Safeguarding policy and procedures

126 Pages·2016·0.77 MB·English

Document
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COMPANY POLICIES AND PROCEDURES
ABACUS ARK NURSERY SCHOOL
Policies and Procedures
Table
 of
 Contents

Introduction
 .....................................................................................................
 4

Child Protection
 ............................................................................................
 7

1.1
 Children’s
 rights
 and
 entitlements
 ......................................................................
 7

1.2
 Safeguarding
 children
 and
 child
 protection
 .........................................................
 9

1.3
 Looked
 after
 children
 .......................................................................................
 17

1.4
 Uncollected
 child
 ..............................................................................................
 20

1.5
 Missing
 child
 ....................................................................................................
 23

1.6
 First
 aid
 ............................................................................................................
 25

Key teacher
 .................................................................................................
 27

2.1
 The
 role
 of
 the
 key
 teacher
 and
 settling-­‐in
 ........................................................
 27

Child
 Ratios
 ....................................................................................................
 30

3.1
 Staffing
 .............................................................................................................
 30

Health
 ..........................................................................................................
 32

4.1
 Administering
 medicines
 ..................................................................................
 32

4.2
 Managing
 children
 who
 are
 sick,
 infectious,
 or
 with
 allergies
 ............................
 37

4.3
 Recording
 and
 reporting
 of
 accidents
 and
 incidents
 ..........................................
 41

4.4
 Nappy
 changing
 ................................................................................................
 43

4.5
 Food
 and
 drink
 .................................................................................................
 45

4.6
 Food
 hygiene
 ....................................................................................................
 48

Managing Behaviour
 ...................................................................................
 50

5.1
 Achieving
 positive
 behavior
 ..............................................................................
 50

Safety and Suitability of Premises, Environment and Equipment
 ...
 57

6.1
 Health
 and
 safety
 general
 standards
 .................................................................
 57

6.2
 Maintaining
 children’s
 safety
 and
 security
 on
 premises
 ....................................
 62

6.3
 Supervision
 of
 children
 on
 outings
 and
 visits
 ....................................................
 62

6.4
 Fire
 safety
 and
 emergency
 evacuation
 ..............................................................
 65

6.5
 Animals
 in
 the
 setting
 .......................................................................................
 66

6.6
 No-­‐smoking
 ......................................................................................................
 68

Equal Opportunities
 ...................................................................................
 69

7.1
 Valuing
 diversity
 and
 promoting
 equality
 .........................................................
 69

7.2
 Supporting
 children
 with
 special
 educational
 needs
 .........................................
 75

Information and records
 ..........................................................................
 77

8.1
 Admissions
 .......................................................................................................
 77

8.2
 Parental
 involvement
 .......................................................................................
 78

8.3
 Children’s
 records
 .............................................................................................
 80

8.4
 Provider
 records
 ...............................................................................................
 82

8.5
 Transfer
 of
 records
 to
 school
 ............................................................................
 84

8.6
 Confidentiality
 and
 client
 access
 to
 records
 ......................................................
 86

8.7
 Information
 sharing
 ..........................................................................................
 88

ABACUS ARK NURSERY SCHOOL
8.8
 Working
 in
 partnership
 with
 other
 agencies
 .....................................................
 91

8.9
 Making
 a
 complaint
 ..........................................................................................
 92

Other policies
 .............................................................................................
 95

10.1
 Artwork
 and
 display
 policy
 .............................................................................
 95

10.2
 Biting
 ..............................................................................................................
 97

10.3
 Children
 drinking
 water
 policy
 ........................................................................
 99

10.4
 Developing
 language
 through
 books
 .............................................................
 100

10.5
 Diet
 and
 nutrition
 policy
 ...............................................................................
 101

10.6
 Door
 Security
 ................................................................................................
 102

10.7
 Illness
 &
 Exclusion
 Policy
 ..............................................................................
 103

Parent’s guide to childhood illnesses in the nursery:
 ..................................
 105

10.8
 EYFS
 Curriculum
 policy
 .................................................................................
 107

10.9
 Food
 handling
 ...............................................................................................
 108

