1. STOCKBRIDGE PRE-SCHOOL POLICIES

All our policies are designed to offer the best possible experiences for the children and families group.

All policies will be in written form and shall be reviewed and updated where necessary by the committee.

All policies are readopted at each AGM Comments and suggestions from parents are always welcome.

The policies are available to all relevant adults in the pre-school who may contribute to policy making through committee members or staff.

All policies are displayed in the pre-school.

All policies unsigned and undated were first adopted in 1996 and readopted each following year in October at the AGM.

A policy signed and dated denotes a policy is new or adapted during that current year; these policies are readopted each year at the AGM.

All policies have been re-written and readopted at a committee meeting held on l4th January 2004.

The staff, committee and children of Stockbridge pre-school, Hampshire wrote these policies and procedures.

We are happy to share and for you to adapt them.

However we would ask that a footnote remain as recognition of all the hard work put in by members of our group over the years.

2. ADMISSIONS TO STOCKBRIDGE PRE-SCHOOL POLICY

Our pre-school is open and accessible to children from all sections of the local community.

OUR AIM

We aim to ensure that all sections of our community have access to the pre-school through open, fair and clearly communicated procedures.

METHODS

The waiting list is not operated on a first come first served basis but by date of birth. In the unexpected case of being unable to accommodate all the waiting list priority will be given to children who:

Will be attending Stockbridge Primary School.
Live in the vicinity of the pre-school.
Have siblings already attending the pre-school.
Those who have an urgent social need.
Families moving into the area with children who have previously been attending another pre-school.

Space is given into the costing budget (if this is financially viable) in case of emergency admissions.

Extra sessions will be opened if needed rather than turn children away.

The pre-school is widely known in the local community and children attend from the surrounding catchment area and further. We advertise in places accessible to all sections of the community.

Each child is given a prospectus prior to admission- in written and spoken form- and where appropriate, in different languages. Where necessary, we will try to provide information through signing or an interpreter. This sets out opening times, policies, payments, names of staff, holidays etc.

The pre-school also welcomes any carer (mother, father, grandparent, guardian, child minder etc.) as long as the person is known prior to the session for safety and confidentiality reasons.

We consult with families about the opening times of the pre-school to avoid excluding anyone.

The pre-school is flexible in attendance patterns so as to accommodate the needs of individual children and families.

We make our equality and diversity policy widely known.

In the case of bi-lingual children and adults support from the Ethnic Minority Achievement Service (EMAS) will be sought if required. Contact Number 01256 330195.

We describe our pre-school and its practices in terms of how it treats individuals, regardless of their gender, special educational needs, disabilities, background, religion, ethnicity or competence in spoken English.

We monitor the gender and ethnic background of children joining our group to ensure that no accidental discrimination is taking place.

We describe our pre-school and its practices in terms of how it enables children with disabilities to take part in the life of the pre-school.

Due to restrictions of space it may be necessary to limit the number of children with SEN that may attend in any one session. Where a child has been denied access to a session for this reason priority will be given to accommodate him/her in an alternative session.

Records kept on the children in the form of Attendance Registers, Incident Records, Medication Records and Early Years Funding Records will be kept on the premises of Stockbridge Pre-school for 5 years after the leaving date of any child who has attended Stockbridge Pre-school. Accident Records will be kept on the premises of Stockbridge Pre-school for 25 years after the leaving date of any child who has attended Stockbridge pre-school.
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3. ADULT BEHAVIOUR MANAGEMENT POLICY

Our pre-school believes that children flourish best when they know how they are expected to behave and should be free to play and learn without fear of being hurt or unfairly restricted by anyone else.

Behaviour

Adults working or helping in the pre-school are required to behave towards each other and the children in a friendly, courteous and helpful manor.

All adults are expected to respect pre-school property. By setting a good example to the children, they in turn will learn how to behave.

Smoking and swearing are not permitted in the pre-school.

We require all staff, students and volunteers to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.

Discipline

The supervisor is responsible for small matters of discipline that may occur in the every day running of the group. These warnings are verbal and given with due consideration to the offender’s sensibilities.

In the event of a persistent offence or gross misconduct the committee will deal with the matter. After a thorough investigation of the situation the committee may decide to give a written warning (allowing for a chance to improve conduct) or take the matter further.

A designated committee member will give a verbal warning to the employee in advance of any disciplinary meeting, stating any issues that will be raised. Adequate time will be allowed for the employee to prepare and state their case at the meeting. A work colleague or trade union representative may accompany an employee to the meeting.

All decisions will be communicated and explained to the employee and any improvement or requirement noted. Fair warning will be given and a chance to improve conduct. If the offence is not corrected dismissal will follow, no notice period will be given or required.

In the event of a decision to dismiss an appeal sub committee will be set up at the time of the disciplinary meeting to give a fair hearing to the views of the offender. This committee will not be involved in any previous decision to discipline or dismiss and will consist of the chair and a minimum of one other.

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4. CHILD BEHAVIOUR MANAGEMENT POLICY

Our pre-school believes that children flourish best when they know how they are expected to behave and should be free to play and learn without fear of being hurt or unfairly restricted by anyone else.

OUR AIM

We aim to provide an environment in which there is acceptable behaviour and where children learn to respect themselves, other people and their environment.

METHOD

The pre-school has a named person who has overall responsibility for issues concerning behaviour, Lisa Dunville.

This person will:

Keep up to date with legislation and research and thinking on handling children's behaviour. Access relevant sources of expertise on handling children's behaviour. Check that all staff have relevant in service training.

Children will be set a good example by the adults working in the pre-school thus teaching them to behave in an acceptable manner.

We require all adults to use positive strategies for handling any conflict by helping children find solutions in ways which are appropriate for the children's ages and stages of development-for example distraction, praise and reward.

We familiarize new staff and volunteers with the pre-schools behaviour policy and its rules for behaviour.

We expect all members of the pre-school – children, parents, staff, volunteers and students - to keep the rules, requiring these to be applied consistently.

Rules for Behaviour.

The Pre-school has three simple clear rules that apply to all.
We are kind to each other.
We take care of our things.
We keep our hands and feet to ourselves.

We praise and endorse desirable behaviour such as kindness and willingness to share.

Good behaviour will be rewarded: The group may work toward a treat that is achieved after a set number of smilies has been put on the reward board.

We avoid creating situations in which children receive adult attention only in return for undesirable behaviour.

The child's personality and culture will guide adults working in the group. Every child is different; adults will be aware of and respect these differences.

All children need:

Personal space.
Adult attention.
Friends.
To feel part of the group.
To feel secure and valued.

When children behave in unacceptable ways, we help them see what was wrong and how to cope more appropriately.

No child should ever be humiliated. We never send children out of the room by themselves.

We never use physical punishment, such as smacking or shaking. Children are never threatened with these.

When children behave in unacceptable ways we help them to see what was wrong and how to cope more appropriately.

We only use physical restraint, to prevent physical injury to children or adults and /or serious damage to property. Details of such an event are brought to the attention of the supervisor and recorded in our Incident Book. The parent is informed on the same day and is asked to sign the Incident Book.

In cases of serious misbehaviour, such as racial or other abuse, we make clear immediately the unacceptability of the behaviour and attitudes, by means of explanations rather than personal blame.

We do not shout in a threatening way to respond to children's behaviour.

We handle children's unacceptable behaviour in ways, which are appropriate to their ages and stages of development- for example by distraction, discussion or by withdrawing the child from the situation.

We work in partnership with children's parents. Parents are regularly informed about their children's behaviour by the key worker. We work with parents to address recurring unacceptable behaviour, using objective observation records to help us to understand the cause and to decide jointly how to respond appropriately.

Parent’s views will be listened to, respected and taken into account, in cases of action.

Bullying

Bullying involves persistent physical or verbal abuse of another child or children. We take bullying very seriously.

If a child bullies another child or children:

We intervene to stop the child harming the other child or children.

We explain to the child doing the bullying why his/her behaviour is inappropriate.

We give reassurance to the child or children who have been bullied.

We help the child who has done the bullying to say sorry for her/his actions.

We make sure that children who bully receive praise when they display acceptable behaviour.

We do not label children who bully.

When children bully, we discuss what has happened with their parents and work out with them a plan for handling the child’s behaviour.

When children have been bullied, we share what has happened with their parents, explaining that the child who did the bullying is being helped to adopt more acceptable ways of behaving.

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5. CHILD PROTECTION STATEMENT

Our commitment to the Protection of Children

Stockbridge Pre-school is committed to working with children, parents and community to ensure the safety of children and to give them the very best start in life.

To this end we intend to create an environment in which children are safe from abuse and in which any suspicion of abuse is promptly and appropriatley responded to. A Child Protection Policy is in place which details what steps the Pre-school takes to achieve this aim.

Staff Responsibilities

The pre-school has a designated member of staff who co-ordinates child protection issues (Child Protection Liaison Officer): currently Lisa Dunville. The responsibilities of the CPLO are:

To deal with and record any allegations or concerns.

To be the named contact for the local authorities and Ofsted.

To ensure all parents, staff, volunteers, students and committee members are aware of the procedures for child protection.

To attend appropriate training courses.

To share information from these courses with all staff through training sessions.

All staff, volunteers, students and committee members are responsible for safeguarding the children in our care by:

Following the guidelines for good practice as laid down in the group’s Child protection Policy.

Being aware of the signs of possible abuse or neglect and by passing on any suspicions or concerns to the group’s Child protection Officer.

Steps to be taken when a concern is raised, including allegations against staff

Staff will be respond to suspicions of abuse in accordance with the guidelines laid down in

The group’s Child protection Policy

The Government booklet “What to do if you’re worried a child is being abused – a summary”, specifically p4 and flowchart 1, p7. and

The Local Safeguarding Children Board (and accompanying Hampshire education Authority Guidance)

A copy of each of these documents may be found in the Child Protection Folder.

In line with Local Safeguarding Children Board procedures, concerns are reported promptly to Social Services. Additionally, in line with Children Act Regulations, the Pre-school will notify Ofsted about any allegations of serious harm or abuse against a child whilst the child is in our care.

NB If the CPLO feels unsure about what a child has said, or whether what has been said may potentially raise child protection issues, further advice to help clarify concerns may be sought informally from Social Services or the NSPCC help line.

Keeping parents Informed

Parents of children starting pre-school are informed of our commitment to the welfare, safety and protection of the children in our care. Our Welcome Pack draws attention to our detailed Child protection Policy which they are invited to inspect.

A copy of the Local Safeguarding Children Board guidelines is available for parents to see.

