Hawkhurst Pre-School

Table of Contents Additional Information...... 2 Behaviour and Discipline Policy...... 5 Child Placement policy...... 9 Complaints Policy...... 10 Confidentiality Policy...... 12 Statement of Intent...... 12 Disciplinary Procedure...... 18 Drink and Drugs Policy...... 25 Fees Policy...... 27 Grievances Procedure...... 29 Health and Hygiene Policy...... 32 Health and Safety...... 34 Inclusion and Equal Opportunities Policy...... 39 Key person policy...... 44 Mobile Phone and Electronic Communications Policy...... 47 Nappy changing and toileting procedure...... 49 No Smoking Policy…………………………………………………………… 47 Regulations, Policies and Procedures...... 52 Offsite Visit Policy...... 50 Parental / Carer Involvement policy...... 55 Pre-School Policy...... 56 Relevant Information...... 60 Recruitment policy...... 61 Safeguarding Children...... 62 Settling In Policy...... 73 Sickness and Medical Requirements Policy...... 74 Sickness And Absence Policy...... 75 Special Educational Needs...... 81 Providing Cover In Case Of Employee Shortage Or Sickness...... 81 Student Placement policy...... 82 Uncollected Children...... 83

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Additional Information

Severe Weather In the event that we have heavy snow and blizzards overnight or in the morning, could you please telephone Pre-School before you bring your child, or check the following website to see if we’re open: www.kentschoolclosures.co.uk and search for Hawkhurst Pre- School to check whether we are open as normal. If it starts snowing during the day whilst your child is at Pre-School, we will contact you if we feel Pre-School needs to close. Please ensure that you keep us informed of any change in telephone numbers and address.

Notice Board The notice board displays the current information about areas of learning we will be covering and general information. Please check regularly. If a child is being collected by anyone other than the named person the sheet in the “Child Collection Book” near the notice board must be completed and an employee informed in advance. A child will not be allowed to leave the Pre-School unless these procedures have been followed.

Developmental Charts / Records Each child has their own assessment records that are updated regularly. These are strictly confidential. Parents are able to see the records and discuss their child’s progress at any time. When your child leaves Hawkhurst Pre-School all records are given to the parents along with a written report, the school they will be attending will receive a copy of the report and a record of transfer.

Equipment Please ensure your child has appropriate clothes for the prevailing weather conditions. Please ensure all items are named. We regret we cannot accept responsibility for the loss of any item brought into the Pre-School or left on the premises.

Children’s Work Your child will not bring something home every day, as creative work will often be put on display for everybody to see, or kept in their special books which can be seen at the end of the session.

Learning Opportunities Each child is given a wide range of learning opportunities through play, 2 C1 – Public Version – 4 – May 2017

games, music, books and activities to acquire different concepts and skills. The children learn and help each other. Employees encourage their learning in a fun and stimulating way. The children will also have the opportunity to build up their knowledge and understanding of letters, numbers, colours and shapes in a variety of ways.

Refreshments Children will not require any additional drinks as these are provided at snack time. However if your child does not like milk or water then you may supply your child with a juice drink clearly marked with their name. A snack bar will run during the morning children can help themselves to drinks fruit and toast. We ask all parents to bring a piece of fruit each day for the children to cut and share. From time to time we will experiment with different foods and would appreciate your support in providing additional foods.

Parking Please park in the Fowlers Park car park and walk into the school grounds.

Clothing Please ensure your child’s clothes have no added difficulties such as braces or unnecessary belts as they can be difficult to change. Please provide your child with appropriate clothing for all weathers. We discourage the wearing of jewellery, as chains and some types of earrings can get caught or very easily lost. All clothing needs to be clearly marked with your child’s name.

Sickness If your child has been sick or had diarrhoea, please keep him/her at home for at least 48 hours to reduce the risk of transmission to other children. If your child contracts conjunctivitis or any other easily transmissible infection such as impetigo, we request that you keep them at home until the condition has cleared up.

Head lice Responsibility for the prevention, detection, control and treatment of head lice lies with parents and guardians. It is our experience that the best advice we can give is that you get into the habit of ‘wet combing’ children’s hair twice a week (even when you do not suspect the presence of lice) as a preventative measure. If you have any questions please ask an employee who will be happy to help.

Smoking Smoking is not allowed on the school premises.

Parental Complaints If you have any cause for complaints please speak to the manager, or an employee. Complaints will always be treated seriously and sensitively at Hawkhurst 3 C1 – Public Version – 4 – May 2017

Pre-School. Complaints will not be 'swept under the carpet' or ignored and we will always do our best to resolve any situation.

Procedure to be followed The procedure to be followed in the event of a complaint is as follows:

o Parental complaints about an employee o The parent makes the complaint known to an employee or manager. o The manager decides if disciplinary action is required. o A complaint against another child or parent o The parent makes their feelings known to the manager. o The manager will deal with the complaint personally. o The manager decides if disciplinary action is required. o Employees’ complaints about another employee (internal complaint)

A discussion between the employees will take place to see if the matter can be resolved amicably. If the complaint is unresolved, a further discussion will take place between the employees in question, the manager and an independent witness, at this point the discussion will be recorded and logged.

OFSTED Involvement

A parent has the right to contact the OFSTED helpline if they so desire.

0300 123 1231

Behaviour and Discipline Policy

This policy represents the agreed principles for behaviour and discipline throughout the Pre-School. All employees, representing Hawkhurst Pre- School have agreed this policy.

Aims and expectations

It is the primary aim of Hawkhurst Pre-School that every member of the Pre- School feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The Pre-School’s behaviour policy is therefore designed to support the way in which all members of Hawkhurst Pre-School can live and work together in a supportive way. It seeks to promote an environment where everyone feels happy, safe and secure and to support the key aims outlined below:

At Hawkhurst Pre-School we believe that children and adults flourish best in an ordered environment without fear of being hurt or hindered by anyone else. We aim to work towards a situation in which children can develop self- discipline and self-esteem, where their respect for others to ensure everyone knows what is expected of them and children are free to develop their learning in an atmosphere of mutual respect and encouragement.

Sarah Waugh and Jo Lawes are the named practitioners responsible for behaviour management issues.

In order to achieve this at Hawkhurst Pre-School:

 Different ways of dealing with unsociable behaviour are used and this is regularly discussed and agreed within the Pre-School, and explained to all newcomers, both children and adults.

o Listening ears o Listening eyes o Sitting nicely o Mouths closed o Hands up

 Appropriate methods are implemented to manage children’s behaviour including distraction, praise and reward and excellent Pre- School - home links.

 Children are given 3 opportunities to show appropriate behaviour. In the unlikely situation of this unwanted behaviour continuing they are given a period of ‘calm down’ with an adult. The parents would be informed about the inappropriate behaviour at the end of the session.

 All adults caring for children at Hawkhurst Pre-School ensure that the ideas of the Pre-School are applied consistently, so those children have the security of knowing what to expect and can build up useful habits of behaviour. It has to be remembered that we are not born knowing how to share and play co-operatively and the children need not only to be told but also to learn by example.

 In case of serious behaviour such as bullying, racial or other abuse, the unacceptability of the behaviour and attitudes will be made clear immediately, but by means of:

 Explanations rather than personal blame. Again this would be explained to parents at the end of the session.

 All adults will try to provide a positive role model for children with regard to friendliness, care and courtesy. We praise the children constantly for positive behaviour. The Pre- School expects every member of their community to behave in a considerate way towards others.

 In any case of misbehaviour, it will always be made clear to the child or children in question it is that the behaviour and not the child that is unwelcome.

 Adults in the Pre-School will praise and endorse desirable behaviour such as kindness and willingness to share. The Pre-School uses reward stamps for good/kind behaviour.

 Adults will not raise their voice in a threatening way. As a team we will take positive steps to avoid a situation in which children receive adult attention only in return for undesirable behaviour.

 Adults in the Pre-School will make themselves aware of, and respect, a range of cultural expectations regarding interactions between people.

When children behave in unacceptable ways:

Any problems will be handled in a developmentally appropriate fashion, respecting individual children’s level of understanding and maturity. If a child smacks or hurts another child or adult, an employee will explain to the child what they have done wrong and possibly remove them from the situation. If 6 C1 – Public Version – 4 – May 2017

a child is displaying any other forms of inappropriate behaviour with the risk of hurting themselves, others around them or the Pre-School environment he or she will be told 3 times that this action is inappropriate and then removed from the situation as stated previously.

We always encourage children to say they are sorry. Children will never be sent out of the room or left unattended in any situation.

Recurring problems will be tackled by the whole Pre- School, in partnership with children and parents using objective observations to establish an understanding of the cause. Techniques intended to single out and humiliate individual children such as a ‘naughty chair’ will not be used.

Adults will be aware that some kinds of behaviour may arise from a special need; to support these practitioners may implement an individual education plan (IEP) and give one to one support and work together to resolve behaviour issues.

Parents and carers will be told at the end of the session if their child has hurt another child or it has been necessary to have ‘calm down’ time.

Children will be constantly reassured that they are always valued as individuals even if their behaviour maybe unacceptable. We work together to solve any problems.

Physical punishment such as smacking or shaking will never be used nor threatened. Restraints may be used if a child is having a temper tantrum or if an employee felt that the child was in danger to themselves or others. The parents would be informed of this action at the end of the session.

Parents maybe called during a session if an employee feels they are a danger to themselves or others.

This policy aims to help children grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of Hawkhurst Pre-School.

The Pre-School rewards good behaviour, as it believes that this will develop an ethos of kindness and cooperation.

This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.

The role of parents

The Pre-School collaborates actively with parents, so that children receive consistent messages about how to behave at home and at school.

Monitoring and review

The Pre-School manager monitors the effectiveness of this policy on a regular basis and reports to the team on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.

The Pre-School keep a record concerning individual incidents of misbehaviour for key children. Employees record minor incidents. The team record those incidents in their 'Behaviour Record Book' file when a child is showing repetitive signs of bad behaviour.

Child Placement policy This policy represents the agreed principles for Child Placement throughout Hawkhurst Pre-School. All employees, representing the Pre-School has agreed this policy.

If requests for admission exceed the number of places available you will be placed on a waiting list if a suitable place is not immediately available. During your time on the waiting list you will be contacted from time to time to determine whether you are still interested in a place and also to give you some indication of when a place is likely to become available. It is essential to the efficient running of the Pre-School and to other prospective parents/carers that you notify the Pre-School immediately should you make alternative childcare arrangements and no longer require a place.

Once the Pre-School is aware that a place is going to become available, the parents/carers at the top of the list with a child of the correct age for the vacancy will be offered that place. Usually this will be some weeks or months in advance of the place becoming available.

Complaints Policy

This policy represents the agreed principles for complaints throughout the Pre-School. All employees, representing Hawkhurst Pre-School have agreed this policy.

At Hawkhurst Pre-School we aim to provide the highest quality education and care for all our children. We aim to offer a warm welcome to each individual child and family and to provide a warm and caring environment within which all children can learn and develop as they play.

We believe children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. Our intention is to work in partnership with parents and the community generally and we welcome suggestions on how to improve our setting at any time.

Making concerns known

A parent who is uneasy about any aspect of the Pre-School's provisions should first of all talk over any worries and anxieties with Sarah Waugh or Jo Lawes.

If this does not have a satisfactory outcome within 28 days, or if the problem recurs, the parent should put the concerns or complaint in writing and request a meeting with the Pre-School Committee Chairperson. Both parents and committee member may have a friend, relative or partner present if required and an agreed written record of the discussion should be made.

Most complaints should be resolved informally or at this initial stage.

If the matter is still not sorted out to the parents’ satisfaction, the parents should again contact the committee. If parents and committee cannot reach an agreement, it might be helpful to invite an external mediator, one who is acceptable to both parties to listen to both sides and offer advice. A mediator has no legal powers but can help to clarify the situation. Employee or volunteers within the Pre-School will be available to act as mediator if both parties wish it.

The mediator will help define the problem, revive the action so far and suggest further ways in which it might be resolved.

The mediator will keep all discussions confidential. She/he will meet with the group if requested and will keep an agreed written record of any meetings that are held and of any advice she/he has given.

Complaints will be filed for three years.

OFSTED involvement

A parent has the right to contact the Ofsted helpline if they so desire. Providers must provide Ofsted, on request, with a written record of all complaints made during any specified period, and the action which was taken, as a result of each complaint.

There are several local officers who represent the Kent and area you can contact them on:

0300 123 1231

The address is:

Ofsted Royal Exchange Building St Ann’s Square Manchester M2 7LA

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

Confidentiality Policy

Statement of Intent

At Hawkhurst Pre-School it is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality care and education. The trustees, employees and volunteers of the pre-school are required to sign confidentiality agreements on the appropriate disclosure and protection of confidential information. The pre-school will not disclose information unless it is necessary as in the cases that follow. Aims

An employee/volunteer of the pre-school may in the course of his/her duties gain knowledge of or have access to personal information relating to children and families and/or other employees. It is a condition of employment that all employees / volunteers understand the importance of respecting this information in a discreet and confidential manner. Methods

We keep the following records for children at our setting:

Developmental Records

 These include observations of children in the setting, samples of their work, assessment records and EYFS curriculum levels achieved.

