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Policies

Introduction

Policies help us to provide good quality provision. They do this by making it clear to staff and parents what sort of Pre-school we want to be and what needs to be done.

All staff and parents should be involved in adopting, implementing and reviewing policies so that they can influence the way the Pre-school is run.

Adopting policies

• Copies of the policies to be adopted will be made available to all parents and staff.

• A meeting to discuss and adopt the policy will normally be held. This will enable everyone to discuss and agree the policy’s aims and methods.

Implementing policies

• All new staff will be introduced to the Pre-schools policies.

• It will be explained to all parents and staff that the policies are the rules for running the Pre-school and being a member involves agreeing to keep them.

Reviewing policies

• Each policy will be continually monitored by collecting evidence about the results of its implementation.

• The evidence will be used to make any necessary changes to the policy and/or the way it is implemented.

• All staff and parents should contribute to the evidence collected and share in decisions about any necessary changes.

The enclosed policies have been checked by the Office for Standard in Education (ofsted). Adopting and working to these policies should enable our Pre-school to meet the requirements of the National Standards for Day Care. If we decide to make any changes, we will need to ensure that the policy is still in line with the National Standards.

Admissions policy

Statement of Intent

It is our intention to make our pre-school accessible to children and families from all sections of the local community.

Aim

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

Methods

In order to achieve this aim, we operate the following admissions policy.

• We ensure that the existence of the pre-school is widely advertised in places accessible to all sections of the community.

• We ensure that information about our pre-school is accessible - in written and spoken form - and, where appropriate, in different languages. Where necessary, we will try to provide information in Braille, or through signing or an interpreter.

• Admissions over subscription criteria:

1. Children in Local Authority Care (looked after children)

2. Children of families currently resident in the pre-school’s catchment area, which is defined by the boundaries of the parishes of Abbotsham and Alwington, who have siblings either in the pre-School or St. Helens Church of England Primary School, at the time of admission.

3. Children of families currently resident in the pre-school’s catchment area, which is defined by the boundaries of the parishes of Abbotsham and Alwington (Map available in the operational plan or on request).

4. Children of families resident in other parishes who have a sibling in the pre-School/St Helens on admission.

5. Children who regularly attend the Abbotsham and Alwington Toddler group

6. Children of families resident in other parishes for which Abbotsham and Alwington pre-school is the closet pre-school, measured in a direct line from their property to the pre-school gate.

7. Birth order, with oldest taking priority.

8. All other children.

• We keep a place vacant, if this is financially viable, to accommodate an emergency admission.

• Waiting list

When all available places have been allocated, Abbotsham and Alwington Pre-school will operate a waiting list. Parents who wish their child to be included on the waiting list must inform the school in writing. Any places that become available will be allocated according to the criteria of the admission policy with no account being taken of the length of time on the waiting list.

The waiting list will be reviewed and revised

1. Each time a child is added to, or removed from, the waiting list.

2. When a child’s circumstances will affect their priority.

3. At the end of each school year, when parents with a child on the waiting list will be contacted and asked if they wish to remain on the list for the following school year.

• We will contact families 6 weeks prior to entry date to inform them whether their child will be offered a place.

• Availability of sessions may be limited to children starting Pre-school on or after 31st March.

• We describe our pre-school and its practices in terms which make it clear that it welcomes both fathers and mothers, other relations and other carers, including childminders.

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

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

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

• We make our equal opportunities policy widely known.

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date) _______________________

Signed on behalf of the Pre-school_____________________________

Behaviour management policy

Statement of intent

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

Aim

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

Methods

• We have a named person who has overall responsibility for issues concerning behaviour.

• We require the named person to:

- keep her/himself up-to-date with legislation and research and thinking on handling children's behaviour;

- access relevant sources of expertise on handling children's behaviour; and

- check that all staff have relevant in-service training on handling children's behaviour. We keep a record of staff attendance at this training.

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

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

• We familiarise new staff and volunteers with the pre-school's behaviour policy and its rules for behaviour.

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

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

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

• We recognise that codes for interacting with other people vary between cultures and require staff to be aware of - and respect - those used by members of the pre-school.

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

• We never send children out of the room by themselves.

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

• We do not use techniques intended to single out and humiliate individual children.

• We only use physical restraint, such as holding, to prevent physical injury to children or adults and/or serious damage to property. Details of such an event (what happened, what action was taken and by whom, and the names of witnesses) are brought to the attention of our pre-school leader and are recorded in our Incident Book. A parent is informed on the same day and signs the Incident Book to indicate that he/she has been informed.

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

• We do not shout or raise our voices in a threatening way to respond to children's behaviour.

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

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

Bullying

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

If a child bullies another child or children:

• we intervene to stop the child harming the other child or children;

• we explain to the child doing the bullying why her/his behaviour is inappropriate;

• we give reassurance to the child or children who have been bullied;

• we help the child who has done the bullying to say sorry for her/his actions;

• we make sure that children who bully receive praise when they display acceptable behaviour;

• we do not label children who bully;

• when children bully, we discuss what has happened with their parents and work out with them a plan for handling the child's behaviour; and

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

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date) ____________________________

Signed on behalf of the Pre-school __________________________________

Child protection policy

Statement of intent

Our pre-school wants to work with children, parents and the community to ensure the safety of children and to give them the very best start in life.