In accordance with Local Safeguarding Children Board guidelines, staff will notify or make enquiries of parents when abuse is suspected, even if a pupil is taken to hospital. Social services, in accepting the referral, become responsible for determining what action is to be taken in relation to the child, including advising parents. Social Services will tell the Supervisor or CPLO what they are saying to parents and when, so that the pre-school is able to respond to parents appropriately.

Confidentiality

All suspicions are kept confidential and shared only with those who need to know. Any information is shared under the guidance of the local Safeguarding Children Board.

Any written records are kept in a confidential file in a secure, locked filing cabinet. They will not be released to unauthorised persons, or to parents where they are under suspicion. Such records are monitored regularly by the CPLO, who will dispose of them when no longer relevant, provided this is deemed appropriate by Social Services.

Contact telephone numbers (Last updated November 2003)

Area Education Officer: 01962 869611

Hampshire Police: 0845 045 4545

NSPCC Child Protection Helpline – Advice and Referral’s (24 Hours): 0808 800 5000

Ofsted (South Eat regional Office @ Woking) Helpline: 0845 6014771

Social Services Office (Andover/Winchester Area): 01264 387400 (office hours) or Social Services Emergency Service (24 Hours): 0845 600 4555

Department of Health administrator: 0207 210 4850

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5A. CHILD PROTECTION POLICY

Our pre-school wants to work with children, parents and community to ensure the safety of children and to give them the very best start in life. To this end we intend to create an environment in which children are safe from abuse and in which any suspicion of abuse is promptly and appropriately responded to.

Our aims are to:

create an environment in our pre-school which encourages children to develop a positive self-image, regardless of race, language, religion, culture or home background;

help children to establish and sustain satisfying relationships within their families, with peers and with other adults;

encourage children to develop a sense of autonomy and independence;

enable children to have the self-confidence and the vocabulary to resist inappropriate approaches; and

work with parents to build their understanding of and commitment to the welfare of all our children.

The legal framework for this work is:

The Rehabilitation of Offenders Act
The Children Act 1989
Human Rights Act 1998
Data protection Act 1984
The Protection of Children Act 1999

In order to achieve these aims the pre-school will adhere to the following methods:

Staffing and volunteering

Appointment of staff/ volunteers

We exclude known offenders – applicants for posts within the pre-school are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974.

We abide by Ofsted requirements in respect of references and Criminal Record Bureau checks for staff and volunteers, to ensure that no disqualified or unfit person works at the pre-school or has access to the children. Job applicants are informed of the need to take up references and carry out checks before posts can be confirmed. Explanations will be sought in cases where candidates have unexplained gaps in their employment history, or have moved rapidly from one job to another.

Where applications are rejected because of information that has been disclosed, applicants have the right to know and to challenge incorrect information.

All appointments, whether paid or voluntary, will be subject to a probationary period and will not be confirmed unless the pre-school is confident that the applicant can be safely entrusted with the care of children.

We abide by the Protection of Children Act requirements in respect of any person who is dismissed from our employment, or who resigns in circumstances that would otherwise have lead to dismissal for reasons of child protection concern.

Disciplinary Procedures

Where a member of staff is dismissed from the pre-school or is internally disciplined because of misconduct relating to a child, we notify the Department of Health administrators (Tel: 0207 210 4850) so that the name may be included on the List for the Protection of Children and Vulnerable Adults.

Training

We seek out training opportunities for all adults involved in pre-school to ensure that they are able to recognise the signs and symptoms of possible physical abuse, emotional abuse, sexual abuse and neglect and so that they are aware of the local authority guidelines for making referrals. We ensure that all staff know the procedures for reporting and recording their concerns in the pre-school.

Deployment of staff

We have a named member of staff who co-ordinates child protection issues (Child Protection Liaison Officer): currently Lisa Dunville.

We provide adequate and appropriate staffing resources to meet the needs of children.

The layout of the rooms allows for constant supervision.

Volunteers do not work unsupervised.

No adult will be left alone for long periods with individual children or with small groups. An adult who needs to take a child aside – e.g. for “time out” after inappropriate behaviour –will leave the door ajar.

Adults who have not been registered as “fit persons” are not permitted to take children to the toilet unless in the presence of another “fit person”.

In the event of a child needing cleaning and a change of underwear, this will always be done in the resource corner of the pre-school rooms, giving privacy but remaining open to view. The door connecting the two rooms will always be left open. Only adults registered as “fit persons” will carry out this task.

Visitors to pre-school

We have procedures for recording the details of visitors to pre-school –
A visitor’s book is filled in for every visitor, information collected is their name, address, telephone contact number, reason for visit and time in and time out.
Visitors are required to wear identification badges at all times.
Visitors are encouraged to make prior appointments before visiting.
We take security steps to ensure that we have control over who comes into the pre-school so that no unsupervised person has access to the children. (see also “Safety Policy”)

Taking of video recordings and photographs

The pre-school is aware of the possibility of misuse of video recordings and photographs; therefore no video recordings will be made except by prior written consent of all parties concerned. General filming of sports days, Christmas concerts etc. will not be permitted.

Photographs may be taken as a record of pre-school activities. Parents are reminded of the need to take care of photographs and negatives.

Where photographs are taken by staff members, only individual pictures of their own children will be given to parents unless verbal permission is granted by the parents of any other child in the picture(s).

Photograph albums and displays are kept inside the pre-school rooms. Photographs of children will not be used for promotional purposes.

All negatives of pre-school photographs will be destroyed at the end of each year. No negative will be given or lent out.

When taking photographs, the permission of children as well as adults must be sought and their wishes respected.

Curriculum

We introduce key elements of child protection into our foundation stage curriculum, so that children can develop understanding of why and how to keep safe.

We create within the pre-school a culture of value and respect for the individual.

We ensure that this is carried out in a way that is appropriate for the ages and stages of our children.

Responding to suspicions of abuse

We acknowledge that abuse of children can take different forms – physical, emotional, sexual and neglect.

When children are suffering from physical, sexual or emotional abuse, this may be demonstrated through changes in behaviour, or in their play. Where such changes in behaviour occur, or where children’s play gives cause for concern, the pre-school investigates.

In line with Local Safeguarding Children Board) procedures, concerns are reported promptly to Social Services.

We allow the investigation to be carried out with sensitivity. Staff in pre-school take care not to influence the outcome either through the way they speak to children or ask questions of children.

Where a child shows signs and symptoms of “failure to thrive” or neglect, we make appropriate referrals.

All suspicions and investigations will be kept confidential, shared only with those who need to know, normally the member of staff/ keyworker, the pre-school supervisor and the management committee chair.

Disclosures of abuse

Where a child makes a disclosure to a member of staff, that member of staff:

Offers reassurance to the child

Listens to the child, and

Gives reassurance that he or she will take action

The member of staff does not question the child.

Recording suspicions of abuse and disclosures

Staff will make a record of:
The child’s name
The child’s address
The child’s age
The date and time of the observation or the disclosure
An objective record of the observation or the disclosure (without comment or interpretation)
The exact words spoken by the child
The name of the person to whom the concern was reported, with date and time; and
The names of any other persons present at the time.

These records are signed and dated and kept in a separate confidential file.
All members of staff know the procedures for recording and reporting.

Complaints/ allegations against staff

Staff are aware of the importance of not putting themselves in situations that may lead to allegations of abuse being made against them.

We ensure that all parents know how to complain about staff or volunteer action within the pre-school, which may result in an allegation of abuse. (see also “Complaints Policy”)

We follow the guidance of the Local Safeguarding Children Board when investigating any complaint that a member of staff or a volunteer has abused a child. If a complaint is made to the pre-school, the Chair of the ACPC must be informed.

In the case of a complaint being made to another body, both the pre-school and the parent are informed, and the pre-school leader works with the Local Safeguarding Children Board to ensure a proper investigation of the complaint followed by appropriate action.

We follow all the disclosure and recording procedures when investigating an allegation that a member of staff or volunteer has abused a child as if it were an allegation of abuse by any other person. The child will be listened to, respected and taken seriously.

The member of staff will be suspended on full pay while the investigations take place.

The member of staff will be given the opportunity top explain his or her side of the situation. A friend or colleague may also accompany them to the meeting.

As in the case of the child, the member of staff will also be listened to, respected and taken seriously.

In accordance with Children Act Regulations, the pre-school will notify Ofsted about any allegations of serious harm or abuse against a child whilst the child is in our care.

Informing parents

In accordance with Local Safeguarding Children Board guidelines, pre-school staff will not notify or make enquiries of parents when abuse is suspected, even if a pupil is taken to hospital. Social services, in accepting the referral, become responsible for determining what action is to be taken in relation to the child, including advising parents. Social Services will tell the Supervisor or CPLO what they are saying to parents and when, so that the pre-school is able to respond to parents appropriately.

Confidentiality

All suspicions are kept confidential and shared only with those who need to know. Any information is shared under the guidance of the Local Safeguarding Children Board.

Liaison with other bodies

We work within the Local Safeguarding Children Board guidelines.

We have a copy of Local Safeguarding Children Board guidelines available for staff and parents to see.

We notify the registration authority (Ofsted) of any incident or accident and any changes in our arrangements which affect the well-being of children.

We have procedures for contacting the local authority on child protection issues, including maintaining a list of names, addresses and telephone numbers of social workers, to ensure that it is easy, in any emergency, for the pre-school and social services to work well together.

Records of the local NSPCC contacts are also kept.

Support to families

The pre-school takes every step in its power to build up trust and supportive relations among families, staff and volunteers in the group.

The pre-school continues to welcome the child and the family whilst investigations are being made in relation to abuse in the home situation.

Confidential records kept on a child are shared with the child’s parents or those who have parental responsibility only if appropriate under the guidance of the Local Safeguarding Children Board.

With the proviso that the care and safety of the child is paramount, we do all in our power to support and work with the child’s family.

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6. COMPLAINTS POLICY

As a member of the Pre-school Learning Alliance we aim to provide the highest education and care for all our children. We aim to offer a welcome to each individual child and family and to provide a warm and caring environment within which all the children can learn and develop as they play.

We believe children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. We welcome suggestions on how to improve our pre-school and will give prompt and serious attention to any concerns about the running of the pre-school. We anticipate that most concerns will be resolved quickly by an informal approach to the appropriate member of staff. If this does not achieve the desired result, we have a set of procedures for dealing with concerns.

OUR AIM

We aim to bring all concerns about the running of our pre-school to a satisfactory conclusion for all of the parties involved.

METHOD

To achieve this we operate the following complaints procedure.

How to complain –

Stage 1

Any parent who is uneasy about any aspect of the pre-schools provision should first of all talk over any worries and anxieties with the pre-school leader.

