Positive Behaviour Promotion Policy
EYFS: 3.2, 3.52, 3.53
At William Rose Nursery, we believe children thrive when they understand expected behavior for themselves and others. By interacting with caring adults who act as positive role models, show respect, and value their individual personalities, children gain respect and learn to value themselves, others, and their surroundings. Our Preschool actively promotes British values, encourages and praises positive, caring, and polite behavior at all times, and provides an environment where children develop self-respect and respect for others.
Children require clear behavioural boundaries to ensure their safety and the safety of their peers. At our Preschool, we establish boundaries that help children understand the impact of their behavior on their environment and others. We minimize restrictions on children's natural desire to explore and develop their own ideas and concepts.
Our objectives are to:
- Recognize each child's individuality and understand that certain behaviors are normal for young children, such as biting.
- Foster self-discipline, consideration for others, and respect for our surroundings and property.
- Encourage children to participate in a variety of group activities to enhance their social skills.
- Ensure all staff members serve as positive role models for children.
- Encourage parents and visitors to be positive role models and address any unacceptable behavior.
- Collaborate openly with parents to support our goals.
- Acknowledge and praise children's positive actions and attitudes to demonstrate our value and respect for them.
- Encourage all staff members working with children to assume responsibility for implementing this policy consistently.
- Promote non-violence and teach children peaceful conflict resolution.
- Establish a key person system to build strong, positive relationships with children and their families.
- Provide activities and stories that teach children about appropriate behavior, allowing them to contribute to decisions when suitable.
- Support and develop self-regulation and empathy based on each child's stage of development.
- Assign a designated person with overall responsibility for behavior management (Nicole Blyth at William Rose Nursery).
- Advise and support staff members on behavior-related issues.
- Keep up-to-date with relevant legislation and research on behavior, along with each room leader.
- Support changes to nursery policies and procedures.
- Seek external expertise when necessary and serve as a central information source for all involved.
- Attend regular external and in-house training events on behavior management, maintaining records of staff attendance.
Our Preschool rules prioritize safety, care, and respect for others. We keep these rules to a minimum and ensure they are appropriate for each age and stage of development. We actively involve children in rule-setting to encourage cooperation, participation, and their understanding of behavioral expectations as unique individuals.
When children exhibit inappropriate behavior, such as physical abuse or verbal bullying, we guide them to discuss their actions and offer apologies when appropriate. We provide comfort to the upset child and confirm that the other child's behavior is unacceptable. We always acknowledge a child's anger or upset while emphasizing that it is the behavior itself that is unacceptable, not the child.
Regarding unacceptable behavior:
- We never employ or threaten physical punishment, such as smacking or shaking.
- Physical intervention is used solely to prevent immediate danger or personal injury, or to manage a child's behaviour in extreme cases. We keep a record of such interventions and promptly inform parents.
- We understand that some children may require individual techniques for restraint, which will only be carried out by appropriately trained staff. Restraints follow recommended guidance, require parental consent, and are documented on an incident form.
- We avoid singling out or humiliating children. Instead, we redirect them to alternative activities when they engage in unacceptable behavior. We discuss with children why their behavior was unacceptable, considering their level of understanding and maturity.
- Staff members refrain from raising their voices except in situationswhere children's safety is at risk.
- We consistently emphasize that it is the behavior, not the child, that is unwelcome.
- Our approach to handling specific behaviors depends on the child's age, level of development, and circumstances. We may encourage the child to reflect on their actions, promoting empathy and apologizing when appropriate.
- We encourage staff to reflect on their responses to challenging behaviors to ensure appropriateness.
- We inform parents promptly if their child's behavior is unkind or if their child has been upset. We address inappropriate behavior within the nursery and may request a meeting with parents to ensure consistency between home and preschool. In some cases, we seek additional advice and support from professionals, such as educational psychologists.
- We help children develop non-aggressive strategies to express their feelings.
- We maintain confidential records of any inappropriate behavior and ask parents to read and sign related incidents.
- We support all children in developing positive behavior, striving to meet their individual needs.