Aims

Our aims are to:

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

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

• encourage children to develop a sense of autonomy and independence;

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

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

The legal framework for this work is:

• The Rehabilitation of Offenders Act

• The Children Act 1989

• Human Rights Act 1998

• Data Protection Act 1984

• The Protection of Children Act 1999

• The Children (NI) Order

• The Children (Scotland) Order

Liaison with other bodies

• We work within the Area Child Protection Committee guidelines.

• We have a copy of Area Child Protection Guidelines available for staff and parents to see.

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

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

• Records of the local NSPCC contacts are also kept.

• If a report is to be made to the authorities, we act within the Area Child Protection guidance in deciding whether we must inform the child's parents at the same time.

Methods

Staffing and volunteering

• Our named person (a member of staff or a committee member) who coordinates child protection issues is Janine Shambrook and Sheila Falconer.

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

• Applicants for posts within the pre-school 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.

• We abide by Ofsted requirements in respect of references and police checks for staff and volunteers, to ensure that no disqualified person or unfit person works at the pre-school or has access to the children.

• Volunteers do not work unsupervised.

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

• We have procedures for recording the details of visitors to the pre-school.

• We take security steps to ensure that we have control over who comes into the pre-school so that no unauthorised person has unsupervised access to the children

Disciplinary Action

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

Training

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

Planning

The layout of the room allows for constant supervision. Where children need to spend time away from the rest of the group, the door is left ajar.

Curriculum

• We introduce key elements of child protection into our Early Years Foundation Stage, so that children can develop understanding of why and how to keep safe.

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

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

Complaints

• We ensure that all parents know how to complain about staff or volunteer action within the pre-school, which may include an allegation of abuse.

• We follow the guidance of the Area Child Protection Committee when investigating any complaint that a member of staff or volunteer has abused a child.

• We follow all the disclosure and recording procedures when investigating an allegation that a member of staff or volunteer has abused a child as if it were an allegation of abuse by any other person.

Responding to suspicions of abuse

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

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

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

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

Disclosures

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

• offers reassurance to the child;

• listens to the child; and

• gives reassurance that she or he will take action.

The member of staff does not question the child

Recording suspicions of abuse and disclosures

Staff make a record of:

• The child's name;

• The child's address;

• The age of the child;

• The date and time of the observation or the disclosure;

• An objective record of the observation or disclosure;

• The exact words spoken by the child;

• The name of the person to whom the concern was reported, with date and time; and

• The names of any other person present at the time.

These records are signed and dated and kept in a separate confidential file.

All members of staff know the procedures for recording and reporting.

Informing Parents

Parents are normally the first point of contact. If a suspicion of abuse is recorded, parents are informed at the same time as the report is made, except where the guidance of the local Area Child Protection Committee does not allow this. This will usually be the case where the parent is the likely abuser. In these cases the investigating officers will inform parents.

Confidentiality

All suspicions and investigations are kept confidential and shared only with those who need to know. Any information is shared under the guidance of the Area Child Protection Committee.

Support to families

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

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

• Confidential records kept on a child are shared with the child's parents or those who have parental responsibility for the child only if appropriate under the guidance of the Area Child Protection Committee.

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

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date) ____________________________

Signed on behalf of the Pre-school____________________________________

Complaints procedure

Statement of intent

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

Aim

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

Methods

To achieve this, we operate the following complaints procedure.

How to complain

Stage 1

• Any parent who is uneasy about an aspect of the pre-school's provision talks over, first of all, his/her worries and anxieties with the pre-school leader.

Stage 2

• If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to Stage 2 of the procedure by putting the concerns or complaint in writing to the pre-school leader and the owner/chair of the management committee. A response should be given within 2 weeks

• Most complaints should be able to be resolved informally at Stage1 or at Stage2.

Stage 3

• The parent requests a meeting with the pre-school leader and the owner/chair of the management committee. Both the parent and the leader should have a friend or partner present if required. An agreed written record of the discussion is made. All of the parties present at the meeting sign the record and receive a copy of it.

• This signed record signifies that the procedure has concluded.

Stage 4

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

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

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

Stage 5

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

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

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

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

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

Royal Exchange Buildings
St Ann's Square
Manchester
M2 7LA

Telephone: 08456 404045

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

If a child appears to be at risk, our pre-school follows the procedures of the Area Child Protection Committee in our local authority.

In these cases, both the parent and pre-school are informed and the pre-school leader works with Ofsted or the Area Child Protection Committee to ensure a proper investigation of the complaint followed by appropriate action.

Records

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

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date) ____________________

Signed on behalf of the pre-school_____________________

Confidentiality policy

Statement of intent

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

Aim

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

Methods

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

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

• Staff will not discuss personal information given by parents with other members of staff, except where it affects planning for the child's needs. Staff induction includes an awareness of the importance of confidentiality in the role of the key person.

• Any concerns/evidence relating to a child's personal safety are kept in a secure, confidential file and are shared with as few people as possible on a "need-to-know" basis.

• Personal information about children, families and staff is kept securely in a lockable file whilst remaining as accessible as possible.