Stage 2

If this does not have a satisfactory outcome within a couple of weeks, or if the problem reoccurs, the parent moves to Stage 2 of the procedure by putting the concerns or complaint in writing to the pre-school leader and the chair of the management committee.

At this stage the pre-school supervisor will note to which National Standard the complaint relates to.

Most complaints should be able to be resolved informally at Stage 1 or at Stage 2.

Stage 3

The parent requests a meeting with the pre-school leader and the Chair of the management committee. Both the parent and the leader should have a friend or partner present if required. An agreed written record of the discussion is made, to include any action the pre-school has taken, or propose to take as a result of the complaint. All of the parties present at the meeting sign the record and receive a copy of it.

A summary and conclusion of the complaint, written by the currant supervisor will be made available to any parent or Ofsted should a request be made for it.

The signed record signifies that the procedure has concluded.

Stage 4

If at the Stage 3 meeting the parent and pre-school cannot reach agreement, an external mediator is invited to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice. A mediator has no legal powers but can help to define the problem, review the action so far and suggest further ways in which it might be resolved.

Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to be invited to act as mediators.

The mediator keeps all discussion confidential. S/he can hold separate meetings with the pre-school personnel (pre-school leader and chair of the management committee) and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives.

Stage 5

When the mediator has concluded her/his investigations, a final meeting between the parent, the pre-school leader and the chair of the management committee is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator’s advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached.

A record of this meeting, including the decision on the action to be taken, is made. Everyone present at the meeting signs the record and receives a copy of it. The signed record signifies that the procedure has concluded.

The role of the Office for Standards in Education, Early Years Directorate (Ofsted) and the Area Child Protection Committee.

Parents may wish to approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of our registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the National Standards for Day Care are adhered to.

The address and telephone number of our Ofsted regional centre are:

Ofsted
Southern Region
Inspection Support Team
Fresh Ford House
Red Cliffe Way
Bristol
BS1 6LX
0845 6404040

These details are displayed on our pre-school’s notice board.

If a child appears to be at risk, our pre-school follows the procedures of the Local Safeguarding Children Boards in our local authority.

In these cases, both the parent and pre-school are informed and the pre-school leader works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint followed by appropriate action.

RECORDS

A record of complaints against our pre-school and/or the children and/or the adults working in our pre-school is kept, including the date, the circumstances of the complaint, how the complaint was managed, which national Standard the complaint related to, source of complaint and complaint conclusion.

We believe that most complaints are made constructively and can be sorted out at an early stage. We also believe that it is in the best interests of the pre-school and parents that complaints should be taken seriously and dealt with fairly and in a way which respects confidentiality.

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7. CONFIDENTIALITY POLICY

It is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality pre-school care and education.

OUR AIM

We aim to ensure that all parents and carers can share their information in the confidence that it will only be used to enhance the welfare of their children.

METHOD

To ensure that all those using and working in the pre-school can do so with confidence, we will respect confidentiality in the following ways:

Parents will only have ready access to the files and records of their own children but do not have access to information about any other child.

Staff induction includes an awareness of the importance of confidentiality in the role of the key person.

Staff and students on placements will not discuss individual children with any other member of the group other than the parents or carers, except where it affects planning for the child’s needs. (If parents do not wish children to be discussed between the staff they must let their keyworker know).

Information given by parents/carers to the pre-school leader or key worker will not be passed on the other adults without parental permission.

Issues to do with the employment of staff, whether paid or unpaid, will remain confidential to the people directly involved with making personnel decisions.

Any anxieties/evidence relating to a child’s personal safety will be kept in a secure confidential file and will not be shared within the group except with the child’s keyworker/pre-school leader and the chair.

Students on Pre-school Learning Alliance or other recognised qualifications and training, when they are observing in the pre-school will be advised of our confidentiality policy and required to respect it.

Any work requiring photographs of the children will require parents consent prior to the event and the children will not be named.

All child studies and records are confidential and are only available to the individual’s parents/carers.

During an inspection from Ofsted, Ofsted inspectors may wish to look at children’s record folders, the information will only be shared with the inspectors after parental consent has been sort.

All the undertakings above are subject to the paramount commitment of the pre-school, which is to the safety, and well being of the child. Please also see our policy on child protection and student placements.

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8. EQUALITY AND DIVERSITY POLICY

Our pre-school is committed to providing equality of opportunity and anti-discriminatory practice for all children and families. Our pre-school believes that no child, individual or family should be excluded from the pre-schools activities on the grounds of age, gender, sexuality, class, family status, means, disability, colour, ethnic origin, culture, religion or belief. We aim to ensure that all who wish to work in, or volunteer to help with, our pre-school have equal chance to do so.

OUR AIM

To provide a secure environment in which all our children can flourish and in which all contributions are valued. Include and value the contribution of all families to our understanding of equality and diversity. Provide positive non-stereotyping information about different groups and people with disabilities. Improve our knowledge and understanding of issues of equality and diversity. Make inclusion a thread which runs through all of the activities of the pre-school.

The legal framework that supports this policy is:

Race Relations Act 1976.
Race Relations Amendment Act 2000.
Sex Discrimination Act 1986.
Children Act 1989.
Special Educational Needs and Disability Act 2001.

METHODS

Admissions

The pre-school is open to every family in the community. The waiting list is not operated on a first come, first served basis but on a fairer system. (See admissions policy).

We advertise our service widely.

We reflect the diversity of members of our society in our publicity and promotional materials.

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

We will provide information in as many languages as possible – if required to do so. In the case of bi-lingual children support from EMAS (Ethnic Minority Achievement Service), will be sought. Contact Number 01256 330195.

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

Families joining the pre-school are fully aware of its equal opportunities policy.

We develop an action plan to ensure that people with disabilities can participate successfully in the service offered by the pre-school and the curriculum offered.

Employment

The pre-school will appoint the best person for each job and will treat fairly all applicants for jobs and all those appointed, subject to references and checks by the Criminal Records Bureau. This ensures fairness in the selection process. All job descriptions include a commitment to equality and diversity as part of their specifications.

No applicant will be rejected on the grounds of age, gender, sexuality, class, means, family status, disability, colour, ethnic origin, culture, religion or belief.

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

Commitment to implementing the group’s Equal Opportunities Policy will form part of the job description for all workers.

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

Training

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

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

Valuing diversity in Families

We encourage children to contribute stories of their everyday life into the pre-school.

The pre-school recognises that many different types of family successfully love and care for children.

The pre-school offers a flexible payment system for families with differing needs.

For families who have a first language other than English, we value the contribution their culture and language offer.

The pre-school offers opportunities for all parents/carers to fully participate.

The Curriculum

All children will be respected and their individuality and potential recognised, valued and nurtured. Activities and the use of play equipment offer children opportunities to develop in an environment free from prejudice and discrimination. Opportunities will be given to children to explore, acknowledge and value similarities and differences between themselves and others. This encourages children to begin to develop the skills of critical thinking.

We do this by:

Making children feel valued and good about themselves.

Ensuring children have equality of access to learning.

Reflecting the widest possible range of communities in the choice of resources. Ensuring children receive a balanced view of the world and an appreciation of the rich diversity of our multi-racial society.

Avoiding stereotypes or derogatory images in the selection of materials.

Celebrating a wide range of festivals.

Creating an environment of mutual respect and tolerance.

Helping children to understand that discriminatory behaviour and remarks are unacceptable. The response will aim to be sensitive to the feelings of the victim(s) and to help those responsible to understand and overcome those prejudices.

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

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

Parents are recognised as the first educators of their children. As such any input by parents into the planning of our curriculum is welcomed.

Special Needs

The pre-school recognises the wide range of special needs of children and families in their community, and will consider what part it will play in meeting these needs. Due to other pre-school commitments only one child will be admitted per session.

Planning for pre-school meetings and events will take into account the needs of people with disabilities.

Meetings

The time, place and conduct of meetings will ensure that all families have equal opportunity to be involved in the running of the pre-school.

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

Food

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

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

The pre-school has a named equal opportunities officer- Pauline Blunden.

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9. FEE PAYMENT POLICY

The pre-school is ‘parent run’ and our survival is dependant upon timely receipt of fees from parents, as we have many outgoing’s, i.e. wages, rent and operating costs. Thus it is vital we operate a strict policy with regard to payment of fees.

METHODS

Fees are payable half termly. In respect of each half term a bill will be sent out and payment is due within two weeks from the date of the bill. Non payment within the time limit could result in the place occupied being reallocated as at the next half term. The procedure then followed will be as stated in the complaint policy.

Parents working for the group who have children registered at pre-school are liable for the full cost of the sessions attended by their children

A one off registration fee to cover the cost of the child’s record file is payable for each child. This includes the children of members of staff.

We regret that the fees are payable even if your child is occasionally absent for whatever reason, as our overheads remain the same.

Stockbridge Pre-school can only offer children who are not in receipt of Early Years Funding one session per week (payable half termly). Parents may opt for extra sessions but these must all be paid for in advance, at the beginning of each half term.

OUTINGS

If your child normally attends on the day of the summer outing your fee will be charged as normal. No refund will be given if you choose not to attend. Staff are available to take responsibility for your child if you have good reason why you can not go. If no member of staff is available then a refund will be offered. Children who do not normally attend on that day will be charged for one session.

All other outings and activities will not be charged as extra to those who do not normally attend on that session. Every effort will be made to hold these events on different days of the week thereby giving everyone equal chance of attending a free session. Again if you do not attend no refund will be given.

STAFF attending outings with their own children will be classed as parents for that session and charged accordingly. No wages will be paid for that session. If a member of staff has 1 child of their own plus 1 pre-school child that they are taking responsibility for their entrance fee will be paid for by the group. (if another staff member, not accompanied by their own child, has a free space this must be filled first)

A half term’s notice of your child leaving the pre-school must be given, otherwise you will be liable to pay for the place booked by you.

In certain circumstances Social Services may assist financially, or weekly payments can always be arranged with the Treasurer. If anyone has any problems with regard to payment of fees they can always contact the Supervisor or the Treasurer to discuss the matter.

Once a term after the pre-school has closed for the holidays, staff give the two rooms a thorough ‘Spring Clean’, and we would ask for a contribution towards the cost of this cleaning day. The cost will be the price of a normal pre-school session.

At the end of each term all “book share” books must be returned. A charge of £5 each will be made for any non-returns.

EARLY YEARS FUNDING

The group is registered to receive the government early years funding. Children in receipt of the funding may take up to a maximum of 5 free sessions per week.