Through partnership with parents and formal observations, we identify any behavioral concerns and their underlying causes. Based on these observations and discussions, we implement individual behavior modification plans for children engaging in aggressive actions toward others. The manager conducts risk assessments, identifying triggers and warning signs to prioritize the safety of other children and staff. In certain instances, we may temporarily remove a child from an area until they have calmed down.
Anti-Bullying Policy
Bullying can manifest in physical, verbal, or emotional forms and involves repeated behavior that makes others uncomfortable or threatened. We acknowledge that all forms of bullying are unacceptable and will be promptly addressed. However, we recognize that physical aggression is a part of children's early development.
We understand that children need personal space and time, and it is not always appropriate to expect them to share. We emphasize the importance of acknowledging each child's feelings and helping them understand how others might feel.
Our goals are to:
- Help children recognize that bullying, fighting, hurting others, and making discriminatory comments are unacceptable.
- Encourage children to differentiate between right and wrong actions.
- Ensure all staff members create a safe, happy, and secure environment for children.
- Recognize that active physical aggression is a normal part of early childhood development and guide children in channeling it positively.
- Teach children that using aggression to obtain things is inappropriate and encourage them to resolve conflicts in alternative ways.
- Intervene whenever we suspect a child is being bullied, regardless of the severity.
- Initiate games and activities with children when play becomes aggressive, indoors or outdoors.
- Discuss instances of bullying sensitively with parents involved to find a consistent resolution.
- Make this policy readily available to staff and parents, actively publicizing it at least once a year.
- Provide a staff member who can address any concerns parents may have about their child's experience.
- Maintain strict confidentiality regarding all concerns.
By promoting positive behavior, cooperation, and a caring attitude, we aim to foster the development of responsible members of society.
Health and Safety Policy
At William Rose Nursery, we prioritize providing and maintaining safe and healthy working conditions, equipment, and systems of work for our employees. We also ensure a safe learning environment for children. To establish a strong health and safety culture, we offer information, training, and supervision to all stakeholders. We accept responsibility for the health and safety of anyone affected by our activities. Our procedures align with relevant legislation and guidance, including the Early Years Foundation Stage (EYFS) requirements, Health & Safety at Work Act 1974, and other applicable regulations.
Our policy aims to:
- Establish and maintain a safe and healthy environment throughout the nursery, including outdoor spaces.
- Promote safe working practices among staff and children.
- Minimize risks and ensure safety in handling hazardous articles and substances.
- Provide sufficient information, instruction, and supervision to enable everyone in the nursery to avoid hazards and contribute to their own health and safety.
- Maintain safe entry and exit routes and regularly check the premises for structural defects, worn fixtures, and electrical equipment.
- Implement effective procedures for fire and emergency situations, conducting regular drills.
- Ensure a safe working environment for pregnant workers, individuals who have recently given birth, and those with special educational needs and disabilities.
- Create a safe learning environment for students and trainees.
- Encourage staff, visitors, and parents to report unsafe practices or areas for immediate response.
- Maintain maximum protection for children, staff, and parents.
- Ensure clear identification and accessibility of entrances, exits, and fire exits.
- Regularly check and maintain fire detection and control equipment.
- Educate staff, visitors, and children on accident procedures.
- Take necessary action to control the spread of infectious diseases and provide hygienic changing facilities.
- Prohibit smoking on the premises and regulate contractor activities.
- Encourage children to manage risks safely and establish risk assessments for electrical sockets, cleaning materials, and food storage.
- Adhere to food safety regulations and accommodate children with allergies.
- Ensure first aid boxes are readily available and appropriately stocked.
- Maintain constant supervision of children and never leave students or volunteers unsupervised.
- Display staff's pediatric first aid certificates in a visible location.
By implementing these measures, we aim to provide a secure and healthy environment for everyone involved in our preschool.
Responsibilities:
The designated Health and Safety Officer of the Pre-School is Claudia Bernard.
Special Educational Needs and Disabilities (SEND)
Statement of intent:
At William Rose Nursery, we are committed to the inclusion of all children and providing them with positive experiences to develop their full potential. We create a welcoming environment that supports children according to their individual needs, ensuring no discrimination or disadvantage.
Our aims are to:
- Recognize and address each child's unique needs in accordance with the Special Educational Needs Code of Practice.