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

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

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

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date) ______________________

Signed on behalf of the pre-school ____________________________

Equality and diversity policy

Statement of intent

Our pre-school is committed to providing equality of opportunity and anti-discriminatory practice for all children and families.

Aim

We aim to:

• provide a secure environment in which all our children can flourish and in which all contributions are valued;

• include and value the contribution of all families to our understanding of equality and diversity;

• provide positive non-stereotyping information about different ethnic groups and people with disabilities;

• improve our knowledge and understanding of issues of equality and diversity; and

• make inclusion a thread which runs through all of the activities of the pre-school.

The legal framework for this policy is:

• Race Relations Act 1976;

• Race Relations Amendment Act 2000;

• Sex Discrimination Act 1986;

• Children Act 1989; and

• Special Educational Needs and Disability Act 2001.

Methods

Admissions

Our pre-school is open to all members of the community.

• We advertise our service widely.

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

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

• We provide information in as many languages as possible.

• We base our admissions policy on a fair system.

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

• We ensure that all parents are made aware of our equal opportunities policy.

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

Employment

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

• The applicant who best meets the criteria is offered the post, subject to references and checks by the Criminal Records Bureau. This ensures fairness in the selection process. All job descriptions include a commitment to equality and diversity as part of their specifications.

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

Training

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

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

Curriculum

The curriculum offered in the pre-school encourages children to develop positive attitudes to people who are different from themselves. It encourages children to empathise with others and to begin to develop the skills of critical thinking.

We do this by:

• making children feel valued and good about themselves;

• ensuring that children have equality of access to learning;

• reflecting the widest possible range of communities in the choice of resources;

• avoiding stereotypes or derogatory images in the selection of materials;

• celebrating a wide range of festivals;

• creating an environment of mutual respect and tolerance;

• helping children to understand that discriminatory behaviour and remarks are unacceptable;

• ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities; and

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

Valuing Diversity in Families

• We welcome the diversity of family life and work with all families.

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

• We encourage parents/carers to take part in the life of the pre-school and to contribute fully.

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

• We offer a flexible payment system for families of differing means.

Food

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

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

Meetings

• Meetings are arranged to ensure that all families who wish to may be involved in the running of the pre-school.

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

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date)____________________

Signed on behalf of the Pre-school_____________________________

Equipment and resources policy

Statement of intent

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

Aim

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

Methods

In order to achieve this aim:

• we provide play equipment and resources which are safe and - where applicable - conform to the BSEN safety standards or Toys (Safety) Regulation (1995);

• we provide a sufficient quantity of equipment and resources for the number of children;

• we provide resources which promote all areas of children's learning and development, which may be child- or adult-led;

• we select books, equipment and resources which promote positive images of people of all races, cultures and abilities, are non-discriminatory and avoid racial and gender stereotyping;

• we provide play equipment and resources which promote continuity and progression, provide sufficient challenge and meet the needs and interests of all children;

• we provide made, natural and recycled materials which are clean, in good condition and safe for the children to use;

• we provide furniture which is suitable for children and furniture which is suitable for adults;

• we store and display resources and equipment where children can independently choose and select them;

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

• we keep an inventory of resources and equipment. This will record the date on which each item was purchased and the price paid for it;

• we use the inventory to:

- review the balance of resources and equipment so that they can support a range of activities across all areas of play, learning and development; and

• record the dates and results of checking the resources and equipment;

• we provide adequate insurance cover for the pre-school's resources and equipment;

• we use the local library and toy library to introduce new books and a variety of resources to support children's interests; and

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

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date)_________________________

Signed on behalf of the Pre-school ___________________________

Food and drink policy

Statement of intent

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

Aim

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

Methods

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

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

• We regularly consult with parents to ensure that our records of their children's dietary needs - including any allergies - are up-to-date. Parents sign the up-dated record to signify that it is correct.

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

• We implement systems to ensure that children receive only food and drink which is consistent with their dietary needs and their parents' wishes.

• We plan menus in advance, involving children and parents in the planning.

• We display the menus of meals/snacks for the information of parents.

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

• We include the following elements in meals which are offered:

- protein for growth; and

- essential minerals and vitamins in raw foods, salads and fruits.

• We include foods from the diet of each of the children's cultural backgrounds, providing children with familiar foods and introducing them to new ones.

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

• We require staff to show sensitivity in providing for children's diets and allergies. Staff 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.

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

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

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

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

• In accordance with parents' wishes, we offer children arriving early in the morning - and/or staying late - an appropriate meal or snack.

• We inform parents who provide food for their children about the storage facilities available in the pre-school.

• We give parents who provide food for their children information about suitable containers for food.

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

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

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date) __________________________

Signed on behalf of the Pre-school ____________________________________

Health and safety policy

Statement of intent

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

Aim

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

Methods

The member of staff responsible for health and safety is Janine Shambrook she is competent to carry out these responsibilities. She has undertaken health and safety training and regularly updates her knowledge and understanding. We display the necessary health and safety poster in the Lobby.

Risk assessment

Our risk assessment process includes:

• checking for hazards and risks indoors and outside, and in our activities and procedures. Our assessment covers adults and children;

• deciding which areas need attention; and

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

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

• Termly - when a full risk assessment is carried out.

