All Policies below are in relation to Little Rascals Daycare and Rascals Wrap around care

 

Health and Safety – General Policy 

At Little Rascals Daycare and Rascals, we provide and maintain safe and healthy working conditions, equipment and systems of work for all our employees and a safe early learning environment in which children learn and are cared for. To develop and promote a strong health and safety culture within the nursery for the benefit of all staff, children and parents, we provide information, training and supervision. The allocation of duties for safety matters and the particular arrangements which we will make to implement our health and safety procedures are set out within this policy and we make sufficient resources available to provide a safe environment. 

Legal framework We follow all relevant legislation and associated guidance relating to health and safety within the nursery including: 

● The requirements of the Statutory Framework for the Early Years Foundation Stage (EYFS) 2017

● The regulations of the Health & Safety at Work Act 1974 and any other relevant legislation such as Control Of Substances Hazardous to Health Regulation (COSHH) 

● Any guidance provided by Public Health England, the local health protection unit, the local authority environmental health department, fire authority or the Health and Safety Executive. 

Aims and objectives The aim of this policy statement is to ensure that all reasonably practical steps are taken to ensure the health, safety and welfare of all persons using the premises. 

To achieve this we will actively work towards the following objectives: 

● Establish and maintain a safe and healthy environment throughout the nursery including outdoor spaces 

● Establish and maintain safe working practices amongst staff and children 

● Make arrangements for ensuring safety and the minimising of risks to health in connection with the use, handling, storage and transport of hazardous articles and substances 

● Ensure the provision of sufficient information, instruction and supervision to enable all people working in or using the nursery to avoid hazards and contribute positively to their own health and safety and to ensure that staff have access to regular health and safety training 

● Maintain a healthy and safe nursery with safe entry and exit routes 

● Formulate effective procedures for use in case of fire and other emergencies and for evacuating the nursery premises. Practice this procedure on a regular basis to enable the safe and speedy evacuation of the nursery 

● Maintain a safe working environment for pregnant workers or for workers who have recently given birth, including undertaking appropriate risk assessments 

● Maintain a safe environment for those with special educational needs and disabilities and ensure all areas of the nursery are accessible (wherever practicable)

● Provide a safe environment for students or trainees to learn in 

● Encourage all staff, visitors and parents to report any unsafe working practices or areas to ensure immediate response by the management. 

We believe the risks in the nursery environment are low and we will maintain the maximum protection for children, staff and parents. The nursery will: 

● Ensure all entrances and exits from the building, including fire exits are clearly identifiable and remain clear at all times 

● Regularly check the premises room by room for structural defects, worn fixtures and fittings or electrical equipment and take the necessary remedial action 

● Ensure that all staff, visitors, parents and children are aware of the fire procedures and regular fire drills are carried out 

● Have the appropriate fire detection and control equipment which is checked regularly to make sure it is in working order 

● Ensure that all members of staff are aware of the procedure to follow in case of accidents for staff, visitors and children 

● Ensure that all members of staff take all reasonable action to control the spread of infectious diseases and wear protective gloves and clothing where appropriate 

● Ensure there are suitable hygienic changing facilities (see infection control policy) 

● Prohibit smoking on the nursery premises 

● Encourage children to manage risks safely and prohibit running inside the premises unless in designated areas 

● Risk assess all electrical sockets and take appropriate measures to reduce risks where necessary and ensure no trailing wires are left around the nursery 

● Ensure all cleaning materials are placed out of the reach of children and kept in their original containers 

● Prohibit certain foods that may relate to children’s allergies, 

● We follow the EU Food Information for Food Consumers Regulations (EU FIC). These rules are enforced in the UK by the Food Information Regulations 2014 (FIR). We identify the 14 allergens listed by EU Law that we use as ingredients in any of the dishes we provide to children and ensure that all parents are informed ( Listed in main kitchen area) 

● Follow the allergies and allergic reactions policy for children who have allergies 

● Ensure risk assessments are undertaken on the storage and preparation of food produce within the nursery 

● Familiarise all staff and visitors with the position of the first aid boxes 

● Provide appropriately stocked first aid boxes and check their contents regularly 

● Ensure children are supervised at all times 

● Ensure no student or volunteer is left unsupervised at any time

● Ensure staff paediatric first aid certificates are made available to parents upon request. 

Whenever a member of staff notices a health or safety problem which they are not able to rectify, they must immediately report it to the appropriate person named above. Parents and visitors are requested to report any concerns they may have to the manager. 

Daily contact and termly staff meetings provide consultation between management and employees. This will include health and safety matters. 

Health and safety is covered in all induction for new staff. 

Health and safety arrangements 

● All staff are responsible for general health and safety in the nursery

● Risk assessments will be conducted on all areas of the nursery, including rooms, activities, outdoor areas, resources and cleaning equipment 

● These are reviewed at regular intervals and when arrangements change

● All outings away from the nursery (however short) will include a prior risk assessment – more details are included in our outings policy 

● All equipment, rooms and outdoor areas will be checked thoroughly by staff before children access them or the area. These checks will be recorded and initialled by the staff responsible. Unsafe areas will be made safe/removed from the area by this member of staff to promote the safety of children. If this cannot be achieved the manager will be notified immediately

● We provide appropriate facilities for all children, staff, parents and visitors to receive a warm welcome and provide for their basic care needs, e.g. easy to access toilet area and fresh drinking water 

● The nursery will adhere to the Control Of Substances Hazardous to Health Regulation (COSHH) to ensure all children, staff, parents and visitors are safe in relation to any chemicals we may use on the premises 

● All staff and students will receive appropriate training in all areas of health and safety which will include risk assessments, manual handling and fire safety. We may also use benefit risk assessments for particular activities and resources for children

● We have a clear accident and first aid policy to follow in the case of any person in the nursery suffering injury from an accident or incident

● We have a clear fire safety policy and procedure which supports the prevention of fire and the safe evacuation of all persons in the nursery. This is to be shared with all staff, students, parents and visitors to the nursery 

● We review accident and incident records to identify any patterns/hazardous areas 

● All health and safety matters are reviewed informally on an ongoing basis and formally every six months or when something changes. Staff and parents will receive these updates, as with all policy changes, as and when they happen 

● Staff and parents are able to contribute to any policy through the suggestion scheme and during informal discussion held at nursery. 

The policy is kept up to date and reviewed annually, or as and when required. We therefore welcome any useful comments from members of staff, parents and visitors regarding this policy. 

 

Admissions policy

As an Ofsted registered provision, we are happy to care for any baby/child following the SEN Code of practise in-line with the Disability Discrimination Act 1995 offering inclusive practise and in accordance with the Early Years Foundation Stage framework. We also adhere to the Equality Act 2010.

We regularly collect from the following schools:

• Goodly Dale, 

• St. Cuthbert’s, 

• St. Mary’s, 

• Windermere Preparatory School

 

The introduction of 30 hours childcare for eligible 3-4 year olds in September 2017 requires a change to the settings admissions policy. Little Rascals shall continue to offer a collection from local nurseries at the required lunchtime collection, where your child can continue their free funding at the setting. We shall continue to collect children at 315 from school who are of reception and above age. If you child continues to remain within the setting moving into reception your child will automatically be offered an after school collection unless this is not required.

We are happy to collect your child from any of named nurseries above at 11.45-12.00 dependent on your chosen schools session times and school collection at 3.15

We are happy to accept any child providing we have relevant training and the setting is suitable. If your child has additional needs please discuss them with us prior to attending. We will request a four-week settling in period in our contract, so if you or your child or we are not happy with the arrangement it can be terminated easily. Once our setting is full, a waiting list will be put into operation. If you have any concerns regarding our admissions policy please do not hesitate to contact us.

 

Little Rascals Special Educational Needs (SEN) Policy, Procedures and Definitions.

Little Rascals and Rascals are committed to the inclusion of all children. All children have the right to be cared for and educated to achieve the best possible outcomes alongside each other, through positive experiences to enable them to share opportunities and experiences and develop and learn together. Little rascals ensures that all children are treated fairly and has an appointed special educational needs coordinator (SENCo), who has knowledge of the Special educational needs and disability code of practise 0-25 years and the Special educational needs and disability regulations 2014. We ensure that practitioners parents/carers are aware of the policy and procedure and shows confidentiality at all times.