10.10
 Gifted
 and
 Talented
 Learners
 ......................................................................
 110

10.11
 Head
 Lice
 ....................................................................................................
 111

10.12
 Staff
 sickness
 and
 return
 to
 work
 policy
 ......................................................
 112

Certification and Fitness to Work
 ..................................................................
 112

Work and Planning Ahead
 ..................................................................................
 114

10.13
 Potty
 training
 .............................................................................................
 114

10.14
 Sleep
 and
 Rest
 ............................................................................................
 115

10.15
 Special
 dietary
 requirements
 ......................................................................
 116

10.16
 Taking
 photographs
 ....................................................................................
 117

10.17
 Formula
 milk
 and
 ‘ready
 to
 feed
 instant
 milk’
 .............................................
 117

ABACUS ARK NURSERY SCHOOL
Introduction
The policies and procedures set out in this document are essential in ensuring Abacus Ark is compliant
with the Statutory Framework for the Early Years Foundation Stage (EYFS).
Who should read this document?
This document has been written as minimum standard guidance to all provision staff and must be followed
when operating the Nursery. To ensure that this guidance is followed every member of staff is subject to
an induction programme upon joining the team, followed by periodic training to ensure that they fully
understand the guidance and how to implement it.
Parents and carers should also take the opportunity to read this document as a way of understanding what
we offer and the level of childcare that we provide.
What this document covers
There are ten overarching Safeguarding and Welfare Requirements within the EYFS, some of which are
broken down into further headings, as follows:
Child protection Providers must be alert to any issues for concern in the child’s life at home
or elsewhere. Providers must have and implement a policy, and procedures,
to safeguard children.
Suitable People Providers must ensure that people looking after children are suitable to
fulfill the requirements of their roles.
Staff Qualifications, The daily experience of children in early years settings and the overall
Training, Support and quality of the provision depends on all practitioners having appropriate
Skills qualifications, training, skills and knowledge and a clear understanding of
their roles and responsibilities.
Each child must be assigned a key teacher. Their role is to help ensure that
Key teacher
every child’s care is tailored to meet their individual needs, to help the child
become familiar with the setting, offer a settled relationship for the child
and build a relationship with their parents.
Staff:Child Ratios Staffing arrangements must meet the needs of children and ensure their
safety.
Health The provider must promote the good health of children attending the
setting. They must have a procedure, discussed with parents and/or carers,
for responding to children who are ill or infectious, take necessary steps to
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prevent the spread of infection and take appropriate action if children are
ill.
Managing Behaviour Providers must have and implement a behaviour management policy, and
procedures.  
Providers must ensure that their premises, including outdoor spaces, are fit
Safety & Suitability of
for purpose. Providers must have, and implement a health and safety policy,
Premises, Environment and
and procedures, which cover identifying, reporting and dealing with
Equipment
accidents, hazards and faulty equipment.
Providers must have and implement a policy, and procedures, to promote
Equal Opportunities
equality of opportunity for children in their care, including support for
children with special educational needs or disabilities.
Providers must maintain records and obtain and share information (with
Information and Records
parents and carers, other professionals working with the child, and the
police, social services and Ofsted as appropriate) to ensure the safe and
efficient management of the setting, and to help ensure the needs of all
children are met.
Each of the required policies and procedures are covered within this document under each of the above
ten Safeguarding and Welfare Requirements of the Early Years Foundation Stage.
How this document is structured
Each section within this document covers a separate policy, with the overarching policy statement set out
at the start of each section, followed by the relevant procedure describing how the policy will be adopted
and implemented. At the end of each section, you will also find, the date on which the policy was adopted;
the date of the last review; and the name and position of the person who reviewed and approved the policy
and procedures.
Adopting and Implementing policies
•   As part of the new parents and staff induction, an introduction to the setting’s policies and
procedures will be provided. The staff induction will include a multiple choice induction test.
•   Staff meeting agendas will have a standing agenda item to provide staff with a forum to discuss
and challenge the policies and procedures.
