

Ø  Ensure all staff are able to identify the signs and indicators of abuse, including the softer signs of abuse, and know what action to take

Ø  Understand and be sensitive to factors, including economic and social circumstances and ethnicity, which can impact children and families’ lives

Ø  Share information with other agencies as appropriate.

 

    We promote:

Ø  Always listening to children

Ø  Positive images of children

Ø  Children developing independence and autonomy as appropriate for their age and stage of development

Ø  Safe and secure environments for children

Ø  Tolerance and acceptance of different beliefs, cultures and communities

Ø  British values 

Ø  Providing intervention and help for children and families in need.

 

We have a duty to act quickly and responsibly in any instance that may come to our attention. If in any doubt about what constitutes a safeguarding concern, refer to the Designated Safeguarding Lead (DSL). If there is a concern, never do nothing (Laming, 2009), always do something, including sharing information with any relevant agencies. Safeguarding is everybody’s responsibility.

 

 

 

 

 

 

 

 

 

 

 

The nursery aims to:

 

Ø  Keep the child at the centre of all we do, providing sensitive interactions that develop and build children’s well-being, confidence and resilience. 

Ø  We will support children to develop an awareness of how to keep themselves safe, healthy and develop positive relationships

Ø  Be aware of the increased vulnerability of children with Special Educational Needs and Disabilities (SEND), isolated families and vulnerabilities in families, including the additional potential impact of the trio of vulnerabilities on children and Adverse Childhood Experiences (ACEs)

Ø  Ensure that all staff feel confident and supported to act in the best interest of the child, maintaining professional curiosity around welfare of children, sharing information, and seeking help that a child may need at the earliest opportunity

Ø  Ensure that all staff are trained at least every two years and updated regularly with child protection training and procedures and kept informed of changes to local and/or national procedures, including thorough annual safeguarding updates

Ø  Make any child protection referrals in a timely way, sharing relevant information as necessary in line with procedures set out by the CityMASH@nottinghamcity.gov.uk

Ø  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

Ø  Ensure that staff identify, minimise and manage risks while caring for children

Ø  Follow clear whistleblowing procedures by taking any appropriate action relating to poor or unsafe practices and allegations of serious harm or abuse against any person working with children including reporting such allegations to Ofsted and other relevant authorities

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

Ø  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 CityMASH@nottinghamcity.gov.uk

 

Designated Safeguarding Lead (DSL)

The DSL has overall responsibility for the Safeguarding children and child protection policy and procedures. It is their role to ensure that the policy and procedures are implemented to safeguard and promote the welfare of children. They are responsible for coordinating safeguarding and child protection training for staff across the organisation.

 

Designated Safeguarding Leadership Team

 

                        Lisa Gains – Manager, Louise Thorne – Deputy Manager

 

There is always at least one designated person on duty during the opening hours of the setting. The designated persons receive comprehensive training, consistent with the training criteria provided in Annex C of the EYFS, at least every two years and update their knowledge on an ongoing basis, but at least once a year. They in turn support the ongoing development and knowledge of the staff team with regular safeguarding updates. 

 

In the unlikely event of the DSL or Deputy DSL absence and to ensure immediate action can be taken, contact CityMASH@nottinghamcity.gov.uk

 

 

 

 

 

 

 

 

 

 

The role of the DSL is to:

Ø Monitor and update the Safeguarding children and child protection policy and procedures in line with new legislation and to ensure it is effective. 

Ø  Making sure that everyone understands the correct procedures during their individual annual review 

Ø  Ensure updates and new legislation are reflected in our services as soon as they are known

Ø  Act as a source of support, advice and expertise for all staff, students, volunteers, children and parents who have child protection concerns

Ø  Ensure detailed, accurate, secure written records of concerns and referrals

Ø  Review all written safeguarding reports

Ø  Assess information provided promptly, carefully and refer as appropriate to external agencies

Ø  Provide signposting to other organisations

Ø  Consult with statutory child protection agencies and regulatory bodies where required

Ø  Make formal referrals to statutory child protection agencies or the police, as required.

 

In addition, the DSL is required to:

Ø  Keep up to date with good practice and national requirements for safeguarding and child protection 

Ø  Provide information on safeguarding and child protection for the setting

Ø  Raise awareness of any safeguarding and child protection training needs and implement where necessary 

Ø  Retain up-to-date knowledge of local child protection procedures, including how to liaise with local statutory children’s services agencies and with the local safeguarding partners to safeguard children. 

Ø  The DSL does not investigate whether or not a child has been abused or investigate an allegation or disclosure. Investigations are for the appropriate authorities, usually the police and social services.

 

Sharing low-level concerns

On occasion, inappropriate, problematic or concerning behaviour by staff or other adults is observed but does not meet the threshold for significant harm. This may be classed as a ‘low-level’ concern, although this does not mean that it is insignificant.  See Low-level concerns policy for full details.

 

We define a low-level concern as:

Any concern, no matter how small, that an adult working with children may have acted in a way that is inconsistent with our Staff code of conduct policy, including inappropriate behaviour outside of work

A concern that may be a sense of unease or a ‘nagging doubt’ and does not meet the harm threshold or is serious enough to refer to the LADO.

 

We encourage a culture of openness, trust and transparency, with clear values and expected behaviour, monitored and reinforced by all staff.  All concerns or allegations, however small, will be shared and responded to. All concerns will be shared with the DSL, or Deputy DSL as in our reporting procedures. 

We encourage concerns to be shared as soon as reasonably practicable and preferably within 24 hours of becoming aware of it. However, it is never too late to share a low-level concern.

 

It is not expected that staff will be able to determine whether the behaviour in question is a concern, complaint or allegation before sharing the information. If the DSL is in any doubt as to whether the information meets the harm threshold, they will consult the LADO.

 

Occasionally a member of staff may find themselves in a situation which could be misinterpreted or appear compromising to others. If this occurs, staff are encouraged to self-report to the DSL. Equally, a member of staff may have behaved in a manner which, on reflection, falls below the standards set in our Staff behaviour policy. If this occurs, staff are encouraged to self-report to the DSL. We encourage staff to be confident to self-refer and believe it reflects awareness of our standards of conduct and behaviour.

 

 

When the DSL receives the information, they will need to determine whether the behaviour:

Ø  Meets, or may meet, the harm threshold (and so contact the LADO)

Ø  Meets the harm threshold when combined with previous low-level concerns (and so contact the LADO)

Ø  Constitutes a ‘low-level’ concern

Ø  Is appropriate and consistent with the law and our Staff behaviour policy.

 

The DSL will make appropriate records of all information shared, including:

Ø  With the reporting person

Ø  The subject matter of the concern

Ø  Any relevant witnesses (where possible)

Ø  Any external referrals to LADO

Ø  Their decision about the nature of the concern

Ø  Their rationale for that decision

Ø  Any action taken. 

 

This constitutes a record of low-level concern. We retain all records of low-level concerns in a separate low-level concerns file, with separate concerns regarding a single individual kept as a chronology. These records are kept confidential and held securely, accessed only by those who have appropriate authority. Records will be retained at least until the individual leaves their employment.

 

If the low-level concern raises issues of misconduct, then appropriate actions following our Disciplinary procedures will be taken. Records will be kept in personnel files as well as in the low-level concerns file.