We is committed to the inclusion of all children, all children have the right to be cared for and educated to achieve the best possible outcomes alongside each other through positive experiences, to enable them to share opportunities and experiences and develop and learn together. We provide a positive and welcoming environment where children are supported according to their individual needs. Little Rascals recognise that some children may have additional needs that may require particular help, intervention and support- these needs may be short lived for a particular time in the child's life, or may require longer term or lifelong support at all times. We will work alongside each child's parent and any relevant professionals to share information, identify needs and help the child and their family access to support they need.

Little Rascals believes that all children have a right to experience and develop alongside their peers no matter what their individual needs. Each child's needs are unique, therefore any attempt to categorise children is inappropriate. We are committed to providing a childcare place wherever possible for children who may have special educational needs and or disabilities, according to their individual circumstances and the nursery will make any reasonable adjustments in order to provide the necessary standard of care. All children will be given a full settling in period, when joining the nursery according to their individual needs.

Where we have emerging concerns about a child and/or where a child has identified additional needs or a disability we will find out as much as possible about the needs of the child and any support the child or family may need to ensure the child makes the best progress in their learning and development. We do this by liaising with the child's parents/carers, observing each child's development and monitoring such observations regularly, liaising with any other relevant professionals engaged with the child and their family, seeking any specialist help or support, researching relevant publications or sources of help, reading any reports that have been prepared, attending any assessment or review meetings with the local authority or professionals,  attending relevant training

Legal framework and definitions

The relevant legislation underpinning this policy includes the Special educational needs and disability code of practise 0 to 25 years, The Children and families act 2014- Part 3, The Equality Act 2010, Special educational needs and disability regulations 2014, Statutory framework for the early years foundation stage- September 2014, Working together to safeguard children 2013.

We use the definition set out in the law to describe SEN and disabilities. A child has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A learning difficulty or disability means that “a child of compulsory school age has a significantly greater difficulty in learning than the majority of other children of the same age and or has a disability which prevents or hinders them from making use of the sort of facilities generally provided for others of the same age.”

For children age 2 or more, special educational provision is educational provision that is additional to or different from that may generally for other children of the same age. For a child under two years of age special educational provision means educational provision of any kind. 

A child under compulsory school age has SEN if he/she is likely to have a learning difficulty or disability when they reach compulsory school age or would do so if special educational provision was not made for them. 

A disability is defined in the Equality Act 2010 as a “physical or mental impairment which has a long term and substantial adverse effect on their ability to carry out normal day-to-day activities”. Long-term is defined as “a year or more” and substantial is defined as “more than minor or trivial”. This definition includes sensory impairment such as those affecting sight or hearing and long-term health conditions such as asthma, diabetes, epilepsy and cancer. Children with such conditions do not necessarily have SEN but there is a significant overlap between disabled children and those with SEN. Where a disabled child requires special educational provision, they are also to be covered by the SEN definition.

Little Rascals has regard to the statutory guidance set out in the Special educational needs and disability code of practise 0 to 25 years 2014. Particularly Chapter 1, Principles and chapter 5, Early Years, We have clear arrangements in place to support children with SEN and disabilities, we aim to:

• recognise each child's individual needs through gathering information from parents and others involved with child on admission and through our procedures for observation and assessment

• ensure all staff understand their responsibilities to children with SEN and disabilities and have regard to the guidance given in the Special educational needs and disability code of practise 2014

• Plan, provide or help parents to obtain any additional help or support for any needs not being met by universal service provided by the nursery

• include all children and their families in our provision provide well informed and suitably trained practitioners to help support parents and carers and children with special educational needs and or disabilities

• provide well informed and suitably trained practitioners to help support parents and children with special educational needs and or disabilities 

• identify any emerging concerns that might suggest the child has special educational needs and or disabilities at the earliest opportunity and plan for those needs to a range of strategies 

• share any information received and assessments made by the nursery and support parents in seeking any help they or the child may need 

• seek any additional help needed including requesting an Education, Health and Care (EHC) needs assessment where the nursery's own actions are not helping the child to make progress

• Work in partnership with parents on other agencies in order to meet the individual children's needs including health services and the local authority and seek advice support and training where required 

• monitor and review our practise and provision and if necessary make adjustments and seek specialist equipment and services if needed

• ensure that all children are treated as individuals equals and are encouraged to take part in every aspect of the nursery day according to their individual needs and abilities 

• ensure that gifted and talented children who learn more quickly are also supported

• Encourage children to value and respect others 

• challenge inappropriate attitudes and practises

• promote positive images and role models during play experiences of those with additional needs wherever possible

• celebrate diversity in all aspects of play and learning

 

Our nursery special education needs coordinator

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

It is the responsibility of the nursery manager to read, understand and adhere to all policies and procedures and act in accordance with current legislation and good practice. The manager must support team members to do the same and ensure all policies and procedures are followed. All colleagues must read, understand and adhere to all policies and procedures relevant to their role at all times.

The role of the special education needs coordinator 

The role of the SENCo is to provide a lead for staff in relation to SEN and disabilities and to make sure procedures are followed, appropriate records kept and parents are involved. The child's key person will normally remain responsible for working with the child on a daily basis and for planning and delivering an individualised programme. 

The particular responsibilities of our SENCo are:

• ensuring all practitioners in the setting understand their responsibilities to children with SEN and the settings approach to identifying a meeting SEN 

• advising and supporting colleagues 

• ensuring parents are closely involved throughout and that their insights informed action taken by the setting

• liaising with professionals or agencies beyond the setting

 

Special educational needs procedures

Little Rascals will:

• develop and maintain the core team of staff who are experienced in the care of children with additional needs 

• staff will be provided with any specific training to help them make any special educational provision needed and meet the requirements of the special educational needs and disability code of practise 2014.

• designate A colleague to be special educational needs coordinator and share his/her name with parents carers and display on the parents carers notice board

• provide a statement showing how we provide for individual children with learning difficulties and/or disabilities and share this with practitioner’s,  parents, carers and other professionals

• ensure that the provision for children with learning difficulties and/or disabilities is the responsibility of all practitioners in the nursery

• ensure that our inclusive admissions practise includes equality of access and opportunity

• ensure that our physical environment is as far as possible suitable for children and adults with disabilities work closely with parent’s carers to create and maintain a positive partnership which supports their child

• provide differentiated activities to meet all individual needs and abilities to give a broad and balanced early learning environment for all children including those with learning difficulties and or disabilities

• ensure that parents are consulted with and kept informed at all stages of the assessment planning provision and review of their child's care and education including seeking any specialist advice

• ensure that children's views are sought and listened to

• use a graduated approach (see explanation below) to identifying assessing and responding to children who have emerging difficulties suggesting they may have special educational needs or a disability that requires a different approach

• use a system of observation, evaluating and reviewing SEN support plan

• review SEN support plans regularly and hold review meetings with parent’s carers at this time

• when planning interventions and support agree the outcomes and the expected impact on progress on a date for review

• hold review meetings with parents at the agreed times and agree any changes or adjustments to support

• seek any further advice or support needed including multi agency approaches early support and requesting an education health and care (EHC) needs assessment whether nursery's own actions are not helping the child make progress

• liaise with other professionals involved with children with learning difficulties and/or disabilities and their families, including transfer arrangements other settings and schools. We work closely with the next school or care setting and meet with them to discuss the child's needs to ensure information exchange in continuity of care

• provide parents carers with information on sources of independent advice and help them to engage with any additional more specialist support

• keep records of the assessment planning provision and review for children with learning difficulties and or disabilities

• provide resources (human and financial) to implement our SEN/disability policy

• ensure the privacy of children with learning difficulties and or disabilities when intimate care is being provided

• provide in service training for practitioners and volunteers

• raise awareness of any specialism the setting has to offer e.g. Makaton trained practitioners

• ensure the effectiveness of our SEN/disability provision by collecting information from a range of sources e.g. IPP reviews meetings parental and external agencies views inspections and complaints this information is collated evaluated and reviewed annually

• provide a complaint procedure and make available on request to all parents/carers in a format that meets their needs

• monitor and review our policy annually

 

The Graduated Approach

In line with the requirements of the Special educational needs and disability code of practise we take a graduated approach to working with children with emerging concerns and their families

This approach includes:

• an analysis of the child's needs including whether we should seek more specialist help from health social services or other agencies

• an agreement about the interventions and support needed and the expected impact on progress and a date for review

• implementation of the interventions or programmes agreed including assessing the child's response to the action taken

• a review of the effectiveness of the support and its impact on the child's progress by the key person, SENCo, the child's parents and the views of the child including any agreed changes to outcomes and support

• revisiting this cycle of action in increasing detail and frequency including seeking further specialists helped secure good progress until the SENCo, key person, the child's parents and any other professionals involved agree intervention is no longer needed or decide to request an education health and care needs assessment- see below.