These are usually kept at the setting and can accessed and contributed to by, employees, child and child’s parents / carers.

Personal Records

 These include registration and admission forms, signed consents, and correspondence concerning the child or family.

 Reports or minutes from meetings concerning the child from other agencies, on-going records of relevant contact with parents, and observations by staff on any confidential matter involving the child, such as developmental concerns.

 These confidential records are stored in a lockable file or cabinet and are kept securely by the person in charge.

 Parents have access, in accordance with the access to records procedure, 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 employees, 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. Other records  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 recognised qualifications and training, when they are observing in the setting, are advised of our confidentiality policy and required to respect it.

Access to personal records Parents may request access to any records held on their child and family following the procedure below.  Any request to see the child's personal file by a parent or person with parental responsibility must be made verbally or in writing to the setting leader or manager.

 This request will be granted at a suitable time to both parties.

 All records can be made available but please refer to our child protection and complaints policies.

 In certain circumstances, where a child is considered to be at risk, information may be passed to the relevant authorities without parental consent.

 The Pre-School will comply with all requirements of the Data Protection Act.

 All documents will be subject to a confidential coding as set out below.

Confidential Marking of ‘information’ All records received, produced, held or published at Hawkhurst Pre-School in any form included in the following section. For ease of writing, it is simply referred to below as ‘information’.

All information handled by Hawkhurst Pre-School must be classified into one of the following:

 Public  Restricted  Confidential  Strictly Confidential

Each of the four groups has a unique code. Information will be given one of these codes to inform the reader how that information must be handled. Any information must only be shared in the appropriate manner as set out below and only at the consent of the setting manager or committee.

The codes are as follows:

C1 Public Any information that may be passed on in any way to anyone for them to also pass on as they wish. This information can be stored in any suitable way for the type of information with no extra precaution needed. Disclosure of this information will cause no harm to Hawkhurst Pre-School, its members, committee or employees.

C2 Restricted Any information that is or can be passed in to children or their families for their use only and relating only to their child, please refer to the confidentiality policy, personal records and access to records. This information should be stored in a suitable location with access to employees. Inappropriate disclosure of this information could cause harm to Hawkhurst Pre- School, its members, committee or employees.

C3 Confidential Any information that Hawkhurst Pre-School may produce on a daily basis with regard to safeguarding children but may later need to be reclassified or shared with other external professionals and parents/carers of the child and in the best interest of the child. Any sharing of this type of information must follow procedure set out in the Pre-School ‘Safeguarding’ policy. This information must be stored in a secure storage with physical and / or password protection. Inappropriate disclosure of this information would cause harm to Hawkhurst Pre-School, its members, committee and employees.

C4 Strictly Confidential Any information solely for use by Hawkhurst Pre-School and which may be restricted to particular individuals, such as employee records. This information must be stored in the secure storage with physical and / or password protection. Inappropriate disclosure of this information would cause severe harm to Hawkhurst Pre-School, its members, committee and employees.

Table 1. Summary of codes:

Classification Description Precautions Harm to Setting C1 – Public Any information No No harm to that may be precautions Hawkhurst passed on in any needed Pre-School, its way to anyone for members, them to also pass committee or on as they wish employees. C2 – Any information Normal office Inappropriate Restricted that is or can be storage disclosure of passed in to this information children or their would cause families for their harm to use only and Hawkhurst relating only to Pre-School, its their child members, committee and employees C3 - Any information Secure Inappropriate Confidential that Hawkhurst storage with disclosure of Pre-School may physical and / this information produce on a daily or password would cause basis with regard protection harm to to safeguarding required Hawkhurst children but may Pre-School, its later need to be members, reclassified or committee and shared with other employees external professionals and parents/carers of the child and in the best interest of the child C4 – Strictly Any information Secure Inappropriate Confidential solely for use by storage with disclosure of Hawkhurst Pre- physical and/ this information School and which or password would cause may be restricted protection severe harm to to particular required Hawkhurst individuals, such Pre-School, its as employee members, 16 C1 – Public Version – 4 – May 2017

records committee and employees

Codes are originally assigned by the author of any information produced at Hawkhurst Pre-School or the recipient if the information originates from outside the company. Any reduction in classification i.e. from a “C3 - Confidential” on a draft document to “C2 – Restricted” must be approved by the setting manager or committee.

The code should be clearly visible at the top or bottom of any data when viewed in the appropriate manner for that type of data. If sending an email it should be included at the bottom in the signature. Word documents such as this should include the code in the header or footer but must be clearly visible.

As an example this document can be shown to anyone and so is classified as Public Information and has “C1 – Public” in the footer.

Other examples are;

Development records would be classed as C2 – restricted this information can be shared with employees, children and their families.

Information regarding ‘Safeguarding’ would be classed as “C3 – Confidential”. This information can be shared with parents/carers, Designated Senior Person (DSP, please refer to Pre-School ‘Safeguarding’ policy), or shared with other external professionals in the best interest of the child. Any sharing of this type of information must follow procedure set out in the Pre-School ‘Safeguarding’ policy.

Some examples of “C4 – Strictly Confidential” documents would be staff appraisals and contracts of employment.

Any breach of confidentiality could have serious consequences for the person concerned. Confidentiality is brought to the attention of all staff/volunteers on appointment. A confidentiality agreement should be signed and dated by each individual staff member/volunteer to be retained with their application and acceptance details.

Disciplinary Procedure

Introduction

This procedure is designed to encourage all employees to achieve high standards of conduct and work performance and also aims to provide a fair, effective and consistent method of dealing with disciplinary matters.

Key principles

o Employees are expected to know the standard of conduct or work performance expected of them.

o Employees will be provided with a management statement of the case prior to any disciplinary meeting and will be allowed to respond to any alleged fault or failing at the meeting.

o An employee is entitled to be accompanied by a trade union representative or work colleague employed by the setting, to a disciplinary meeting and appeal. Other external representatives may not accompany an employee.

o For minor or isolated infringements of rules or expected behaviour, manager and supervisors should give employees informal advice, coaching and counselling as part of their supervisory duties.

o Where an employee’s conduct or performance fails to improve as a result of advice, coaching or counselling, or where the offence is more serious, then the disciplinary procedure will be applied.

o A prompt and thorough investigation into the concerns will take place prior to a disciplinary meeting taking place. The employee will be informed that an investigation is taking place as soon as possible. The setting reserves the right to dispense with an investigation interview with the employee (suspected of contravening policies or rules), and to proceed directly to a formal disciplinary meeting.

o The employee must take all reasonable steps to attend the disciplinary meeting and any appeal.

o Except in cases of gross misconduct, no employee will be dismissed for a first offence.

Categories of gross misconduct

Gross misconduct is a category which can include:

o Theft, fraud and deliberate falsification of records, expenses, qualifications and other offences of dishonesty.

o Physical violence.

o Serious bullying or harassment.

o Deliberate damage to property.

o Conviction of a criminal offence relevant to the employee’s role.

o Gross negligence.

o Serious insubordination.

o Misuse of the setting’s property or name.

o Misuse of electronic communications which defames individuals or brings the organisation into disrepute.

o Bringing the organisation into serious disrepute.

o Serious incapability whilst on duty brought on by alcohol or illegal drugs.

o Serious negligence which causes or might cause unacceptable loss, damage or injury.

o Serious infringement of health and safety rules.

o Serious failure to comply with policies, procedures and legal requirements that safeguard children.

o Serious breach of the early years setting’s and statutory policies.

o Serious breach of confidentiality (subject to the Public Interest (Disclosure) Act 1998).

o Defaming or bad mouthing the setting on social networking sites. o Serious breaches of the Data Protection Act.

o Bribery and corruption.

This is not an exhaustive list.

Steps prior to deciding to take disciplinary action

When any incident of misconduct or negligence or poor performance is alleged to have occurred, the manager must establish the facts to decide whether there is a need for a disciplinary meeting.

Where appropriate/possible, signed written statements should be obtained as quickly as possible from the individual(s) concerned and should include where possible, dates, times, details of those present and the issues of concern.

Procedure

At the earliest opportunity the manager must inform the employee that an allegation/incident has occurred and that an investigation is to take place.

Following an appropriate investigation, the manager must prepare a written statement of the employee’s alleged conduct or characteristics, or of the circumstance which have led to the contemplation of taking disciplinary action.

The manager or supervisor must send the statement and any witness statements to the employee including any evidence that will be relied upon at the meeting and, invite her/him to attend a disciplinary meeting to discuss the matter. The employee should also be informed of their right to be accompanied at the meeting. Employees should be given an appropriate amount of notice of the meeting in order to prepare their response and to contact any witnesses that he/she wishes to call to the meeting to give evidence.

A disciplinary meeting must take place before any disciplinary action is taken, (except where the action in question consists of suspension pending a disciplinary meeting). At the meeting, the manager or supervisor should ensure that the circumstances of the complaint against the employee are fully discussed and that the employee is provided with an opportunity to respond to the management case. The manager will then decide whether or not to issue a disciplinary penalty. The outcome of the disciplinary meeting must be confirmed in writing within [10] working days, to include the right of appeal and to whom to address any appeal letter.

Appeal

Any employee who feels they have been disciplined unfairly may appeal in writing to the person named in the disciplinary letter. All appeals must be submitted in writing, clearly set out the grounds for appeal, within [7] working days of the date of the disciplinary meeting letter.

Normally an appeal meeting will be arranged with the employee together with the line manager of the manager e.g. the owner, who issued the disciplinary penalty, within [15] working days of the employee’s request.

A letter detailing the outcome of the appeal should be issued within [10] working days of the appeal meeting.

Disciplinary penalties

Manager should not issue any disciplinary penalties without a formal meeting.

There are five disciplinary penalties, which may result from misconduct:

o Formal verbal warning (first formal warning).

o Written warning.

o Final written warning.

o Dismissal with notice.

o Summary dismissal.

The gravity of the offence will determine which disciplinary penalty is issued. All disciplinary penalties must be confirmed in writing.

Formal verbal warning

Minor breaches of organisational discipline, misconduct or time keeping, or failure to meet performance criteria, may result in a formal verbal warning given by the manager. The manager may give this at a disciplinary meeting with the employee. This warning should be confirmed in writing. If the warning relates to unsatisfactory performance then it should set out:

o The performance required.

o The improvement required.

o The timescale for improvement.

o Any review date.

o Any support that can be offered to assist the employee to improve their performance.

If the warning relates to conduct then the nature of the misconduct and the change in behaviour required should be set out in the warning letter.

The employee may be accompanied at the meeting by a work colleague or a trade union representative.

The warning will be placed on the employee’s personnel file. After a period of [three months], if no further disciplinary action has been found necessary and the minor breach has been resolved, the warning will expire.

Written warnings

If the infringement is regarded as more serious, or the employee’s work or conduct are considered unsatisfactory after they have received a formal verbal warning and after a period has elapsed in which the employee has had time to remedy their work or conduct, a disciplinary meeting conducted by the manager will be held.

The employee will be informed of the nature of the complaint and such evidence as may exist, and will be given an opportunity to respond. The employee will be told of the decision and given a letter of confirmation within [10] working days of the disciplinary meeting.

The written confirmation will state:

o The date of the disciplinary meeting and those present.

o The penalty imposed.

o Details of the misconduct, poor performance or poor time keeping that has occasioned a warning and the performance required or the change in behaviour required.

o The timescales for performance improvement, where appropriate.

o Details of any necessary action to remedy the situation, any period of review, extra training or supervision etc., or the possibility for o Redeployment / demotion.

o That any further misconduct etc. will result in a further disciplinary meeting and will normally result in a confirmed final warning, which if unheeded will result in dismissal with appropriate notice.

o That there is a right of appeal.

After a period of [six months], if no further disciplinary action has been found necessary and the minor breach has been resolved, the warning will expire. 23 C1 – Public Version – 4 – May 2017

Final written warning

If the employee’s work or conduct fails to improve, or where the infringement is sufficiently serious, the manager will follow the same procedures as for issuing a written warning. If proven, a final warning, which will be in writing, will be given to the employee warning that any further misconduct will result in dismissal with appropriate notice.

After a period of [twelve months], if no further disciplinary action has been found necessary and the breach has been resolved, the warning will expire.

Gross misconduct

Employees dismissed with notice will be paid for this notice period. An employee may be dismissed without notice if there has been an act of gross misconduct, or a major breach of duty or conduct that brings the organisation into disrepute. The employee will be suspended with pay while the circumstances of the alleged gross misconduct are investigated.

A dismissal must be confirmed in writing within [10] working days of the date of the disciplinary interview. As well as covering the points in paragraphs 9.1 and 9.2, the letter should also include details of any outstanding money owed to the employee, how and when it will be paid and the final date of employment.

In certain cases, where an employee is dismissed from the organisation or internally disciplined because of misconduct relating to a child, we inform the Independent Safeguarding Authority.

Suspension

Suspension should be used sparingly in circumstances where the manager needs to conduct an investigation prior to a hearing where it is felt that the impact of not suspending the employee during the period would be likely to be more detrimental than suspending them.

Cases which involve potential gross misconduct will usually result in suspension - particularly when relationships have broken down or where the setting’s property or responsibilities to other parties are involved, or where the employee’s presence may prejudice the inquiry.