 

Monitoring children’s attendance

As part of our requirements under the statutory framework, we must follow up on absences in a timely manner. See our Attendance policy for further details about the processes we will take to implement this requirement.

 

We are required to monitor children’s attendance patterns and trends to ensure they are consistent and no cause for concern. We ask parents to inform the nursery prior to their children taking holidays or days off, and all incidents of sickness absence should be reported to the nursery the same day, so the nursery management are able to account for a child’s absence.

 

If a child has not arrived at nursery within 30 minutes of their normal start time, the parents will be contacted to ensure the child is safe and healthy. If the parents are not contactable then the emergency contacts numbers listed will be used to ensure all parties are safe. Staff will work their way down the emergency contact list until contact is established, and we are made aware that all is well with the child and family. 

 

If contact cannot be established, then we would assess if a home visit were required to establish all parties are safe.  If contact is still not established, we would assess if it would be appropriate to contact relevant authorities, including the police, for them to investigate further.

 

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 safe and well. 

 

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 or LADO does not allow this to happen. 

 

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.

 

 

 

 

 

 

 

 

 

 

 

Support to families

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

 

The nursery will continue to welcome a child and their 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.

 

Confidentiality

Confidentiality must not override the right of children to be protected from harm. However, every effort will be made to ensure confidentiality is maintained for all concerned if an allegation has been made and is being investigated. 

 

If uncertain about whether sensitive information can be disclosed to a third party, contact the DSL or call the Information Commissioner’s Office helpline on 0303 123 1113. They will provide advice about the particulars relating to each individual case, including information which can and cannot be shared.

 

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

 

Record keeping and data protection

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 and 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.

 

The nursery keeps appropriate records to support the early identification of children and families which would benefit from early help. Factual records are maintained in a chronological order with parental discussions. Records are reviewed regularly by the DSL to look holistically at identifying children’s needs. 

 

Our Data protection and confidentiality policy will be applied with regards to any information received from an individual. Only persons involved in the investigation should handle this information although any investigating body will have access to all information stored in order to support an investigation. 

 

PART 2: Definitions of abuse

 

Definition of significant harm

The Children Act 1989 introduced the concept of significant harm as ‘the threshold that justifies compulsory intervention in family life in the best interests of children’. It gives LAs a duty to make enquires to decide whether they should take action to safeguard or promote the welfare of a child who is suffering, or likely to suffer, significant harm. 

 

Whilst there are no absolute criteria to rely on when judging what constitutes significant harm, consideration should be given to:

Ø  The severity of the ill-treatment, including the degree of harm

Ø  The extent and frequency of abuse and/or neglect

Ø  The impact this is likely to have, or is having, on the child involved.

 

This may be a single traumatic event, such as a violent assault, suffocation or poisoning, or it can be a combination of events (both acute and long-standing) that impairs the physical, intellectual, emotional, social or behavioural development of the child. 

 

 

 

 

 

 

 

 

Definitions of abuse and neglect

Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, 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, more rarely, a stranger. 

 

Perpetrators of abuse can be an adult, or adults, another child or children. 

 

What to do if you’re worried a child is being abused:  

            Advice for practitioners and working together to safeguard children

 

The signs and indicators listed below may not necessarily indicate that a child has been abused but can help to indicate 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: 

Emotional states: Fearful, withdrawn, low self-esteem.

Behaviour: Aggressive, habitual body rocking.

 

Interpersonal behaviours: 

Ø  Indiscriminate contact or affection seeking

Ø  Over-friendliness to strangers including healthcare professionals

Ø  Excessive clinginess, persistently resorting to gaining attention

Ø  Demonstrating excessively 'good' behaviour to prevent parent disapproval

Ø  Failing to seek or accept appropriate comfort or affection from an appropriate person when significantly distressed

Ø  Coercive controlling behaviour towards parents

Ø  Lack of ability to understand and recognise emotions

Ø  Very young children showing excessive comforting behaviours when witnessing parental or carer distress.

 

Child-on-child abuse

Child-on-child abuse is also known as peer-on-peer abuse; children are included as potential abusers in our policies. Child-on-child abuse may take the form of bullying, physically hurting another child, emotional abuse or sexual abuse. Reporting procedures in these instances remain the same although additional support from relevant agencies may be required to support both the victim and the perpetrator.  Children who develop harmful behaviours are also likely to be victims of abuse or neglect.

 

If child-on-child abuse is suspected, then any concerns must be reported in line with our safeguarding procedures.

 

Physical abuse

A form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. 

 

If physical abuse is suspected, then any concerns must be reported in line with our safeguarding procedures.

 

 

 

Fabricated or induced illness (FII)

This abuse is when a parent fabricates the symptoms of, or deliberately induces, illness in a child. 

The parent may seek out unnecessary medical treatment or investigation. 

They may exaggerate a real illness and symptoms or deliberately induce an illness through poisoning with medication or other substances, or they may interfere with medical treatments. 

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.

 

FII is a form of physical abuse, and any concerns must be reported in line with our safeguarding procedures.

 

Female genital mutilation (FGM)

FGM is a procedure where the female genital organs are injured or changed with no medical reason. The procedure may be carried out shortly after birth, during childhood or adolescence, just before marriage or during a woman’s first pregnancy, according to the community.

 

It is frequently a very traumatic and violent act for the victim and can cause harm in many ways. The practice can cause severe pain and there may be immediate and/or long-term health consequences, including mental health problems, difficulties in childbirth, causing danger to the child and mother, and/or death (definition taken from the multi-agency statutory guidance on female genital mutilation). Other consequences include shock, bleeding, infections (tetanus, HIV and hepatitis B and C) and organ damage.

 

FGM is a form of physical abuse, and any concerns must be reported in line with our safeguarding procedures. In addition, there is a mandatory duty to report to police any case where an act of FGM appears to have been carried out on a girl under the age of 18.

 

Breast ironing or breast flattening

Breast ironing, also known as breast flattening, is a 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 to 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. These actions can cause serious health issues such as abscesses, cysts, itching, tissue damage, infection, discharge of milk, dissymmetry of the breasts, severe fever.

 

Breast ironing/flattening is a form of physical abuse, and any concerns must be reported in line with our safeguarding procedures.

 

Emotional abuse

                                    Working together to safeguard children defines emotional abuse as: 

‘The persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development.’ Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur separately.

 

Examples of emotional abuse include:

Ø  Conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person

Ø  Not giving a child opportunity to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate

Ø  Age or developmentally inappropriate expectations being imposed, such as interactions that are beyond a child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction

Ø  Serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children

Ø  A child seeing or hearing the ill-treatment of another.

 

 

 

 

A child may also experience emotional abuse through witnessing domestic abuse or alcohol and drug misuse by adults caring for them. In England, The Domestic Abuse Act (2021) recognises in law that children are victims of emotional abuse if they see, hear or otherwise experience the effects of domestic abuse.

 

Signs and indicators may include delay in physical, mental and/or emotional development, sudden speech disorders, overreaction to mistakes, extreme fear of any new situation, neurotic behaviour (rocking, hair twisting, self-mutilation), extremes of passivity or aggression, appearing to lack confidence or self-assurance.

 

If emotional abuse is suspected, then any concerns must be reported in line with our safeguarding procedures.