 

Education Health and Care (EHC) needs assessment and plan

If the help given through the nursery's graduated approach is not sufficient to enable the child to make satisfactory progress, we may request in consultation with the parents and any external agencies already involved an assessment of the child's needs by the local authority. This is called an Education Health and Care (EHC) assessment. The assessment will decide whether a child needs an EHC assessment plan. This plan sets out in detail the education health and social care support that is to be provided to a child who has SEN or a disability. The local authority will consult with parents and let them know the outcome of the assessment.

 

Early Help Assessment (EHA)

At Little Rascals we use the EHA, to assess children's additional needs and bring together the extra services they need more effectively. It aims to bring together all professionals working with the child to ensure their individual needs are met.

If we believe a child and their family would benefit from support from more than one agency, for example where a child may have difficulties linked to poor housing or difficult domestic circumstances, we may request or carry out an interagency assessment to get early help for the family. This help assessment aims to ensure that early help services are coordinated and not delivered in a disjointed way.

Non-payment of fees policy

Statement of intent

Little rascals value their relationship with parents/carers and will be sympathetic towards any difficulty in paying their child’s fees. However, we are unable to function effectively without these payments.

We aim to help parents/carers to pay all fees due to us by offering an agreed flexible payment system and following a fair procedure. In order to achieve this aim, we operate the following non-payment of fees policy:

• Parents/carers will be issued with an invoice at the beginning of each month or at the end of the previous month detailing the fees due.

• Fees are to be paid within the week after invoice is given

• All cheques should be made payable to S Ramsay We are also happy to accept cash payments.

• Fees are still payable should a child be absent for any reason. 

prior to their child’s absence where a discounted fee arrangement may be made.

• Fees become payable should insufficient notice to given notifying us that your child will be leaving Little rascals. 

At least one month’s notice is required as stated and agreed in our settling policy, otherwise one month’s fees in lieu of notice will be due. This amount will be invoiced and payable prior to their child leaving Nursery. If this amount is not paid then procedures will begin at the Small Claims Court.

• Should a parent/carer have problems paying their child’s fees on time they should speak in confidence to the Supervisor. If an arrangement has not been made then the following procedure will apply.

Procedure

• If payments are 2 weeks late:

- a reminder invoice will be issued

• If payments are 3 weeks late:

- a third invoice will be issued accompanied by a letter and a copy of this policy (signed by

the parent).

• If payments are more than 4 weeks late:

- A final warning will be issued giving the parent/carer 14 days to pay the full amount due.

• If the full payment is not received after this time scale then procedures will begin at the Small Claims Court and the child will lose their place at Nursery.

• Little rascals thank you for your understanding and will do all they can to avoid the above situation. However we are not able to function effectively without all payments due.

 

Healthy Eating Policy

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

A balanced diet is essential for the maintenance and protection of health, to ensure that full mental and physical potential is reached each day and to optimise growth and development. Developing a healthy diet and good eating habits early in life will lay the foundations for future health. 

The statutory framework for the Early Years Foundation Stage states: 

• The provider must promote the good health of the children. 

• Where children are provided with meals, snacks and drinks, these must be healthy, balanced and nutritious. 

• To support children and their families, creating an awareness of healthy eating and promoting as appropriate

• Fresh drinking water to be available at all times. 

We are committed to offering children healthy, nutritious and balanced meals and snacks which meet individual needs and requirements. 

We will ensure that: 

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

• Menus are planned in advance, rotated regularly and reflect cultural diversity and variation. These are displayed for children and parents to view 

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

• Menus include at least 5 servings of fresh fruit and vegetables per day 

• Fresh drinking water is always available and accessible. It is frequently offered to children and babies and intake is monitored. In hot weather staff will encourage children to drink more water to keep them hydrated 

• Individual dietary requirements are respected. We gather information from parents regarding their children’s dietary needs, including any special dietary requirements, preferences and food allergies that a child has and any special health requirements, before a child starts or joins the nursery. Where appropriate we will carry out a risk assessment in the case of allergies and work alongside parents to put into place an individual dietary plan for their child 

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

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

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

• Staff set a good example and encourage the children to show good table manners. 

• Meal and snack times are organised so that they are social occasions in which children and staff participate in small groups. During meals and snack times children are encouraged to use their manners and say 'please' and 'thank you' and conversation is encouraged 

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

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

• We provide foods from the diet of each of the children’s cultural backgrounds, providing children with familiar foods and introducing them to new ones. Cultural differences in eating habits are respected 

• Any child who shows signs of distress at being faced with a meal he/she does not like will have his/her food removed without any fuss. 

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

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

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

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

• We promote positive attitudes to healthy eating through play opportunities and discussions

• The nursery provides parents with daily written records of feeding routines for all children under 2 years and verbal information for the 2yrs and over

• No child is ever left alone when eating/drinking to minimise the risk of choking

• We do allow parents to bring in cakes on special occasions. Parents are responsible for ensuring any food brought into the setting meets the above and health and safety requirements and ingredients that are listed within the Food Information for Consumers (FIR) 2014 and detailed in the allergens policy and procedure

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

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

 

Little Rascals Toothbrushing Policy

• The supervisor and children (under supervision) should wash their hands and/or use hand sanitiser before and after the toothbrushing session to prevent cross-infection.   The supervisor should wear gloves during the toothbrushing session

• The child (under supervision) is responsible for collecting the toothbrush from the storage system. Discretion should be used if a child has additional support needs. 

• Toothpaste is dispensed following the appropriate methods.

We now undertake ‘dry toothbrushing’ to reduce the risk of droplet and contact transmission during the Covid-19 response.

• Toothbrushing takes place at the identified table. 

Supervisors should dispense the toothpaste onto a clean piece of kitchen roll and allow each child to apply the paste to their brush.

• Each child should spit any excess into their tissue after brushing and then dispose of this immediately in a bin. 

• Toothbrushes should be returned to the storage system by each child.

After toothbrushing supervisors should clean the area where the toothbrushing has taken place with detergent.

Observed by the supervisor each child should in turn rinse their own toothbrush and its handle at a sink under cold running water.  Toothbrushes should be rinsed straight away.  The toothpaste should not be allowed to dry on the brush.  Water should be left running to avoid each child touching the tap.  Toothbrushes should not come into contact with the sink or tap.

Under supervision each child then returns their own toothbrush to the storage system to air dry.  Storage system lids should be replaced at this stage if there is sufficient air circulation to allow toothbrushes to dry before the next use. Directions should be given to support children with additional needs. Toothbrushes must not be washed together in the sink.

After toothbrushing supervisors are responsible for cleaning sinks and surfaces following national guidance and using standard cleaning products such as detergents. After toothbrushing is complete children and supervisors should wash hands and apply hand sanitiser.

Cleaning and Storage of Toothbrushes

Toothbrushes must not be soaked in bleach or other cleaner or disinfectant

Toothbrushes which are dropped on the floor should be discarded in normal refuse.

Toothbrushes should be stored in appropriate storage systems or individual ventilated holders which enable brushes to stand in the upright position ensuring that toothbrushes are not in contact and do not touch the lid to avoid cross contamination with saliva.

Cleaning and Storage of Systems

There should be a separate storage system for each ‘group’ or ‘bubble’ of children where applicable

Storage systems display symbols corresponding with those on the toothbrushes to allow individual identification of toothbrushes.

Each toothbrush should always be replaced into the same hole in their storage system following toothbrushing.

Storage systems should allow air-flow around the toothbrush heads to enable the toothbrushes to dry.  Covers should only be used once brushes have dried or if they allow sufficient ventilation to allow drying.