The number of sessions to be attended must be agreed before the head count day. Parents wishing for extra free sessions may not take them up before the next full term starts.

Parents wishing to take up extra sessions not covered by the grant may do so at a cost relevant to the value of the funding for that term. This could be due to use of the funding at another nursery or pre-school, or wishing to take up places not requested in the head count.

The EYF covers your child for a maximum of 55 sessions per term. The sessions may be offered over a minimum of 11 weeks, but can be spread over a maximum of 14 weeks. If your child attends for the maximum of 5 sessions per week then top up fees will be charged at the standard session rate, in accordance with the term length. This fee will be billed termly. The fee is payable even if a child does not attend the extra days open. Top up fees will only be charged on the number of sessions normally attended by each child. Bank holidays that fall during term time are not counted as part of the 55 sessions paid for by the grant per term. Therefore if your child normally attends on that day you will be charged one less top up fee or offered one extra session. This also applies to any day closures.

Sports day, the Christmas concert, pre-school party’s and outings are all considered part of your child’s social education and will be considered as sessions covered by the early years funding.

The pre-school offers one free place to a child in receipt of the EYF. This place consists of a maximum of 5 x 2.50 x 33.

Children who are in receipt of the local authority SEN funding will be offered a free place for a maximum 2.5x 5x 33 weeks in a year. If parents wish their child to attend extra sessions they will be required to pay the equivalent of both the SEN grant and the Early years funding. An exception to the above is made when a child does not need a one-to-one worker, or when a parent/carer is willing to act as one-to-one for the extra sessions.

The number of free sessions offered per week to a child receiving SEN funding and needing a one-to-one worker will depend on the pre-schools ability to pay the extra expenses (not covered by the funding) incurred in employing that person.

UNPAID DEBT

Until an outstanding debt from a previous sibling has been settled the next sibling will not be offered a place in Stockbridge Pre-school.

If a family has shown from previous siblings that they find pre-school fees difficult to pay, the pre-school reserve the right to postpone the next siblings entry into pre-school until his/her Early Years Funding is in place.

The management committee of Stockbridge Pre-school reserve the right to recover unpaid debt, in accordance with the Pre-school Learning Alliance recommended procedures.

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10. FOOD AND DRINK POLICY

The pre-school regards snack/meal times as an important part of the pre-school’s session. Eating represents a social time for children and adults and helps children to learn about healthy eating.

OUR AIM

At snack/meal time we aim to provide nutritious food, which meets the children’s individual dietary needs. We aim to meet the full requirements of Ofsted’s Care Standards on Food and Drink (Standard 8).

METHODS

Before a child starts to attend the pre-school, we find out from parents their children’s dietary needs, including any allergies.

We record information about each child’s dietary needs in his/her registration record and parents sign the record to signify it is correct.

We regularly consult with parents to ensure that our records of their children’s dietary needs – including any allergies – are up to date. Parent’s sign the up dated to signify that it is correct.

We display current information about individual children’s dietary needs so that all staff and volunteers are fully informed about them.

We implement systems to ensure that children receive only food and drink which is consistent with their dietary needs and their parent’s wishes.

We provide nutritious food at all snacks, avoiding large quantities of fat, sugar and salt and artificial additives, preservatives and colourings.

We require staff to show sensitivity in providing for children’s diets and allergies. Staff do not use children’s diet or allergy as a label for the child or make the child feel singled out because of his/her diet or allergy.

We organise snack and meal times so that they are social occasions in which children and staff participate.

We use snack and meal times to help children to develop independence through making choices, serving food and drink and feeding themselves.

We provide children with utensils which are appropriate for their ages and stages of development and which take account of the eating practices in their cultures.

We have fresh drinking water constantly available for the children. We inform the children about how to obtain water and that they can ask for water at any time during the session.

We have rules about children sharing or swapping their food with one another in order to protect children with food allergies.

For children who drink milk, we provide whole pasteurised milk.

Through discussion with parents and research reading by staff, we obtain information about the dietary rules of the religious groups, to which children and their parents belong, and of vegetarians and vegans, and about food allergies. We take account of this information in the provision of food and drinks.

PARTY FOOD

The only time meals are provided are at the Christmas and Leavers Party.

We plan menus in advance, involving children and parents in the planning. (Using the food list that parents sign to show what they are providing).

Parents provide foods from the diet of their own cultural background, providing children with familiar food and introducing them to new ones.

Parents are reminded in written and verbal form about the policy of NO NUTS.

Staff always check ingredient lists on packets or check with the provider of home prepared food for the presence of any ingredients that children have allergies to.

If in any doubt exists over the ingredients, the food will not be used.

We give parents providing food information about suitable containers for food. (Verbal)

HANDLING AND PREPARING FOOD

Staff and volunteers follow the rules listed below when handling food for snacks, meals or cooking activities.

There is a no smoking policy that applies to all working areas of the pre-school.

Always wash hands under running water before handling food and after using the toilet.

Not be involved in the preparation of food if suffering from any infectious/contagious illness or skin trouble.

Never cough or sneeze over food.

Use different cleaning cloths for kitchen and toilet areas.

Prepare raw and cooked food in separate areas.

Keep food covered and either refrigerated or piping hot.

Ensure waste is disposed of properly and out of reach of children. Keep a lid on the dustbin and wash hands after using it.

Wash fresh fruit and vegetables thoroughly before use.

Any food or drink that requires heating will be heated immediately prior to serving and not left standing. No food or drink will be re-heated.

Tea towels will be kept scrupulously clean and washed between each session.

All utensils will be kept clean and stored in a dust-free place, e.g. closed cupboard or draw.

Cracked or chipped china will not be used.

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11. STOCKBRIDGE PRE-SCHOOL
HEALTH AND SAFETY STATEMENT

Statement of Intent

Stockbridge Pre-school provides sessional daycare to pre-school age children and is run by a Management Committee. The Management Committee recognises the importance of ensuring, promoting and improving the health, safety and welfare of employees, of the children in the pre-school’s care and of all other persons, who may be on pre-school premises. To this end they will ensure compliance with the:

Health and Safety at Work Act 1974 Management of Health and Safety at Work Regulations 1999 and all other relevant legislation, with particular emphasis being given to:

The provision and maintenance of safe machinery, equipment and tools, etc
The safe use, storage, handling and transport of articles and substances
The provision of adequate information, instruction, training and supervision of employees and contractors.
The provision of a safe workplace, including means of entry and exit
The provision of a safe and healthy work environment
The provision of safe systems of work and effective emergency procedures.

The Management Committee will also ensure the appropriate identification and allocation of sufficient resources to realise the above commitment.

Responsibilities

Management Committee
The Management Committee will authorise the implementation and monitor the effectiveness of all health and safety policies and procedures, and ensure compliance with relevant legislation. It will also ensure that appropriate resources, in terms of time, staff, money, etc are identified and allocated to fulfil these policies.

Committee Health & Safety Representative (currently Louise Pettigrew)
The Committee Health & Safety Representative is responsible for ensuring that policies and procedures are implemented and adhered to throughout all areas of the pre-school, and that these are effectively monitored. Working in conjunction with the pre-school’s Health and Safety Officer, he or she is also responsible for identifying new policies and/or resources which might be required in the light of risk assessments, bringing these to the attention of the Management Committee, and
ensuring they are appropriately implemented and allocated in accordance with defined risk priorities.
It is the Committee Health & Safety Representative’s responsibility to ensure effective communication and consultation procedures are implemented, and to liaise closely with the Chairperson in matters of health and safety.
Pre-school Health & Safety Officer (currently Lisa Dunville)
The Pre-school Health & Safety Officer is responsible for the day-to-day implementation of health and safety policies and procedures, including risk assessments, and for indentifying necessary resources, training and information needs, etc. He or she will liaise closely with the Pre-school Supervisor and the Committee Health & Safety Representative in all matters of health and safety.

All Staff
All staff have a legal responsibility to ensure their own health and safety and to ensure that they do not put anyone else at risk through their work activities. All equipment, safety devices and anything else provided in the interests of health and safety must be used in accordance with any training, information or instructions given. Every effort must be made to co-operate with the Management Committee in all matters of health and safety.

Grievances and discipline

Grievances should be reported to the Pre-school Supervisor in the first instance where the matter will be dealt with or passed on to the Chairperson. All employees are encouraged to report shortcomings in any health and safety arrangements, policies or procedures, and constructive criticisms are welcome. Such reports should again be made to the Pre-school Supervisor in the first instance.
Employees who do not comply with the provisions of the health and safety policy, or who do not follow defined safe systems of work, will be disciplined in accordance with the procedure detailed in the pre-school’s Adult Bahaviour Management Policy.

Review and revision

All policies relating to health and safety will be reviewed annually and revised as necessary, in accordance with any changes to the workplace, work activities or legislation.

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12. SAFETY POLICY

Stockbridge Pre-school believes that the health and safety of children is of paramount importance. We make our pre-school a safe and healthy place for children, parents, staff and volunteers.

Aim

We aim to make children, parents and staff aware of health and safety issues and to minimise the hazards and risks to enable the children to thrive in a healthy and safe environment.

Method

We have a designated Health and Safety Officer, (currently Lisa Dunville), who is competent to carry out these responsibilities. He/she has undertaken health and safety training and regularly updates his/her knowledge and understanding. Our management Committee also has a designated Health and Safety Representative (currently Louise Pettigrew).

Please see also our Health and Safety statement for further details of staff and committee responsibilities regarding health and safety.

We display the necessary Government Health and Safety poster in the Resources area of the Wet Room.

Risk assessment

Our risk assessment process includes:

Checking for hazards and risks indoors and outside, and in all our activities and procedures. Our assessment covers adults and children.

Deciding which areas need attention

Developing an action plan which specifies the action required, the timescales for action, the person responsible for the action and any funding required.

We maintain checklists of health and safety issues which are checked:

Daily before each session begins

Weekly, (when daily lists are reviewed and checks made that any defects identified have been rectified) and

Termly, when a full risk assessment is carried out, using the Pre-school Learning Alliance /Royal Sun Alliance Insurance Scheme checklist.

Insurance Cover

We have public liability insurance and employer’s liability insurance. The certificate is displayed on the main notice board in the Dry Room.

Awareness raising

Our induction training for staff and volunteers includes a clear explanation of health and safety issues so that all adults are able to adhere to our policy and understand their shared responsibility for health and safety. The induction training covers matters of employee well-being, including safe lifting, the storage of potentially dangerous substances and procedures to follow in the event of contact with, spillage or ingestion of these substances.

Records are kept of these induction training sessions and of subsequent health and safety training, and staff and volunteers are asked to sign the records to confirm that they have taken part.