Insurance Cover

We have public liability insurance and employers' liability insurance. The certificate is displayed on the lobby notice board.

Awareness raising

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

• Records are kept of these induction training sessions and new staff and volunteers are asked to sign the records to confirm that they have taken part.

• Health and safety issues are explained to the parents of new children so that they understand the part they play in the daily life of the pre-school.

• As necessary, health and safety training is included in the annual training plans of staff and health and safety is discussed regularly at staff meetings.

• We have a no smoking policy.

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

Children's safety

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

• Adults do not normally supervise children on their own.

• All children are supervised by adults at all times.

• Whenever children are on the premises at least two adults are present.

Security

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

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

• Our systems prevent unauthorised access to our premises.

• Our systems prevent children from leaving our premises unnoticed.

• The personal possessions of staff and volunteers are securely stored during pre-school sessions.

Windows

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

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

• Windows above the ground floor are secured so that children cannot climb through them.

Doors

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

Floors

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

Kitchen

• Children do not have unsupervised access to the kitchen.

• All surfaces are clean and non-porous.

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

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

• When children take part in cooking activities, they:

- are supervised at all times;

- are kept away from hot surfaces and hot water; and

- do not have unsupervised access to electrical equipment.

Electrical/gas equipment

• All electrical/gas equipment conforms to safety requirements and is checked regularly.

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

• Fires, heaters, electric sockets, wires and leads are properly guarded and the children are taught not to touch them.

• Storage heaters are checked daily to make sure they are not covered.

• There are sufficient sockets to prevent overloading.

• The temperature of hot water is controlled to prevent scalds.

• Lighting and ventilation is adequate in all areas including storage areas.

Storage

• All resources and materials which children select are stored safely.

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

Outdoor area

• Our outdoor area is securely fenced.

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

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

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

• All outdoor activities are supervised at all times.

Hygiene

• We regularly seek information from the Environmental Health Department and the Health Authority to ensure that we keep up-to-date with the latest recommendations.

• Our daily routines encourage the children to learn about personal hygiene.

• We have a daily cleaning routine for the pre-school which includes play room(s), kitchen, rest area, toilets and nappy changing areas.

• We have a schedule for cleaning resources and equipment, dressing up clothes and furnishings.

• The toilet area has a high standard of hygiene including hand washing and drying facilities and the disposal of nappies.

• We implement good hygiene practices by:

  • cleaning tables between activities;

  • checking toilets regularly;

  • wearing protective clothing - such as aprons and disposable gloves - as appropriate;

  • providing sets of clean clothes;

  • providing tissues and wipes.

Activities

• Before purchase or loan, equipment and resources are checked to ensure that they are safe for the ages and stages of the children currently attending the pre-school.

• The layout of play equipment allows adults and children to move safely and freely between activities.

• All equipment is regularly checked for cleanliness and safety and any dangerous items are repaired or discarded.

• All materials - including paint and glue - are non-toxic.

• Sand is clean and suitable for children's play.

• Physical play is constantly supervised.

• Children are taught to handle and store tools safely.

• Children who are sleeping are checked regularly.

• Children learn about health, safety and personal hygiene through the activities we provide and the routines we follow.

Food and drink

• Staff who prepare and handle food receive appropriate training and understand - and comply with - food safety and hygiene regulations.

• All food and drink is stored appropriately.

• Adults do not carry hot drinks through the play area(s) and do not place hot drinks within reach of children.

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

• Fresh drinking water is available to the children at all times.

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

Outings and visits

• We have agreed procedures for the safe conduct of outings.

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

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

• Parents always sign consent forms before major outings.

• Our adult to child ratio is high, normally one adult to two children.

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

• Records are kept of the vehicles used to transport children, with named drivers and appropriate insurance cover.

For those children remaining at pre-school, the adult to child ratio conforms to the requirements of the National Standards for Day Care.

Animals

• Animals visiting the pre-school are free from disease, safe to be with children and do not pose a health risk.

Fire safety

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

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

• Our emergency evacuation procedures are approved by the Fire Safety Officer and are:

- clearly displayed in the premises;

- explained to new members of staff, volunteers and parents; and

- practised regularly at least once every six weeks.

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

First aid and medication

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

Our first aid kit:

• complies with the Health and Safety (First Aid) Regulations 1981;

• is regularly checked by a designated member of staff and re-stocked as necessary;

• is easily accessible to adults; and

• is kept out of the reach of children.

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

Our Accident Book:

• is kept safely and accessibly;

• all staff and volunteers know where it is kept and how to complete it; and

• is reviewed at least half termly to identify any potential or actual hazards.

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

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

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

• any accident to a member of staff requiring treatment by a General Practitioner or hospital; and

• any dangerous occurrences (i.e. an event which does not cause an accident but could have done).

Children's prescribed drugs are stored in their original containers, are clearly labelled and are inaccessible to the children.

Parents give prior written permission for the administration of medication. The administration is recorded accurately and parents sign the record book to acknowledge the administration of a medicine.

If the administration of prescribed medication requires medical knowledge, individual training is provided for the relevant member of staff by a health professional.

Sickness

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

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

Safety of adults

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

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

• All warning signs are clear and in appropriate languages.