 

Sexual abuse

Sexual abuse involves forcing, or enticing, a child to take part in sexual activities. Sexual abuse does not necessarily involve a high level of violence and includes whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse. 

 

Sexual abuse can take place online and technology can be used to facilitate offline abuse. Adult males are not the sole perpetrators of sexual abuse; women also commit acts of sexual abuse, as do other children. This policy applies to all children up to the age of 18 years.

 

Action must be taken if staff witness symptoms of sexual abuse including a child indicating sexual activity through words, play or drawing, having an excessive preoccupation with sexual matters or having an inappropriate knowledge of adult sexual behaviour, or language, for their developmental age. This may include acting out sexual activity on dolls or 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.

 

Additional signs of emotional and physical symptoms are shown below.

 

Emotional signs

Physical signs

Being overly affectionate or knowledgeable in a sexual way inappropriate to the child's age or stage of development Personality changes, such as becoming insecure or clingy  Regressing to younger behaviour patterns, such as thumb sucking or bringing out discarded cuddly toys Sudden loss of appetite or compulsive eating Being isolated or withdrawn Inability to concentrate Lack of trust or fear of someone they know well, such as not wanting to be alone with a carer Becoming worried about clothing being removed.

Bruises Bleeding, discharge, pains or soreness in their genital or anal area Sexually transmitted infections Pregnancy.

 

If sexual abuse is suspected, then any concerns must be reported in line with our safeguarding procedures.

 

 

 

 

 

 

 

Neglect

            Working together to safeguard children defines neglect as:

Ø  ‘The persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development.’ 

Ø  Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve adults involved in the care of the child failing to:

Ø  Provide adequate food, clothing and shelter (including exclusion from home or abandonment)

Ø  Protect them from physical harm or danger

Ø  Ensure adequate supervision (including the use of inadequate caregivers)

Ø  Ensure access to appropriate medical care or treatment

Ø  Respond to their basic emotional needs.

 

The NSPCC statistics briefing for 2024 has found neglect continues to be the most common form of abuse, with one in ten children in the UK having been neglected. Concerns around neglect have been identified for half of children who are the subject of a child protection plan or on a child protection register in the UK. Younger children are more likely than older children to be the subject of a child protection plan in England because of neglect, although research suggests that the neglect of older children is more likely to go overlooked.

 

Signs of neglect 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. A child may be persistently hungry if a caregiver is withholding, or not providing enough, food. A child who is not receiving the attention they need at home may crave it from other adults, such as at nursery or school. 

 

If neglect is suspected, then any concerns must be reported in line with our safeguarding procedures.

 

Domestic abuse

                                    The definition of domestic abuse from the Domestic Abuse Act, 2021 

            Behaviour of a person (A) towards another person (B) is ‘domestic abuse’ if:

Ø  A and B are each aged 16 or over and are personally connected to each other 

Ø  The behaviour is abusive.

Ø  Behaviour is ‘abusive’ if it consists of any of the following:

Ø  Physical or sexual abuse

Ø  Violent or threatening behaviour

Ø  Controlling or coercive behaviour

Ø  Economic abuse (any behaviour that has a substantial adverse effect on B’s ability to acquire, use or maintain money or other property and/or obtain goods or services) Psychological, emotional or other abuse.

 

It does not matter whether the behaviour consists of a single incident or a course of conduct. Domestic abuse can happen to anyone regardless of gender, age, social background, religion, sexuality or ethnicity and domestic abuse can happen at any stage in a relationship.

 

Signs and symptoms of domestic abuse include:

Ø  Changes in behaviour (for example, becoming very quiet, anxious, frightened, tearful, aggressive, distracted, depressed etc.)

Ø  Visible bruising or single, or repeated, injury with unlikely explanations

Ø  Change in the manner of dress (for example, clothes to hide injuries that do not suit the weather)

Ø  Stalking, including excessive phone calls or messages

Ø  Partner or ex-partner exerting an unusual amount of control or demands over work schedule

Ø  Frequent lateness or absence from work.

 

 

All children can witness and be adversely affected by domestic abuse in the context of their home life. Exposure to domestic abuse and/or violence can have a serious, long lasting emotional and psychological impact on children. 

 

Where incidents of domestic abuse are shared by our own staff, students or volunteers we will respect confidentiality at all times and not share information without their permission. However, we will share this information, without permission, in cases of child protection or where we believe there is an immediate risk of serious harm to the person involved.

 

If domestic abuse is suspected, then any concerns must be reported in line with our safeguarding procedures

 

Contextual safeguarding

As young people grow and develop, they may be vulnerable to abuse or exploitation from outside their family. These extra-familial threats might arise at school and other educational establishments, from within peer groups, or more widely from within the wider community and/or online. 

 

As part of our safeguarding procedures, we will work in partnership with parents and other agencies to work together to safeguard children and provide the support around contextual safeguarding concerns.

 

Child sexual exploitation (CSE) and Child criminal exploitation (CCE)

Both CSE and CCE are forms of abuse that occur where an individual or group takes advantage of an imbalance

 

in power to coerce, manipulate or deceive a child into taking part in sexual or criminal activity, in exchange for something the victim needs or wants, and/or for the financial advantage or increased status of the perpetrator or facilitator and/or through violence or the threat of violence. CSE and CCE can affect children, both male and female and can include children who have been moved (commonly referred to as trafficking) for the purpose of exploitation (Keeping children safe in education).

 

Child sexual exploitation (CSE) 

CSE is where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child into sexual activity. The victim may have been sexually exploited even if the sexual activity appears consensual. CSE does not always involve physical contact; it can also occur through the use of technology and may be without the child’s immediate knowledge such as through others copying videos or images they have created and posted on social media.

 

Signs and symptoms include:

Ø  Physical injuries such as bruising or bleeding

Ø  Having money or gifts they are unable to explain 

Ø  Sudden changes in their appearance 

Ø  Becoming involved in drugs or alcohol, particularly if it is suspected they are being supplied by older men or women

Ø  Becoming emotionally volatile (mood swings are common in all young people, but more severe changes could indicate that something is wrong)

Ø  Using sexual language beyond that expected for their age or stage of development

Ø  Engaging less with their usual friends

Ø  Appearing controlled by their phone

Ø  Switching to a new screen when you come near the computer

Ø  Nightmares or sleeping problems

Ø  Running away, staying out overnight, missing school

Ø  Changes in eating habits

Ø  Talk of a new, older friend, boyfriend or girlfriend 

Ø  Losing contact with family and friends or becoming secretive

Ø  Contracting sexually transmitted diseases.

 

 

Child Criminal Exploitation (CCE)

CCE is where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child into any criminal activity. The victim may have been criminally exploited even if the activity appears consensual. CCE does not always involve physical contact; it can also occur through the use of technology.

 

Other examples include children being forced to work in cannabis factories, being coerced into moving drugs or money across the country forced to shoplift or pickpocket, or to threaten other young people. Signs and symptoms of CCE are similar to those for CSE.

 

If CSE or CCE is suspected, then any concerns must be reported in line with our safeguarding procedures.

 

County Lines

The National Crime Agency (NCA) defines county lines as gangs and organised criminal networks involved in exporting illegal drugs from big cities into smaller towns, using dedicated mobile phone lines or other form of ‘deal line.’ Customers live in a different area to the dealers, so drug runners are needed to transport the drugs and collect payment.

