Noah's Ark Pre-school (Billericay)

124 Pages·2017·1.67 MB·English

by  Jack Edwards

Noah’s Ark Pre-school (Billericay)
Policies & Procedures
1. Admissions policy – page 2
2. Promoting positive behaviour policy– page 4
3. Bullying policy – page 9
4. Children’s Development & Learning Policy – page 11
5. Children’s records policy – page 17
6. Complaints and concerns policy – page 19
7. Confidentiality & client access to records policy – page 23
8. Employment & Safer Recruitment policy – page 26
9. First Aid policy – page 29
10. Health & hygiene policy – Page 31
• Administering of Medicine – page31
• Managing children, who are sick, infectious or with allergies – page 34
• Recording & reporting of accidents and incidents – page 38
• Nappy Changing – page 41
• Food & drink – page 42
• Food hygiene – page 44
11. Health & Safety General Standards policy – page 46
• Maintaining children’s safety and security on premises – page 50
• Supervision of children on outing & Visits – page 51
• Risk assessment – page 52
• Fire safety & emergency evacuation – page 53
• Animals in the setting – page 55
12. Inclusion policy – page 57
13. Induction of Staff, volunteers & manager policy – page 59
14. Information sharing policy – page 60
15. Late collection of children policy – page 64
16. Looked after children policy – page 67
17. Missing child policy – page 71
18. Non-Payment of Fees policy – page 75
19. Parental Involvement policy – page 76
20. Providers records policy – page 78
21. Role of the Key person policy / Settling in policy – page 80
22. Safeguarding children policy – page 83
• Children’s rights & entitlements – page 83
• Safeguarding children & Child protection – page 85
• Allegations against a member of staff – page 93
23. Staffing policy – page 99
24. Student placement policy – page 100
25. Supporting Children with Special Education Needs & Disabilities Policy (SEND)– page 102
26. Transfer of records to school policy – page 104
27. Use of Mobile phone & Camera’s policy – page 106
28. Valuing diversity & promoting equality policy – page 108
29. Working in partnership with other agencies policy – page 114
30. Sun Protection Policy – page 115
31. Reserve’s Policy – page 116
32. British Values- Page 117
33. Social Media-121
34. Whistleblowing Policy - page122
35. Breakfast Club Policy – page 124

This policy was adopted at a meeting of: Noah’s Ark Pre-school (Billericay)
Held on: Wednesday 29th November 2017
Name of signatory: Erica Rebel – Chairperson
To be reviewed: November 2018 Page 1
Noah’s Ark Pre-school (Billericay)
Policies & Procedures

1. Admissions Policy
Policy statement
It is our intention to make our setting accessible to children and families from all sections of the
local community. We aim to ensure that all sections of our community have access to the setting
through open, fair and clearly communicated procedures.
Procedures
▪ We ensure that the existence of our setting is widely advertised in places accessible to all
sections of the community.
▪ We ensure that information about our setting is accessible and provided in written and
spoken form.
▪ We will provide translated written materials where language needs of families suggest this is
required, as well as access to an interpreter. Where necessary, we will try to provide
information in Braille, or through British Sign Language.
▪ We arrange our waiting list on a first come first served basis.
▪ Children are accepted into Pre-school the half term after they turn 2 years’ subject to
availability.
▪ During their time at Pre-school, the maximum number of morning Sessions we can
guarantee is two, after which they will be offered afternoon sessions.
▪ Children can do a full day at the discretion of the manager.
▪ Places will be offered to the first 25 children on the list. Any places not taken will be offered
to the child next on the list until all places are full.
▪ We keep a place vacant, if this is financially viable, to accommodate an emergency
admission.
▪ We will take into account parents/carers preferences, although we cannot guarantee that
they will be offered their preferred times.
▪ Sessions can only be dropped or added one full term in advance, in line with the funding
application. If a session is dropped with less than one terms notice, then one half terms fees
will still be payable.
▪ Subject to availability we can offer pre-arranged drop in sessions.