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

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

Records

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

• adults authorised to collect children from pre-school;

• the names, addresses and telephone numbers of emergency contacts in case of children's illness or accident;

• the allergies, dietary requirements and illnesses of individual children;

• the times of attendance of children, staff, volunteers and visitors;

• accidents; and

• incidents.

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

National Standard 6: Safety

• Risk assessment.

• Record of visitors.

• Fire safety procedures.

• Fire safety records and certificates.

• Operational procedures for outings.

• Vehicle records including insurance.

• List of named drivers.

National Standard 7: Health

• Administration of medication.

• Prior parental consent to administer medicine.

• Record of the administration of medicines.

• Prior parental consent for emergency treatment.

• Accident record.

• Sick children.

• No smoking.

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date) ______________________

Signed on behalf of the Pre-school_____________________________

A Risk Assessment Checklist is available to pre-schools joining the Pre-school Learning Alliance and Royal and Sun Alliance Insurance Scheme.

Parental involvement policy

We believe that children benefit most from pre-school education and care when parents and pre-schools work together in partnership.

Our aim

• To support parents as their children's first and most important educators.

• To involve parents in the life of the pre-school and their children's education.

• To support parents in their own continuing education and personal development.

Method

In order to fulfil these aims:

• we are committed to ongoing dialogue with parents to improve our knowledge of the needs of their children and to support their families;

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

• we encourage and support parents to play an active part in the governance and management of the pre-school;

• we inform all parents on a regular basis about their children's progress;

• we involve parents in the shared record keeping about their children - either formally or informally - and ensure parents have access to their children's written records;

• we provide opportunities for parents to contribute their own skills, knowledge and interests to the activities of the group;

• we inform parents about relevant conferences, workshops and training;

• we consult with parents about the times of meetings to avoid excluding anyone;

• we provide information about opportunities for being involved in the pre-school in ways which are accessible to parents with basic skills needs, or those for whom English is an additional language;

• we hold meetings in venues which are accessible and appropriate for all;

• we welcome the contributions of parents, in whatever form these may take;

• we inform all parents of the systems for registering queries, complaints or suggestions and check to ensure these are understood. All parents have access to our written complaints procedure; and

• we provide opportunities for parents to learn about the pre-school curriculum and about young children's learning, in the pre-school and at home.

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

• admissions policy;

• complaints procedure;

• record of complaints; and

• activities provided for children.

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date)___________________________

Signed on behalf of the Pre-school______________________________

Settling in Pre-school policy

Statement of intent

We want children to feel safe, stimulated and happy in the pre-school and to feel secure and comfortable with staff. We also want parents to have confidence in both their children's well being and their role as active partners with the pre-school.

Aim

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

Methods

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

• During the half-term before a child is enrolled, we provide opportunities for the child and his/her parents to visit the pre-school.

• We offer a home visit by the person who will be the child's key person, to ensure all relevant information about the child can be made known.

• When a child starts to attend, we work with his/her parents to decide on the best way to help the child to settle into the pre-school.

• We allocate a key person to each child and his/her family, before she/he starts to attend; the key person welcomes and looks after the child and his/her parents at the child's first session.

• We use pre-start visits and the first session at which a child attends to explain and complete with his/her parents the child's registration records.

• Within the first four weeks of starting we discuss and work with the child's parents to create their child's record of achievement.

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date) ________________________

Signed on behalf of the Pre-school __________________________________

Staffing and employment policy

Statement of intent

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

Aims

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

Methods

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

- Children under two years of age: 1 adult: 3 children

- Children aged two years of age: 1 adult: 4 children

- Children aged three - seven years of age: 1 adult: 8 children

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

• We use a key person system to ensure that each child and each family has a particular member of staff for discussion and consultation.

• We hold regular staff meetings to undertake curriculum planning and to discuss children's progress, their achievements and any difficulties which may arise from time to time.

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

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

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

• Our Pre-school leader holds an NVQ level 3 as do 2 Pre–school assistants and the deputy holds the CACHE level 3 Diploma in Pre-school Practice and 1 member of staff holds the CACHE level 2 Certificate in Pre-school Practice. (see welcome booklet for more details)

• We provide regular in-service training to all staff - whether paid staff or volunteers - through the Pre-school Learning Alliance.

• Our pre-school budget allocates resources to training.

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

• We support the work of our staff by holding regular supervision meetings and appraisals.

• We are committed to recruiting, appointing and employing staff in accordance with all relevant legislation and best practice.

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

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date) ___________________________

Signed on behalf of the pre-school____________________________

Student placement policy

Statement of intent

This pre-school recognises that qualifications and training make an important contribution to the quality of the care and education provided by pre-school settings. As part of our commitment to quality, we offer placements to students undertaking early years' qualifications and training, including those studying for the CACHE level 2 Certificate in Pre-school Practice and CACHE level 3 Diploma in Pre-school Practice.

Aim

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

Methods

• We require students to meet the 'suitable person' requirements of Ofsted.

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

• We supervise students under the age of 17 years at all times and do not allow them to have unsupervised access to children.

• Students who are placed in our pre-school on a short term basis are not counted in our staffing ratios. Students who are placed for longer periods - for example, a year - may be counted in our staffing ratios provided we consider them to be competent.