 

Perpetrators often use coercion, intimidation, violence (including sexual violence) and weapons to ensure compliance of victims. A child is targeted and recruited into county lines through schools, further and higher educational institutions, pupil referral units, special educational needs schools, children’s homes and care homes.

 

If involvement in county lines is suspected, then any concerns must be reported in line with our safeguarding procedures.

 

Signs and symptoms include:

Ø  Changes in dress style

Ø  Unexplained, unaffordable new things (for example, clothes, jewellery, cars etc.)

Ø  Missing from home or school and/or significant decline in performance

Ø  New friends with those who don't share any mutual friendships with the victim, gang association or isolation from peers or social networks

Ø  Increase in anti-social behaviour in the community including weapons

Ø  Receiving more texts or calls than usual

Ø  Unexplained injuries

Ø  Significant changes in emotional well-being

Ø  Being seen in different cars or taxis driven by unknown adults

Ø  A child being unfamiliar with where they are.

 

Cuckooing

Cuckooing is a form of county lines crime. In this instance, the drug dealers take over the home of a vulnerable person in order to criminally exploit them by using their home as a base for drug dealing, often in multi-occupancy or social housing properties.

 

Signs and symptoms include:

Ø  An increase in people, particularly unknown people, entering or leaving a home or taking up residence

Ø  An increase in cars or bikes outside a home

Ø  A neighbour who hasn't been seen for an extended period

Ø  Windows covered or curtains closed for a long period

Ø  Change in resident's mood and/or demeanour (for example, secretive, withdrawn, aggressive or emotional

Ø  Substance misuse and/or drug paraphernalia

Ø  Increased anti-social behaviour.

 

If cuckooing is suspected, then any concerns must be reported in line with our safeguarding procedures.

 

 

Child trafficking and modern slavery

Child trafficking and modern slavery is when children are recruited, moved, transported and then exploited, forced to work or are sold. 

 

            For a child to have been a victim of trafficking there must have been:

Action: recruitment, transportation, transfer, harbouring or receipt of a child for the purpose of exploitation

 

Purpose: sexual exploitation, forced labour or domestic servitude, slavery, financial exploitation, illegal adoption, removal of organs.

 

Modern slavery includes slavery, servitude and forced or compulsory labour and child trafficking. Victims of modern slavery are also likely to be subjected to other types of abuse such as physical, sexual and emotional abuse. 

 

Signs and symptoms for children include: 

Ø  Being under control and reluctant to interact with others

Ø  Having few personal belongings, wearing the same clothes every day or wearing unsuitable clothes 

Ø  Being unable to move around freely

Ø  Appearing frightened, withdrawn, or showing signs of physical or emotional abuse.

 

If child trafficking or modern slavery are suspected, then any concerns must be reported in line with our safeguarding procedures.

 

Forced marriage

A forced marriage is defined as ‘a marriage in which one, or both spouses, do not consent to the marriage but are coerced into it. Duress can include physical, psychological, financial, sexual and emotional pressure.’

 

Where incidents of forced marriage are shared by our own staff, students or volunteers, we will respect confidentiality at all times and not share information without their permission. However, we will share this information without permission in cases of child protection, or where we believe there is an immediate risk of serious harm to the person involved.

 

If it is suspected that a forced marriage is being planned, then any concerns must be reported in line with our safeguarding procedures.

 

‘Honour’ based abuse (HBA)

HBA is described as ‘incidents or crimes which have been committed to protect or defend the honour of the family and/or the community, including female genital mutilation (FGM), forced marriage, and practices such as breast ironing.’ (Keeping children safe in education). Such abuse can occur when perpetrators perceive that a relative has shamed the family and/or community by breaking their ‘honour’ code. It is a violation of human rights and may be domestic, emotional and/or sexual abuse such as being held against their will, threats of violence or actual assault. It often involves wider family networks or community pressure and so can include multiple perpetrators.

 

Signs and symptoms of HBA include:

Ø  Changes in how the child dresses or acts, such as not ‘western’ clothing or make-up

Ø  Visible injuries, or repeated injury, with unlikely explanations

Ø  Signs of depression, anxiety or self-harm

Ø  Frequent absences

Ø  Restrictions on friends or attending events.

 

 

 

 

 

Where incidents of HBA are shared by our own staff, students or volunteers, we will respect confidentiality at all times and not share information without their permission. However, we will share this information without permission in cases of child protection, or where we believe there is an immediate risk of serious harm to the person involved.

 

If honour-based abuse is suspected, then any concerns must be reported in line with our safeguarding procedures.

 

Child abuse linked to faith or belief (CALFB)

Child abuse linked to faith or belief (CALFB) can happen in families when there is a concept of belief in: 

Witchcraft and spirit possession, demons or the devil acting through children or leading them astray (traditionally seen in some Christian beliefs) 

The evil eye or djinns (traditionally known in some Islamic faith contexts) and dakini (in the Hindu context)

Ritual or multi-murders where the killing of children is believed to bring supernatural benefits, or the use of their body parts is believed to produce potent magical remedies

Use of belief in magic or witchcraft to create fear in children to make them more compliant when they are being trafficked for domestic slavery or sexual exploitation

Children’s actions are believed to have brought bad fortune to the family or community.

 

If CALFB is suspected, then any concerns must be reported in line with our safeguarding procedures.

 

Extremism and radicalisation

Under the Counterterrorism and Security Act 2015, there is a duty ‘to help prevent the risk of people becoming terrorists or supporting terrorism’. This includes safeguarding learners from extremist ideologies and radicalisation to prevent them from being drawn into terrorism. This is known as the 

Prevent Duty. 

Children can be exposed to different views and receive information from various sources and some of these views may be considered radical or extreme. Radicalisation is the way a person comes to support or be involved in extremism and terrorism; usually it’s a gradual process so those who are affected may not realise what’s happening. Radicalisation is a form of harm.  

 

            The process may involve:

Ø  Being groomed online or in person

Ø  Exploitation, including sexual exploitation

Ø  Psychological manipulation

Ø  Exposure to violent material and other inappropriate information

Ø  The risk of physical harm or death through extremist acts.

 

For further information visit The Prevent Duty website.

 

If radicalisation or extremism is suspected, then any concerns must be reported in line with our safeguarding procedures. This includes reporting concerns to the police.

 

Online safety

While the growth of internet and mobile device use brings many advantages, the use of technology has become a significant component of many safeguarding issues such as child sexual exploitation and radicalisation.

There are four main areas of risk associated with online safety:

Content - being exposed to illegal, inappropriate or harmful material such as pornography, fake news, racist or radical and extremist views

Contact - being subjected to harmful online interaction with other users such as commercial advertising or adults posing as children or young adults

Conduct - personal online behaviour that increases the likelihood of, or causes, harm, such as making, sending and receiving explicit images and online bullying

Commerce - risks such as online gambling, inappropriate advertising, phishing and or financial scams. 