Storage systems are stored within a designated toothbrush storage trolley or in a clean, dry cupboard.  Storage systems in toilet areas must have manufacturers’ covers which allow the free flow of air, be stored at adult height or in a suitable toothbrush storage trolley.

Dedicated household gloves should be worn when cleaning storage systems and sinks as using hot water.  Cleaning of the storage systems should ideally be done once children have collected their brushes to commence brushing.

Storage systems, trolleys and storage areas should be cleaned and storage areas should be cleaned and dried weekly (more if soiled).  Rinse with hot water then using standard cleaning products such as detergent.

Manufacturers guidelines should be followed when cleaning and maintaining storage systems including dishwasher cleaning where appropriate.

The storage system should not be placed directly beside where toothbrushing takes place or beside the toilet area to avoid contamination via droplet and contact spread.

Storage system should be replaced if cracks, scratches or rough surfaces develop.

In the event of a confirmed case of COVID-19 follow the advice of the local health protection team and ask for advice regarding the supervised toothbrushing programme.  This will ensure advice provided is consistent and up to date.                                                                                                                                                                                                         

Staffing policy

Little Rascals day nursery values its staff. We employ enthusiastic staff who truly understand and enjoy children. They have a sound, working knowledge of the ways in which children develop and learn and are able to provide appropriate activities based on their observations and concern for the child's whole development. The staff have a working knowledge of our equal opportunities policy and are encouraged to adopt this in all activities in the nursery. We pride ourselves on our high adult: child ratio. We positively encourage a high level of staff: child interaction so that personal growth, health and safety can be enhanced. The children's keypersons are also able to work on a one-to-one basis with them throughout the week. 

We accept that in the interests of the nursery, the children and the individual that all staff should be given the opportunity to broaden their knowledge and skills. To facilitate this we:

• Give staff the opportunity to attend and financial support to update their qualifications and update their knowledge through outside courses.

• Offer staff the opportunity to attend seminars and courses.

• Ensure that every member of staff has child protection training and holds a relevant first aid certificate.

• Attend regular staff meetings and appraisal sessions.

We want you to feel secure in the knowledge that your child is being looked after by competent, dedicated staff. 

 

Staffing and volunteering 

It is the policy of the nursery to provide a secure and safe environment for all children. The nursery will therefore not allow an adult to be left alone with a child who has not received their enhanced DBS disclosure clearance. It is the policy of the nursery to provide a secure and safe environment for all children. The nursery will therefore not allow an adult to be left alone with a child who has not received their enhanced CRB disclosure clearance. 

All staff will attend child protection training within their first six months of employment, and receive initial basic training during their induction period. This will include the procedures for spotting signs and behaviours of abuse and abusers, recording and reporting concerns and creating a safe and secure environment for the children in the nursery. We provide adequate and appropriate staffing resources to meet the needs of children. Applicants for posts within the nursery are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974. Candidates are informed of the need to carry out checks before posts can be confirmed. Where applications are rejected because of information that has been disclosed, applicants have the right to know and to challenge incorrect information. This information must be presented to Ofsted.  All enhanced DBS disclosures checks are held on the Update Service to ensure the suitability of the adults caring for the is upheld.  We abide by Ofsted requirements in respect of references and suitability checks for staff and volunteers, to ensure that no disqualified person or unfit person works at the nursery or has access to the children. We ensure we receive at least two written references before a new member of staff commences employment with us. All students will have enhanced DBS disclosures conducted by their college before their placement starts. Volunteers, including students, do not work unsupervised. We abide by the requirements in respect of any person who is dismissed from our employment or resigns in circumstances that would otherwise have led to dismissal for reasons of child protection concern. We have procedures for recording the details of visitors to the nursery and take security steps to ensure that we have control over who comes into the nursery, so that no unauthorised person has unsupervised access to the children. All contractors/external workers will be enhanced DBS checked and the manager will request this before allowing them access to the nursery. All visitors/contractors will still be accompanied whilst on the premises, especially when in the areas the children use.  All staff have access to a whistleblowing policy which will enable them to share any concerns that may arise about their colleagues in an appropriate manner. All staff will receive regular supervision meetings where opportunities will be made available to discuss child protection training and any needs for further support. The deployment of staff within the nursery allows for constant supervision and support. Where children need to spend time away from the rest of the group, the door will be left ajar or other safeguards will be placed into action to ensure the safety of the child and the adult. 

 

Safer recruitment Policy

Safer recruitment is an important strand of safeguarding and promoting the welfare of children. It is essential to have secure and rigorous vetting procedures in place to make sure that all of the staff and volunteers who care for children at Little Rascals are suitable. When considering a new member to the team management will consider the following: 

We shall never appoint someone without being entirely satisfied you have followed the recruitment checking process. The recruitment process shall always be fair and comply with equality and diversity legislation. Little Rascals Considers and promotes the welfare of children at every stage of the employment process.

Employment checks 

Clear job description including qualifications required and the role being sought. 

2 written references face to face interview

Confirming successful candidates identity.

Carrying out a disclosure and barring scheme application

Successful candidate will undergo a probationary period of 12 weeks and a supervision within this time.

 

Administrations of medicine policy

We promote the good health of the children in our care by taking positive steps to prevent the spread of infection and take appropriate measures when they are ill.

Consent for Medical Treatment: To enable access to medical advice or treatment in an emergency for children parental permission in writing is required. This is obtained from the parents at the time of placement.

Medicines: will usually only be administered if prescribed by a doctor, dentist, nurse, or pharmacist, although some forms of pain and fever relief or teething gel, may be provided by the parent. We never give a child any form of medication without the parents’ prior written permission and would never give aspirin to any child under 16 unless prescribed by a doctor.

We check the “Use by” dates on medicines provided by parents and inform parents in order to give them time to replace the medicine. We ask parents to fill in a Child Record Form before the child attends the setting. This includes any specific requirements a child may have, particularly in regard to learning difficulties and disabilities. We may need to arrange support or training to help to support a child with specific needs such as invasive medical procedures, but this would not be a barrier to accepting a child.

Should the use of any medicines or long-term treatment or therapy be required, the details will be recorded in our Accident, Incident and Medication folder, and the parents sign the record, and if necessary instruct on their use. Parents are asked to inform of any changes to prescriptions or support a child may need. Medicines are always stored in their original container, properly labelled and out of reach of children. We would never give a child prescribed medicine with someone else’s name on it. We would never exceed the dosage on the label (unless we receive written instructions from the child’s doctor). Medicines needing refrigeration are kept in a secure plastic box labelled with the child’s name. We do not have a lock on the fridge, however, there is a gate across the kitchen doorway.

As well as having written permission from the parent to administer medicines we also request information about:

• Why the medicine is being taken

• What effects it may have on the child eg, make them sleepy

• What to do if it does not seem to be working

• What to do if I forget at dose

If we are asked by parents to administer medicine prescribed by a doctor to children in our care, it is a requirement of the Children Act (1989) that all information relating to the administration of medicines is kept for a period of two years from the last date of entry. After administrating the medicine, we complete an administrating medicines form and this is signed by the practitioner and then by the parent on collection.

 

Alcohol/other substances policy

It is our policy to keep children safe when they are in our care.

In order to do this, we will ensure that none of the practitioners nor anyone who has contact with the children whilst at our setting, is under the influence of alcohol or any other substance which may affect their ability to care for children.

We will ensure that anyone who has contact with the children in our care, whilst at our setting, who may be taking medication that could affect their ability to care for children will seek medical advice and only work directly with children if it is confirmed that their ability to look after the children will not be impaired.

Behaviour policy 

All children and adults are treated with equal concern and are made to feel welcome in our setting. We aim to offer a quality childcare service for parents and children. We recognise the need to set out reasonable and appropriate limits to help manage the behaviour of children in our care. By providing a happy, safe environment, the children in our care will be encouraged to develop social skills to help them be accepted and welcome in society as they grow up. We do not, and will not, administer physical or any other form of punishment with the intention of causing pain or discomfort, nor any kind of humiliating or hurtful treatment to any child in our care. We endorse positive discipline as a more effective way of setting boundaries for children. 

Procedure

We keep up to date with behaviour management issues and relevant legislation by taking regular training and by reading relevant publications, such as: Nursery World or CCC bulletins and changes to Ofsted legislations. All parents have a copy of our Behaviour Policy.