Health and safety issues are explained to the parents of new children via the welcome pack and policies, so they understand the part they play in the daily life of the pre-school.

As necessary, health and safety training is included in the annual training plans of staff, and health and safety is discussed regularly at staff meetings. All staff are required to undergo first aid training and are also encouraged to attend fire safety and manual handling courses. Senior staff are encouraged to attend full-day health and safety management courses in addition to the above.

We have a “no smoking” policy.

Children are made aware of health and safety issues through discussions, planned activities and routines.

Children’s safety

Only persons who have been checked for criminal records by an enhanced disclosure from the Criminal Records Bureau and are registered with Ofsted as child carers have unsupervised access to the children, including helping with toileting.

The child’s main carer is required to fill in and sign a form giving details and permission for a person other that themselves or persons named on the registration form to collect their child at the end of that session. Children will only leave the group with an authorised adult.

Parents are requested via the Registration form to name any persons who do not have legal access to their children. This information is maintained by the pre-school in a separate, confidential file, and staff are made aware of its contents.

Adults do not normally supervise children on their own.

All children are supervised by adults at all times.

Activities such as cooking, woodwork and energetic play receive close and constant supervision.

The recommended child to adult ratio will be adhered to at all times.

Whenever children are on the premises, at least two adults are present. (the only exception to this is when children are taken to the toilet, which will sometimes leave only one member of staff on the premises for a short time.)

The layout and space ratios allow children and adults to move safely and freely between activities.

Equipment offered to children is developmentally appropriate, recognising that materials suitable for an older child may pose a risk to a younger/less mature child.

Children who are sleeping are checked regularly.

(Please see also our Child Protection policy)
Security

Systems are in place for the safe arrival and departure of children. The times of children’s arrivals and departures are recorded.

The arrival and departure times of adults – staff, volunteers, and visitors – are recorded.

When a child or adult leaves early from a session, this is marked on the register with a green pen.

Our systems prevent unauthorised access to our premises.

Our systems prevent children from leaving our premises unnoticed.

The personal possessions of staff and visitors are safely stored during pre-school sessions.

Windows

Low-level windows are made from materials which prevent accidental breakage or are made safe.

Windows are protected from accidental breakage or vandalism from people outside the building.

Doors

We take precautions to prevent children’s fingers from being trapped in doors.

If the main entrance has to be locked, there is always a key close by at adults’ level.

Floors

All surfaces are checked daily to ensure they are clean and not uneven or damaged.

Kitchen area

Children do not have unsupervised access to the kitchen area, or any cupboards storing hazardous materials including matches.

All surfaces are clean and non-porous

There are separate facilities for hand-washing and for washing up.

Cleaning materials and other dangerous materials are stored out of children’s reach.

Cleaning materials are kept in their original containers with labels left attached.

When children take part in cooking activities, they:

Are supervised at all times

Are kept away from hot surfaces and hot water; and

Do not have unsupervised access to electrical equipment.

Electrical equipment

All electrical equipment conforms to safety requirements and is checked regularly by means of:

– Quick visual check by all staff whenever in use

– Termly thorough visual check by Health and Safety Officer

– Annual inspection by a qualified electrician, who should label each item after checking with a dated sticker.

– A record of termly and annual checks is maintained in the Health and Safety folder.

Items which fail an inspection should be withdrawn immediately and labelled “defective” prior to disposal, or repair and re-testing by a qualified electrician.

Our electrical switchgear/meter cupboard is not accessible to children.

Heaters, electrical sockets, wires and leads are properly guarded and the children are taught not to touch them.

Dehumidifiers are checked daily to make sure they are not covered.

There are sufficient sockets to prevent overloading.

The temperature of hot water is controlled to prevent scalds.

Lighting and ventilation is adequate in all areas.

Storage

All resources and materials which children select are stored safely.

All equipment and resources are stored or stacked safely to prevent them accidentally falling or collapsing.

Outdoor area

As we make use of the school’s outdoor areas which are not entirely fenced, children are not permitted outside unsupervised and are made aware of the areas in which they are allowed to play. Children are not allowed to take ride-on toys, balls etc. off the tarmac’d area or to wander onto the grassed areas unless the whole group is taken there for a group activity or play. The Early Years’ adventure play area behind the pre-school building is securely fenced.

Children are not allowed in the outside sheds.

Dressing-up shoes may not be worn outside. Suitable footwear is recommended for outside play.

Our outdoor area is checked for safety and cleared of rubbish before it is used.

Adults and children are alerted to the dangers of poisonous plants, herbicides and pesticides.

Children have no access to the school pond, which is securely fenced.

Where water can form a pool on equipment, it is emptied before children start playing outside.

Our outdoor sandpit is covered when not in use.

All outdoor activities are supervised at all times.

Food and drink

Staff who prepare and handle food receive appropriate training and understand – and comply with – food safety and hygiene regulations

All food and drink is stored appropriately

Adults do not carry hot drinks through the play areas and do not p[lace hot drinks within reach of children

Snack times are appropriately supervised and children do not walk about with food and drinks.

Fresh drinking water is available to the children at all times

We operate systems to ensure that children do not have access to food/drinks/cooking ingredients to which they are allergic.

(See also our Food and Drink Policy)
Outings and visits

We have agreed procedures for the safe conduct of outings.

Procedures to be followed on outings are contained within our operational plan.

A risk assessment is carried out before an outing takes place.

Parents always sign consent forms before major outings.

Our adult to child ratio is high (one adult to two children)

The children are appropriately supervised to ensure no child gets lost and that there is no unauthorised access to children.

Records are kept of the vehicles used to transport children, with named drivers and appropriate (Class 1 business use) insurance cover.

If any children remain at pre-school, the adult to child ratio must conform to the requirements of the National standards for Day Care.

Fire safety

Fire exit doors are clearly marked, never obstructed and easily opened from the inside.

Smoke detectors/alarms and fire-fighting appliances conform to BSEN standards, are fitted in appropriate high risk areas of the building and are checked regularly as specified by the manufacturer.

Our emergency evacuation procedures are approved by the Fire safety officer and are:

– Clearly displayed on the premises;

– Explained to new members of staff, volunteers and parents , contractors and visitors; and

– Practised regularly (at least half-termly)

Records are kept of fire drills and the servicing of fire safety equipment

(Please see also our Fire Safety Policy)

Safety of adults

Adults are provided with guidance about the safe storage, movement, lifting and erection of large pieces of equipment.

When adults need to reach up to store equipment or to change light bulbs they are provided with safe equipment to do so.

All warning signs are clear and in appropriate languages/pictorial.

Adults do not remain in the building on their own or leave on their own after dark.

Records

In accordance with the National Standards for Day Care, we keep records of:

Adults authorised to collect children from pre-school (and those who have no legal access)

The names, addresses and telephone numbers of emergency contacts in case of children’s illness or accident;

The allergies, dietary requirements and medical conditions of individual children

The times of attendance of children, staff, volunteers and visitors;

Accidents; and

Incidents

In addition, the following policies and documentation in relation to safety are in place:

National Standards 6: Safety

Risk Assessment

Record of visitors

Fire safety procedures

Fire safety records and certificates

Operational procedures for outings

Vehicle records including insurance

List of named drivers

We regularly seek information from the Environmental Health Department and the Health Authority to ensure that we keep up-to-date with the latest recommendations, and communicate these to parents. The pre-school maintains links with health visitors.

Parents have the opportunity to discuss health issues with pre-school staff and have access to information available to the pre-school.

Our daily routines encourage children to learn about personal hygiene, ie:

Hands washed after using the toilet, and before cooking or eating.

Children with pierced ears are not allowed to try on each other’s ear-rings

children encouraged to blow and wipe their noses when necessary. Soiled tissues disposed of hygienically.

Children encouraged to shield their mouths when coughing/sneezing.

We have a daily routine for ensuring that all areas of pre-school (including play areas, washbasins and the kitchen area) are left clean and tidy at the end of each session.

We have a schedule for cleaning/sterilising resources and equipment, dressing-up clothes and furnishings.

We share the school’s toilet facilities, which have a high standard of hygiene including hand washing and drying facilities. There are facilities for the hygienic disposal of nappies.

We implement good hygiene practices by:

– cleaning tables between activities;

– having separate sinks/washing-up bowls/scourers for washing cups, cutlery etc. and for paint & glue pots etc.

– keeping tea towels scrupulously clean & changing daily.

– checking toilets regularly;

– following hygiene rules related to bodily fluids with particular care. All staff and volunteers are aware of how infections, including HIV, can be transmitted. Any spills of blood, vomit or excrement are wiped up and solids flushed away down the toilet. Contaminated surfaces are disinfected using chlorine or iodine bleach diluted according to the manufacturer’s instructions. Fabrics contaminated with body fluids are thoroughly washed in hot water.

– wearing protective clothing – such as aprons and disposable gloves – as appropriate;

– providing spare sets of clean clothes and polythene bags in which to double-wrap soiled garments

– providing tissues and wipes; and

– ensuring sole use of towels (disposable paper towels used)

Animals

Visits to pre-school by animals are only permitted if the animals are free from disease, safe to be with children and do not pose a health risk.

First Aid

At least one member of staff with a current first aid training certificate (relevant to infants and young children) is on the premises or on an outing at any one time. The first aid qualification includes first aid training for infants and young children.

We have two first aid kits, one of which is taken with us on outings.

Our first aid kits:

Comply with the Health and Safety (First Aid) Regulations 1981

Are regularly checked by a designated member of staff and re-stocked as necessary according to the inventory of recommended contents.

Are easily accessible to adults

Are kept out of the reach of children

At the time of admission to the pre-school, parents’ written permission for emergency medical advice or treatment is sought. Parents sign and date their written approval

Our accident book:

Is kept safely and accessibly

Is reviewed at least half-termly to identify any potential or actual hazards

All staff and volunteers know where to find it and how to complete it.

Ofsted is notified of any injury requiring treatment by a General Practitioner or hospital, or the death of a child or adult.

Any injury requiring General Practitioner or hospital treatment to a child, parent, volunteer or visitor is reported to the local office of the health and Safety Executive

We meet our legal requirements for the safety of our employees by complying with RIDDOR (the Reporting of Injury, Disease and Dangerous Occurrences Regulations). We report to the local office of the health and Safety Executive:

Any accident to a member of staff requiring treatment by a General Practitioner or hospital, and

Any dangerous occurrences (ie an event which does not cause an accident but which could have done)

Health of children

Our pre-school promotes a healthy lifestyle in its day-to-day work with children.