 

 

Report online safety concerns to the DSL and to the Child Exploitation and Online Protection Centre (CEOP): https://www.ceop.police.uk/Safety-Centre/  Inappropriate content received via email must be reported to the DSL and to the Internet Watch Foundation (IWF): https://www.iwf.org.uk/en/uk-report/

 

Up skirting/down blousing

Up skirting and down blousing are criminal offences. They involve taking pictures of someone’s genitals, buttocks or other intimate images under their clothing without them knowing, either for sexual gratification or in order to humiliate, or distress, the individual. 

 

If up skirting or down blousing is suspected, then any concerns must be reported in line with our safeguarding procedures.

 

PART 3: Reporting procedures

 

Public interest disclosure (whistleblowing)

Whistleblowing is the term used when a worker passes on information concerning wrongdoing. All safeguarding allegations, internal or external, current or historical, must be passed on the DSL. We will cooperate fully with the authorities involved and follow any guidance given. See the Whistleblowing policy which outlines our procedures, including where staff may wish to raise concerns about poor or unsafe practice regarding our safeguarding provision. All concerns will be taken seriously by the senior leadership team.

 

We believe keeping children safe is the highest priority and if, for whatever reason, concerns cannot be reported to either of the DSL’s, or where a staff member feels that their genuine concerns are not being addressed, concerns can be reported anonymously to the LA social services safeguarding children team, the NSPCC, the police, or Ofsted. 

 

Allegation against our staff

            An allegation against our staff may relate to a person who has:

Ø  Behaved in a way that has harmed a child, or may have harmed a child

Ø  Possibly committed a criminal offence against or related to a child

Ø  Behaved towards a child or children in a way that indicates he or she may pose a risk of harm to children

Ø  Behaved or may have behaved in a way that indicates they may not be suitable to work with children.

 

We will make every effort to maintain the confidentiality of all parties while an allegation or concern is being investigated. Dealing with an allegation can be a stressful experience and, to support the staff member, a named person (usually the DSL) to liaise with will be offered. The timeframes for an investigation will follow the guidelines of other involved authorities.

 

We reserve the right to suspend a staff member until the investigation is concluded. Further action will be determined by the outcome of the investigation. 

 

Founded allegations are considered gross misconduct, in accordance with our disciplinary procedures, and may result in the termination of employment. DBS will be informed to ensure their records are updated and Ofsted will be informed. We retain the right to dismiss any member of staff in connection with founded allegations following an inquiry.

 

All safeguarding records are kept until the person reaches normal retirement age or for 22 years, if that is longer. This will ensure accurate information is available for references and future DBS checks and avoids unnecessary reinvestigation. 

 

 

 

 

 

 

 

 

 

Unfounded allegations will result in all rights being reinstated. A return-to-work plan will be put in place for any member of staff returning to work after an allegation has been deemed unfounded. Individual support will be offered to meet the needs of the staff member and the nature of the incident such as more frequent supervisions, coaching and mentoring or external support services.

 

If the member of staff resigns during the investigation, we will inform DBS, Ofsted and the police, where appropriate.

 

Support for staff during safeguarding incidents

The DSL will support staff throughout any of the processes listed above and will organise appropriate counselling should this be required. 

 

Any member of staff who has concerns about the content of this policy and its procedures, should speak to the DSL as soon as possible. If any member of staff wishes to talk confidentially about any safeguarding concern or any other issue relating to child protection or personal circumstance, it is important to do this as soon as possible.

 

Reporting procedure

We will always act on behalf of the child and will do everything possible to ensure the safety and welfare of any child and so will take all allegations of potential abuse seriously. All concerns reported to staff will be pursued, regardless of the nature of the concern and to whom the allegation relates. 

 

All staff have a responsibility to report safeguarding and child protection concerns and suspicions of abuse. These concerns will be discussed with the DSL as soon as possible, as follows:

Staff member role on receiving information that causes a safeguarding concern		DSL role on receiving information that causes a safeguarding concern
Step 1	Contact the DSL immediately. This must be a verbal conversation to ensure the concern is clearly understood and action is taken If the DSL’s is unavailable, contact social services or police until you are able to have a verbal conversation For children who arrive at nursery with an existing injury, an ‘incident outside nursery’ form will be completed. If there are queries or concerns regarding the injury or information given, follow these procedures	If it is believed a child is in immediate danger, contact the police

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Step 2

Write an objective report including: Child's name and address Age and date of birth Date, time and location of the observation or disclosure Exact words spoken by the child (as close to word-for-word as possible) and non-verbal communication Outline of the concern Exact position and type of any injuries or marks seen Exact observation of any incident or concern reported and the names of any other person present at the time Any known confidentiality issues Signature and date of person making the report and the DSL or other nominated individual receiving the report

Sign and date report received from staff member Securely store the information according to the nursery procedures If the safeguarding concern relates to a child, contact the Local Authority children’s social care team (MASH), report concerns on a MARF form, seek advice immediately if you feel the child is in direct danger, or as soon as it is practical to do so  If the safeguarding concern relates to an allegation against an adult working or volunteering with children, contact the Local Authority Designated Officer (LADO) and request a confirmation email of the report, then report the concern to Ofsted A full investigation into any allegation will be carried out by the appropriate professionals to determine how this will be handled Note any actions requested by LADO / Ofsted and follow any instructions received

 

Step 3

If you feel the report is not being taken seriously or are worried about an allegation getting back to the person in question, then it is your duty to inform the Local Authority children’s social care team yourself directly Follow all instructions from the Local Authority children’s social care team and/or Ofsted, co-operating where required

Ask permission from parents for a Marf Referral to be made, discussing the concerns or incidents with parent(s), unless it is believed that this would place the child at greater risk of harm. Record all discussions (remember parents will have access to these records on request in line with GDPR and data protection guidelines) Follow all instructions from the Local Authority children’s social care team and/or Ofsted, co-operating where required Record information and actions taken

 

Step 4

If the DSL is not the owner/manager and there is an allegation against a member of staff, then the owner/manager must be informed as they have a duty of care for their employees

 

 

 

 

 

 

 

Step 5

If the Local Authority children’s social care team have not been in contact within the timeframe set out in Working Together to Safeguard Children, it must be followed up  Never assume that action has been taken

 

Step 6

Safeguarding procedures will be reviewed to ensure the process has been applied in line with the policy

 

If a concern is raised anonymously and we have no contact details, we will treat the concern as valid and follow the procedures as above. If a malicious call is suspected, the procedures will still be followed: a child may be in danger. 

 

The Information Commissioners Office (ICO) will be contacted to ensure permitted data sharing. 

 

PART 4: Recruitment, selection, induction and training

            Recruitment and selection

Through the implementation of our Safer recruitment of staff policy, we endeavour to prevent unsuitable people from becoming members of staff. We check the suitability of new recruits following the procedures outlined in the Recruitment, selection and suitability of staff policy.

 

Procedures include relevant checks, such as obtaining references, establishing the identity of applicant and conducting criminal records disclosures prior to employment. Where required, staff and stakeholders have enhanced DBS checks. Clear person specification criteria and processes during the recruitment and selection process enable us to determine a candidate’s suitability for the role.

 

We have specific responsibilities, as outlined in this policy, for any staff, apprentices, students and learners under the age of 18 whether living with their families, in state care, or living independently.

 

Induction and probation for staff

As part of our induction process, all new workers will receive basic training on this Safeguarding children and child protection policy, so they have the necessary knowledge and skills to safeguard and promote the welfare of children.