Suspension should be kept brief and reviewed to ensure that it is not unnecessarily protracted.

Where an employee is suspended because of alleged misconduct relating to a child, we inform Ofsted, social services and we may also contact the Police. We may also contact other relevant agencies.

Timescales

Employees are required to take all reasonable steps to attend the hearing. However, should, for a reasonably unforeseen reason, either the employee, the line manger or their companions be unable to attend the meeting, it must be rearranged.

Should an employee’s companion be unable to attend then the employee should make contact within [5] days of the date of the letter to arrange an alternative date that falls within [10] days of the original date provided.

Time limits may be extended by mutual agreement.

Drink and Drugs Policy

We take our responsibility for every child in our care very seriously. Where a parent/carer arrives to collect a child, an employee suspects that he/she is under the influence of alcohol or drugs, the employee will refuse entry into the Pre-School and will report their concerns to the manager.

The manager will discuss the concerns with the parent/carer and should they feel the person is incapable of taking responsibility of the child they will refuse to release the child into his /her custody.

The manager will then call the emergency contact listed on the registration form.

If the situation cannot be resolved in a reasonable manner then the police will be called.

The Pre-School is obliged to report anyone they feel is incapable of driving a vehicle and are a danger to others.

If the police are called the manager will automatically involve Social Services.

Uncollected Children In the event of a child being left or not collected from Pre-School by the allocated time the following steps will be taken:

o Employee will attempt to contact the parent/carer. o If unsuccessful, employee will then telephone the emergency contacts. o Your child will be reassured and cared for throughout this period. o Every attempt will be made to ensure that the child is collected but if after 30 minutes of closure of the setting, the issue has not been resolved, and then employee will contact Children’s Schools and Families.

o Your child would then be cared for by Social Services and a note giving their contact details will be left on the main door of the Pre- School building.

Fees Policy Statement of Intent At Hawkhurst Pre-School we believe in open communication with parents and carers and therefore present this fees policy to ensure that everyone fully understands our fees structure. Our hourly rate charged to children who do not claim Early Years Free Education Entitlement is inclusive of snacks and drinks but not lunch. We are open 38 weeks a year, closing on Bank Holidays all funded children due to attend on bank holidays will be offered an alternative session/s. Our fees do not include outings, celebrations or entertainment, which is in addition to our session activities. Procedures PAYMENTS o Please note there is a non-refundable £10.00 registration fee for children who are not yet eligible for funding. o Fees are payable termly in advance, in accordance with the hourly rate in force at the time. Weekly payments may be accepted by prior arrangement. o Fees are reviewed annually in April to come into effect the following September, but can be reviewed at any time. o Changes to fees will be advised on the notice board, at least one term in advance

Hourly rates: under 3s £5.50 over 3s £4.50 ILLNESS/GENERAL ABSENCE No refund will be given in the event of a child’s absence due to illness, holiday or any other reason. CLOSURES Fees are not returnable in the event of circumstances beyond our control. Severe Weather

In the event that we have heavy snow and blizzards overnight or in the morning, could you please telephone Pre-School before you bring your child, or check the following website to see if we’re open: www.kentschoolclosures.co.uk and search for Hawkhurst Pre- School to check whether we are open as normal. If it starts snowing during the day whilst your child is at Pre-School, we will contact you if we feel Pre-School needs to close. Please ensure that you keep us informed of any change in telephone numbers and address. LATE COLLECTION OF CHILDREN Children must be collected promptly at the end of each session. Additional charges maybe incurred if children continue to be collected late. LATE PAYMENTS OF FEES o Invoices must be paid within 2 weeks of the date on the invoice if you pay termly or by the end of the week if you pay weekly. o If you are experiencing financial hardship please speak to the Pre- School Manager. o If fees are not settled we are left with no alternative but to withdraw your child’s place and if necessary take legal action to recover the amount owed. o If a child’s place is withdrawn due to non-payment of fees the pre- school has the right to refuse a place to younger siblings until outstanding fees are settled. Outstanding debts will be collectable for a period of seven years after the debt is accrued. o Children in receipt of the Free Early Education Entitlement will not be able to access additional fee paying hours until any outstanding fees are settled. PAYMENT METHODS

Invoices can be settled by cash or cheque. Please make cheques payable to Hawkhurst Pre-School FREE EARLY EDUCATION ENTITLEMENT A child is eligible for the free entitlement starting from the term after their third birthday (working on 3 terms per year). Children who access hours in addition to their free entitlement will be invoiced in the usually way for the additional hours.

Grievances Procedure

Introduction The following procedure should be followed in order to settle all grievances concerning any employee(s) of the Hawkhurst Pre-School.

Principles The key objective of the procedure is to allow grievances to be settled quickly, fairly and at the lowest possible level within the Hawkhurst Pre- School whilst allowing employees the opportunity to appeal to a higher level if necessary. The procedure covers all employed employee in the Hawkhurst Pre-School who have a grievance. It covers all matters which may become a source of grievance, excluding: Those concerned with disciplinary action unless the disciplinary action amounts to discrimination or the action was not taken on the grounds of the employee’s conduct or capability. Decisions on strategic business issues, which are taken by the trustees, but not excluding the operational impact of those decisions. Employees are encouraged to raise concerns verbally with their manager (or employer) prior to raising a formal grievance. Employees are entitled to be accompanied at a grievance meeting and appeal, by a trade union representative or by a work colleague. Procedure The Hawkhurst Pre-School’s policy is to encourage free interchange and communication between manager and the employee they manage. This ensures that questions and problems can be aired and resolved quickly and that grievances are settled informally. Informal procedure If an employee has a complaint about their individual circumstances at work, then they are entitled to raise a grievance. Employees are expected to discuss ordinary day-to-day issues informally with your line manager 30 C1 – Public Version – 4 – May 2017

through supervision meetings or if necessary request a separate meeting. Where this is not possible employees should raise their concerns verbally with the next level of management, prior to raising a formal grievance. If after seeking to resolve concerns informally employees are not satisfied, then they should write to the early years setting, explaining their grievance. Formal procedure Employees must provide in writing, the nature of the alleged grievance and send the written complaint to their immediate manager. Where the grievance is against the manager the matter should be raised with a more senior manager, i.e. normally the manager’s manager e.g. the chair of trustees. Normally within 5 working days of receiving a grievance, the manager will write to the employee, inviting them to attend a meeting where the alleged grievance can be discussed. The meeting should be scheduled to take place as soon as reasonably possible, and normally at least 48 hours notice of this meeting should be provided to the employee. Employees are required to take all reasonable steps to attend the meeting. However, should, for a reasonably unforeseen reason, either the employee, their companions, or the manger be unable to attend the meeting, it must be rearranged. Should an employee’s companion be unable to attend then the employee should make contact within [5] days of the date of the letter to arrange an alternative date that falls within [10] days of the original date provided. These time limits may be extended by mutual agreement. At the meeting the employee must inform the manager hearing the grievance what the basis for the complaint is. After the final meeting, the manager hearing the grievance must write to the employee informing them about any decision and offering the right of appeal. This letter should be sent within [10] working days of the grievance meeting and should include the details of how to appeal. Should the employee consider that the grievance has not been satisfactorily resolved, and then they must set out their grounds of appeal in writing within 7 working days, of receipt of the decision letter, confirming that they wish to appeal against the decision or failure to make a decision. Within 5 working days of receiving an appeal letter, the employee should be written to inviting her/him to attend an appeal hearing where the alleged

grievance can be discussed. The appeal meeting should be scheduled to take place as soon as reasonably possible. Employees are required to take all reasonable steps to attend the appeal hearing. However, should, for a reasonably unforeseen reason, either the employee, the line manger or their companions be unable to attend the meeting, it must be rearranged. Should an employee’s companion be unable to attend then the employee should make contact within 5 days of the date of the letter to arrange an alternative date that falls within 10 days of the original date provided. These time limits may be extended by mutual agreement. After the appeal meeting, the appeal hearing manager must write to the employee informing them of the employer’s final decision. This letter should be sent within 10 working days of the appeal hearing. This is the final stage of the procedure.

Health and Hygiene Policy This policy represents the agreed principles for Health and Hygiene throughout the Pre-School. All employees, representing Hawkhurst Pre- School has agreed this policy. Hygiene To prevent the spread of all infection, adults in the group will ensure that the following good practices are observed: Personal Hygiene Children are encouraged to shield their mouths when coughing Paper towels are used and disposed of appropriately A large box of tissues is always available and children are encouraged to blow and wipe their noses when necessary and soiled tissues disposed of hygienically Hands are washed with soap under running water after using the toilet/ before any food preparation and snacks. Hygiene rules relating to bodily fluids are followed with particular care and all employees and volunteers aware of how infections including HIV infection, can be transmitted. Disposable rubber gloves are always used when changing a child’s nappy or soiled clothing Spare laundered clothing is available in case of accidents and polythene bags available in which to wrap soiled garments Floors and other affected surfaces are disinfected using cleaning products according to the manufacturer’s instructions. Fabrics contaminated with body fluids are thoroughly washed in hot water All surfaces are cleaned daily with an appropriate cleaner. There are suitable hygienic changing facilities for changing any children who are in nappies or have an accident and an adequate supply of clean towels, spare clothes and any other necessary items are always available. Food

Snacks provided will be nutritious and pay due attention to children’s particular dietary requirements. We will keep an up to date list of any known allergies on the kitchen /room wall.

When cooking with children as an activity, the adults will ensure the children wash hands with soap under running water and wear aprons and generally provide healthy, wholesome food, promoting and extending the children’s understanding of a healthy diet. Each adult will: o Always wash hands with soap under running water before handling food and after using the toilet. o Not be involved with the preparation of food if suffering from any infectious/ contagious illness or skin trouble. o Never smoke in the kitchen or any room in the Pre-School. o Never cough or sneeze over food. o Use different cleaning cloths for the kitchen and toilet areas. o Prepare raw and cooked food in separate areas. o Ensure waste is disposed of properly daily and out of reach of the children. o Wash fresh fruits and vegetables thoroughly before use. o Tea towels will be kept scrupulously clean and washed after each session. o All utensils will be kept clean and stored in a dust free place e.g. closed cupboard or drawer. o Plastic plates, cups, bowls and cutlery will be used by the children.

Injuries / accidents Injuries or accidents that occur within the Pre-School are recorded in the incident accident book which is signed when the parents collect. If thought necessary first aid will be administered and an ambulance will be called.

Health and Safety

Health and safety general standards

Policy statement

Hawkhurst Pre-School believes that the health and safety of children is of paramount importance. We make our setting a safe and healthy place for children, parents, employee and volunteers.

Hawkhurst Pre-School aims to make children, parents and employees 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. Our employee responsible for health and safety is: Ms Jo Lawes

 She is competent to carry out these responsibilities.  She has undertaken health and safety training and regularly updates his/her knowledge and understanding.

We display the necessary health and safety poster in the office

Insurance cover

We have public liability insurance and employers' liability insurance. The certificate for public liability insurance is displayed in:

The entrance lobby

EYFS key themes and commitments A Unique Child Positive Enabling Learning and Relationships Environments Development 1.3 Keeping safe 3.3 The learning 1.4 Health and environment well-being

Procedures

Awareness Raising

The pre-school induction training for employees and volunteers includes a clear explanation of health and safety issues so that all adults are able to adhere to our policy and procedures as they 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 employees 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 played by these issues in the daily life of the setting.

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

We operate a no smoking policy.

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

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 employee and their involvement in accidents is recorded. The records are reviewed termly to identify any issues that need to be addressed.

We keep a record of all substances that may be hazardous to health - such as cleaning chemicals, or gardening chemicals if used. This states what the risks are and what to do if they have contact with eyes or skin or are ingested. It also states where they are stored.

We keep all cleaning chemicals in their original containers.

Windows

Low level windows are made from materials that 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 floor surfaces are checked daily to ensure they are clean and not uneven, wet or damaged.

Electrical/gas equipment

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

Our boiler/electrical switch gear/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 from 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.

Our outdoor sand pit is covered when not in use and is cleaned regularly. 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 setting 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  cleaning toilets regularly  wearing protective clothing - such as aprons and disposable gloves - as appropriate  providing sets of clean clothes  providing tissues and wipes  ensuring individual use of flannels and towels

Activities and resources

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 setting.

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. Any faulty equipment is removed from use and is repaired. If it cannot be repaired it is discarded.