We agree methods to manage children’s behaviour with parents before the placement starts. These are discussed with parents during initial visits before the contract is signed to ensure appropriate care can be provided. Wherever possible we try to meet parents’ requests for the care of their children according to their values and practices. Records of these requirements are agreed and kept attached to the child record forms. These records are revisited and updated during regular reviews with parents. We expect parents to inform us of any changes in the child’s home circumstances, care arrangements or any other change which may affect the child’s behaviour such as a new baby, parents’ separation, divorce, new partner, or any bereavement. All information shared will be kept confidential unless there appears to be a child protection issue. We offer regular review meetings with parents to discuss their child’s care and any issues or concerns. If we do not share the same first language as the child’s parent, I will find a way of communicating effectively with them. This may include seeking guidance from the local early years team. We work together with parents to make sure there is consistency in the way the children are cared for. A consistent approach benefits the child’s welfare and helps ensure that the child is not confused. We would only physically intervene, and possibly restrain, a child to prevent an accident, such as a child running into the road, or to prevent an injury or damage. All significant incidents are recorded in an incident book and will be shared and discussed with the parents of the child concerned so that together we can work to resolve any behavioural issues. From time-to-time children will have difficulty learning to deal with their emotions and feelings and this is a normal part of child development. We will acknowledge these feelings and try to help children to find constructive solutions in liaison with their parents.

Distracting and re-directing children’s activities are used as a way of discouraging unwanted behaviour. We encourage responsibility by talking to children about choices and their possible consequences. We aim to be firm and consistent so that children know and feel secure within the boundaries set. We will respond positively to children who constantly seek attention or are disruptive. We will help children maintain their self-esteem by showing disapproval of their bad behaviour not the child themselves. If we have concerns about a child’s behaviour which are not being resolved, we will ask for permission from the parents to talk it through with another childcare professional. We may contact the National Childminding Association, the NSPCC, health visitor or the local early years team for confidential advice. Concerns that could identify a particular child are kept confidential and only shared with people who need to know this information.

Positive discipline means:

· Rewarding good behaviour. Because rewards are constructive, they encourage further effort. Punishment is destructive – it humiliates children and makes them feel powerless. 

· Encouraging self-discipline and respect for others. Because children need to grow into people who behave well even when there’s no one to tell them what to do. 

· Setting realistic limits according to age and stage of development. Because as children grow and develop our expectations of them change. 

· Setting a good example. Because young children take more notice than we might think of how we behave and what we say. 

· Encouragement, not orders and instructions. Because “Do as you’re told” teaches nothing for next time. Positive discipline involves explaining why. 

· Being consistent – saying no and meaning no. Because children need to know where they stand and it helps if they know that we mean what we say. 

· Praise, appreciation and attention. Because when children are used to getting attention with good behaviour, they won't seek it by misbehaving. 

· Building children's self-esteem. Shaming, scolding, hurting and humiliating children can lead to even worse behaviour. Attention, approval and praise can build self-esteem and a child who feels valued is more likely to behave well. 

We encourage appropriate behaviour by:

· Setting a good example, I aim to be a positive role model as children copy what they see. Children learn values and behaviour from adults.

· We readily praise, approve and reward wanted behaviour, such as sharing, to encourage it to be repeated. Using praise helps to show that we value the child and it helps to build their self-esteem. 

· We praise children to their parents and other people when they have behaved as expected. 

· We try to be consistent when saying “no” and explain reasons why it is not appropriate and considered unwanted behaviour. 

· Our expectations are flexible and realistic and are adjusted to the age, level of understanding, maturity and stage of development of the child.

Children are guided away from doing things which:

· are dangerous or hurtful or offensive to someone else

· are dangerous to the child

· will make the child unwelcome or unacceptable to other people

· damage other people’s property.

 

Procedure if a child is lost or goes missing

We will safely supervise children when we go on outings or trips. we will teach the children about safety when we are out and about. If a child goes missing, we will contact the police and search the area. Then, we will contact the parents and Ofsted.

 

Child protection policy statement

Our first responsibility and priority is towards the children in our care. It is our responsibility under the Safeguarding Vulnerable Groups Act 2006 to safeguard children within our care. With reference to the ‘Working together’ document, If we have any cause for concern we will report it, following the Local Safeguarding Children Board procedures. The relevant local procedures that are held by Little Rascals are available on request. We understand that child abuse can be physical, sexual, emotional and neglectful, or a mixture of these. We must notify Ofsted of any allegations of abuse by a staff member that are alleged to have taken place while the child is in our care. 

Procedure- We consult CSCP updates and CCC and Ofsted legislations. This helps us to be aware of the signs of abuse or neglect and what to do if we have a concern. 

We have copies of, and are familiar with, the CSCP Children Safeguarding Children Partnership procedures. We regularly check that we have the latest version of the relevant procedures (or any documents that may replace them in the future). If we are concerned about a child’s welfare, we will contact the local authority: Cumbria Safeguarding Hub team 03332401727. The Local Authority Designated Officer (LADO) will be contacted with 1 day of any allegations made against a staff member 01768 812267 and to Ofsted with 14 days. 

Child protection concerns that could identify a particular child are kept confidential and only shared with people who need to know this information. 

Parents must notify us of any concerns they have about their child and any accidents, incidents or injuries affecting the child, which will be recorded. 

We work together with parents to make sure the care of their child is consistent – please refer to our Working with Parents policy.

If we notice:

• significant changes in children’s behaviour 

• unexpected bruising or marks or signs of possible abuse

• any comments made which give me cause for concern

• deterioration in general wellbeing which causes concern

• signs of neglect

We will implement the Local Safeguarding Children Board procedures without delay to minimise any risk to the child. I will call the local social services’ duty desk immediately, if it is known that a child is at risk of harm. We will follow it up with a letter within 48 hours. We will keep a factual record of the concern and will ask the parents for an explanation, providing it would not put the child at risk.

If a child tells any of the practitioners at Little Rascals that they or another child is being abused, we will:

• show that we have heard what they are saying, and that we take their allegations seriously

• encourage the child to talk, but we will not prompt them or ask them leading questions. We will not interrupt when a child is recalling significant events and will not make a child repeat their account

• explain what actions we must take, in a way that is appropriate to the age and understanding of the child

• write down what we have been told using exact words where possible

• make a note of the date, time, place and people who were present at the discussion

• then report any concerns immediately to the duty social worker who has the experience and responsibility to make an assessment of the situation.

In all instances we will record:

• the child’s full name and address

• the date and time of the record

• factual details of the concern, for example bruising, what the child said, who was present

• details of any previous concerns

• details of any explanations from the parents

• any action taken such as speaking to parents.

It is not our responsibility to attempt to investigate the situation.

 

Procedure if a child is not collected

If a child is not collected within 1 hour, we will try calling the parents’ contact numbers. Then we will try the emergency contact numbers. During this time, we will continue to safely look after the child. We will continue to try the parents’ contact numbers and emergency numbers, but after a responsible amount of time – 2 hours from the original agreed collection time, we will then tell the local authority duty social worker. 

 

 

 

Outings

It is our policy to keep children safe on outings whilst in our care. In order to do this we will ensure that:

· The ratio of adults to children on any outing will never be less than those laid out in our registration

· We carry out a trial run and full risk assessment of the proposed outing

· We obtain written parental our and specific written permission for a longer or more involved outing

· We take essential records and equipment for each child on outings as necessary, including contact telephone numbers for parents, a first-aid kit and a mobile telephone

· We keep records for parental inspection of any vehicles in which children are transported, including insurance details and a list of named drivers

· We will ensure that any driver transporting children in their own vehicle has adequate insurance cover

· We adhere to our lost child procedure and make parents aware of the procedures in that policy.

 

Equal opportunities

We will make sure that we actively promote equality of opportunity and anti-discriminatory practices for all children. We will make sure that we treat all children with equal concern and respect. All children are given the opportunity to communicate their needs, like and dislikes. The setting champions the child’s opinion and rights.

Procedure

We recognise and welcome all legislation and existing codes of practice produced by appropriate commissions, for example the Equality and Human Rights Commission, The SEN Code of Practise the Disability Discrimination Act 1995 for inclusive practise guidance and the Equality Act 2010.