Reviewing policies
•   Each policy and procedure should be continually monitored by collecting evidence about the
results of its implementation.
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•   The evidence should be used to make any necessary changes to the policy and procedure and/or
the way it is implemented.
•   All staff and parents should contribute to the evidence collected and share in decisions about
any necessary changes.
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Child Protection
Policy statement
1.1   Children’s rights and entitlements
•   We promote children's right to be strong, resilient and listened to by creating
an environment in our setting that encourages children to develop a positive
self-image, which includes their heritage arising from their colour and
ethnicity, their languages spoken at home, their religious beliefs, cultural
traditions and home background.
•   We promote children's right to be strong, resilient and listened to by
encouraging children to develop a sense of autonomy and independence.
•   We promote children's right to be strong, resilient and listened to by enabling
children to have the self- confidence and the vocabulary to resist inappropriate
approaches.
•   We help children to establish and sustain satisfying relationships within their
families, with peers, and with other adults.
•   We work with parents to build their understanding of, and commitment to, the
principles of safeguarding all our children.
What it means to promote children’s rights and entitlements to be ‘strong,
resilient and listened to’.
To be strong means to be:
•   Secure in their foremost attachment relationships, where they are loved and
cared for by at least one person who is able to offer consistent, positive and
unconditional regard and who can be relied on;
•   Safe and valued as individuals in their families and in relationships beyond the
family, such as day care or school; self assured and form a positive sense of
themselves – including all aspects of their identity and heritage;
•   Included equally and belong in early years settings and in community life;
•   Confident in abilities and proud of their achievements;
•   Progressing optimally in all aspects of their development and learning;
•   Part of a peer group in which to learn to negotiate, develop social skills and
identity as global citizens, respecting the rights of others in a diverse world;
and
•   Able to represent themselves and participate in aspects of service delivery
that affects them, as well as aspects of key decisions that affect their lives.
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To be resilient means to:
•   Be sure of their self worth and dignity;
•   Be able to be assertive and state their needs effectively;
•   Be able to overcome difficulties and problems;
•   Be positive in their outlook on life;
•   Be able to cope with challenge and change;
•   Have a sense of justice towards themselves and others;
•   Develop a sense of responsibility towards themselves and others; and
•   Be able to represent themselves and others in key decision´s making processes.
To be listened to means:
•   Adults who are close to children recognise their need and right to express and
communicate their thoughts, feelings and ideas;
•   Adults who are close to children are able to tune in to their verbal, sign and
body language in order to understand and interpret what is being expressed and
communicated;
•   Adults who are close to children are able to respond appropriately and, when
required, act upon their understanding of what children express and
communicate; and
•   Adults respect children’s rights and facilitate children’s participation and
representation in imaginative and child centred ways in all aspects of core
services.
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1.2   Safeguarding children and child protection
(Including managing allegations of abuse against a member of staff)
Policy statement
Our setting will work with children, parents and the community to ensure the rights

and safety of children and to give them the very best start in life. Our
Safeguarding Policy is based on the three key commitments of the Pre-school
Learning Alliance Safeguarding Children Policy.

Procedures
We carry out the following procedures to ensure we meet the three key
commitments of the Alliance
Safeguarding Children Policy.
Key commitment 1
Abacus Ark is committed to building a 'culture of safety' in which children are
protected from abuse and harm in all areas of its service delivery.
Staff and volunteers
•   A setting designated person who co-ordinates child protection and
safeguarding issues is:

•   We ensure all staff is trained to understand our safeguarding policies and
procedures and that parents are made aware of them too.
•   All staff has an up-to-date knowledge of safeguarding issues.
•   We provide adequate and appropriate staffing resources to meet the needs of
children.
•   Applicants for posts within the setting are clearly informed that the positions
are exempt from the Rehabilitation of Offenders Act 1974.
•   Candidates are informed of the need to carry out 'enhanced disclosure' checks
with the Disclosure and Barring Service before posts can be confirmed.
•   Where applications are rejected because of obtaining information that has
been disclosed, applicants have the right to know and to challenge incorrect
information.
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