Outdoor Play

Children will have the opportunity to play in the fresh air throughout the year (either in the pre-school’s own outside play are or on outings to parks or other community play-spaces).

Prevention of sunburn:

Children will wear t-shirts etc. when playing outside

Wearing of hats will be encouraged

Parents will be asked to sign a permission form, allowing staff to apply sun block to their children.

Only sun creams specifically designed for young children will be used; this will be put on whenever children go out to play on strong sunlight.

If parents do not wish their children to use pre-school sun-block, they will be asked to supply their own cream or ensure children have adequate clothing to cover.

Medication

Please see Medicine Policy

If the administration of prescribed medication requires medical knowledge, (eg life-saving medication such as Epi-pens), individual training is provided for the relevant member of staff by a health professional. Pre-school staff should contact the pre-school’s insurance company before administering any medication, (ie via the insurance officer at the Pre-school Learning Alliance’s National Centre), forwarding to them:

A letter from the child’s GP/Consultant stating the child’s condition and required treatment

Written parental consent to allow staff to administer medication

Proof of staff training by a qualified person (nurse/GP)

Until confirmation of insurance cover is received, the child must be accompanied

by the parent/carer at all times.

Parents are invited via the registration form to give details of any cultural or religious considerations which might affect their wishes regarding the administration of medication/medical treatment to their child. All staff are made aware of any such considerations.

Sickness

Our policy for the exclusion of ill or infectious children is discussed with parents (initially via the welcome pack). This includes procedures for contacting parents - or other authorised adults – if a child becomes ill at pre-school.

Parents are asked to keep their children at home if they have any infection, and to inform pre-school of the nature of the infection, so that the pre-school ca alert other parents, and make careful observations of any child who seems unwell.

Parents are asked not to bring into the pre-school any child who has been vomiting or had diarrhoea until at least 24 hours since the last attack.

If the children of pre-school staff have an infectious illness, the children are not permitted to accompany their parents/carers to work at pre-school.

Cuts or open sores, whether on adults or children, will be covered with a sticking plaster or dressing.

The sickness of staff and their involvement in accidents is recorded. The records are reviewed termly to identify any issues which need to be addressed.

Ofsted is notified of any infectious diseases which a qualified medical person considers notifiable

(Please see also lists of notifiable/communicable diseases in the Health and Safety folder)

Records

In accordance with the National Standards for Day Care, we keep records of:

Adults authorised to collect children from pre-school

The names, addresses and telephone numbers of emergency contacts in case of children’s illness or accident;

The allergies, dietary requirements and medical conditions of individual children

The times of attendance of children, staff, volunteers and visitors;

Accidents; and

Incidents

In addition, the following policies and documentation in relation to health are in place:

National Standard 7: health

Administration of medicine

Prior parental consent to administer medicine

Record of administration of medicines

Prior parental consent for emergency treatment

Accident record

Sick children

No smoking

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14. STOCKBRIDGE PRE-SCHOOL

FIRE SAFETY POLICY

Safe working Practices and procedures

The Pre-school Health and Safety Officer and the Committee Health and Safety Representative, will carry out a termly Fire Risk Assessment, completing the “Inspection Checklist”, and reporting their findings to the staff and Management Committee.

Fire safety awareness is taught to the children through regular fire drills, through our regular contact with the local fire station, and through topics covered in the curriculum.

A fire drill will take place at least half-termly. Each term a fire drill will be carried out with the school, using the school’s fire alarm. At other times fire drills will be carried out independently of the school, using a hand bell to alert the children of a fire.

All fire exits will remain clear at all times.

All internal fire doors will remain shut when the building is unoccupied. Wherever possible, electrical appliances should be switched off and unplugged when the building is not in use.

The “No Smoking” policy will be adhered to at all times.

Matches must be stored safely, out of reach of children.

All rubbish bins must be emptied at the end of each session, and rubbish bags placed in the school’s wheeled bins. Rubbish must not be allowed to accumulate outside in the vicinity of the pre-school building.

All fire-fighting equipment must remain in its designated place at all times.

All staff are trained in the use of fire extinguishers and the fire blanket.

All combustible materials must be stored tidily in the designated areas.
Flammable chemicals must be kept in a locked cupboard.

All heating and cooking appliances, dehumidifiers and the laminating machine, must be kept free of combustible materials at all times.

All Fire Exit doors are checked to ensure that they open freely prior to each session.

All Fire Fighting equipment is annually inspected, under contract arranged through the school. A record is kept of such inspections.

Smoke alarms are checked monthly to ensure units are continually operational. Batteries must be changed annually.

All fire fighting equipment and signs must be clearly visible and unobstructed.

New staff, parents, visitors and contractors will be made aware of the location of fire exits and procedure to be followed in the event of fire.

Any defects in fire protection equipment must be reported immediately to the Supervisor or Chairperson.

CONTINGENCY ARRANGEMENTS IN CASE OF FIRE

In case of fire, the building will be evacuated as quickly as possible. Children and adults will not stop to put on shoes, coats etc. or to collect bags.

The supervisor or deputy will be the last to leave the building, making a final check of all areas (especially the home corner) before leaving.

The mobile phone, register and registration file will be collected from the shelf by the connecting door after the final sweep and before leaving the building.

The deputy supervisor or acting deputy, taking the register, will lead the children and staff calmly to the “station shed” where the group will assemble. The senior assistant or acting senior assistant will assume responsibility for the safe evacuation of any child/adult with mobility problems or other disability. Children should not be allowed to run. Once there, a head count of adults and children will be made. If the fire is located in pre-school, the Supervisor will nominate a member of staff to make the 999 call (once they are at the assembly point) to the fire service and to alert school staff to activate the school fire alarm.

Any members of the group in the main school building will leave by the nearest fire exit, then make their way to the assembly point for the head count.

Any adult with children in the toilets will be responsible for checking that no child is left in a cubicle before evacuating the group.

Once everyone has assembled, the Supervisor will confirm that all numbers of adults and children tally with the register. Any discrepancy will immediately be notified to the Head Teacher and Fire Officer.

NO-ONE will re-enter the building until given the all-clear by the Fire officer in charge.

NO member of staff will use the fire extinguisher to attempt to tackle a fire as this delays evacuation.

In the case of not being able to re-enter the buildings after an evacuation, staff will lead the children to the house(s) of parents living adjacent to the school to await collection. Children will be supervised by pre-school staff at all times.

The deputy Supervisor will begin to contact parents immediately. In order to save telephone batteries and credits, each parent contacted will be asked to contact the next person on the register. Names, numbers and emergency contact numbers will be given at the time. Each delegated parent will be asked to confirm with the Deputy that they have contacted the other parents when picking up their children.

The Chairperson should be informed about the incident as soon as time allows.

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15. PARENTAL INVOLVEMENT POLICY

Parents are the first educators of their young children. We believe that children benefit most from pre-school education and care when parents and pre-schools work together in partnership. The aim of the group is to support their essential work.

OUR AIM

Support parents as their children’s first and most important educators. Involve parents in the life of the pre-school and their children’s education. Support parents in their own continuing education and personal development.

METHOD

We are committed to ongoing dialogue with parents to improve our knowledge of the needs of their children and to support their families.

Through access to written information and through regular informal communication, we inform all parents about how the group is run and its policies. We check to ensure parents understand the information, which is given to them.

At Stockbridge Pre-school all parents are encouraged to join the committee and take a role in the running and management of the pre-school. All parents are encouraged to put their names on the visiting rota and to spend 2/3 sessions per year in-group observing and taking part in their child’s education.

Ensure that parents are informed on a regular basis about their child’s progress.

Involve parents in shared record keeping about their own child, either formally or informally – and ensure parents have access to their children’s written records.

Ensure that all parents have opportunities to contribute from their own skills, knowledge and interests to the activities of the group.

Ensure that all parents are fully informed about meetings, conferences, workshops and training.

We provide information about opportunities for being involved in the pre-school in ways which are accessible to parents with basic skills needs, or those for whom English is a second language.

Hold meetings in venues that are accessible and appropriate for all.

Welcome the contributions of parents, whatever forms these may take.

Make known to all parents the systems for registering queries, complaints or suggestions and check to ensure these are understood. All parents have access to our written complaint procedure.

Provide opportunities for parents to learn about the pre-school curriculum and about young children’s learning, in pre-school and at home.

Encourage parents on an individual basis to play an active part in the management of the group. Equal opportunities will be given for all parents to participate.

In compliance with National Standard 12, the following documentation is in place:

Admissions policy.
Complaints procedure.
Record of complaints.
Activities provided for children.

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16. SETTLING IN PRE-SCHOOL POLICY AND PRACTICE

We want children to feel safe, stimulated and happy in the absence of their parents, and to feel secure and comfortable enough to recognise pre-school adults as a source of authority, help and friendship, and to be able to share with their parents afterwards the new learning experiences enjoyed in the pre-school. We also want parents to have confidence in both their children’s well being and their role as active partners with the pre-school.

OUR AIM

We aim to make the pre-school a welcome place where children settle quickly and easily because consideration has been given to the individual needs and circumstances of children and their families.

METHOD

Before a child starts to attend pre-school, we use a variety of ways to provide his/her parents with information. These include written information (including our welcome pack and policies), displays about pre-school activities and individual meetings with parents.

Encourage parents to visit the pre-school with their children during the weeks before admission is planned.

Offer home visits to all children before starting group, either the supervisor or the child’s key worker will visit, this ensures all relevant information about the child can be known. Offer home visits to children who are having difficulties settling.

Introduce flexible admission procedures, if appropriate, to meet the needs of individual families and children.

Make clear to families from the outset that they will be supported in the pre-school for as long as it takes to settles their child there.

Reassure parents whose children seem to be taking a long time settling into the pre-school.

Introduce new families into the group on a staggered basis, e.g. two new children a day for a week rather than ten new children all at once.

Encourage parents, where appropriate, to separate from their children for brief periods at first, gradually building up to longer absences.

Allocate a key person to each child and his/her family, before she/he starts to attend. The key person welcomes and looks after the child and his/her parents at the child’s first session.

We use pre start visits and the first session at which a child attends to explain and complete with his/her parents the child’s registration records. An initial child profile is completed for all children and kept in their record file by their key worker.

Informal discussions about a child’s progress are ongoing, at the end of every term a development folder (this is a celebration of every child’s achievement) for every child is shared with their parents, parental contributions to this folder are valued highly.

Children cannot play or learn successfully if they are anxious and unhappy. Our settling procedures aim to help parents to help their children to feel comfortable in the pre-school, to benefit from what it has to offer, and to be confident that their parents will return at the end of the session.