We value and respect the different racial origins, religions, cultures and languages in a multi-ethnic society so that each child is valued as an individual without racial or gender stereotyping. We will also not discriminate against children on the grounds of disability, sexual orientation, age, class, family status, or any medical condition. We provide equal chances for each child to learn and develop to their full potential, taking into account each child’s age and stage of development, gender, ethnicity, home language, and ability. We provide, and make sure that all children have access to, a range of books, puzzles and other toys which provide positive images and examples of the diversity of life in our society. We challenge racist and discriminatory remarks, attitudes and behaviour from the children in our care and other adults. We will always help children to feel good about themselves and others by celebrating the differences which make us all unique. 

 

Child Absence Policy and Procedure 

In line with guidance from Cumbria County Council the following procedures will take place when a child’s absent without notice

• Notify your child’s key person or Manager in advance if your child is to have a planned absence from Nursery

• Notify Nursery on the first morning of an unexpected absence that your child is to be off by telephoning 015394 44618 (please leave a message on the answer-machine if necessary)

• Please keep Nursery staff informed if your child is to have a prolonged absence as they like to know how your child is doing

• If Nursery staff members have not heard from you, the member of staff who has taken the register or the Manager will contact you by telephone immediately after registration as per the Emergency Contact numbers you have given. If staff members are unable to contact you, they will move onto the other Emergency Contacts as a matter of course. You should advise your child’s other Emergency Contacts of this procedure. A record of staff actions will be logged in the Register sequentially

• In the event that staff members are unable to establish a child’s whereabouts despite their best endeavours, the Child Protection Policy will be implemented by the Nursery Manager and a Referral will be made within one week of the first date of absence. These follow-up actions will be recorded as per the Child Protection Policy

Please help us in implementing this procedure which is designed to protect children in emergency situations. Please also note that it is your responsibility to ensure that Emergency Contact numbers are up-to-date. Whilst attendance at Nursery is not a statutory requirement, informing staff of your child’s absences will be very helpful to the smooth running of the Nursery and to effective forward planning for the children’s activities. It will also be good practice for school, where similar procedures are required.

 

The Key Person Approach

The nursery operates a key person approach in order to provide the best possible working relationship for each child and their family and to ensure that individual needs are recognised and supported. For more information on how the nursery operates the key person approach please speak to a practitioner

Sharing of Information

The nursery encourages the sharing of information both on a daily basis and setting aside regular times to discuss each child’s developmental progress with their nominated key person. Each key person is responsible for collecting a portfolio of evidence for their key child’s developmental profile. This is looked upon as being a shared document and parents and carers are encouraged to provide information through their own observations and photos to also be included We rely on parents to keep us updated on their child’s progress at home and concerning any changes to routine, diet and general health and well-being. Each child’s individual planning sheet has a parents’ contribution box so that information regarding the child’s current interests and learning at home is taken into account to help inform the planning choices made by staff. We strongly believe that the more information shared between the nursery and parents regarding the child’s learning leads to improved outcomes for the children.

The nursery regularly provides parents with information regarding the nursery through newsletters, posters, profile meetings, Childcare Forum meetings and information evenings.

 

Parents as Partners

The nursery recognises that parents are the child’s first carers and educators and therefore their views and knowledge of their children are paramount in ensuring that we are able to provide the best possible care. It is most important that we communicate with parents on a daily basis regarding their children’s care and what is happening within the setting. We communicate by weekly emails inc meal planner and important information. This can also be found on the nursery door and is available by letter. We believe that a parent’s involvement in nursery life enriches a child’s experience, and we therefore invite and encourage parents and carers to become actively involved from sharing particular talents, reading a story (particularly in a different home language) to simply joining us on our different fun days and events. Mothers are welcome to visit the nursery during the day to breastfeed their child.

Families who have English as an additional language

The nursery is committed to ensuring all families feel welcome and included in the setting and we have adopted certain practices to help support families with EAL. We also support children within the setting by using lots of visual aids, signing, props and puppets, labels and signs in home languages, multi-language books and tapes and finding out key words to help with communication to name but a few.

Induction and Transitions

From settling new children to sending them on to school, the combination of an outstanding key person system and detailed record-keeping at Little Rascals Daycare confirm that all transitions are smooth and children are confident and well-prepared when they move on to the next stage in their learning.

Before starting Before children start at the nursery, at whichever stage the child is at, parents and carers are given a welcome pack full of information on the setting and are requested to complete ‘All about Ourselves’ and return it. The information includes:

• details about the child's family, their position in the family and important celebrations and events in family life

• information about the child's physical development – milk feeds, mealtimes, sleep, things they can do for themselves, behaviour, moods and feelings, sensitivities, speech and language and use of English

• favourite animals, objects or games, books, food, and groups attended such as ‘stay and play’. 

All of this information is used by the key person as the basis for planning to support the child’s development and learning.

The setting provides information about the child's named key person during the settling in period, as well as an explanation of the key person role. This helps families to understand why the setting and the Statutory Framework for the Early Years Foundation Stage place such an emphasis upon this way of working. 

 

Settling new children

When children start at Little Rascals, the first session is about an hour long. Both the parent or carer and child attend the setting together. The second day, staff encourage parents and carers to leave their child with the key person, giving them the opportunity go offsite for a few hours. 

A review of individual child’s needs with parents and carers then leads to an agreed settling-in period, which is completely flexible depending upon their preference and the child’s needs. This emphasis on valuing parents and carers’ knowledge of their children reflects the deep understanding that both the nursery manager and key person have of high-quality provision for babies and toddlers. Both qualified and experienced in working with the youngest children.

Initial and on-going assessment 

• An 'initial assessment' is completed by the key person within six weeks of the child starting at nursery and shared with the parents and carers. 

• It is then reviewed and updated at six-monthly intervals and shared with primary schools at transfer from the nursery. 

• The key person records children's learning across all seven areas of learning through making observations of children’s play, talk and activities. 

• The record gives a clear overview of the child and celebrates what children can do. 

• Importantly, it identifies next steps for their learning. 

• The key person decides which age band of the Early Years Foundation Stage that the child is working within. This is confirmed and monitored by either of the nursery managers. 

• All children’s development is then recorded in the Famly app allowing management to keep an overview of the progress that children make while at the setting.

 

Support for families and children during transition within the setting

Key to successful transition within the setting is the nursery’s focus on building good relationships between staff and children through their ‘positive attachment approach’. Children remain with their key person throughout their time at the setting. Children in the setting demonstrate they are extremely confident and self-assured.’ The setting benefits from a small intimate environment where children can free flow between areas. All practitioners are aware of all the children’s needs that attend the setting, but the key person system allows parents to have a constant link to one practitioner. 

 

Support for transition to nursery within main stream school

The setting offers shared nursery placement with local schools locally. This allows parents to split the Government funded 3year old placement between ourselves and a school setting. The setting offers support with this transition to a more formal setting by offering communication between the school and setting. Sharing information is encouraged to allow the settings to work towards standardised goals for the individual child. The setting completes termly reviews of all funded places and feeds this information to the schools involved. The setting will inform parents when their children will become eligible for the free entitlement the term before they turn 3. As the children are coming to the send of their official nursery year practitioners will begin discussing transitions to school.

Support for transition to school

During March and early April each year, staff begin to check with parents and carers which school their child will be going to. They send a letter to parents and carers about transition, detailing what staff do in nursery to support their child and what they can do at home, for example read stories to their child about school and talk to their child about their future teacher.

Contact is made with all local schools regarding open days and the setting displays this information and supports parents when visiting the schools. In May, staff provide more information for children and families about the move to school. Changes are made such as turning the role play area into a school classroom. Staff share books with children about going to school. Parents and carers are invited to take these home and staff suggest what they might discuss with their child, for example the journey to school and who will take them, the look of the new classroom, their teacher’s name and the school uniform. Each child's Learning journey with Early Years Profile is given to parents including a final review of the child’s progress. The review includes comments upon the seven areas of learning, what stage they are at and their likes and dislikes. For children with any additional or special educational needs, the setting ensures that they speak directly to the feeder school.