 

Within the first week of induction, all staff will receive a copy of this policy. It is the line manager’s responsibility to ensure that the new staff member understands it and is able to follow it. All safeguarding training must be completed by the end of the probationary period. 

 

All staff are expected to keep their safeguarding knowledge and skills up-to-date and report any concerns they may have. We maintain records to ensure all staff have received the training they need. 

 

Learners on placements or in employment

We hold responsibility for ensuring that learners on placement or in employment are familiar with and sign up to this policy and agree to work within this framework. Learners will receive basic child protection training prior to starting their placement. 

 

Learners and students under the age of 18 will be protected as children. Risk assessments will be completed to ensure their safety and well-being are protected and supported during their employment or training period. If situations arise during employment or placement which identifies those aged 18 or under are at risk from abuse or neglect, we will contact the appropriate bodies to ensure the individual is safeguarded. 

 

 

 

 

Responding to and recording disclosures

Staff, volunteers or students may receive a safeguarding disclosure. See the guidance below for responding to and reporting disclosures of abuse.

 

Responding to a child’s disclosure of abuse - what to do and say

Ø  Stay calm and listen carefully

Ø  Try not to look shocked and reassure them that this is not their fault

Ø  Find an appropriate opportunity to say that the information will need to be shared and do not promise to keep the information shared a secret

Ø  Allow the child to continue at their own pace

Ø  Only ask questions for clarification and avoid asking any questions that may suggest a particular answer

Ø  Reassure the child that they have done the right thing, let them know what you will do next and with whom the information will be shared 

Ø  Record the disclosure in writing using the child’s own words as soon as possible, but not while the child is talking

Ø  Includes the date and time, any names mentioned and to whom the information was given

Ø  Sign and date the record, store it securely and refer the disclosure to the setting DSL and/or manager.

 

Recording a case of disclosure or suspicions of abuse in the community

Ø  If you observe a concern or receive a disclosure, make an objective record. Where possible include:

Ø  Child's name and address 

Ø  Age of the child and date of birth

Ø  Setting name and address

Ø  Date and time of the observation or disclosure

Ø  Details of the concern using factual information, including the exact words, if relevant

Ø  Accurate details of the observation, including actions of the child or adult involved 

Ø  Accurate details of an injury or wound seen, including position and size 

Ø  The names of any other person present at the time 

Ø  Name of the person completing the report 

Ø  Name of the person to whom the concern was shared, with date and time.

 

Discuss the record with the setting DSL or manager and follow the procedures. We expect all members of staff to co-operate with relevant agencies to ensure the safety of children. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Legal framework

            We adhere to all current legislation, as below: 

Ø  Children and Social Work Act 2017

Ø  Criminal Justice and Court Services Act 2000

Ø  Female Genital Mutilation Act 2003 (as amended by the Serious Crime Act 2015)

Ø  Freedom of Information Act 2012    

Ø  Safeguarding Vulnerable Groups Act 2006

Ø  The Childcare Act 2006

Ø  The Children Act 2004

Ø  The Children Act (England and Wales) 1989 

Ø  The Counterterrorism and Security Act 2015

Ø  The Data Protection Acts 1984, 1998 and 2018

Ø  The Domestic Abuse Act 2021 

Ø  The Equality Act 2010

Ø  The Human Rights Act 1998

Ø  The Police Act 1997

Ø  The Sexual Offences Act 2003

Ø  Keeping Children Safe in Education

Ø  Working together to safeguard children

 

Relevant non-statutory guidance:

Ø  Child sexual exploitation, DfE 2017

Ø  Information sharing, DfE 2024

Ø  What to do if you’re worried a child is being abused, DfE 2015

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Useful contacts

Setting
Main office	01159624594
DSL	Lisa Gains – Manager
DSL	Louise Thorne – Deputy Manager
Local Authority Designated Officer (LADO)	Caroline Hose - NCC
Local Authority Safeguarding Children Partnership	0115 876 4800
Ofsted (England)	0300 123 1231

 

Police and related contacts
Emergency police	999
Non-emergency police	101
Child exploitation and online protection (CEOP)	Online contact only
DfE counter-extremism helpline	020 7340 7264

 

Other useful contacts
Anti-terrorist hotline	0800 789 321
NSPCC Child Protection Helpline	0808 800 5000
Childline	0800 1111
Kidscape	020 7823 5430
National Domestic Abuse helpline	0808 2000 247
Modern slavery helpline	08000 121 700
Crimestoppers	0800 555 111
Internet Watch Foundation (IWF)	01223 20 30 30
Information Commissioners Office (ICO)	0303 123 1113

 

 

 

 

Sickness and Illness Policy

 

At The Ark Nursery we promote the good health of all children attending including oral health by: 

Ø  Asking parents to keep children at home if they are unwell.  If a child is unwell, it is in their best interest to be in a home environment rather than at nursery with their peers 

Ø  Asking staff and other visitors not to attend the setting if they are unwell

Ø  Helping children to keep healthy by providing balanced and nutritious snacks, meals and drinks

Ø  Minimising infection through our rigorous cleaning and hand-washing processes (see Infection control policy) 

Ø  Ensuring children have regular access to the outdoors and having good ventilation inside 

Ø  Sharing information with parents about the importance of the vaccination programme for young children to help protect them and the wider society from communicable diseases

Ø  Sharing information from the Department of Health that all children aged 6 months – 5 years should take a daily vitamin

Ø  Having areas for rest and sleep, where required and sharing information about the importance of sleep and how many hours young children should be having.

 

Our procedures

In order to take appropriate action of children who become ill and to minimise the spread of infection we implement the following procedures: 

Ø  If a child becomes ill during the nursery day, we contact their parent(s) and ask them to pick up their child as soon as possible. During this time, we care for the child in a quiet, calm area with their key person (wearing PPE), wherever possible 

Ø  We follow the guidance published by UK Health Security Agency for managing specific infectious diseases and advice from our local health protection unit on exclusion times for specific illnesses, e.g. sickness and diarrhoea, measles and chicken pox, to protect other children in the nursery – please see website below

Ø  Should a child have an infectious disease, such as sickness and diarrhoea, they must not return to nursery until they have been clear for at least 48 hours

Ø  We inform all parents if there is a contagious infection identified in the nursery, to enable them to spot the early signs of this illness. We thoroughly clean and sterilise all equipment and resources that may have come into contact with a contagious child to reduce the spread of infection

Ø  We notify Ofsted as soon as is reasonably practical, but in any event within 14 days of the incident of any food poisoning affecting two or more children cared for on the premises

Ø  We ask parents to keep children on antibiotics at home for the first 24 hours of the course (unless this is part of an ongoing care plan to treat individual medical conditions, e.g. asthma and the child is not unwell). This is because it is important that children are not subjected to the rigours of the nursery day, which requires socialising with other children and being part of a group setting, when they have first become ill and require a course of antibiotics. 

Ø  The first dose of any antibiotics must be given at home by the parent/carer

Ø  We have the right to refuse admission to a child who is unwell. This decision will be taken by the manager on duty and is non-negotiable

Ø  We make information and posters about head lice readily available, and all parents are requested to regularly check their children’s hair. If a parent finds that their child has head lice, we would be grateful if they could inform the nursery so that other parents can be alerted to check their child’s hair.