• We take out employers' liability insurance and public liability insurance which covers both trainees and voluntary helpers.

• We require students to keep to our confidentiality policy.

• We co-operate with students' tutors in order to help students to fulfil the requirements of their course of study.

• We provide students, at the first session of their placement, with a short induction on how our pre-school is managed, how our sessions are organised and our policies and procedures.

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

• We make the needs of the children paramount by not admitting students in numbers which hinder the essential work of the pre-school.

• We ensure that students placed with us are engaged in bona fide early years' training which provides the necessary background understanding of children's development and activities.

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

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date) ________________________

Signed on behalf of the Pre-school ________________________________

The non-collection of children policy

Statement of intent

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

Aim

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

Procedures

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

• home address and telephone number - if the parents do not have a telephone, an alternative number must be given, perhaps a neighbour's;

• place of work, address and telephone number (if applicable);

• mobile telephone number (if applicable);

• names, addresses, telephone numbers and signatures of adults who are authorised by the parents to collect their child from pre-school, for example a childminder or grandparent; and

• information about any person who does not have legal access to the child.

2. On occasions when parents are aware that they will not be at home or in their usual place of work, they record how they can be contacted in our Collection Book.

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

4. Parents are informed that if they are not able to collect the child as planned, they must inform us so that we can begin to take back-up procedures. We provide parents with our contact telephone number. We also inform parents that - in the event that their children are not collected from pre-school by an authorised adult and the staff can no longer supervise the child in our premises - we apply our child protection procedures as set out in our child protection policy.

5. If a child is not collected at the end of the session/day, we follow the following procedures:

• the Collection Book is checked for any information about changes to the normal collection routines;

• if no information is available, parents/carers are contacted at home or at work;

• if this is unsuccessful, the adults who are authorised by the parents to collect their child from pre-school - and whose telephone numbers are recorded on the Registration Form - are contacted;

• all reasonable attempts are made to contact the parents/carers, for example a neighbour is contacted or another member of staff visits the child's home;

• the child stays at pre-school in the care of two fully-vetted workers until the child is safely collected;

• the child does not leave the premises with anyone other than those named on the Registration Form and in the Collection Book;

• if no-one collects the child and the premises are closing, or staff are no longer available to care for the child, we apply the procedures set out in our Child Protection Policy. We contact our local authority social services department (telephone number01237 428700) and inform Ofsted (telephone number 0845 6014771) and our local Pre-school Learning Alliance office/Pre-school Development Worker (telephone number08701 545500);

• a full written report of the incident is recorded; and

• depending on circumstances, we reserve the right to charge parents for the additional hours worked by our staff.

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date) _____________________

Signed on behalf of the Pre-school_______________________

Inclusion Policy

Statement of Intent

It is our intention to include and support ALL Children and Adults from all sections of the community at our Pre-school setting.

Aims

1. At Abbotsham and Alwington Pre-school we promote inclusion for All

2. All children and Adults will be included, valued and supported by fair and clearly communicated procedures

3. We refer to the SEN Code of Practice and Disability Act

   • to promote access for all children to the same range of facilities, services and resources

   • to provide a range of stimulating fun and creative activities which are age and ability appropriate and in line with the Foundation Stage Curriculum Guidance

   • to meet the individual needs of children and young people in the setting

   • to work in partnership with all involved in the child’s upbringing

   • to actively seek the views of children and families and value their contribution

   • to recognise the rights of the child and safeguard the welfare of the child

   • to increase awareness of special needs, minority groups and groups that can be discriminated against

   • to encourage both adults and children to have a positive self image

   • to challenge unacceptable language, actions or beliefs, which may be prejudicial or exclusive to others.

All settings are required to have a named SENCO, Abbotsham and Alwington Pre-schools named SENCO is Janine Shambrook. See ‘The role of the Special Educational Needs co-ordinator’.

For other persons with day-to-day responsibility for Children with SEN see our introduction booklet.

Admission Arrangements

(See Admissions Policy)

We are an Equal Opportunities Pre-school so therefore All Children and members of the community are welcome. (See Equality and diversity policy)

Information given to parents/carers on Admission:

• given the Introduction booklet

• Supervisor talks parents/carers through our daily routine, the Early Learning Goals are explained, how we plan and fortnightly planning sheets are given to parents, we also gather background information on the child and family history.

• Parents/carers are given a form to fill in ‘identifying the needs in a Pre-school Child’

Abbotsham and Alwington Pre-school is publicised by the Health visitor, Toddler group, Word of Mouth, St Helens Primary School, Disc and Posters.

The individual needs of all Children are considered and planned for so their individual needs are met.

The role of Parents/Carers is explained in the Information booklet and the Parental involvement policy.

We have flexibility within our planning at all times time to insure all children are included successfully within the group.

We have flexibility in settling in procedures to meet individual needs. (See settling in policy)

Partnership with Parents/Carers

(See Parental/Carer involvement policy)

Our aim

• To support parents as their children's first and most important educators.

• To involve parents in the life of the pre-school and their children's education.

• To support parents in their own continuing education and personal development.