Large pieces of equipment are discarded only with the consent of the manager and the chairperson or owner

Legal Framework

Health and Safety at Work Act (1974) Management of Health and Safety at Work Regulations 1992 Electricity at Work Regulations 1989 Control of Substances Hazardous to Health Regulations (COSHH) (2002) Manual Handling Operations Regulations 1992 (as amended) Health and Safety (Display Screen Equipment) Regulations 1992

Further guidance

Health and Safety Law: What you should Know (HSE 1999) www.hse.gov.uk/pubns/law.pdf

Health and Safety Regulation…a Short Guide (HSE 2003) www.hse.gov.uk/pubns/hsc13.pdf

Electrical Safety and You (HSE 1998) www.hse.gov.uk/pubns/indg231.pdf

COSHH: A Brief Guide to the Regulations (HSE 2005) www.hse.gov.uk/pubns/indg136.pdf

Manual Handling – Frequently Asked Questions (HSE) www.hse.gov.uk/contact/faqs/manualhandling.htm

Inclusion and Equal Opportunities Policy This policy represents the agreed principles for Inclusion and Equal Opportunities throughout the Pre-School. All employees, representing Hawkhurst Pre-School have agreed this policy. Introduction The mission statement held by the Pre-School talks of valuing the individuality of all of our children. We are committed to giving all of our children every opportunity to achieve the highest of standards. We do this by taking account of children’s varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children. The achievements, attitudes and well-being of all our children matter. This policy helps to ensure that this Pre-School promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background. Aims and objectives Hawkhurst Pre- School aims to be an inclusive Pre-School. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual children, or groups of children. This means that equality of opportunity must be a reality for our children. We make this a reality through the attention we pay to the different groups of children within our Pre- School:

o girls and boys; o minority ethnic and faith groups; o children who need support to learn English as an Additional Language;

o children with Special Educational Needs; o gifted and talented children; o children who are at risk of disaffection or exclusion; o Travellers and asylum seekers. The Early Years Foundation Stage is our starting point for planning a curriculum that meets the specific needs of individuals and groups of children. We meet these needs through:

o setting suitable learning challenges; o responding to children’s diverse learning needs; o overcoming potential barriers to learning and assessment for individuals and groups of children; o Providing other curricular opportunities outside the Early Years Foundation Stage to meet the needs of individuals or groups of children. At Hawkhurst Pre- School we achieve educational inclusion by continually reviewing what we do, through asking ourselves these key questions: o Do all our children achieve their best? o Are there differences in the achievement of different groups of children? o What are we doing for those children who we know are not achieving their best? o Are our actions effective? o Are we successful in promoting racial harmony and preparing children to live in a diverse society? Teaching and learning style At Hawkhurst Pre-School we aim to give all our children the opportunity to succeed and reach the highest level of personal achievement. We analyse the attainment of different groups of children to ensure that all children are achieving as much as they can. We also make ongoing assessments of each child’s progress. Employees use this information when planning. It enables employee to take into account the abilities of all the children in the setting. When the attainment of a child falls significantly below the expected level, employees enable the child to succeed by planning work that is in line with that child’s individual needs. Where the attainment of a child significantly exceeds the expected level of attainment, employees use appropriate resources and learning styles, and extend the breadth of work within the area or areas for which the child shows particular aptitude. All employees are familiar with the relevant equal opportunities legislation covering race, gender and disability. o Employee ensure children: o feel secure and know that their contributions are valued; 41 C1 – Public Version – 4 – May 2017

o appreciate and value the differences they see in others; o take responsibility for their own actions; o participate safely, in clothing that is appropriate to their religious beliefs; o are taught in groupings that allow them all to experience success; o use materials that reflect a range of social and cultural backgrounds, without stereotyping; o have a common curriculum experience that allows for a range of different learning styles; o have challenging targets that enable them to succeed; o Are encouraged to participate fully, regardless of disabilities or medical needs.

Children with disabilities Some children in our Pre-School may have disabilities and consequently may need additional resources. Hawkhurst Pre- School is committed to providing an environment that allows these children full access to all areas of learning. All our entrances are wide enough for wheelchair access, and the designated points of entry for our Pre-School also allow wheelchair access. All employees modifies learning as appropriate for these children. For example, they may give additional time to children with disabilities to complete certain activities. In their planning employee ensure that they give children with disabilities the opportunity to develop skills in practical aspects of the curriculum. All employees ensure that the work for these children: o takes account of their pace of learning and the equipment they use; o takes account of the effort and concentration needed in oral work, or when using, for example, visual aids; o is adapted or offers alternative activities in those areas of learning where children are unable to manipulate tools or equipment, or use certain types of materials; o allows opportunities for them to take part in educational visits and other activities linked to their learning

o Includes approaches that allow hearing-impaired children to learn about sound and music, and visually-impaired children to learn about light using visual resources and images. o Uses assessment techniques that reflect their individual needs and abilities.

Racism and Inclusion Hawkhurst Pre-School are aware of the changes and follow the guidance in the Race Relations Amendment Act. The Pre-School actively discourages bulling and name calling, the parents of both children would be informed immediately and we would discuss appropriate action. The action needed if there is inappropriate practice or discrimination. An employee would talk to the child and explain that the behaviour was unkind, we would take into the account the maturity of the child the parent of the child would be told of his/ her inappropriate behaviour and we would work together to redeem the situation.

Key person policy Hawkhurst Pre-School believe that children settle best when they have a key person to relate to, who knows them and their parents well, and who can meet their individual needs. Research shows that a key person approach benefits the child, the parents, the employee and the setting by providing secure relationships in which children thrive, parents have confidence, employees are committed and the setting is a happy and dedicated place to attend or work in.

Hawkhurst Pre-School want children to feel safe, stimulated and happy in the setting and to feel secure and comfortable with employee. We also want parents to have confidence in both their children's well-being and their role as active partners with the setting.

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

They key person role is set out in the Welfare Requirements of the Early Years Foundation Stage. Each setting must offer a key person for each child.

The EYFS Principles into Practice card (2.4 Positive Relationships - Key Person) says, 'A key person has special responsibilities for working with a number of children, giving them reassurance to feel safe and cared for and building relationships with their parents.

The welfare requirements of the EYFS (section3.4) explain the requirements of the role more fully, saying that a key person:

o Helps a baby or child to become familiar with the setting and to feel safe and confident

o Talks to parents to make sure the needs of the child are being met appropriately

o Makes sure that records of development and progress are shared with parents and other professionals as necessary

o Is still needed in a setting as someone a child can depend upon, such as their teacher or teaching assistant, even when a child is older and can hold key people from home 'in mind' for longer.

The key person makes sure that, within the day to day demands of the Pre -School each child feels valued by someone in particular. The child will experience a close relationship which is consistent and will help them in building confidence, trust and security

The role of the key person in the setting is to ‘look out for' and pay special attention to all children during his or her time in the setting. Each key person will be responsible for a small group of children, getting to know them and their parents and family members well. Working in this way helps to show that all children are respected and valued as individuals, and avoids the danger of children becoming anonymous in a large group setting.

Practical ideas

Spending time getting to know each child's family well, and building up a relationship of trust with them.

Learning as much as possible about each child in his or her key group, their individual interests, behaviours and preferences.

Being available to welcome the child and parents into the setting at the beginning of the day.

Spending time listening to what parents have to say about their child and using this information to help the child have the best possible day in the setting.

Where necessary, reassuring parents, sharing information with them and signposting them to sources of help and advice.

As far as possible, attending to the feeding and care routines of the children in their key group - these are important times for building strong positive relationships between child and adult.

Being available to the children in the group during the day, showing an interest in what each child is doing and what he or she is feeling.

Contributing to the range of observations and documentation that will be gathered to record the child's day.

Helping parents to feel fully connected with their child's life in the setting by sharing information, verbal feedback, written observations and photographs with parents at the end of the day.

Passing on information to other practitioners in the setting to feedback to parents if the key person is not present when the child is collected. Ignoring this essential aspect of good practice can mistakenly give parents the

impression that nobody has been closely involved with their child's welfare, learning and development during the course of the day.

Encouraging parents to become involved with their own child's learning and development at home, providing help, advice and resources to enable them to do this.

Looking carefully at the settings' organisation and management to find ways to minimise the number of transitions and changes of key person that a family experiences during a child's time in the early years setting. Supporting parents during periods of transition.

Mobile Phone and Electronic Communications Policy

Hawkhurst Pre-School Rules of Personal Phones

The pre-school accepts that employees will bring in their mobile phones to work. Employees are not permitted to have their phone in the room and outside areas, where children are present. All mobile phones must be kept in employee’s trays or bags in the office.

Employees are not permitted to make or receive calls/text during working hours unless they are on a designated break and in designated area.

If an employee needs to be contacted urgently during working hours employees are asked to give the Pre-School telephone number: 01580 754226 to relevant people ensuring that calls are only received when absolutely necessary.

Pre-School employees are not permitted to use recording equipment on their mobile phones, for example: to take photographs or video pre-school children.

Anyone found to be storing pictures on their mobile phone or found to be using their mobile phone whilst not on a designated break could be liable to disciplinary action.

Parents and visitors to the Pre-School

Parents and visitors are not permitted to use their mobile phones for the purpose of phone calls or photography within the Pre-School building and the outside space where Pre-School children are, unless permission from other parents is sought.

Computers and Electronic Communications

E-mail and Internet use

The Pre-School encourages it’s employees to use e-mail and the internet at work, for work related business only, where this can save time and expense. However, it requires that employees ensure their communication is well structured and professional, just as if a letter was being sent.

Personal Blogs

The setting realises that on your own time and on non-work computers, you are free to set up personal weblogs or ‘blogs’ on the internet. Provided that they do not breach the law or disclose and of the Pre-School setting’s confidentiality policy, breach copyright, defame the Pre-School or its suppliers, members or employees, bring the Pre-School into disrepute or disclose personal data or information about any individual that could breach the Data Protection Act 1998.

Social networking websites

The early years setting respects the employees right to a private life. However, the early years setting must also ensure that confidentiality and its reputation are protected. It therefore requires that if you use social networking websites to:

Ensure that you do not conduct yourself in a way that is detrimental to the early years setting.

Take care not to allow your interaction on these websites to damage working relationships employees.

Cyber bullying

The early years setting is committed to ensuring that all of its employees are treated with dignity and respect at work. Bullying and harassment of any kind will not be tolerated in the work place. The early years setting can provide clear guidance on how bullying and harassment can be recognised. Cyber-bullying methods could include using text messages, mobile phone calls, instant message services, by circulating photos or video clips or by posting comments on web sites, blogs or in chat rooms. Personal blogs that refer to colleagues without consent is also unacceptable. Employees who cyber-bully a colleague could also face criminal prosecution under various laws, including the Malicious Communications Act 1988.

Nappy changing and toileting procedure

Policy statement

No child is excluded from joining Hawkhurst Pre-School who may still be wearing nappies or equivalent. We work with parents towards toilet training, unless there are medical or other developmental reasons why this may not be appropriate at the time.

We make necessary adjustments to our bathroom provision and hygiene practice in order to accommodate children who are not yet toilet trained. We see toilet training as a self-care skill that children have the opportunity to learn with the full support and non-judgemental concern of adults.

Procedures

o Changing areas are warm and there are safe areas to lay young children if they need to have their bottoms cleaned

o Nappy change is initially carried out by key persons or key group. Once a child is settled a staff rota is in operation

o If a child need his/her key person at change time or when toilet training they will be available

o Disposable gloves and aprons are put on before changing starts and the areas are prepared. Changing mat is cleaned with antibacterial spray before and after each change.

o All employees are familiar with the hygiene procedures and carries these out when changing nappies

o In addition, key persons ensure that nappy changing is relaxed and a time to promote independence in young children

o Young children are encouraged to take an interest in using the toilet; they may just want to sit on it and talk to a friend who is also using the toilet

o They should be encouraged to wash their hands and have soap and towels to hand. They should be allowed time for some play as they explore the water and the soap

o Key persons are gentle when changing; they avoid pulling faces and making negative comment about ‘nappy contents’

o Key persons do not make inappropriate comments about young children’s genitals when changing their nappies

o Older children access the toilet when they have the need to and are encouraged to be independent

o Staff are available to help a child who has had an accident

o All nappies are disposed of in designated waste units provided by Hawkhurst Church of England Primary School. Soiled clothing will be bagged and kept for parents to take home.

o If a changing mat is used, this should be wiped clean after each child

o If a child doesn’t make the toilet in time (or is sick) then the area must be cleaned with disinfection and a yellow sign is placed over the area to prevent anyone slipping on the wet floor

o Toilet seats should also be wiped with disinfectant in the event of a child missing the toilet seat

o The nappy change area is cleaned after each session, e.g. twice a day

o Toilets are cleaned after each session by an employee, the floor is cleaned with disinfectant along with the toilets and sinks.

If young children are left in wet or soiled nappies/’pull ups’ in the setting this may constitute neglect and will be a disciplinary matter. Settings have ‘duty of care’ towards children’s personal needs.

No Smoking Policy

We comply with health and safety regulations and the Welfare Requirements of the EYFS in making our setting a no-smoking environment - both indoor and outdoor.

All staff, parents and volunteers are made aware of our no-smoking policy (signage is displayed in entrance hall.

We actively encourage no-smoking (including vaping/e-cigarettes) by providing on request information for parents and staff about where to get help to stop smoking if they are seeking this information.

 Staff who smoke do not smoke during working hours. We enforce that smoking does not happen during break times and smoking takes place off the premises, grounds, the frontage of Hawkhurst pre- school and the surrounding car park (immediately before or after work).

 Staff that smokes must make every effort to reduces the effect of the odour and lingering effects of passive smoking for children and colleagues.

 Parents or carers will be refused entry into Hawkhurst pre-school (during a Pre-School session) if they are smoking or vaping. Entrance will be granted once the smoking has ceased and disposed of effectively.