This policy was adopted at a meeting of: Noah’s Ark Pre-school (Billericay)
Held on: Wednesday 29th November 2017
Name of signatory: Erica Rebel – Chairperson
To be reviewed: November 2018 Page 2
Noah’s Ark Pre-school (Billericay)
Policies & Procedures
▪

▪ We describe our setting and its practices in terms that make it clear that it welcomes both
fathers and mothers, other relations and other carers, including childminders.
▪ We describe how our practices treat each child and their family, having regard to their needs
arising from their gender, special educational needs, disabilities, social background, religion
and ethnicity or from English being a newly acquired additional language.
▪ We describe how our practices enable children and/or parents with disabilities to take part in
the life of the setting.
▪ We monitor the gender and ethnic background of children joining the group to ensure that
our intake is representative of social diversity.
▪ We make our Valuing Diversity and Promoting Equality Policy widely known.
▪ We consult with families about the opening times of the setting to ensure we accommodate
a broad range of families' needs.
▪ We are flexible about attendance patterns to accommodate the needs of individual children
and families, providing these do not disrupt the pattern of continuity in the setting that
provides stability for all the children. However, if a child enrolled at the Pre-school does not
attend for a consecutive period of six weeks, we reserve the right to offer the session(s) to
another child, unless the absence is due to illness.
▪ We reserve the right to charge extra fees for an additional time over and above the
Government funded weeks.

This policy was adopted at a meeting of: Noah’s Ark Pre-school (Billericay)
Held on: Wednesday 29th November 2017
Name of signatory: Erica Rebel – Chairperson
To be reviewed: November 2018 Page 3
Noah’s Ark Pre-school (Billericay)
Policies & Procedures

2. Promoting positive behaviour policy

Policy statement
We believe that children flourish best when their personal, social and emotional needs are
understood, supported and met and where there are clear, fair and developmentally appropriate
expectations for their behaviour.
As children develop, they learn about boundaries, the difference between right and wrong, and
to consider the views and feelings, and needs and rights, of others and the impact that their
behaviour has on people, places and objects. The development of these skills requires adult
guidance to help encourage and model appropriate behaviour and to offer intervention and
support when children struggle with conflict and emotional situations. In these types of situations
key staff can help identify and address triggers for the behaviour and help children reflect,
regulate and manage their actions.

Procedures

In order to manage children’s behaviour in an appropriate way I/we will:

- attend relevant training to help understand and guide appropriate models of behaviour;
- implement the setting’s behaviour procedures including the stepped approach;
- have the necessary skills to support other staff with behaviour issues and to access
expert advice, if necessary;
- ensure all staff complete the Promoting Positive Behaviour programme, on Educare
(http://pre-school.educare.co.uk/Login.aspx)

This policy was adopted at a meeting of: Noah’s Ark Pre-school (Billericay)
Held on: Wednesday 29th November 2017
Name of signatory: Erica Rebel – Chairperson
To be reviewed: November 2018 Page 4
Noah’s Ark Pre-school (Billericay)
Policies & Procedures

Stepped approach
Step 1
▪ We will ensure that EYFS guidance relating to ‘behaviour management’ is incorporated into
relevant policy and procedures;
▪ We will be knowledgeable with, and apply the setting’s procedures on Promoting Positive
Behaviour;
▪ We will undertake an annual audit of the provision to ensure the environment and practices
supports healthy social and emotional development. Findings from the audit are considered
by management and relevant adjustments applied.
▪ ensure that all staff are supported to address issues relating to behaviour including applying
initial and focused intervention approaches (see below).

Step 2
▪ We address unwanted behaviour using the agreed and consistently applied initial
intervention approach. If the unwanted behaviour does not reoccur or cause concern, then
normal monitoring will resume.
▪ Behaviour that results in concern for the child and/or others will be discussed between the
key person, the behaviour coordinator and Special Educational Needs Coordinator
(SENCO) or/and manager. During the meeting, the key person will use their knowledge and
assessments of the child to share any known influencing factors (new baby, additional
needs, illness etc.) in order to place the behaviour into context. Appropriate adjustments to
practice will be agreed and if successful normal monitoring resumed.
▪ If the behaviour continues to reoccur and remain a concern, then the key person should
liaise with parents to discuss possible reasons for the behaviour and to agree next steps. If
a cause for the behaviour is not known or only occurs whilst in the setting, then the SENCO
will suggest using a focused intervention approach to identify a trigger for the behaviour.