Open-door Policy

The nursery operates an ‘open-door’ policy with regard to discussing any concerns with parents and we are committed to working together to resolve any problems or worries about a child or the care that they receive. If a parent has a concern about their child they are encourage to speak to their child’s key person. Any other issues regarding the nursery should be taken to the nursery manager who can organise a meeting, if appropriate, to discuss them. If the parent is unhappy with the outcome and feels it has not been successfully resolved, they should follow the nursery’s complaints procedure.

The use of Mobile Phones and Cameras by Staff, Volunteers and Non- Staff, and the Sharing of Images Policy

Little Rascals recognises that staff, students and volunteers may wish to have their personal mobile phones at work for use in case of emergency. However, safeguarding of children within the setting is paramount and it is recognised that personal mobile phones have the potential to be used inappropriately and therefore Little Rascals has implemented the following policy: 

• Personal mobile phones and cameras should never be used whilst working with the children; only in break times and away from children. With the exception of Manager who phone is used for business use.

• Personal mobile phones and cameras should be left in the sealed box in the staff cupboard.

• Staff can use their personal mobile phones during breaks and lunchtime away from the children.

• If any staff member needs to be contacted during the day for an emergency, the nursery landline can be used. (01539444618)

• If a staff member, student or volunteer must use their mobile phone (see above) this should be away from the children and ensuring that staff supervision levels are not compromised.

• Staff, students or volunteers who ignore this policy without permission may face disciplinary action.

• In circumstances such as outings and off site visits, staff will be given permission to use a business mobile phone to make an emergency call only and a setting IPad  will be supplied to photograph the children

• Where there is a suspicion that the material on a mobile phone may be unsuitable and may constitute evidence relating to a criminal offence, the ‘Allegations of Abuse’ process will be followed (please refer to the setting’s procedures to take when making an allegation of abuse against adults who work or volunteer at LR)

Staff, students or volunteers remain responsible for their own property and will bear the responsibility of any losses.

Whistleblowing Policy

Employees are often the first to realise that there may be something seriously wrong within their setting. However, they may not express their growing concerns because they feel that speaking up would be disloyal to their colleagues. They may also fear harassment or victimisation. In these circumstances, it may be easier to ignore the concern rather than report what may be just suspicion of malpractice and wrongdoing at work. Little Rascals is committed to the highest possible standards of openness, probity and accountability. In line with this commitment, we encourage employees and others with genuine concerns about any person linked with the setting and/or others (e.g. Parents/Carers) to come forward and voice those concerns. This policy makes it clear that employees, Parents/Carers and others can do so without fear or reprisals. The Whistleblowing Policy is intended to encourage and enable employees and others to raise such concerns within Little Rascals rather than overlooking the problem. The procedure allows employees, Parents/Carers and outside agencies to raise concerns about the Management/Staff of Little Rascals. This policy aims to: Provide avenues for you to raise genuine concerns and receive feedback on any action taken; Allowing you to take the matter further if you are dissatisfied with the outcome or response; Reassure you that steps will be taken to protect you from reprisals or victimisation for whistleblowing in good faith. There are existing procedures in place to enable you to lodge a grievance relating to staff’s own employment, Parent/Carer concerns or complaints, and issues raised by outside agencies. This Whistleblowing policy is intended to cover genuine concerns that fall outside the scope of other procedures. The procedure will be communicated to all employees as well as Parents/Carers, Students and others. The local authority designated officer (LADO) should be contacted if there are any concerns regarding a staff member at Little Rascals. 

E-Safety Policy

Here at Little Rascals we understand that safe-guarding children, whilst using ict equipment, is most important. For that reason children do not have access to the internet. All educational games are age appropriate and do not require the internet to operate. Wifi is disabled off all Ipads with exception of the staff ipad which is used for observations requiring internet connection. This ipad may also be used for researching resources off suitable sites. Staff, are aware that all history is monitored for inappropriate material at action will be taken if this is discovered. After careful research Ittle Rascals created a safe Facebook closed group page to give parents access to photos taken with in the day. Permission is sought for these photos to be displayed. It is important to keep children safe on social media but here at Little Rascals we recognise social media helps to keep parents up to date. 

Risk Assessment Policy

The Early Years Foundation Stage requires childcare providers to conduct risk assessments and review them regularly.

We continuously check the setting and garden every morning before the children arrive to ensure that it is a safe environment for the children to play in. We also risk assess any environment that we visit with the children including public transport that we may use. If we plan to take the children into environments that are unknown to us we try our best to risk assess in advance by visiting to highlight any potential hazards. These risk assessments are recorded and filed. These documents are available for any parent to see on request as well as Ofsted. 

Nappy change/intimate care policy

Little Rascals is committed to ensuring that all staff responsible for the intimate care of children or young people will undertake their duties in a professional manner at all times. We recognise that there is a need to treat all children/young people with respect and dignity when intimate care is given.

Intimate care encompasses areas of personal care, such as nappy/pads changing, washing and dressing.

Support for children/young people with intimate care needs will be carefully planned and should be a positive experience for all involved. 

The setting will ensure that:

Staff who provide intimate care are trained to meet the needs of individual children

• All staff adhere to the setting’s safeguarding and child protection policy

• Suitable equipment and facilities are made available

• Staff carrying out intimate care are appropriately supported

• Where possible one to one care will be provided unless there is an identified need for having more adults

• Intimate care is discussed and agreed with parents and carers

• The needs and wishes of the child/young person are taken into consideration

• An appropriate written plan for intimate personal care (apart from nappy changing) is agreed and shared with the child or young person and their family, signed by all involved and reviewed on a regular basis

• Intimate care is logged and recorded. The record will include the date and time the intimate care was carried out and by whom

• The constraints of staffing and equal opportunities legislation are taken into account

• Mobile phones or cameras are not used by children or staff in areas where intimate care is carried out

Intimate Care – Safeguarding Children 

Cumbria Safeguarding Children Partnership (CSCB) Safeguarding Procedures will be adhered to alongside the setting’s safeguarding and child protection policy and procedures.

If a member of staff has any concerns about physical or behavioural changes in a child/young person’s presentation, e.g. marks, bruises, soreness, they will immediately pass their concerns to the Designated Person for child protection in their setting. Intimate care should be a positive experience for both staff and the child or young person. Where one to one intimate care is required it will be discussed and agreed between the setting manager and parents/carers. Intimate care plans will be recorded and signed by those involved. Adults need to be vigilant about their own behaviour, ensure they follow agreed guidelines and be mindful of the needs of the children and young people with whom they work. In the event of an allegation being made against a member of staff the procedures for Allegations of Abuse (as per the guidance and flow chart) will be followed.

Privacy Notices: Information about children, Parents and Adults in early years settings Data Protection Act 1998: 

General Data Protection Regulations (GDPR) Policy 

The General Data Protection Regulation (GDPR) is a new EU law coming into effect on 25th May 2018 replacing the current Data Protection Act 1998. It will give individuals greater control over their own personal data. As a nursery it is necessary for us to collect personal information about the children who attend as well as staff and parents/carers.

Little Rascals Daycare is registered with the Information Commissions Office, ICO, and has been registered since 2009 the certificate can be viewed on the parent noticeboard.

GDPR principle

GDPR condenses the Data Protection Principles into 8 areas, which are referred to as the Privacy Principles. They are:

1. You must have a lawful reason for collecting personal data and must do it in a fair and transparent way.

2. You must only use the data for the reason it is initially obtained.

3. You must not collect any more data than is necessary.

4. It must be accurate and there must be mechanisms in place to keep it up to date.

5. You cannot keep it any longer than needed.

6. You must protect the personal data.

7. You must have appropriate measures against unauthorised or unlawful processing or personal data and against accidental loss or destruction/damage to personal Data.

8. Personal Data shall not be transferred to any outside agency or country within the EU that does not comply with the new General data protection regulations.

The GDPR provides the following rights for individuals:

• The right to be informed.

• The right of access.

• The right to rectification.

• The right to erase.

• The right to restrict processing.

• The right to data portability.

• The right to object.

• Rights in relation to automated decision-making and profiling.

There are two main roles under the GDPR; the data controller and the data processor. As a childcare provider, we are the data controller. The data is our data that we have collected about the children and their families. We have contracts with other companies to process data, which makes them the data processor. The two roles have some differences but the principles of GDPR apply to both. We have a responsibility to ensure that other companies we work with are also GDPR compliant.