Legal framework

The Smoke-free (Premises and Enforcement) Regulations (2006)

The Smoke-free (Signs) Regulations (2007)

Regulations, Policies and Procedures

This policy represents the agreed principles for Regulations and Procedures throughout the Pre-School. All employees, representing Hawkhurst Pre- School has agreed this policy.

Birthday celebrations

The Pre-School celebrates birthdays. It is optional whether parents/carers wish to bring a cake to be shared between all the children attending on that day. Parents/carers of the child concerned are welcome to attend these small celebrations.

Clothing

The Pre-School requests that each child is provided with several complete changes of clothes. It is an essential component of educative play that children are able to enjoy art and craft activities with, for example, glue, paste, paint, sand, water, etc. Inevitably children will transfer some of these materials to themselves and their clothing. We attempt as far as possible to purchase glue, paste and paint which are "washable", but in practice not everything is washable off all clothing materials. Parents should therefore dress their children with this in mind. The Pre-School will accept no liability for clothing damaged while the child is at the Pre-School.

Please ensure your child has the following at Pre-School:

 Wellington Boots/Rain coat  Sun Hat/Sun Cream  Appropriate clothing for the weather conditions  Appropriate clothing for child to manage themselves  Nappy changing items(if needed)

Key persons

The Pre-School has a key persons system in operation. Your child will be given an employee who will be responsible for the initial settling-in period, this will enable your child to form a bond with his/her key-person. Your child's key-person will also be responsible for keeping a developmental record of your child’s progress. However, please note that the key-person does not have sole charge of your child throughout the day and at times they will not be the person giving you feedback at the end of each session/ day.

Notice of absence

If for any reason (e.g. illness) a child cannot be brought to the Pre-School when s/he would normally be present, parents/carers are required to pay the normal fees.

Personal property

Children should not bring sweets or valuables to the Pre-School (e.g. jewellery, toys etc), since employee cannot be held responsible for any personal belongings being lost or damaged.

Show and tell box

Children may bring a toy to each session from home to share at the end of the session. Parents must ensure this is placed in the show and tell box at the beginning of each session.

Sun cream

Parents are advised to apply sun cream before each session during the summer season. If your child attends all day a named sun cream must be provided for practitioners to apply after lunch.

Toileting

We promote independent toileting for all children and support parents during the potty training period.

Children are encouraged to ask an employee if they need to use the toilet. This arrangement enables toileting to be more closely monitored by employees who are then on hand to supervise hand washing afterwards.

Nappies

Parents/carers of children not yet completely toilet trained are required to provide sufficient disposable nappy bags and wipes for each day and cream if needed. Please note all soiled nappies must be disposed of by the parents/carers. Hawkhurst Pre-School have no facilities to dispose of nappies.

Photographs policy

At Hawkhurst Pre-School we like to take photographs of your children in action and their development/ learning experiences and make displays inside the Pre-School school. Under no circumstances will these photographs be circulated outside the Pre-School, used for promotional purposes or posted on the website unless express permission is received in writing from parents/carers beforehand.

Offsite Visit Policy

This policy represents the agreed principles for Offsite Visit throughout the Pre-School. All employees, representing Hawkhurst Pre-School has agreed this policy.

Off-site visits are activities arranged by or on behalf of the Pre-School, and which take place outside the school grounds. The manager and employee believe that off-site activities can supplement and enrich the curriculum of the Pre-School by providing experiences which would otherwise be impossible. All off-site activities must serve an educational purpose, enhancing and enriching our children’s learning experiences.

In this policy we seek to establish a clear and coherent structure for the planning and evaluation of our off-site visits, and to ensure that any risks are managed and kept to a minimum, for the safety and health of all children at all times. Within these limits we seek to make our visits available to all pupils, and wherever possible to make them accessible to those with disabilities. The visits usually take place within the Pre-School day.

The aims of our off-site visits are to:

 enhance curricular and recreational opportunities for our children  provide a wider range of experiences for our children than could be provided on the school site alone  Promote the independence of our children as learners, and enable them to grow and develop in new learning environments

We aim to organise more formal outings at least once a term. Charges for these outings, if applicable, will be notified to parents/carers in advance of the outing and will be payable before the outing. It is hoped that these outings will enhance and re-enforce, in a practical way, what your child is learning in the Pre-School. Risk Assessment will be carried out by manager/room leader prior to the visit and first aid equipment will be taken on the day. We will ask parents/carers to sign a consent form in advance of such outings and will offer opportunities for parents/ carers to accompany their child and the Pre-School on the outing.

The Pre-School manager are involved in the planning and management of off-site visits.

The Manager will: 56 C1 – Public Version – 4 – May 2017

 ensure that risk assessments are completed  assign competent employee to lead and help with trips  organise related employee training  verify that all accompanying adults, including private car/coach drivers, have had satisfactory police checks  make sure that all necessary permissions and medical forms are obtained  Keep records of visits, and ensure there are regular generic assessments of the risks (for example road-crossing) where there are frequent visits to local venues (for example the village)

All off-site activities must take place in accordance with the LEA’s instructions.

It is our policy that all children should be able to participate in educational visits. Where a child with a disability is eligible for a trip, we will make every effort to ensure that s/he is included. We may seek guidance from parents to help us adapt our programme, and we will make any reasonable adjustments to our itinerary to include a child with disabilities. Any such adjustments will be included in the risk assessment.

Risk assessment

A comprehensive risk assessment is carried out by the manager/room leader before the proposed visit. It will assess the risks which might be encountered on the visit, and will indicate measures to prevent or reduce them. The risk assessment should be based on the following considerations:

 What are the hazards?  Who might be affected by them?  What safety measures are needed to reduce risks to an acceptable level?  Can the group leader put the safety measures in place?  What steps will be taken in an emergency?

Manager/room leader planning an off-site activity will make a preliminary visit to the venue, in order to carry out an on-site risk assessment. It is important to take into account the probable weather conditions at the time of year proposed for the trip, and the manager should take careful account of the facilities available, with due regard to the proposed size of the group. They should also assess the site’s suitability with regard to the age and any particular needs of the children. They will also consider the venue’s own approach to security and to health and safety. Venues providing instructor- led activities will have their own risk assessments for particular sessions, and these assessments may be adopted if it is impractical for the manager

to experience the activity beforehand, or if she lacks the skills required to make informed judgements about the risks it may involve.

It is important to assess and record any health, safety or security issues that are identified during the preliminary visit. Any such issues will be taken into account when the final decision is taken on whether the visit should proceed, and the visit plan must state both the extent of any risks involved, and the measures that will be taken to reduce or eliminate them. The manager leading the visit must complete a Pre-School visit risk assessment check list and keep in the risk assessment file. The cost of these preliminary visits will be borne by the Pre-School, and should be built into the overall financial arrangements for the visit itself.

 A risk assessment must also cover transport to and from the venue.

Transport

The costing of off-site activities should include any of the following that apply:

 transport  entrance fees  insurance  provision of any special resources or equipment  costs related to adult helpers  any refreshments the Pre-School has opted to pay for.

Transport arrangements will allow a seat for each member of the party. It is our policy only to use coaches fitted with seat or lap belts, and to insist that they be worn by all those participating in the visit.

Communication with parents

The parents of children taking part in an off-site activity should be provided with all appropriate information about the intended visit. Parents must give their permission in writing before a child can be involved in any off-site activities.

Funding for off-site activities is provided mainly by parental contributions. This must be made clear to parents in all correspondence about an educational visit at the planning stage.

Further health and safety considerations

All adults accompanying a party must be made aware, by the manager, of the emergency procedures which will apply. Each adult should be provided

with an emergency telephone number. This will normally be the manager’s numbers.

Before a party leaves the Pre-School manager will provide a list of everyone, children and adults, travelling with the party, together with a programme and timetable for the off site visit. The safety of the party, and especially the children, is of paramount importance. During the activity the manager must take whatever steps are necessary to ensure that safety. This involves taking note of any information provided by medical registration forms, and ensuring that children are both safe and well looked after at all times.

Visit plan

The visit plan for intended educational visits must include the following:

 risk assessment  report on preliminary visit  applications for approval of visit  general information  names, ages, contact details, permission forms, medical records and other relevant details of all those going on the visit  travel schedule  full plan of activities  fire precautions and evacuation procedures  intended arrangements for supervision  insurance arrangements for all members of the group  emergency contacts and procedures  general communications information  guidance for manager  guidance for the emergency contact and manager  medical questionnaire returns  First-aid boxes, inhalers, Epi-pens if needed, and individual prescribed medicines

Operational procedures for outings

The same standard of care and interaction with the children is expected of employee, volunteers and students on outings.

The worker’s prime responsibility on outings is to ensure the safety of the children.

However they will be expected to balance this responsibility with ensuring that children have the maximum opportunity to experience and explore new environments, to socialise and to have fun. 59 C1 – Public Version – 4 – May 2017

Types of outings

Different types of outings take place and each will require slightly different preparations and employing levels.

These include:

Trips on foot, e.g. visits to the library, local supermarkets and places of interest.

Trips on public transport to places like museums, farms, etc. Procedures where a child is lost on an outing

If the Pre-School policies and procedures are being observed the likelihood of a child being lost is small. Very occasionally a child may become separated from the group on an outing or become lost.

With careful planning and co-operative working amongst employee, children should not be out of sight of an adult during an outing.

If it is realised that a child is no longer with the group, employee should look carefully all around without leaving the group.

That Educator’s key children should be re-allocated to other members of employee.

The Pre-School manager will contact the parents immediately.

The police will be informed and all the children will be returned to the Pre- School.

At the end of the day the manager will complete an incident report.

Parental / Carer Involvement policy

This policy represents the agreed principles for Parental/ Carer Involvement throughout the Pre-School. All employees, representing Hawkhurst Pre- School has agreed this policy.

The importance of continuity between home and the Pre-School cannot be over-stressed. Our aim is to develop an honest, open and supportive relationship with you which complements life in your home rather than contradicts it. We are very aware of our influence as role models for your child and without your extensive knowledge of your child we would be unable to enhance your child's development. Employees are always available to discuss your child and their development.

We will:

 Make all new parents aware of the Pre-School policies and consult with all parents/ carers about the times of meetings to avoid excluding anyone.  Ensure that parents are informed on a regular basis about their child’s progress. Parents will be informed of their child’s Key person so that information can be exchanged daily. (Parents are welcome to join any session to observe their child playing and learning).  Ensure that all parents have opportunities to contribute from their own skills, knowledge and interests to the activities of the group.  Welcome the contributions of parents in whatever form these may be.  Involve parents in shared record keeping about their own child, either formally or informally.  Ensure that all parents are fully informed about meetings, conferences, workshops and training through displays on the notice board and website.  Provide opportunities for parents to learn about the Pre- school curriculum and about young children’s learning, in the Pre- school and at home.

Hawkhurst Pre-school

Pre-School Policy

This policy represents the agreed principles for Hawkhurst Pre-School. All employees, representing the Pre-School has agreed this policy.

Our Aims:

 To provide the best care we possibly can in a safe, secure and stimulating environment.  To offer equal opportunities for each child.  To encourage independence develop self-esteem, a sense of achievement and self-confidence.  To foster in children a caring and respectful attitude towards peers and adults.  To encourage response to significant experiences, showing a range of feelings when appropriate.  To develop awareness of the needs of others.  To provide a regular two way flow of information with parents and between providers. All employees are aware of the need to maintain privacy and confidentiality.

Introduction

Children joining our Pre-School have already learnt a great deal. At Hawkhurst Pre-School we offer our children the following principles:

 Building on what our children already know and can do  Ensure that no child is excluded or disadvantaged  Offer a structure for learning that has a range of starting points, content that matches the needs of young children, and activities that provide opportunities for learning both indoors and outdoors  Provide a rich and stimulating environment  Activities led from their individual interests

Aims of Hawkhurst Pre-School

The curriculum of the Early Years Foundation Stage underpins all future learning by promoting and developing:

 personal, social and emotional well-being  positive attitudes and dispositions towards learning  social skills  attention skills and persistence 62 C1 – Public Version – 4 – May 2017

 language and communication  problem solving, reasoning and numbering  knowledge and understanding of the world  physical development  creative development  Secure area is used for the storage of confidential information, records on employee and children are only accessible who have a right or professional need to see them

Teaching and learning style

The more general features that relate to good practice are:

 good partnerships between employee and parents help children to feel secure at Pre-School, and to develop a sense of well-being and achievement;  the understanding that employee know how children develop and learn, and how this must be reflected in their teaching;  the range of approaches that provide first-hand experiences, give clear explanations, make appropriate interventions, and extend and develop the children’s play, talk or other means of communication;  the carefully planned curriculum that helps children achieves the Early Learning Goals.  the provision for children to take part in activities that build on and extend their interests, and develop their intellectual, physical, social and emotional abilities;  the encouragement for children to communicate and talk about their learning, and to develop independence and personal organisation;  the support for learning, with appropriate and accessible space, facilities and equipment, both indoors and outdoors;  the identification, through observations, of children’s progress and future learning needs, which are regularly shared with parents;  the clear aims of our work, and the regular monitoring of our work to evaluate and improve it;  the regular identification of training needs for all adults working at the Pre-School Induction training provided for all new employee which includes evacuation procedures, child protection and health and safety issues.  If a child has a rest time they will be checked frequently.  Every child is allocated a key person to support their child within the setting.