This policy was adopted at a meeting of: Noah’s Ark Pre-school (Billericay)
Held on: Wednesday 29th November 2017
Name of signatory: Erica Rebel – Chairperson
To be reviewed: November 2018 Page 5
Noah’s Ark Pre-school (Billericay)
Policies & Procedures

▪ If a trigger is identified, then the SENCO and key person will meet with the parents to plan
support for the child through developing an action plan. If relevant, recommended actions for
dealing with the behaviour at home should be agreed with the parent/s and incorporated into
the plan. Other members of the staff team should be informed of the agreed actions in the
action plan and help implement the actions. The plan should be monitored and reviewed
regularly by the key person and SENCO until improvement is noticed.

Step 3
▪ If, despite applying the initial intervention and focused intervention approaches, the
behaviour continues to give occur and/or is of significant concern, then the behaviour
coordinator and SENCO will invite the parents to a meeting to discuss external referral and
next steps for supporting the child in the setting.
▪ It may also be agreed that the Common Assessment Framework (CAF) or Early Help
process should begin and that specialist help be sought for the child if deemed necessary –
this support may address either developmental or welfare needs. (See Supporting Children
with SEN policy 9.2) If the child’s behaviour is part of a range of welfare concerns that also
include a concern that the child may be suffering or likely to suffer significant harm, follow
the Safeguarding and Children and Child Protection Policy (1.2).
▪ Advice provided by external agencies should be incorporated into the child’s action plan and
regular multi-disciplinary meetings held to review the child’s progress.

Initial intervention approach
▪ We use an initial problem solving intervention for all situations in which a child or children
are distressed on in conflict. All staff use this intervention consistently.
▪ This type of approach involves an adult approaching the situation calmly, stopping any
hurtful actions, acknowledging the feelings of those involved, gathering information,
restating the issue to help children reflect, regain control of the situation and resolve the
situation themselves.

This policy was adopted at a meeting of: Noah’s Ark Pre-school (Billericay)
Held on: Wednesday 29th November 2017
Name of signatory: Erica Rebel – Chairperson
To be reviewed: November 2018 Page 6
Noah’s Ark Pre-school (Billericay)
Policies & Procedures

▪ High Scope’s Conflict Resolution process provides this type of approach but equally any
other similar method would be suitable. Periodically the effectiveness of the approach will be
checked.

Focused intervention approach
▪ The reasons for some types of behaviour are not always apparent, despite the knowledge
and input from key staff and parents.
▪ Where we have considered all possible reasons, then a focused intervention approach
should then be applied.
▪ This approach allows key person and behaviour coordinator to observe, reflect, and identify
causes and functions of unwanted behaviour in the wider context of other known influences
on the child.
▪ We follow the ABC method which uses key observations to identify a) an event or activity
(antecedent) that occurred immediately before a particular behaviour, b) what behaviour
was observed and recorded at the time of the incident, and c) what the consequences were
following the behaviour. Once analysed, the focused intervention should help determine the
cause (e.g. ownership of a toy or fear of a situation) and function of the behaviour (to obtain
the toy or avoid a situation) and suitable support will be applied.