 

 

 

 

Meningitis procedure

If a parent informs the nursery that their child has meningitis, the nursery manager will contact the Local Area Infection Control (IC) Nurse. The IC Nurse will give guidance and support in each individual case. If parents do not inform the nursery, we may be contacted directly by the IC Nurse

and the appropriate support given. We will follow all guidance given and notify any of the appropriate authorities including Ofsted where necessary.  

https://www.gov.uk/government/publications/health-protection-in-schools-and-other-childcare-facilities/managing-specific-infectious-diseases-a-to-z

 

We will follow the transporting children to hospital procedure in any cases where children may need hospital treatment. 

The nursery manager or selected staff member must:

Ø  Inform a member of the management team immediately

Ø  Call 999 for an ambulance immediately if the illness is severe. DO NOT attempt to transport the unwell child in your own vehicle**

Ø  Follow the instructions from the 999-call handler

Ø  Whilst waiting for the ambulance, a member of staff must contact the parent(s) and arrange to meet them at the hospital 

Ø  Redeploy staff if necessary to ensure there is adequate staff deployment to care for the remaining children. This may mean temporarily grouping the children together

Ø  Arrange for the most appropriate member of staff to accompany the child taking with them any relevant information such as registration forms, relevant medication sheets, medication and the child’s comforter 

Ø  Remain calm at all times. Children who witness an incident may well be affected by it and may need lots of cuddles and reassurance. Staff may also require additional support following the accident.

 

**If a child has an accident that may require hospital treatment but not an ambulance and you choose to transport children within staff vehicles Citation advise the following considerations:

Ø  Requesting permission from parents

Ø  Ratio requirements of the setting being maintained 

Ø  The age and height of the child, in regard to whether they will need a car seat. Further guidance can be found at www.childcarseats.org.uk/types-of-seat/

Ø  There are some exceptions for needing a child seat depending on their age. Further guidance can be found at www.childcarseats.org.uk/the-law/cars-taxis-private-hire-vehicles-vans-and-goods-vehicles/#under-three

Ø  When fitting the car seat, the individual has training in carrying in carrying this out

Ø  The transport is covered under business insurance and so there is business insurance on the vehicle

Ø  Safeguarding the child will be prioritised, e.g. a designated member of staff will plan and provide oversight of all transporting arrangements and respond to any difficulties that may arise including emergency procedures, e.g. what happens if the child’s health begins to deteriorate during the journey

Ø  At least one adult additional to the driver will act as an escort. Staff will ensure that the transport arrangements and the vehicle meet all legal requirements. Staff will ensure that the vehicle is roadworthy and appropriately insured and that the maximum capacity is not exceeded

Ø  Wherever possible and practicable we will seek alternatives to transport in undertaken in private vehicles.

 

 

 

Special Educational Needs and Disabilities (SEND) Policy

 

This policy has been created with regard to:

Ø  The SEND Code of Practice 2015

Ø  Children and Families Act 2014 (Part 3)

Ø  Equality Act 2010

Ø  Working Together to Safeguard Children 

Ø  Statutory Framework for the EYFS. 

 

Special Educational Needs and Disability (SEND) code of practice

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

 

At The Ark Nursery we use the SEND Code of Practice definition of Special Educational Needs and Disability:

Ø  A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

 

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

Ø  Has a significantly greater difficulty in learning than the majority of others of the same age, or

Ø  Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age.

 

Statement of intent

We are committed to the inclusion of all children at our nursery. We ensure all children are cared for and educated to develop to their full potential alongside their peers through positive experiences. We 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 child is discriminated against or put at a disadvantage as a consequence of their needs. Each child’s needs are unique, and we do not attempt to categorise children.

 

We are committed to working in partnership with parents in order to meet each child’s individual needs and develop to their full potential. We are committed to working with any child who has a special educational 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.

 

We undertake a Progress Check of all children at age two in accordance with the Code of Practice and statutory framework for the EYFS to support early identification of needs. 

 

We will also undertake the Early Years Foundation Stage Profile (EYFSP) assessment for any children that remain with us in the final term of the year in which they turn five, as per the statutory framework for the EYFS.

 

 

 

 

 

 

 

 

 

We will work closely with the child’s parents and any relevant professionals if we identify any areas where a child’s progress is less than expected to establish if any additional action is required. This may include:

 

Ø  Liaising with any professional agencies

Ø  Reading any reports that have been prepared

Ø  Attending any review meetings with the local authority and other professionals 

Ø  Observing each child’s development and assessing such observations regularly to monitor progress.

 

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

 

We will: 

Ø  Recognise each child’s individual needs and ensure all staff are aware of, and have regard for, the Special Educational Needs Code of Practice

Ø  Ensure that all children are treated as individuals and are supported to take part in every aspect of the nursery day according to their individual needs and abilities

Ø  Include all children and their families in our provision

Ø  Identify the specific needs of children with special educational needs and/or disabilities and meet those needs through a range of strategies

Ø  Ensure that children who learn at an accelerated pace, e.g. ’more able’ are also supported (see the More able and talented children policy)

Ø  Encourage children to value and respect others 

Ø  Provide well informed and suitably trained practitioners to help support parents and children with special educational difficulties and/or disabilities

Ø  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 SEND and the SEND Code of Practice

Ø  Monitor and review our practice and provision and, if necessary, make adjustments, and seek specialist equipment and services where required

Ø  Challenge inappropriate attitudes and practices 

Ø  Promote positive images and role models during play experiences of those with additional needs wherever possible

Ø  Celebrate diversity in all aspects of play and learning

Ø  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

Ø  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. 

 

Our nursery Special Education Needs and Disabilities Co-ordinator (SENCo) is 

Louise Thorne and is supported by Lisa Gains

 

 

 

 

 

 

 

 

 

The role of the SENCo in our setting includes:

Ø  Ensuring all practitioners in the setting understand their responsibilities to children with SEND and the setting’s approach to identifying and meeting SEND

Ø  Ensuring parents are closely involved throughout and that their insights inform action taken by the setting

Ø  Take the lead in further assessment of child’s particular strengths and weakness, in planning future support for the child in discussions with colleagues and in monitoring and subsequently reviewing the action taken

Ø  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

Ø  Supporting the practitioner that is usually responsible for working with the child on a daily basis and for planning and delivering an individualised programme.

Ø  Advising and supporting practitioners by working closely to ensure there are systems in place to PLAN, IMPLEMENT, MONITOR, REVIEW and EVALUATE the special educational needs practice and policy of the nursery

Ø  Parents should always be consulted and kept informed of all actions taken to help the child and to follow through with the outcome of this action 

Ø  Taking the lead in implementing the graduated response approach and supporting colleagues through each stage of the process. 