Play in the Early Years Foundation Stage

Through enjoyable play our children explore and develop the learning experiences that help them make sense of the world. They practise and build up their ideas, learn how to control themselves, and begin to 63 C1 – Public Version – 4 – May 2017

understand the need for rules. They have the opportunity to think creatively both alongside other children and on their own. They communicate with others as they investigate and solve problems. They express fears, or re-live anxious experiences, in controlled and safe situations.

Inclusion in the Early Years Foundation Stage

We believe that all our children matter. We give our children every opportunity to achieve their best. We do this by taking account of our children’s range of life experiences when we are planning for their learning.

At Hawkhurst Pre-School we set realistic and challenging expectations to meet the needs of our children, so that children achieve the Early Learning Goals. We help them do this by planning to meet the needs of both boys and girls, of children with special educational needs, of children who are more able, of children with disabilities, of children from all social and cultural backgrounds, of children from different ethnic groups, and of those from diverse linguistic backgrounds.

We meet the needs of all our children through:

 planning opportunities that build on and extend the children’s knowledge, experience and interests, and develop their self-esteem and confidence;  using a variety of teaching strategies that are based on children’s learning needs; providing a wide range of opportunities to motivate and support children, and to help them to learn effectively;  offering a safe and supportive learning environment, in which the contribution of all children is valued;  Providing resources that reflect diversity, and that avoid discrimination and stereotyping; we value all children’s mother tongue and are keen to find out and use languages spoken at home.  planning challenging activities for children whose ability and understanding are in advance of their language and communication skills;  monitoring children’s progress, and providing support (such as speech therapy) as necessary.

The Foundation Stage curriculum

The curriculum for the Early Years Foundation Stage reflects the areas of learning identified in the Early Learning Goals. Our children’s learning experiences enable them to develop competency and skill across a number of learning areas.

The Statutory Framework for the Early Years Foundation Stage provides the basis for planning throughout the Pre-School. Medium-term planning is completed every six weeks and identifies the intended learning, with outcomes, for children working towards the Early Learning Goals

Assessment

Learning Journals are used as an assessment tool and enables practitioners to record their observations and throughout your child’s time at Pre-School summarise their progress towards the Early Learning Goals. It covers each of the six areas of learning contained in The Statutory Framework for the Early Years Foundation Stage. We make regular assessments of children’s learning, and we use this information to ensure that future planning reflects identified needs. Assessment in the Pre-School takes the form of observation, and this involves all members of employee.

Resources

We plan a learning environment, both indoors and outdoors, that encourages a positive attitude to learning. We use materials and equipment that reflect both the community that the children come from and the wider world. We encourage the children to make their own selection of the activities on offer, as we believe that this encourages independent learning.

Relevant Information

Please insure the Pre-School is informed of any changes in circumstances such as change of address or telephone numbers.

Please ensure you have read and familiarised yourself with the Pre-Schools full policies and procedures. These can be found in the Pre-School reception area.

We look forward to getting to know you and your child. We hope that you have found this welcome pack helpful. Please ask your key person or an employee if you have any questions

Recruitment policy

Hawkhurst Pre School recognises the need to meet the requirements of the EYFS for child care in relation to safe recruitment. In order to achieve this we will ensure all vacant job descriptions are reviewed and amended to accurately reflect the job role and to meet current legislation. All advertising and recruitment processes will be in accordance with our equal opportunities policy.

Advertisements will state that the position is subject to CRB enhanced disclosure and registration with the Independent Safeguarding Authority and that the position is exempt from the Rehabilitation of Offender’s Act 1974. This includes any convictions considered as “spent” under the Act.

In accordance with equal opportunities, a Curriculum Vitae and covering letter will not be accepted as part of the application process. An appropriate application form will be used by all applicants. In line with the EYFS statutory requirements, applications will only be sought from persons over the age of 17 years. Each new member of employee will have a job description, employee handbook, (Statement of particulars) and contract of employment.

Procedure

 A job application form will be sent to interested parties, on which full employment history, qualifications, references and previous experience will be detailed.  A job description and person specification will be also be sent, which will outline the responsibilities of the role.  Potential candidates will have the opportunity to visit the setting during the recruitment process.  Face to face interviews of potential candidates will take place where they will be required to bring proof of their identity and qualifications. The interview will explore a candidate’s suitability for the post.  Suitable references and health declaration checks (if required) will also be sought prior to commencement of employment.  All manual handling requirements are clearly identified during recruitment so that appropriate medical advice can be taken as part of pre-employment health screening.  The successful candidate will be required to complete a CRB form prior to starting at the setting. If the disclosure is not returned in time for the candidate to commence work, then they will NOT be left

unsupervised with children within the Pre-School and a written risk assessment will be completed.  Continued employment is subject to a satisfactory enhanced CRB disclosure, ISA registration and adequate references.  An employment contract will be completed for every new employee and must be agreed before employment starts.  A full induction will be completed within the first week of employment, which will be documented. The manager will cover all the points within the job description, evacuation procedure will be explained and demonstrated. A mentor will be assigned.  A performance review will take place with the new employee at regular intervals during the specified probationary period to ensure they are settling into the team and meeting the requirements of the post.  An appraisal and review system is in place to support performance management. These will be held annually and reviewed six monthly. Employee members on temporary contracts will have a progress review after three months. Appraisal will be carried out with the manager and room leader.

Ofsted are informed in writing by the nominated person using an EY3 form of all management and committee changes. All new management or committee members are required to fill out an EY2 form and this is returned to Ofsted.

At all times the pre-school works on a ratio of 1:5 of adults – children and management ensure that sufficient qualified employees are in ratio. At all times more than half the employee members working are qualified to level 3 or above.

All employees are key persons and this approach within the setting enables the children’s wellbeing and involvement to develop.

All employees are encouraged by management and committee to update training and attend new training.

Safeguarding Children and child protection policy

This Safeguarding policy has been developed in accordance with the principles est ablished by the Children Acts 1989 & 2004 and related guidance including

 The Early Years Foundation Stage (2014)

 DFE guidance Keeping Children Safe in Education (2014)

 Working together to Safeguard Children (2015)

 Framework for the Assessment of Children in Need and the Families (2000)

 Kent & Medway Online Safeguarding Children Procedures (2014) Working Toget her to Safeguard Children (2015) defines safeguarding and promoting the welfare o f children as;

 Protecting children from maltreatment;

 Preventing impairment of children's health or development;

 Ensuring that children grow up in circumstances consistent with the provision of s afe and effective care; and

 Taking action to enable all children to have the best outcomes.

It also reminds us that safeguarding “is everyone’s responsibility. Everyone who co mes into contact with children and families has a role to play.” (WTSC 2015 p5).

This policy represents the agreed principles for Safeguarding throughout the pre- school. All employees representing Hawkhurst Pre-School have read, understood and agreed with this policy. Hawkhurst pre-school adheres to the KSCB Safeguarding Children Procedures (2014). The full KSCB procedures document and additional guidance relating to specific safeguarding issues can be found on the KSCB website.

Introduction

The health, safety and welfare of all our children are of paramount importance to all the adults who work in our pre-school. Our children have the right to protection, regardless of age, gender, race, culture, background or disability. They have a right to be safe in our school. This policy is in line with LSCB (Local Safeguarding Children Boards) local guidance and procedures.

Aims and objectives

Our aims are: Providing an environment in which children feel safe, secure, valued and respected, confident to talk openly and sure of being listened to;

 To provide a safe environment, in which all children feel safe, secure, valued and respected they feel confident to approach any adult and talk openly and are sure of being listened to.  Working with parents to build an understanding of the setting’s responsibility to ensure the welfare of all children, including the need for referral to other agencies in some situations.  Ensuring all staff have regular training and are able to recognise the signs and symptoms of abuse and are aware of the setting’s procedures and lines of communication.  An environment for children to learn in maintaining children’s welfare as our paramount concern. Making that environment in which the child feels safe, secure, valued and respected, confident to talk openly and sure of being listened to.  Providing suitable support and guidance so that children have a range of appropriate adults who they feel confident to approach if they are in difficulties.  To establish what actions the Pre-School can take to ensure that children remain safe, at home as well as at school  To raise the awareness of all employee to these issues, and to define their roles and responsibilities in reporting possible cases of abuse.  To identify children who are suffering, or likely to suffer, significant harm.  To ensure effective communication between all employee on child protection issues.  To set down the correct procedures for those who encounter any issue of safeguarding.

Statutory Framework

This policy is formulated using the DfES documents: ‘Circular 10/95 – Protecting Children from Abuse: The Role of the Education Service’, ‘Working Together to Safeguard Children’ (2006), ‘Safeguarding Children and Safer Recruitment in Education’ (2006) and Kent Safeguarding Children Board Child Protection procedures .

Section 175 of the Education Act 2002 introduced a new duty requiring governing bodies and LAs to have appropriate child-protection procedures in

place. This policy takes account of the requests set out in the Children Act 2004 ('Every Child Matters').

Pre-Schools are expected to ensure that they have appropriate procedures in place for responding to situations in which they believe that a child has been abused or is at risk of abuse – these procedures should also cover circumstances in which a member of employee is accused of, or suspected of, abuse.

DfEE Circular 10/95 (Protecting Children from Abuse: The Role of the Education Service) places the following responsibilities on all schools:-

Pre-Schools should be aware of and follow the procedures established by the Safeguarding Committee.

Pre-School should have procedures (of which all employee are aware) for handling suspected cases of abuse of pupils, including procedures to be followed if a member of employee should be alerted to signs of abuse and know to whom they should report any concerns or suspicions.

The Designated Senior Person should have responsibility for co-ordinating action within the pre-school and liaise with other agencies.

The Designated Senior Persons (DSP) Mrs Sarah Waugh (Senior), Ms Jo Lawes (Deputy).

Employee with designated responsibility for Safeguarding should receive appropriate training.

Circular 10/95 also states that “parents should be made aware of the Pre- Schools Safeguarding Policy and the fact that this may require cases to be referred to the investigative agencies in the interests of the child”.

The Designated Senior Persons (DSP) for Safeguarding are the manager and a deputy (DSP) The DSPs’ role is to;

 Ensure that the Kent Area safeguarding Committee’s Safeguarding Procedures are followed in the Pre-School.

 Ensure that all employee are aware of these procedures.

 Ensure that appropriate training and support is provided to all employees.

 Develop effective working relationships with other agencies and services.

 Decide whether to take further action about specific concerns (e.g. refer to Children Schools and Families Referral and Assessment Team).

 Liaise with Social Work Teams over suspected cases of child abuse.

 Ensure that accurate records relating to individual children are kept in a secure place and marked ‘Strictly Confidential’.

 Submit reports to, and attend, Safeguarding Conferences.

 Ensure that the school effectively monitors children who have been identified as ‘at risk’.

 Provide guidance to parents, children and employee about obtaining suitable support.

 Keep up to date with all relevant procedures and legislations.

Liaison with Other Bodies

We work within the Area Child Protection Committee guidelines and liaise with the LADO team and the Area Safeguarding Officer

 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 the children.

Designated Person The EYFS (2014) states “a practitioner must be designated to take lead responsibility for safeguarding children in every setting” Within Hawkhurst Pre-School Sarah Waugh and Jo Lawes are appointed to fulfil this role in this setting. The Designated Person has overall responsibility for the day to day oversight of safeguarding and child protection systems in the setting. These responsibilities include;  Liaising with other professionals in all agencies, including social services, police and health colleagues;  Keeping appraised of any updates in policy and practice as agreed by Kent Safeguarding Children Board (via the Education Safeguarding Team);  Being a source of support, advice and guidance to any other setting staff, both paid and voluntary. This is on an ongoing basis and on any specific safeguarding issue as required;  Co-ordinating child protection action within the setting, including making referrals as necessary and maintaining a confidential recording system; 72 C1 – Public Version – 4 – May 2017

 Representing or ensuring the setting is represented, by an appropriate senior member of staff, at inter-agency meetings in particular Strategy Discussions, Child Protection Conferences and core groups;  Managing and monitoring the setting’s part in child in need and child protection plans the welfare and safety of children, however, are the responsibility of all staff in the setting and ANY concern for a child’s welfare MUST be reported to the Designated Person.

Pre-School Procedures

If any member of staff is concerned about a child he or she must inform the designated person Mrs Sarah Waugh.

Information regarding the concerns must be recorded by the member of staff on the same day on a ‘pre-existing injury’ sheet (which has an outline of a body on it – staff must accurately record their concerns). The recording must be a clear, precise, factual account of the observations and must be dated. These sheets are kept in the DSP’s ‘Children Causing Concern’ file, which is kept securely in the managers locked cupboard.

Sarah Waugh will decide whether the concerns should be referred to Children Schools and Families. If it is decided to make a referral to Children School and Families this may be done without prior discussion with parents.

If a referral is made to Children Schools and Families, the DSP will ensure that a written confirmation of the concerns is sent to the ‘Call Centre’ within 48 hours when requested.

Particular attention will be paid to the attendance and development of any child who the Pre-School believes to be ‘at risk’ or who has been placed on the Safeguarding Children Register.

Records relating to Safeguarding children will be kept in a secure locked place, separate from the child’s general file.