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17. STOCKBRIDGE PRE-SCHOOL SPECIAL EDUCATIONAL NEEDS/DISABILITY STATEMENT

Statement of intent

Stockbridge Pre-school is committed to the belief that all children have a right to be a part of their local community and to be welcomed and included on equal terms in their local pre-school. We draw on all available resources to create an environment within which each child can progress to his/her full potential in all areas of development.

(Further details of how we action these points may be found in the Pre-school’s “SEN/Disability Policy” which is available for inspection on request.)

Our practice of inclusivity also extends to parents/carers and staff who may have a special need or disability. The pre-school values the contribution of all adults equally, and will take steps to discuss and resolve any practical issues which may hinder their participation in the full range of pre-school activities (eg adapting activities for wheelchair access etc.)

Accessibility to the premises and facilities

It is part of our policy to ensure that our provision meets the needs of each individual child:

We ensure that our physical environment is as far as possible suitable for children with disabilities, liaising with the school (whose toilet facilities we share) as necessary to ensure accessibility.

In the event of a child with SEN/disability applying to join the pre-school, we give consideration to, for example:

The arrangement of furniture and fittings to ensure physical access Storing resources at appropriate height, child-height for the child who cannot yet walk The use of soft furnishings, carpets and curtains to absorb sounds and facilitate floor play for the child with sensory or physical difficulties Using symbols to help children with communication difficulties to express choices or understand what comes next in a series of activities etc.

We work closely with the child’s parents and any other professionals involved to determine how best we can adapt our curriculum to ensure it is wholly accessible to the child.

Our flexible curriculum plans already allow for adapting each activity for children at different stages of development. Activities are broken down into appropriate steps so that each child can succeed.

The curriculum is further differentiated as appropriate for children with SEN/disabilities by, for example:

Using concrete props to help maintain attention when storytelling
Adapting resources eg providing self-opening scissors
Adjusting the timetable eg by “”sandwiching” short periods of structured activity with periods of free play or quiet time. etc.

Admission Policy regarding children with SEN/Disabilities

The pre-school is open and accessible to children, irrespective of any special need or disability, and we take steps to include all children in our provision.

We provide practitioners to support parents and children with Special Educational Needs (SEN) /disabilities. Where a child requires individual support, we will seek the necessary funding and recruit a one-to-one SEN Assistant to work with that child.

Due to restrictions of space, it may be necessary to limit the number of SEN children who may attend in any one session. Where a child has been denied access to a session for this reason, priority will be given to accommodating him/her in an alternative session.

SENCO

We have a trained Special Educational Needs Co-ordinator (SENCO) on our staff -currently Pauline Blunden - whose key responsibilities are to:

Work closely with children’s key-workers to identify the specific needs of children with SEN/disabilities, and to meet those needs through a range of strategies.

Work in partnership with parents and other professionals in respect of meeting the needs of children with SEN.

Advise and support other practitioners in the setting

Ensure that the appropriate Individual Education Plans are in place

Ensure that the relevant background information about individual children with SEN is collected, recorded and updated.

Keep up to date with current legislation and guidance, through seeking out relevant training courses and consulting with the area SENCO and EYDCP.

Liaise with the Supervisor and Committee Chairperson to monitor and review our practice and provision and, if necessary, make adjustments.

SEN Code of Practice

The pre-school has regard for the Special Educational Needs Code of Practice, (DfES, 2001),which recommends that early years providers should identify children’s needs and take action to meet those needs as early as possible, in partnership with parents and carers:

In line with the recommendations of the SEN Code of Practice we follow a “graduated response” system to the SEN of individual children. The recommended four levels of provision are:

Early years Action
Early Years Action Plus
Statutory Assessment
Statement

The SENCO is closely involved in the determination and provision of early years education at all of these stages.

Confidentiality

All records and information concerning children are confidential and are only shared on a “need-to-know” basis; ie a child’s key-worker may discuss concerns with the group’s SENCO. The pre-school will not contact any outside agency regarding the needs of a specific child without the prior written consent of the parent/carer.

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17A. SPECIAL EDUCATIONAL NEEDS/DISABILITY POLICY

We provide an environment in which all children are supported to reach their full potential.

OUR AIM

We have regard for the DfES Special Educational Needs Code of Practice.
We include all children in our provision.
We provide practitioners to help support parents and children with special educational needs (SEN)/disabilities.
We identify the specific needs of children with SEN/disabilities and meet those needs through a range of strategies.
We work in partnership with parents and other agencies in meeting individual children’s needs.
We monitor and review our practice and provision and, if necessary, make adjustments.

METHODS

All children are treated as individuals and with respect.

Children with special needs, like all other children, are admitted to the pre-school after consultation between parents, pre-school leader and key-worker.

We designate a member of staff to be Special Educational Needs Co-ordinator (SENCO) and give his/her name to parents.

The group has a trained SENCO officer, Pauline Blunden.

We provide a statement showing how we provide for children with SEN/disabilities.

We ensure that the provision for children with SEN/disabilities is the responsibility of all the members of the setting. All staff are fully informed of the needs of the child.

We ensure that our inclusive admissions practice ensures equality of access and opportunity.

We ensure that our physical environment is as far possible suitable for children with disabilities.

We work closely with parents of children with SEN/disabilities to create and maintain a positive partnership.

We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children’s education. Written parental consent is always granted before we contact outside help or advice for specific children.

Parents wishes are respected no help sort without permission. However general advice may be looked for on an anonymous basis.

We work in liaison with staff outside the group, including therapists, health visitors, psychologists, social workers, paediatricians and Portage workers, to meet children’s specific needs and those of their families.

We use the graduated response system for identifying, assessing and responding to children’s special educational needs.

We provide a welcoming, broad and balanced curriculum for all children with SEN/disabilities.

We provide a differentiated curriculum to meet individual needs and abilities.

We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs) for children with SEN/disabilities.

We ensure that all children with SEN/disabilities are appropriately involved at all stages of the graduated response, taking into account their levels of ability.

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

We provide resources (human and financial) to implement our SEN/disability policy. Where a child’s needs cannot be met without additional personal/equipment, we will seek the necessary SEN funding to enable us to meet those needs.

We ensure the privacy of children with SEN/disabilities when intimate care is being provided.

Whenever possible staff will attend in-service training on special needs. Training may be arranged by the Pre-school Learning Alliance and other professional bodies.

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

We ensure the effectiveness of our SEN/disability provision by collecting information from a range of sources e.g. IEP reviews, staff and management meetings, parental and external agencies views, inspections and complaints. This information is collated, evaluated and reviewed annually.

We provide a complaint’s procedure.

We monitor and review our policy annually.

All records and information on children will be kept confidential (on a need to know basis).

Children who are in receipt of the local authority SEN funding will be offered a free place for a maximum 2.5x 5x 33 weeks in a year. If parents wish their child to attend extra sessions they will be required to pay the equivalent of both the SEN grant and the Early years funding. An exception to the above is made when a child does not need a one-to-one worker, or when a parent/carer is willing to act as one-to-one for the extra sessions.

The number of free sessions offered per week to a child receiving SEN funding and needing additional personal will depend on the pre-schools ability to pay the extra expenses, (not covered by the funding) incurred in employing additional personal.

Due to restrictions of space it may be necessary to limit the number of children with SEN that may attend in any one session. Where a child has been denied access to a session priority will be given to accommodate him/her in an alternative session.

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18. STAFFING AND EMPLOYMENT POLICY

We provide a high staffing ratio to ensure that children have sufficient individual attention and to guarantee care and education of a high quality. Our staff are appropriately qualified and are checked for criminal records through the Criminal Records Bureau in accordance with Ofsted’s requirements.

OUR AIM

To ensure that children and their parents are offered high quality pre-school care and education.

METHODS

To meet this aim we use the following ratio of adult to child:

1 adult : 5 children

The Ofsted requirements of adult : child ratios are:

Children aged two years of age: 1 adult : 4 children
Children aged three – seven years of age 1 adult : 8 children

A minimum of two staff/adults are on duty at any one time.

We use a key person system to ensure that each child and each family has a particular member of staff for discussion and consultation. Notification of the name of staff will appear in the Welcome Pack presented to the family on Registration.

Regular staff meetings occur in order to undertake curriculum planning, children’s progress, their achievements and any difficulties that may arise from time to time. At these meetings children may be discussed individually.

We work towards offering equality of opportunity by using non-discriminatory procedures for staff recruitment and selection.

All staff have job descriptions which set out their roles and responsibilities.

We welcome applicants from all sections of the community. Applicants will be considered on the basis of their suitability for the post, regardless of martial status, age, gender, culture, religious belief, ethnic origin or sexual orientation. Applicants will not be placed at a disadvantage by us imposing conditions or requirements which are not justifiable.

We provide staff induction training in the first week of employment. This induction includes our Health and Safety Policy and Procedures and Child Protection Policy and Procedures. Other policies and procedures will be introduced within an induction plan.

We support the work of our staff by means of regular monitoring/appraisals.

Students on placements are not regarded as staff, not having the necessary qualifications and are therefore not counted in the ratios.

Children with special needs are appointed a specific staff member in order to provide constant care and attention to that child without disrupting the normal adult: child ratio.

There is sufficient staff available to cover sickness, holidays and emergencies with volunteer additional adults readily available to assist if necessary.

Only play leaders with relevant qualifications and experience are allowed to be in sole charge of the children. Names and addresses of play leaders and assistants who have substantial access to the children are notified to Ofsted.

At any one session, two play leaders will be on the premises at all times with extra adults encouraged to assist sessions where child: adult ratios are greater. This is in accordance with Ofsted requirements.

Staff are well qualified and experienced

All members of staff, play leaders and assistants have the necessary qualifications and experience in accordance with Ofsted requirements.

Our pre-school leader and deputy hold the CACHE level 3 Diploma in Pre-school Practice or an equivalent qualification and a minimum of half our staff hold the CACHE level 2 Certificate in Pre-school Practice or an equivalent qualification.

We are committed to recruiting, appointing and employing staff in accordance with relevant and current legislation and best practice. Each candidate must provide relevant certification having attended the PLA Diploma Course/Foundation course, as necessary or other recognised qualifications.

One or more of the pre-school staff is a First Aider, has attended a first aid course and holds the necessary certificate.

Additional pre-school assistants/helpers have experience of working with young children, being mostly mothers.

We use Ofsted guidance on obtaining references and criminal record checks through the Criminal Records Bureau for staff and volunteers who will have substantial access to children.

Adults are provided with training opportunities

Our pre-school provides funds for training courses, and this is included in the annual budget.