We value parental knowledge, respecting differing needs parents may have themselves

We promote social inclusion, all children and their families are welcome whatever their beliefs or circumstances. Some ways of doing this are by holding parent/carer coffee mornings, Easter Parade, Nativity Play, Fund raising activities, sports day and teddy bears picnic. All parents/carers are invited to these occasions; they are informed by newsletters and verbally by staff members.

We have regular contact with parents/carers-

• we meet with parents/carers prior to their child starting

• parents/carers can talk to staff prior to the session

• phone number of the supervisor is available to all parents/carers

• the supervisor and key workers have the opportunity to talk to parents/carers and share records and discuss progress of their child during rota help.

If Parents/Carers want to talk privately there are empty rooms within the hall for use.

We abide to the confidentiality policy at all times.

Our pre-school believes that children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. We welcome suggestions on how to improve our pre-school and will give prompt and serious attention to any concerns about the running of the pre-school. (See complaints procedure)

Identification and Assessment

The importance of early identification and assessment for any child who may have special educational needs cannot be over-emphasised. The earlier action is taken, the quicker appropriate help can be provided.

Abbotsham and Alwington Pre-school observe all children on a regular basis, we have a number of observation sheets, this is to help us to determine what stage the child is at and whether there is cause for concern.

The foundation stage guidance expects that all children will be regularly observed and assessed and this essential ongoing process will be used to guide our planning and delivery of the curriculum.

If concerns are raised we use the graduated response as referred to in the code of practice. Once we have identified that a child has SEN, we intervene through Early Years Action. If the intervention does not enable the child to make satisfactory progress the SENCO may need to seek advice and support from external agencies. This form of intervention is referred to as Early Years Action Plus.

If we have a concern about a child we inform the parent/carer and we do not involve a third party without parental consent.

Strategies employed to enable the child to progress is recorded within an Individual Education Plan(IEP); this includes information about short term targets set for the child, the teaching strategies and the provision to be put in place, when the plan is to be reviewed and the outcome of the action taken. IEPs will be discussed with the child’s parents/carers.

Personal Educational Plans (PEPs) will be set up for individual looked after children in our setting.

Abbotsham and Alwington Pre-school have regard to the SEN Code of Practice 2001.

Both child and parental participation are crucial to the ongoing planning for individual children. Observations, assessments and Early Learning Goal records are shared regularly with Parents/Carers, and parental involvement is actively encouraged.

All records are kept confidential and are stored in a locked filing cabinet.

Links with support services and other agencies

We have a commitment to working with Joint Agency Teams (JAT). These have been established for families with special educational needs. They are multi professional teams working together with parents/carers to identify and assess the needs of individual children. Successful partnership with other agencies is in the best interest of the child.

A list of the agencies we work with is at the back of these policies.

Parental consent for referral to other agencies will be sort.

Where parental consent is not given, we will strive to have on-going dialogue with parents and to work to meet the child’s needs.

Facilities, Staffing and Training

We will provide access for all Staff, Children, Parents, Carers, volunteers to our setting.

Support available – provision for children is a matter for all staff within our setting. All our staff in our setting need sensitivity and knowledge to work with children with SEN and all staff are aware of the individual needs of children, to give consistency and continuity of care.

Thought will be given to:

• additional and/or specialist staff or for volunteers, whether or not financial support is available

• implications for general staff deployment

• the role of the key worker.

Child/Staff ratios – children aged 3-5 years of age 1 adult : 8 children

(See staffing and employment policy)

Roles/responsibilities of key workers and other staff will be reviewed, discussed and recorded on a 6 monthly basis, with the supervisor.

Keyworker duties

• To work closely alongside the children in the Keyworker group and their families.

• To keep completely confidential any information regarding the children and their families.

• To help the children meet the Early Learning Goals

(For more information on the role of a key worker see Information booklet)

Abbotsham and Alwington Pre-school staff attend at least 4 days training per year and the SENCO attends at least 7 days. Staff feedback from training is vital and we discuss what we have learnt in our general staff meetings.

Curriculum, Resources and the Learning Environment

Abbotsham and Alwington Pre-school practitioners provide relevant learning and development opportunities and set realistic and challenging expectations that meet the diverse needs of children. Planning will be modified, differentiated and delivered in a way to meet the individual needs of all children. This may be through extended support, the presentation and expectation of the curriculum and by using visual prompts.

• The Foundation Stage Curriculum delivery is flexible so can be adapted to meet and take into account the needs of all children within our setting.

• We have flexibility in grouping of the children.

• We aim to provide a curriculum that takes into account and reflect the Children’s own interests.

• We will provide resources to support learning in all areas of development.

• Our resources reflect a variety of cultures and life styles, including books which depict cultural diversity.

• Children with individual needs may require modified/specialist resources which the setting will provide within budget limitations. We also have access to a special needs toy library, where we can borrow items.

• Abbotsham and Alwington Pre-school aim to budget 5% of our early years grant to provide SEN equipment.

• Furniture and equipment are laid out in the best way possible to utilise the space we have offer to support learning, promote confidence and independence and encourage good behaviour. Risk factors are always taken into consideration.

Transition into school

(Early years cluster groups are in the process of developing a ‘transition into school’ document, when this is available we will use this to improve our relationship with our feeder schools.)