If a pupil who is known to be on the Safeguarding Children Register changes Pre- School, the DSP will inform the social worker responsible for the case and transfer the appropriate records to the receiving School/Nursery, in a secure manner, to a named person, and separate from the child’s general file.

Prevent Abuse by means of good practice.

Adults will never be left alone for long periods of time, with individual children or with small groups.

Adults that have no DBS certificate or relevant childcare qualifications will never be left alone with a child. Children will have regular circle time and discussions on appropriate behaviour. All staff are aware of where to access the response phone number. It is available within the black contact number box on the desk under ‘S’ for safeguarding.

Employee training

A clear vetting and barring training is in place for all new employee and clear policies are in employee handbook. All adults in the Pre-School receive regular training to raise their awareness of abuse, and to improve their knowledge of Safeguarding procedures that have been agreed locally. The maximum period of time before refresher training must take place is three years. All employees have annual appraisals and super visionary / performance meetings which are informed by peer on peer observations.

When to be concerned

Staff should be concerned about a pupil if he or she;

 has any injury which is not typical of the bumps and scrapes normally associated with children’s injuries  regularly has unexplained injuries  frequently has injuries (even when apparently reasonable explanations are given)  gives confused or conflicting explanations on how injuries were sustained  exhibits significant changes in behaviour, performance or attitude  indulges in sexual behaviour which is unusually explicit and/or inappropriate to his or her age  discloses an experience in which he or she may have been harmed  gives other cause to believe that he or she may be suffering significant harm

Dealing with a disclosure

If a pupil discloses that he or she has been abused in some way, the member of employee should;

 listen to what is being said without displaying shock or disbelief  accept what is being said  allow the child to talk freely  reassure the child but not make promises which it might not be possible to keep 74 C1 – Public Version – 4 – May 2017

 not promise confidentiality – it might be necessary to refer to Children Schools and Families  reassure him or her that what has happened is not his or her fault  stress that it was the right thing to tell  listen, rather than ask direct questions  if necessary, ask open questions, not leading questions  not criticise the alleged perpetrator  Explain what has to be done next and who has to be told.  Record keeping and monitoring

When a pupil has made a disclosure, the employee should;

 make brief notes during and as soon as possible after the conversation  not destroy the original notes in case they are needed by a court  record the date, time, place and any noticeable non-verbal behaviour and the words used by the child  complete the diagram with an outline of a body shape, to indicate the position of any bruising or other injury  Record statements and observations rather than interpretations or assumptions on the incident report form.  the DSP is required to undertake an annual Safeguarding Checklist

Dealing with a disclosure from a child, and a Safeguarding case in general, is likely to be a stressful experience. The member of staff should, therefore, consider seeking support for him/herself and discuss this with the DSP.

Allegations towards employees

If an allegation is made against a member of the Pre-School employee (or a volunteer helper), it will always be investigated by the manager, or, in the case of the allegation being against the manager the committee will be involved immediately. If it is felt, after these initial investigations, that a further enquiry is needed, then the member of employee will be suspended. Suspension is a neutral act, and in no way implies that the person is guilty of any wrongdoing. However, it is acknowledged that this would be distressing for the person concerned, and the Pre-School will do all it can to balance the interests of any individual with that of the need to keep children safe. The Pre-School will seek advice from Children Schools and Families on these matters, and comply with national and locally agreed guidance.

Physical restraint

There may be times when adults, in the course of their duties, have to intervene physically in order to restrain children and prevent them from coming to harm. Such intervention will always be the minimum necessary to resolve the situation. We follow the guidance given in the DfES circular 75 C1 – Public Version – 4 – May 2017

10/98 on The Use of Force to Control or Restrain Pupils. The manager will require the adult(s) involved in any such incident to report the matter to him or her immediately.

Confidentiality

DfEE 10/95 acknowledges that Safeguarding Children raises issues of confidentiality that must be clearly understood by all employees in schools. The Circular advises that all employees in the Pre-School have:

“ A responsibility to share relevant information about the protection of children with other professionals, particularly the investigative agencies (Children Schools and Families and the Police). If a child confides in a member of employee and requests that the information is kept secret, it is important that the member of employee tells the child sensitively that he or she has a responsibility to refer cases of alleged abuse to the appropriate agencies for the child’s sake. Within that context, the child should, however, be assured that the matter will be disclosed only to people who need to know about it. Employees who receive information about children and their families in the course of their work should share that information only within appropriate professional contexts. Child Protection records should be kept securely locked”.

Employment and recruitment

We will do all we can to ensure that all those working with children in our Pre-School are suitable people. This involves scrutinising applicants, verifying their identity and obtaining references, as well as the mandatory Enhanced DBS checks. We follow the DfES guidance set out in Safeguarding Children: Preventing Unsuitable People from Working with Children and Young Persons in the Education Service, DfES 2002/0278.

Family Support

The Pre- School will take every step in its power to build up trusting and supportive relationships between families, employees and volunteers in the group.

Where abuse at home is suspected, the Pre-School will continue to welcome the child and family while investigations proceed.

Preventing Radicalisation under the Counter Terrorism and Security Act

Hawkhurst Preschool has a duty under the Counter Terrorism and Security Act to have ‘due regard to the need to prevent people being drawn in to terrorism.’ (PD p4). Exposure to radicalisation and extremist views can have 76 C1 – Public Version – 4 – May 2017

a detrimental effect on children’s social development in particular. There is also the risk that the children could support or partake in extremist views and violence. Staffs are aware of the processes involved in reporting concerns about people being drawn in to terrorism. All staff have undertaken online training July 2016.

Promoting British Values

We have a responsibility to promote British Values under the Prevent Duty. The need for British Values is to promote an equal and diverse community where everyone feels safe. These values are defined as;  Democracy,  The rule of law,  Individual liberty and mutual respect,  Tolerance of those with different faiths and beliefs, we will promote and demonstrate these values within every day practice including;  Listening to children,  Reporting any concerns,  Encouraging and supporting children’s Personal, social and emotional development – promoting social skills, recognising and managing feelings, encouraging positive relationships, build children’s self-confidence and self- awareness.  Setting rules and boundaries appropriate to the setting,  Actively promoting Equal Opportunities for all,

Female Genital Mutilation (FGM) and Child Sexual Exploitation (CSE)

Hawkhurst Preschool has a responsibility to ensure all children are protected from harm. Staffs recognise the potential indicators that a child may be at risk of FGM and CSE. Staffs are aware of the procedures involved in reporting a concern of this nature. The legal framework for this work is:

 The Early Years Foundation Stage (2014)  DFE guidance Keeping Children Safe in Education (2014)  Working together to safeguard Children (2015)  Framework for the Assessment of Children in Need and their Families  The Rehabilitation of Offenders Act 1974  The Children Act 1989  Human Rights Act 1999  Data Protection Act 1998  The Protection of Children Act 1999  The Children’s Act 2004 (Every Child Matters)  The Children (NI) Order  The Children (Scotland) Order  Working Together to Safeguard Children (revised 2006)  What to do if You are Worried a Child is Being Abused (revised 2006)  The common Assessment Framework (CAF-2005) 77 C1 – Public Version – 4 – May 2017

 Counter Terrorism and Security Act 2015  The Prevent Duty: Departmental advice for schools and childcare providers 2015  FGM Act 2003 and the Home Office Mandatory Reporting of Female Genital Mutilation Procedural Information Guidance 2015  The Sexual Offences Act 2003 Secondary Legislation  Sex Offenders Act 2003  Criminal Justice and Court Services Act (2000)  Race Relations (Amendment Act 2000)  Race Relations (Amendment Act 1976) Regulations

Liaise with other bodies

Safeguarding Team Kent

 name to be added 03000 412 284 / 07920 108 828  Linda Funnell 0300 411 995 [email protected]

The Pre-School and Children’s Schools and Families will work together.

Kent Safeguarding useful numbers:

Montague House Tunbridge Wells 01892 515045

Social Services Offices County Duty Service 03000 41 11 11

National Society for the Prevention of Cruelty to Children Kent 0808 800 500

National Domestic Violence Helpline 0808 2000247

Childline 0800 1111

Settling In Policy

This policy represents the agreed principles for Settling In throughout the Pre-school. All employees, representing Hawkhurst Pre-School has agreed this policy.

Hawkhurst Pre-School offers two sessions. The morning sessions are for children from two years six months and the afternoon sessions are for children who have been attending the Pre-School for six months. The morning session is an ideal way to introduce your child into the Pre-School routine. We want children to feel safe and happy in the absence of their parents, to recognise other adults as a source of authority, help and friendship and to be able to share with their parents afterwards the new learning experiences enjoyed in the Pre- School.

In order to accomplish this:

We aim to ensure your child's introduction to our setting is as stress free as possible. Once a place has been offered, we aim to achieve this by inviting you and your child to visit the Pre-School prior to your child's official start date. When the child is due to start we will encourage them to come to our toddler group a term before, this helps to familiarise your child with the Pre- School, the employee and the other children, and provides the opportunity to give your journey a trial run.

A child who is tense or unhappy will not be able to play or learn properly, so it is important for parents/carers and employee to work together to help the child feel confident and secure in the group. This takes longer for some children and parents/carers should not feel worried if their child takes a while to settle. You must be prepared to accept that it may take some time for your child to adjust to the Pre-School but very few children fail to settle eventually. We find that staying with your child and then leaving him/her for a short period eases the separation process. Please remember, the more your child comes and experiences the activities on offer and sees you interacting with the employee, the more settled s/he will feel.

Sickness and Medical Requirements Policy

This policy represents the agreed principles for Sickness and Medical Requirements throughout the Pre-School. All employees, representing Hawkhurst Pre-School has agreed this policy.

The Manager are not allowed to admit onto the premises any child who appears to be suffering from an infectious or contagious illness or disease. Any child who has a sore throat, discharge from the eyes or nose, sickness, diarrhoea or any contagious/infectious illness should be kept at home until a doctor has certified, in writing, that he/she is fully recovered or 48 hours have elapsed since the last outbreak. Please do not bring children who are unwell into the Pre-School as they will be sent home upon arrival.

Parents/carers are required to inform the Pre-School where they can be reached in the event of an accident or sudden illness. However, since it may sometimes be impossible to find a parent/carer in emergency, parents/carers are required to provide the Manager with signed permission for her to act in their absence.

If a child were suddenly taken ill, an employee would be allocated to taking care of the child. Another employee member would contact the parent/ carer to come and collect immediately. A quite corner with a blanket and pillow would be prepared in the room and an employee would stay with the child until the parent/ carer came to collect.

If a child becomes seriously ill or injured during his/her attendance at the Pre-School, the school reserves the right to call for emergency assistance and, if necessary, remove him/her to hospital and give permission for emergency treatment to be administered. If we have to take your child to hospital as a result of an illness or accident, we will do our utmost to inform you immediately (using the details on your Application Form). It is therefore vital that this information is kept up to date and that you inform us of your timetable/whereabouts. Please inform the Manager of any changes to these details as soon as possible.

Please inform us as soon as possible if you child will be absent for a period of time due to illness.

All accidents are reported in an Accident Report Book which is kept in the Pre-School. Parents/carers will be asked to sign these in the event of their child having an accident at the end of the day the accident occurred.

Sickness And Absence Policy

This policy represents the agreed principles for Sickness and Medical Requirements throughout the Pre-School. All employees, representing Hawkhurst Pre-School has agreed this policy.

The Manager are not allowed to admit onto the premises any child who appears to be suffering from an infectious or contagious illness or disease. Any child who has a sore throat, discharge from the eyes or nose, sickness, diarrhoea or any contagious/infectious illness should be kept at home until a doctor has certified, in writing, that s/he is fully recovered or 48 hours have elapsed since the last outbreak. Please do not bring children who are unwell into the Pre-School as they will be sent home upon arrival.

Parents/carers are required to inform the Pre-School where they can be reached in the event of an accident or sudden illness. However, since it may sometimes be impossible to find a parent/carer in emergency, parents/carers are required to provide the Manager with signed permission for her to act in their absence.

If a child were suddenly taken ill, an employee would be allocated to taking care of the child. Another employee member would contact the parent/ carer to come and collect immediately. A quite corner with a blanket and pillow would be prepared in the Pre-School and an employee would stay with the child until the parent/ carer came to collect.

If a child becomes seriously ill or injured during his/her attendance at the Pre-School, the school reserves the right to call for emergency assistance and, if necessary, remove him/her to hospital and give permission for emergency treatment to be administered. If we have to take your child to hospital as a result of an illness or accident, we will do our utmost to inform you immediately (using the details on your Application Form). It is therefore vital that this information is kept up to date and that you inform us of your timetable/whereabouts. Please inform the Manager of any changes to these details as soon as possible.

Please inform us as soon as possible if you child will be absent for a period of time due to illness.

All accidents are reported in an Accident File which is kept in the Pre- School. Parents/carers will be asked to sign these in the event of their child having an accident at the end of the day the accident occurred. In some cases parents are contacted immediately after the accident for example a bump to the head. 81 C1 – Public Version – 4 – May 2017

Special Educational Needs

This policy represents the agreed principles for Special Educational Needs throughout the Pre-School. All employees, representing Hawkhurst Pre- School has agreed this policy.