Opportunities for induction training and in-service training are available for any parents, committee members and staff who might be interested. Notifications of such opportunities are usually issued via PLA publications and periodicals.

The pre-school advises all parents, committee members and staff of training courses and events when notification is issued.

The pre-school encourages attendance of in-service training courses and local training initiatives, e.g. First Aid and require current certificate holders to attend refresher courses as necessary.

Special Needs

Should the need arise for one to one cover, we will advertise for extra help and help locate funding to cover wages

One to one helpers work with individual children with learning difficulties or disabilities as necessary.

One to one helpers work under the guidance of the play leaders, assisting the child to participate in the activities set for that session.

One to one helpers carry out the precise needs of the child in relation to mobility assistance, personal needs, e.g. toilet facilities, eating/drinking.

One to one helpers have sole responsibility for the child in his/her care.

If for any reason the one to one helper is unable to attend, it will be at the discretion of the play leader to advise of the suitability of the child’s attendance according to the child’s ability/disability.

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19.STUDENT PLACEMENT POLICY

The pre-school recognises that qualifications and training make an important contribution to the quality of the care and education provided by pre-school settings. The quality and variety of work which goes on in the pre-school makes it an ideal place for students to learn, as part of our commitment to quality we offer placements to students undertaking any early years’ qualifications and training, including those studying for CACHE level 2 Certificate in Pre-school Practice and CACHE level 3 Diploma in Pre-school Practice.

OUR AIM

We aim to provide for students on placement with us, experiences which contribute to the successful completion of their studies and which provide examples of quality practice in early years care and education.

METHODS

The needs of he children are paramount. Students will not be admitted in numbers which hinder the essential work of the pre-school.

We require students to meet the “suitable persons” requirements of Ofsted. The registered person will inform Ofsted in writing of any student placements. Students that will be in group for more than one term are required to fill in a DC2 form and submit it to Ofsted.

Students must be confirmed by their tutor as being engaged in a bona fide childcare course that provides necessary background understanding of children’s development and activities.

We require schools placing students under the age of 17 years with the pre-school to vouch for their good character.

Unless registered as fit persons, students will not have unrestricted access to children.

Students who are placed in our pre-school on a short term basis are not counted in our staffing ratios. Students who are placed for longer periods – for example a year – may be counted in our staffing ratios provided we consider them to be competent. We take out employer’s liability insurance and public liability insurance which covers both trainees and voluntary helpers.

We require all students to keep our confidentiality policy. Any information gained by the students about the children, families or other adults in the pre-school must remain confidential.

All guidelines supplied by the school or college will be followed as closely as possible.

We ask students to attend an informal interview with the supervisor to ensure the student is suitable. When the supervisor is satisfied the student is suitable a short induction will take place on how our pre-school is managed, how our sessions are organised, policies and procedures, and a health and safety induction.

We communicate a positive message to students about the value of qualifications and training.

Students required to conduct child studies will obtain written permission from the parents of the child to be studied.

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20. THURSDAY SESSIONS POLICY

Thursday sessions will be run by Pre-school staff, parent helpers are welcome to attend if they wish. However as this session is intended to give a taste of school it is felt best not to involve parents every week.

OUR AIM

A Thursday session is intended to offer pre-school children a taste of school, children will still be learning through play but the session offers more structure in the activities selected.

METHODS

Parents will be fully informed of what activities take place and why. These activities will be geared to help promote the children’s happy and smooth entry into full time education.

Only parents of children attending or about to attend Thursday sessions may visit on that morning, any visits must be arranged for a mutually convenient time with the staff.

Thursday sessions will not be operated over a maximum of 18 children.

Thursday sessions will not be operated with less than 4 children.

Children can only attend when judged ready to do so by the Supervisor and keyworker.

Children must have attended a minimum of 1 term previously with 2 sessions per week before starting Thursday. (In the case of financial hardship, the number of sessions attended per week may be lowered).

Summer born school entrants may not be offered a Thursday session. If these children defer school entry and remain at pre-school for an extra term, every effort will be made to run a session for them.

In the event of over subscription, every effort will be made to accommodate them at the discretion of the Supervisor and pre-school management committee.

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21. PLAY POLICY FOR STOCKBRIDGE PRE-SCHOOL.

Definition of play

Play is the natural way in which children learn. They use it as a tool to explore, investigate, recreate and develop an understanding of their world. When they play children can:
rearrange their lives;
rehearse the future;
reflect on the past;
and get their thoughts, feelings, relationships and physical bodies under their own control.
The act of play gives children a sense of competence that helps them to face the world and cope with life. This is crucial for the development of good self-esteem and for becoming a rounded personality.

Principles of play

Play is an intrinsic part of children’s learning and development.
Play challenges children and offers them a chance to learn in breadth and depth.
Play has many possible but no prescriptive outcomes.
Play draws on what the children already know and can do and enables them to master what is new.
Play enables children to apply existing knowledge and to practise their skills.
Play offers children opportunities to explore feelings and relationships, ideas and materials, connections and consequences.
Play empowers children to make choices, to solve problems and to be independent in their learning.
Play encourages children to struggle, to take risks and to become resilient as learners.
Play can be supported and extended but not interfered with by adults.
Play presents no barriers to children because of their culture, language or ability.

Planning for play.

Long term

The play areas will be set out so that play can follow natural flows allowing resources to be on hand and enough space to fully realise the development of learning.

Equipment will support play activities across all areas of the early learning goals both indoors and outdoors. Where areas are found to be lacking, new and replacement equipment will be bought with reference to the Equipment and resources Policy.

The pre-school sessions are planed to give all children the opportunity to make choices and have access to all play areas. When using equipment such as the woodwork table the staff will ensure that this is available on different days each time ensuring all children can access it.

Children with SEN will be supported in their play by the provision of adult support where needed. All areas of the pre-school are accessible to children with physical differences.

Medium term

Staff will evaluate the play weekly at the planning sessions and discuss the children’s development. This will allow them to extend the opportunities for the children to build on what they have already learnt. Parents contribute to planning through the notes from home column in the records.

At the planning meetings it will be decided who will be responsible for each additional resource needed for the following week.

A notice board specifically for planning is set up. All long, medium and short term plans will be displayed on this board. The newsletter will also inform parents of topics to be covered termly.

Short term

All members of staff are encouraged to attend the planning meetings to ensure that they understand the aims behind each activity.

The daily plans are not prescriptive if an opportunity arises to extend the learning in a more relevant direction it shall be taken. This will ensure that the interests and needs of the children are accounted for.

The key worker will identify the needs of the individual children. The key worker will then highlight these needs at the planning meetings. Parents thoughts and ideas on their own children’s needs are sought and respected as an important part of our planning.

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22. EQUIPMENT AND RESOURCES POLICY.

We believe that high quality care and education is promoted by providing children with safe, clean, attractive, age and stage appropriate resources, toys and equipment.

OUR AIM

We aim to provide children with resources and equipment which help to consolidate and extend their knowledge, skills, interests and aptitudes.

METHODS

In order to achieve this aim:

We provide play equipment and resources which are safe and – where applicable – conform to BSEN safety standards or Toys (Safety) Regulation (1995).

We provide a sufficient quantity of equipment and resources for the number of children.

We provide resources which promote all areas of children’s learning and development, which may be child or adult led.

New equipment, books and resources will be chosen to give the children a balanced view of the world, promote positive images of people of all races, cultures and abilities, are non-discriminatory and avoid racial and gender stereotyping, and give the children an appreciation of the rich diversity of our multi-racial society.

We provide play equipment and resources which promote continuity and progression, provide sufficient challenge and meet the needs and interests of all the children.

We provide made, natural and recycled materials which are clean, in good condition and safe for children to use.

We provide furniture which is suitable for children and furniture which is suitable for adults.

We store and display resources and equipment where children and independently choose and select them.

We check all resources and equipment regularly, as they are set out at the beginning of each session and put away at the end of each session. We repair and clean, or replace any unsafe, worn out, dirty or damaged equipment.

We keep an inventory of resources and equipment.

We provide adequate insurance cover for the pre-school’s resources and equipment.

We plan the provision of activities and appropriate resources so that a balance of familiar equipment and resources and new exciting challenges is offered.

The toys that are bought by Pre-school are determined by our long term goals.

Where requests exceed funds, priority will be given to the greatest need as shown by the play plans.

Provisions will be provided for SEN by the same criteria as above.

All key workers will participate in the selection of toys.

Parents through staff or committee will be encouraged to share thoughts make suggestions etc. on the toys they think would be beneficial to the group. Thus making use of their knowledge, and experience of their own children’s needs.

Small purchases will be made without referral to the committee after consultation with the treasurer.

Requests for large equipment will be made to the full committee, who may have to fund raise for the equipment.

The committee has the right to delay the purchase of equipment pending sufficient funds.

The committee may not deny the request for any equipment that has a proven need as shown in the play plans.

Where ever possible better quality equipment will always be bought, ensuring longer use.

A list of extra equipment that would be “nice to have” will be kept for people to refer to who may wish to make a donation.

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23. NON-COLLECTION OF CHILDREN POLICY

In the event that a child is not collected by an authorised adult at the end of a pre-school session, Stockbridge Pre-school puts into practice agreed procedures. These ensure the child is cared for safely by an experienced and qualified practitioner who is known to the child.

OUR AIM

In the event that a child is not collected by an authorised adult, we will ensure that the child receives a high standard of care in order to cause as little distress as possible. We inform parents/carers of our procedures so that, if they are unavoidably delayed, they will be reassured that their children will be properly cared for.

PROCEDURES

Parents of children starting at the pre-school are asked to provide specific information which is recorded on our Registration Form, including:

Home address and telephone number – if the parents do not have a telephone, an alternative number must be given, perhaps a neighbour’s.

Place of work, address and telephone number (if applicable).

Mobile number (if applicable).

Information about any person who does not have legal access to the child. Staff are aware that names written in purple in the register do not have access to children.

Information including names, addresses, telephone numbers and signatures of adults who are authorised by the parents to collect their child from pre-school, for example a child minder or grandparent, is recorded on our child collection consent forms and stapled to the back of their child’s registration form.

On occasions when parents are aware that they will not be at home or in their usual place of work contact numbers are recorded on their child’s registration form.

On occasions when parents or the persons normally authorised to collect the child are not able to collect the child, they record the name, address and telephone number of the person who will be collecting their child on a collection form. We agree with parents how the identification of the person who is to collect their child will be verified.

Parents are informed that if they are not able to collect the child as planned, they must inform us so that we can begin to take back-up procedures. We provide parents with our telephone number. We also inform

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1. STOCKBRIDGE PRE-SCHOOL POLICIES

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