Use of rewards and sanctions
▪ All children need consistent messages, clear boundaries and guidance to intrinsically
manage their behaviour through self-reflection and control.
▪ Rewards such as excessive praise and stickers may provide an immediate change in the
behaviour but will not teach children how to act when a ‘prize’ is not being given or provide
the child with the skills to manage situations and their emotions. Instead, a child is taught
how to be ‘compliant’ and respond to meet adult’s own expectations in order to obtain a
reward (or for fear of a sanction). If used, then the type of rewards and their functions must
be carefully considered before applying.
This policy was adopted at a meeting of: Noah’s Ark Pre-school (Billericay)
Held on: Wednesday 29th November 2017
Name of signatory: Erica Rebel – Chairperson
To be reviewed: November 2018 Page 7
Noah’s Ark Pre-school (Billericay)
Policies & Procedures
▪ Children should never be labelled, criticised, humiliated, punished, shouted at or isolated by
removing them from the group and left alone in ‘time out’ or on a ‘naughty chair’. However, if
▪

necessary children can be accompanied and removed from the group in order to calm down
and if appropriate helped to reflect on what has happened.

Use of physical intervention
▪ The term physical intervention is used to describe any forceful physical contact by an adult
to a child such as grabbing, pulling, dragging, or any form of restraint of a child such as
holding down. Where a child is upset or angry, staff will speak to them calmly, encouraging
them to vent their frustration in other ways by diverting the child’s attention.
▪ Staff should not use physical intervention – or the threat of physical intervention, to manage
a child’s behaviour unless it is necessary to use “reasonable force in order to prevent
children from injuring themselves or others or damage property” (EYFS).
▪ If “reasonable force” has been used for any of the reasons shown above, parents are to be
informed on the same day that it occurs. The intervention will be recorded as soon as
possible within the child’s file, which states clearly when and how parents were informed.
▪ Corporal (physical) punishment of any kind should never be used or threatened which could
adversely affect a child's well-being.

Further guidance

▪ Special Educational Needs and Disability Code of Practice (DfE 2014)

This policy was adopted at a meeting of: Noah’s Ark Pre-school (Billericay)
Held on: Wednesday 29th November 2017
Name of signatory: Erica Rebel – Chairperson
To be reviewed: November 2018 Page 8
Noah’s Ark Pre-school (Billericay)
Policies & Procedures

3. Bullying Policy

We take bullying very seriously. Bullying involves the persistent physical or verbal abuse of
another child or children. It is characterised by intent to hurt, often planned, and accompanied
by an awareness of the impact of the bullying behaviour.

A child who is bullying has reached a stage of cognitive development where he or she is able to
plan to carry out a premeditated intent to cause distress to another. Bullying can occur in
children five years old and over and may well be an issue in after school clubs and holiday
schemes catering for slightly older children.

If a child bullies another child or children:
▪ we show the children who have been bullied that we are able to listen to their concerns and
act upon them;
▪ we intervene to stop the child who is bullying from harming the other child or children;
▪ we explain to the child doing the bullying why her/his behaviour is not acceptable;
▪ we give reassurance to the child or children who have been bullied;
▪ we help the child who has done the bullying to recognise the impact of their actions;
▪ we make sure that children who bully receive positive feedback for considerate behaviour
and are given opportunities to practice and reflect on considerate behaviour;
▪ we do not label children who bully as ‘bullies’;
▪ we recognise that children who bully may be experiencing bullying themselves, or be subject
to abuse or other circumstances causing them to express their anger in negative ways
towards others;
▪ we recognise that children who bully are often unable to empathise with others and for this
reason we do not insist that they say sorry unless it is clear that they feel genuine remorse
This policy was adopted at a meeting of: Noah’s Ark Pre-school (Billericay)
Held on: Wednesday 29th November 2017
Name of signatory: Erica Rebel – Chairperson
To be reviewed: November 2018 Page 9
Noah’s Ark Pre-school (Billericay)
Policies & Procedures
for what they have done. Empty apologies are just as hurtful to the bullied child as the
original behaviour;

▪ we discuss what has happened with the parents of the child who did the bullying and work
out with them a plan for handling the child's behaviour; and
▪ we share what has happened with the parents of the child who has been bullied, explaining
that the child who did the bullying is being helped to adopt more acceptable ways of
behaving.

This policy was adopted at a meeting of: Noah’s Ark Pre-school (Billericay)
Held on: Wednesday 29th November 2017
Name of signatory: Erica Rebel – Chairperson
To be reviewed: November 2018 Page 10