Definition of Special Educational Needs (SEN)

“Children have a Special Educational Need if they have a learning difficulty which calls for Special Educational provision to be made for them”.

Introduction

This policy is in line with the revised Code of Practice. The Special Needs Coordinators (SENCO) Sarah Waugh and Jo Lawes

The building is accessible for wheelchair users.

At the Pre-School we strive to provide a broad and balanced curriculum for all children. The Early Years Foundation Stage is our starting point for planning that meets the specific needs of individuals and groups of children. When planning, employee set suitable learning challenges and respond to children’s diverse learning needs. Some children have barriers to learning that mean they have special needs and require particular action by the Pre- School.

These requirements are likely to arise as a consequence of a child having Special Educational Needs. Employee take account of these requirements and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities. Such children may need ‘additional’ or ‘different’ help from that given to other children of the same age.

Children may have Special Educational Needs either throughout or at any time during their Pre-School development. This policy ensures that curriculum planning and assessment for children with Special Educational Needs takes account of the type and extent of the difficulty experienced by the child.

Aims and objectives

The aims of this policy are:

 to create an environment that meets the Special Educational Needs of each child  to ensure that the Special Educational Needs of children are identified, assessed and provided for  to make clear the expectations of all partners in the process  to identify the roles and responsibilities of employee in providing for children’s Special Educational Needs  to enable all children to have full access to all elements of the Pre- School curriculum  to ensure that parents are able to play their part in supporting their child’s education  To ensure that our children have a voice in this process

Educational Inclusion

At Hawkhurst Pre- School we aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations of all our children. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our Pre-School community. Through appropriate curricular provision, we respect the fact that children:

 have different educational and behavioural needs and aspirations require different strategies for learning  acquire, assimilate and communicate information at different rates  Need a range of different teaching approaches and experiences

Employees respond to children’s needs by:

 providing support for children who need help with communication, language and literacy planning to develop children’s understanding through the use of all available senses and experiences  planning for children’s full participation in learning, and in physical and practical activities  helping children to manage their behaviour and to take part in learning effectively and safely  Helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning

Special Educational Needs

Children with Special Educational Needs have learning difficulties that call for special provision to be made. All children may have special needs at some time in their lives. Children have a learning difficulty if:

 they have significantly greater difficulty in learning than the majority of children of the same age  they have a disability which prevents or hinders them from making use of the educational facilities that are provided for children of the same age All our children are assessed when they join our Pre-School, so that we can build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children.

If our assessments show that a child may have a learning difficulty, we use a range of strategies that make full use of all available resources. In liaison with the Special Educational Needs Co-ordinator (SENCo), the child’s Key person will offer interventions that are ‘different from’ or ‘additional to’ those provided as part of the Pre-School usual working practices. The Key person will keep parents informed and draw upon them for additional information. If the SENCo, Key person and parents feel that the child would benefit from further support, the SENCo will then take the lead in further assessments of the child’s needs.

We will record the strategies used to support the child within an Individual Education Plan (IEP). The IEP will show the short-term targets set for the child and the teaching strategies to be used. It will also indicate the planned outcomes and the date for the plan to be reviewed. In most cases, this review will take place once a term. Parents will be involved in the writing and review of each IEP.

If the IEP review identifies that support is needed from outside services, we will consult parents prior to any support being actioned. In most cases, children will be seen in the Pre-School by external support services. This may lead to ‘additional’ or ‘different’ strategies and external support outside of the Pre-School. External support services will provide information for the child’s new IEP. The new strategies within the IEP will, wherever possible, be implemented in the child’s Pre-School setting.

If the child continues to demonstrate significant cause for concern, a request for statutory assessment (i.e. a ‘statement’) will be made to the LEA. The SENCo will start the procedures. A range of written evidence about the child will support the request.

Some children at Hawkhurst Pre-School may have significant behaviour problems. Employees use a range of strategies for dealing with difficult behaviour, but some children may require further support. In these cases the SENCo, Key person and parents will create a Pastoral Support Plan (PSP), clearly outlining key targets for the child to work towards achieving, as well as the strategies and support being offered to the child. At this point advice would also be sought from external support services (e.g. Behaviour Support Team (BST). PSPs are reviewed each half-term, with a new PSP being written each term. 84 C1 – Public Version – 4 – May 2017

At Hawkhurst Pre-School the SENCO and Assistant SENCo: Sarah Waugh and Jo Lawes

 manage the day-to-day operation of the policy  co-ordinate the provision for and manages the responses to children’s special needs support and advise colleagues  oversee the records of all children with Special Educational Needs; act as the link with parents  act as link with external agencies and other support agencies  monitor and evaluate the Special Educational Needs provision  manage a range of resources, human and material, to enable appropriate provision for children with Special Educational Needs  Contribute to the professional development of all employees

Allocation of resources The SENCO is responsible for the operational management of the specified and agreed resourcing for special needs provision within the Pre-School, including the provision for children with statements of Special Educational Needs.

Assessment

Early identification is vital. Pre-School employees inform the parents at the earliest opportunity to alert them to concerns and enlist their active help and participation.

The employee and the SENCO assess and monitor the children’s progress in line with existing Pre-School practices. This is an ongoing process.

The SENCO works closely with parents and Key person to plan an appropriate programme of support.

The assessment of children reflects as far as possible their participation in the whole curriculum of the Pre-School. The Key person and the SENCO can break down the assessment into smaller steps in order to aid progress and provide detailed and accurate indicators.

The LEA seeks a range of advice before making a formal statement. The needs of the child are considered to be paramount in this.

Access to the curriculum

All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable children to: understand the relevance and purpose

of learning activities; experience levels of understanding and rates of progress that bring feelings of success and achievement.

Employee use a range of strategies to meet children’s Special Educational Needs. Learning and activities have clear learning objectives, we differentiate work appropriately, and we use assessment to inform the next stage of learning.

Individual Education Plans (IEPs), which employ a small-steps approach, feature significantly in the provision that we make in the Pre-School. By breaking down the existing levels of attainment into finely graded steps and targets, we ensure that children experience success. We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. Wherever possible we do not withdraw children from the Pre-School situation. There are times, though, when to maximise learning, we ask the children to work in small groups, or in a one-to-one situation outside the main learning environment.

Partnership with parents

At Hawkhurst Pre- School we work closely with parents in the support of those children with Special Educational Needs. We encourage an active partnership through an ongoing dialogue with parents. Parents have much to contribute to our support for children with Special Educational Needs.

We have meetings each term with parents to review the progress of their children against the targets set in the IEP and to set new targets for the next term. We inform the parents of any outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with Special Educational Needs.

Pupil participation

In our Pre-School we encourage children to take responsibility and to make decisions. This is part of the culture of the school and relates to children of all ages and all abilities. The work in the school recognises the importance of children developing social as well as educational skills.

Monitoring and Evaluation

The SENCo monitors the movement of children within the Special Educational Needs system in the Pre-School. The SENCO provides employee with regular summaries of the impact of the policy on the practice of the Pre-School.

The SENCo draws up Individual Education Plans for children. The SENCo and the manager hold regular meetings to review the work of the Pre-School in this area.

The SENCo monitors the progress of children with Special Educational Needs each term and discusses findings with all employees and parents. If you would like to discuss your child’s special needs and support please talk to Sarah Waugh or Jo Lawes.

Providing Cover In Case Of Employee Shortage Or Sickness

Statement of Intent

The committee, as the registered person, must ensure that suitable contingency arrangements are in place to cover emergencies and unexpected employee absences, and sufficient suitable employee and volunteers to cover employee breaks, holidays, sickness and time spent with parents. This is in accordance with National Standards for day care.

To ensure that Hawkhurst Pre-School has suitable contingency arrangements in place in order to keep the setting in operation.

Method

To meet this aim we have the following procedures in place:

o If employee is going to be absent they have been informed that they must contact their Manager or Room Leader preferably in person and not leaving a message. In the event that they cannot contact any of the above in person they must leave a message at the Pre-School on: 01580 754226. Contact must be made as soon as possible before the start of their working hours, preferably no later than 7:30am on the day of absence. o The Manager will contact and ask an alternative employee to cover the absentee's hours. o If it is not possible to call in an alternative employee, then the Manager will contact Committee Members, who will cover the hours as a volunteer. This is in line with the National Standards, which states that regular volunteers can be taken into account in the normal employing ratios. o All Committee Members have been subject to vetting procedures by Ofsted which includes a criminal records check. o There will always be a minimum of two employee members on duty at any one time (one acting as Manager trained to NVQ Level 3 DPP NNEB or above, and one other employee member). o Hawkhurst Pre-School operates using the following ratios of employee/adult to child: - children aged two years of age, 1 adult: 4 children - children aged three to seven years of age, 1 adult: 8 children

In the rare event that it is still not possible to provide the necessary employee/adult to child ratios to keep the setting in operation, then the parents will be informed by Committee Members or the Manager of the situation.

Student Placement policy

This policy represents the agreed principles for Student placement throughout the Pre-School. All employees, representing Hawkhurst Pre- School has agreed this policy.

We recognise that the quality and variety of work, which goes on in a Pre- school, makes it an ideal place for student on placement from school and college child care courses as well as those on the diploma in Pre-School school practice.

Students are welcomed into the Pre-School on the following conditions:

The needs of the children are paramount.

Students will not be admitted in numbers which hinder the essential work of the Pre- School.

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

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

Any more information gained by the students about the children, families or other adults in the Pre- School must remain confidential. Records of information will be held at the Pre-School.

Students will never be left unattended with children and will not be included in ratios.

Unless registered as a fit person, a student will not have unrestricted access to children. If for any reason the employee, children or parents are unhappy with a student then it will be necessary for he or she to leave immediately.

Employee/volunteers/students under the age of 17 cannot count towards the ratio and should be supervised at all times.

Trainee employee employed by the setting may be included in the ratios if they are deemed competent.

Mobile phones may only be used during lunch times, designated breaks or in an emergency and stored in the office/employee room at all times (see mobile phone policy).

Uncollected Children

Policy Statement

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

o Parents of children starting at the setting are asked to provide the following specific information which is recorded on our Registration Form: o Home address and telephone number - if the parents do not have a telephone, an alternative number must be given, perhaps a neighbour or close relative. o Place of work, address and telephone number (if applicable). o Mobile telephone number (if applicable). o Names, addresses, telephone numbers and signatures of adults who are authorised by the parents to collect their child from the setting, for example a child-minder or grandparent. o Who has parental responsibility for the child. o Information about any person who does not have legal access to the child. o On occasions when parents are aware that they will not be at home or in their usual place of work, they inform us in writing of how they can be contacted. o On occasions when parents or the persons normally authorised to collect the child are not able to collect the child, they provide us with written details of the name, address and telephone number of the person who will be collecting their child. We agree with parents how to verify the identity of the person who is to collect their child. o 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 measures. We provide parents with our contact telephone number. If

they are unable to make contact with the Pre-School a message can be left with the Primary school. o We inform parents that we apply our child protection procedures as set out in our child protection policy in the event that their children are not collected from setting by an authorised adult within one hour after the setting has closed and the employee can no longer supervise the child on our premises. o If a child is not collected at the end of the Hawkhurst Pre-School session/day, we follow the following procedures: o The child’s file is checked for any information about changes to the normal collection routines. o If no information is available, parents/carers are contacted at home or at work. o If this is unsuccessful, the adults who are authorised by the parents to collect their child from the setting - and whose telephone numbers are recorded on the Registration Form - are contacted. o All reasonable attempts are made to contact the parents or nominated carers. o The child does not leave the premises with anyone other than those named on the Registration Form or in their file. o If no-one collects the child after one hour and there is no-one who can be contacted to collect the child, we apply the procedures for uncollected children.

We contact our local police department on: 101

We will contact our local authority social services care team:

Sessions House Maidstone 03000415788

Robyn Windibank – Area Safeguarding Adviser: 03000412284 [email protected]

o The child stays at setting in the care of two fully-vetted workers until the child is safely collected either by the parents or by a social care worker. o Social Care will aim to find the parent or relative if they are unable to do so, the child will become looked after by the local authority. o Under no circumstances do employees go to look for the parent, nor do they take the child home with them. o A full written report of the incident is recorded in the child’s file. o Depending on circumstances, we reserve the right to charge parents for the additional hours worked by our employee.

Ofsted may be informed:

0300 123 1231 93 C1 – Public Version – 4 – May 2017

Our local Pre-school Learning Alliance office/Pre-school Development Worker may also be informed.

0207 267 2599

Other useful Pre-school Learning Alliance publications:

Child Protection Record (2007)

Revision Table

Date Comments Safeguarding Children Policy reviewed & updated March 2017 Adoption of No Smoking Policy March 2017 Mobile Phone and Usage policy – Change name See February 2016 page 45 Confidentiality Policy new bullet point under heading Access to Personal Records (last bullet). February 2016 Addition of a ‘Confidential Marking System’ at end of policy. All entries of the word staff change to employee. Formatting of Heading February 2016 Safeguarding policy reviewed contact information updated, wording of associated documents changed to suite those used in practice. Student policy amended – para. 9 amended to inc. ‘will 24th April 2013 not be included in rations’. Para. 12 replaced.

Mobile Phone usage policy creates in preparation for 24th February 2013 committee meeting.