• We invite the reception teacher of our main feeder school, St Helens, to come to our Pre-school when possible.

• We are committed to ensure that we have a good relationship with St Helens school.

• When Children leave to go on to School we present them with a book which includes their development records and a selection of the Children’s own drawing/paintings taken on a regular basis throughout their time with us. These books can be then transferred onto school by the parents/carers.

• Opportunities are available for the pre-school supervisor to visit the school to meet with the teachers.

• If a child has complex needs the feeder school will be given as much information as possible at the earliest possible time so provisions can be made. If there are outside agencies involved they will be consulted about the provision for transition into school and their input included.

Monitoring the Policy/Complaints Procedure

Monitoring

Our policy is monitored throughout the year to ensure that the aims of the policy are being realised.

Reviewing monitoring and evaluating the effectiveness of the inclusion policy and the way it works in practice in relation to individual needs of pupils, will be done in a general staff meeting. This will be documented and a review date set and will be stored in the filing cabinet.

The people responsible for monitoring and evaluating effectiveness of the policy, is the setting SENCO and the area SENCO.

A review of all policies will take place at the annual general meeting of which all Parents, Carers and Staff are invited. The person responsible for the review at the AGM is the chair person.

Complaints

(See complaints procedure)

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date) _____________________

Signed on behalf of the Pre-school_______________________

The Role of the Special Educational Needs Co-ordinator

Job Description:

• To Ensure Abbotsham and Alwington Pre-school has regard to the Code of Practice.

• To ensure the day to day operation of the SEN Policy is met.

Inclusion Policy

Be responsible for ensuring:

• An inclusion policy is in place

• The policy is put into practice

• The policy is reviewed annually.

Observation, Recording, Assessment and Planning.

• Take the lead in assessments of children with SEN including their strengths and weaknesses.

• Plan with colleagues in line with Foundation Stage curriculum Guidance to develop the child’s skills.

• Keep appropriate records, which are regularly monitored and reviewed.

• Ensure appropriate IEPs are in place and regularly reviewed and monitored

• Ensure background information is collected from parents/carers and other professionals, for example Health and social services.

Professional development

• Identify support and professional development required during annual appraisal.

• Attend SEN training courses and disseminate back to colleagues. (minimum 3 days per year)

• Attend new initiatives as they become available.

• Advise and support colleagues

• Contribute to the continuing professional development of the other staff members.

Liaison

• Liaise with colleagues and managers (committee) as appropriate.

• Ensure there is dialogue with parents/carers (consultation and information)

• Liaise as appropriate with other professionals, Health Visitors, Pre-school Advisory Teacher, Speech and Language Therapists, Area SENCO etc.

Named SENCO: Janine Shambrook appointed October 2001

Early Years Inclusion Support services

Early Years Behavior Support 01271 388708

Joint Agency Teams (JATS) 01271 371761

Portage Service –Home Visitors and focus Groups 01271 388713

Educational Psychology Service

Pre school Advisory Teachers (SEN) 01271 388700

Pre-school Advisory Teacher 0-3 01203 367604

Nursery Plus 01271 388712

Speech and Language Therapists

Advisory Teachers: Support and Advisory Teacher service (SATS)

• Sensory Impairment

• Physical difficulties

• Communication and Interaction Difficulties

Lost Child Policy

• If you find that a child is missing then the following should occur:

• Inform the Person in Charge;

• The Person in Charge gathers all the staff and children together and mark those children present against the register;

• The Person in Charge and a staff member will undertake an area search,:

The main hall, skittle alley, cupboards, upstairs, kitchen, girls and boys toilets, disabled toilet in lobby and the immediate area outside of the building – field, school and school playground, around the Village hall and the post office

• Should the child not be located, then the Person in Charge will contact the police and the parents/carers of the child;

• A report should be written up as soon as possible after the event and a copy sent to Ofsted with an action plan. The incident will be recorded in the Accident/Incident Book.

This policy was adopted at a meeting of Abbotsham and Alwington Pre-school

Held on (date) _____________________

Signed on behalf of the Pre-school_______________________

Abbotsham & Alwington Pre-School

Administration of medicine within Pre-School

Children on medication are not to attend pre-school (except those on long term medication). Paracetamol and similar medicines will not be dispensed at Pre-School.

The Pre-School Leader (or nominee) will only administer medicines prescribed by a doctor.

You will be given a consent form which should be completed by the parent or guardian of the child and be delivered personally, together with the medicine, to the Pre-School Leader or nominee.

The medicine should be in date and clearly labelled with:

1. Its contents

2. The owners name

3. Dosage

4. The prescribing doctor’s name

The information given on the consent form is requested in confidence, to ensure that the Pre-School Leader is fully aware of the medical needs of your child.

When the Medicine has been administered a record would be kept detailing time, dosage etc.

While no staff member can be compelled to give medical treatment to a child, it is hoped that the support given through parental consent and the support of the Pre-School Committee through these guidelines, will encourage them to see this as part of the pastoral role. Where such arrangements fail it is the parents’ responsibility to make appropriate alternative arrangements.

This Policy was adopted at a meeting of Abbotsham and Alwington Pre-School.

Held on (date) __________________________

Signed on behalf of ________________________________