Ø  Liaising with professionals or agencies beyond the setting

 

We will:

Ø  Designate a named member of staff to be the SENCo and share their name and role with all staff and parents

Ø  Have high aspirations for all children and support them to achieve their full potential

Ø  Develop respectful partnerships with parents and families 

Ø  Ensure parents are involved at all stages of the assessment, planning, provision and review of their child's care and education and include the thoughts and feelings voiced by the child, where possible

Ø  Signpost parents and families to our Local Authority and  www.asklion.co.uk to access local support and services 

Ø  Undertake formal Progress Checks and assessments of all children in accordance with the SEND Code of Practice January and statutory framework for the EYFS 

Ø  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

Ø  Ensure that the provision for children with SEN and/or disabilities is the responsibility of all members of staff in the nursery through training and professional discussions

Ø  Set out in our inclusive admissions practice on how we meet equality of access and opportunity

Ø  Make reasonable adjustments to our physical environment to ensure it is, as far as possible suitable for children and adults with disabilities using the facilities

Ø  Provide a broad, balanced, aspirational early learning environment for all children with SEN and/or disabilities and differentiated activities to meet all individual needs and abilities 

Ø  Liaise with other professionals involved with children with special educational needs and/or disabilities and their families, including transition arrangements to other settings and schools (see our Transitions policy) 

Ø   

 

 

Ø  Use the graduated approach response system to assess, plan, do and review to ensure early identification of any SEND

Ø  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

Ø  Review children’s progress and support plans regularly and work with parents to agree on further support plans

Ø  Provide privacy of children with special educational needs and/or disabilities when intimate care is being provided

Ø  Raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff

Ø  Ensure the effectiveness of our SEN and disability provision by collecting information from a range of sources, e.g. additional support reviews, Education, Health and Care (EHC) plans, staff and management meetings, parental and external agencies’ views, inspections and complaints. 

Ø  All information is collated, evaluated and reviewed termly or as and when changes have occurred.

Ø  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

Ø  Monitor and review our policy and procedures annually.

 

Effective assessment of the need for early help

We are aware of the process for early help and adhere to the following procedure: 

 

Ø  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. 

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

Ø  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.

Ø  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. 

Ø  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:

Ø  The assessment should be undertaken with the agreement of the child and their parents.

Ø   It should involve the child and family as well as all the professionals who are working with them

Ø  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. 

Ø  Local authority children’s social care should set out the process for how this will happen

Ø   

 

 

Ø  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.

Ø  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 (Working together to safeguard children).

 

Graduated response approach

We follow the SEND Code of Practice recommendation that, in addition to the formal checks above, we 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. This graduated approach will be led and coordinated by our SENCO and appropriate records will be kept according to the Code of Practice.

 

Assess

In identifying a child as needing SEND support, the key person, working with the SENCO and the child’s parents, will carry out an analysis of the child’s needs. This initial assessment will be reviewed regularly to ensure that support is matched to need. Where there is little or no improvement in the child’s progress, more specialist assessment may be called for from specialist teachers or from health, social services or other agencies beyond the setting. Where professionals are not already working with the setting, the SENCO will contact them, with the parents’ agreement.

 

Plan

Where it is decided to provide SEND support, and having formally notified the parents, the key person and the SENCO, in consultation with the parents, will agree the outcomes they are seeking, the interventions and support to be put in place, the expected impact on progress, development or behaviour, and a clear date for review. Plans will take into account the views of the child. 

 

The support and intervention provided will be selected to meet the outcomes identified for the child, based on reliable evidence of effectiveness, and provided by practitioners with relevant skills and knowledge. Any related staff development needs are identified and addressed. Parents will be involved in planning support and, where appropriate, in reinforcing the provision or contributing to progress at home.

 

Do

The child’s key person will be responsible for working with the child on a daily basis. With support from the SENCO, they will oversee the implementation of the intervention agreed as part of SEN support. The SENCO will support the key person in assessing the child’s response to the action taken, in problem solving and advising on the effective implementation of support.

 

Review

The effectiveness of the support and its impact on the child’s progress will be reviewed in line with the agreed date. The impact and quality of the support will be evaluated by the key person and the SENCO in full consultation with the child’s parents and taking into account the child’s views. Information will be shared with parents about the impact of the support provided.

 

 

 

Education and Health Care Plan (EHCP)

Some children and young people may require an EHC needs assessment in order to decide whether it is necessary to develop an EHC plan. The purpose of an EHC plan is to make adjustments and offer support to meet the special educational needs of the child, to secure the best possible outcomes for them across education, health and social care.

 

The local authority will conduct the EHC needs assessment and take into account a wide range of evidence, including: 

Ø  Evidence of the child’s developmental milestones and rate of progress

Ø  Information about the nature, extent and context of the child’s SEND

Ø  Evidence of the action already being taken by us as the early years provider to meet the child’s SEND needs

Ø  Evidence that, where progress has been made, it has only been as the result of much additional intervention and support over and above that which is usually provided

Ø  Evidence of the child’s physical, emotional and social development and health needs, drawing on relevant evidence from clinicians and other health professionals and what has been done to meet these by other agencies.

 

We will then work with the local authority and other agencies to ensure that the child receives the support they need to gain the best outcomes. 

 

We will review this policy annually to ensure it continues to meet the needs of the children, parents and our nursery.

 

 

 

 

Children’s Well-being in the Nursery

 

Well-being is a broad term that covers how you feel about yourself and your life. It encompasses the physical, emotional (and mental), social and spiritual areas of a person. Under the EYFS this is covered in the children’s personal, social, emotional development and physical development. Both of which are prime areas of learning. 

 

    Physical well-being covers everything physical to do with the body: 

Ø  Growth and development

Ø  Moving and keeping physically fit

Ø  Caring for your health (e.g., washing, cleaning teeth, etc.)

Ø  Eating a balanced and nutritious diet

Ø  Rest and appropriate sleep patterns. 

 

    Mental and emotional well-being includes: 

Ø  Acknowledging, expressing, and coping with feelings and emotions

Ø  Thought processes 

Ø  Reducing stress and anxiety.

 

    Social well-being includes: 

Ø  Relationships

Ø  Family (close and extended)

Ø  Friends

Ø  The feeling of belonging and acceptance 

Ø  Compassion and caring approaches. 

 

    Spiritual well-being can cover the following: 

Ø  Value and beliefs held

Ø  Personal identity and self-awareness.

 

At The Ark Nursery we ensure that all children, families, staff and visitors are welcomed, and we are an inclusive setting. We support all to embrace their spiritual well-being and celebrate key events with them. 

 

Children’s physical well-being is supported through our carefully planned curriculum programme which supports all types of play inside and outside. We provide nutritionally balanced meals for the children and support our staff to make healthy choices regarding their physical health. 

 

Personal hygiene is supported in children of all ages, explaining the reasons for hand washing, tooth brushing and other routines. 

 

Children are provided with quiet and calming areas for rest, sleep and relaxation. This enables them to recharge their batteries and supports both their physical and mental wellbeing. 

 

We support children to make strong attachments with their key person as well as forge relationships with their peers to support their social well-being. We offer opportunities and resources for children to play singly, in pairs, small groups and large groups to support this area of development. 

 

Children’s mental and emotional well-being is supported. We provide activities in which children can recognise and express their emotions, including emotional literacy.  This enables us to provide support for children who may be experiencing big emotions they can’t cope with just yet. We support children’s self-regulation through carefully planned activities and resources. This includes supporting children to manage their own emotions and behaviours using rules and boundaries created by the children themselves. Staff use the promoting positive behaviour policy to ensure consistency. 

Staff are able recognise when a child may need support with their emotions and provide this one to one or in a small group, whichever is more appropriate. Teaching children to recognise and manage their emotions at a young age will support them throughout their life.