Lawful basis for processing personal data

We must have a lawful basis for processing all personal data within our organisation and this is recorded on our Information audit for all the different information we collect. The six reasons as follows:

(a) Consent: the individual has given clear consent for you to process their personal data for a specific purpose.

(b) Contract: the processing is necessary for a contract you have with the individual, or because they have asked you to take specific steps before entering into a contract.

(c) Legal obligation: the processing is necessary for you to comply with the law (not including contractual obligations).

(d) Vital interests: the processing is necessary to protect someone’s life.

(e) Public task: the processing is necessary for you to perform a task in the public interest or for your official functions, and the task or function has a clear basis in law.

(f) Legitimate interests: the processing is necessary for your legitimate interests or the legitimate interests of a third party unless there is a good reason to protect the individual’s personal data which overrides those legitimate interests.

For the majority of data we collect, the lawful basis for doing so falls under the category of ‘legal obligation’ such as names, date of birth and addresses as we have a legal requirement to obtain this data as part of the Statutory Framework for the Early Years Foundation Stage.

Some data we collect, for example, photographs, requires parents to give consent for us to do so. Where this is the case, parents will be required to sign a consent form to ‘opt in’ and are made aware that they have the right to withdraw their consent at any time.

We may also be required to collect data as part of parent’s contract with the setting or local authority, for example, for us to claim government funding.

Data retention

We will hold information about individuals only for as long as the law says and no longer than necessary. After this, we will dispose of it securely. Please see a copy of the Retention periods for records.

Security

We keep data about all individuals secure and aim to protect data against unauthorised change, damage, loss or theft. All data collected is only accessed by authorised individuals. All paper forms are kept locked away and all computers and tablets are password protected.

How we use your information We process personal information relating to our children and may receive information about them from their previous provider, local authority, the Department for Education (DfE) and the Learning Records Service. We hold this personal data to: 

• support our pupils’ learning

• monitor and report on their progress

• provide appropriate pastoral care; and

• assess the quality of our services

Information about our children that we hold will include their contact details, national curriculum assessment results, attendance information, any exclusion information, where they go after they leave us and personal characteristics such as their ethnic group, any special educational needs they may have as well as relevant medical information. We will not give information about you to anyone without your consent unless the law and our policies allow us to. 

We are required, by law, to pass certain information about our pupils to our local authority (LA) and the Department for Education (DfE).

If you need more information about how our local authority and/or DfE collect and use your information, please visit:

• our local authority at www.cumbria.gov.uk or 

• the DfE website at https://www.gov.uk/data-protection-how-we-collect-and-share-research-data

Prevent Duty Policy. September 2015 

This policy is prepared using the following publications 

DFE “The Prevent duty. Departmental advice for schools and childcare providers. June 2015” DFE “Keeping children safe in schools July 2015” HM Gov. channel Guidance- Preventing vulnerable people from being drawn into terrorism. 2015 

From 1 July 2015 all settings , registered early years childcare providers and registered later years childcare providers (referred to in this advice as ‘childcare providers’) are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015, in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty. It applies to a wide range of public-facing bodies. 

What is Radicalism? 

Radicalism refers to the process by which a person comes to support terrorism and forms of extremism Protecting children from the risk of radicalisation is seen as part of the Little Rascals wider safeguarding duties, and is similar in nature to protecting children from other forms of harm and abuse. During the process of radicalisation it is possible to intervene to prevent vulnerable people being radicalised There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. It can happen in many different ways and settings. Specific background factors may contribute to vulnerability which are often combined with specific influences such as family, friends or online, and with specific needs for which an extremist or terrorist group may appear to provide an answer. The internet and the use of social media in particular has become a major factor in the radicalisation of young people. 

What is Extremism- Extremism is vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas. 

Constant practice and Procedure- At Little Rascals it is essential that staff are able to identify children who may be vulnerable to radicalisation, and know what to do when they are identified. Protecting children from the risk of radicalisation should be seen as part of schools’ and childcare providers’ wider safeguarding duties, and is similar in nature to protecting children from other harms (e.g. drugs, gangs, neglect, sexual exploitation), whether these come from within their family or are the product of outside influences. We can also build pupils’ resilience to radicalisation by promoting fundamental British values and enabling them to challenge extremist views. All staff are instructed to challenge extremist and radical views. It is important to emphasise that the Prevent duty is not intended to stop pupils debating controversial issues. On the contrary, in the older classes we will always provide a safe space in which children, young people and staff can understand the risks associated with terrorism and develop the knowledge and skills to be able to challenge extremist arguments. In the School, and Nursery we can emphasise this in daily work such as assisting the children’s personal, social and emotional development and understanding of the world. 

Risk assessment 

All staff are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology. This means being able to demonstrate both a general understanding of the risks affecting children and young people in the area and a specific understanding of how to identify individual children who may be at risk of radicalisation and what to do to support them. 

As with managing other safeguarding risks, staff should be alert to changes in children’s behaviour, which could indicate that they may be in need of help or protection. Staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately which may include making a referral to the Channel program (see appendix one for further information on Channel) 

Procedure for reporting concerns 

If a member of staff in a nursery has a concern about a child they should follow the settings normal safeguarding procedures, including discussing with the designated safeguarding lead, who will, where deemed necessary, with children’s social care. 

You can also contact your local police force or dial 101 (the non-emergency number). They can talk to you in confidence about your concerns and help you gain access to support and advice. Also, they can advise if this would be a case for Channel The Department for Education has dedicated a telephone helpline (020 7340 7264) to enable staff to raise concerns relating to extremism directly. Concerns can also be raised by email to counter.extremism@education.gsi.gov.uk. 

Risky and Adventurous Play Policy

At Little Rascals Daycare we understand that children need and want to take risks when they play. Play provision aims to respond to these needs and wishes by offering children a stimulating, challenging environment for exploring and developing their abilities. In doing this, play provision and experiences, ‘Wellies and Worms’, aim to manage the level of risk so that children are not exposed to unacceptable risks of death or serious injury. We fully promote children to take risks, safely and under close supervision. Our staff members are trained in promoting learning through the outdoor environment. A child is unlikely to attempt any form of risky play that they feel uncomfortable with. Play is essential for children’s good physical and mental health and development. Through taking risks whilst playing, children learn how to manage risk, which helps them to stay safe. Play develops learning skills, central to achievement, and is essential for the development of the skills that children and young people need as they become adults and move on in education or into work. All parents are informed that the provision Little Rascals Daycare provides allows risky play opportunities. Staff members explain to parents why they offer risky opportunities and re assure parents that the purpose of risky play is not to put their child at risk, it is an important factor in their development. The manager of the nursery will ensure that all insurance documentation allows for risky play. Risk assessments are carried out on all new risks introduced, and all equipment is checked before use

British Values Policy

The DfE have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”

At Little Rascals Daycare we believe that the EYFS already provides a solid foundation to encourage a child’s understanding and acceptance that we live in diverse communities with many different cultures and lifestyles.

We listen to children’s and parent’s voice. Parent questionnaires are completed and acted upon. Children are given opportunities to make choices and decisions. We consistently reinforce our high expectations of children. Children are taught the value and reasons behind our expectations (rules) that they are there to protect us, that everyone has a responsibility and that there are consequences when rules are broken. Within the setting the children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a nursery we educate and provide boundaries for young children to make choices safely, through our provision of a safe enabling environment and effective teaching. Children are encouraged to know, understand and exercise their rights and personal freedoms. Part of our settings ethos and behaviour policy is based on ‘Respect’. Our behaviour policy outlines that everyone has the right to :-

Feel safe and a responsibility to ensure the safety of others

Feel respected and a responsibility to show respect for others.

• To be supported both in their learning and everyday life and a responsibility to assist and support others.

• Be treated fairly and to treat others fairly. 

• Move freely and safely, subject to rules. 

• Have property kept safe and a responsibility to care for the property of others. 

• Members of staff have a responsibility to provide good role models to all pupils by demonstrating respectful behaviour. Children have a right to be treat in a respectful manner.

We aim to enhance children’s understanding of different faiths and beliefs by participating in a range of celebrations throughout the year. The broader a child’s experiences, the more confident and effective they are likely to be at contributing to Britain’s diverse society.