- Include all children and their families in our provision.
- Provide knowledgeable and trained practitioners to support parents and children with special educational difficulties or disabilities.
- Maintain a core team experienced in caring for children with additional needs and appoint a Special Educational Needs and Disabilities Co-coordinator (SENCO) who is well-versed in assessing and supporting children with additional needs.
- Identify specific needs and employ strategies to meet them.
- Support children who learn at an accelerated pace.
- Share assessments and involve parents in seeking necessary help.
- Collaborate with parents and agencies to meet individual children's needs, including education, health, and care authorities.
- Monitor and review practices, make adjustments if needed, and seek specialist support and equipment when required.
- Ensure equal participation of all children, promoting respect and challenging inappropriate attitudes.
- Celebrate diversity in play and learning experiences.
Our nursery's Special Educational Needs and Disabilities Co-coordinator (Primary SENCo) is Nicole Blyth, and the Deputy SENCo is Claudia Bernard. They work closely with staff, parents, and professionals, implementing plans and sharing records.
Methods:
- Designate a named member of staff as the Special Educational Needs and Disabilities Co-coordinator (SENCO) and share this information with parents.
- Conduct formal Progress Checks and Assessments in line with the SEND Code of Practice.
- Share a statement outlining how we support children with special educational needs and disabilities with staff, parents, and professionals.
- Make every staff member responsible for the provision of children with special educational needs and disabilities.
- Ensure inclusive admissions practices that offer equal access and opportunities.
- Create a physically accessible environment for children and adults with disabilities.
- Foster a positive partnership with parents, keeping them informed and involved in all stages of assessment, planning, provision, and review.
- Provide information on independent advice and support sources for parents.
- Collaborate with other professionals involved in children's special educational needs and disabilities, ensuring continuity of care.
- Use a graduated response system to identify, assess, and respond to children's needs.
- Provide a broad and balanced early learning environment, catering to individual needs and abilities.
- Develop and review Individual Educational Plans (IEPs), involving parents in discussions.
- Regularly review IEPs and hold review meetings with parents.
- Involve children and parents in decision-making, considering their abilities.
- Maintain records of assessments, planning, provision, and review for children with special educational needs and disabilities.
- Allocate resources (human and financial) to support our SEND policy.
- Ensure privacy during intimate care for children with special educational needs and disabilities.
- Utilize the local authority's Assessment Framework.
- Provide in-service training for practitioners and volunteers.
- Collect information from various sources to evaluate the effectiveness of our SEND provision.
- Offer a complaints procedure accessible to all parents.
- Conduct an annual review of our policy.
Effective assessment of the need for early help:
Local agencies collaborate to assess individual children's needs for early help services. If coordinated support from multiple agencies is required, an inter-agency assessment is conducted to determine the necessary assistance and prevent the escalation of needs.
Special Educational Needs and Disability Code of Practice:
We follow the guidance outlined in the Special Educational Needs and Disability code of practice (DfE 2015) to identify, assess, and provide for children's special educational needs. We conduct Progress Checks and Assessments, adopt a graduated approach led by a SENCO, and work closely with parents to assess strengths and plan support. Continual assessment, planning, and review help secure and maintain progress.
Stage 1:
When a child is identified with special educational needs, we assess and record their needs, involve parents, and gather information from external professionals. We develop Individual Education Plans (IEPs) with specific targets, teaching strategies, and provision changes. The plan undergoes continual review, involving the child and their parent(s), to ensure progress is achieved and sustained.
Stage 2:
If a practitioner or SENCO, in consultation with the child's parents, determines that external support services are required following a review of the IEP, the pre-school will share relevant records with those services. This allows them to provide advice on IEP targets and appropriate strategies to support the child.
Statutory assessment:
If the support provided through an IEP is insufficient to enable the child to make satisfactory progress, the pre-school, in consultation with the parents and any involved external agencies, may request a statutory assessment by the local authority. This assessment may result in the child receiving an education, health, and care plan.
Complaints and Suggestions:
At William Rose Nursery, we value parental feedback and strive to address concerns promptly and professionally. We encourage parents to express their appreciation and suggestions for improvement. Complaints will be handled through a formal procedure if they cannot be resolved informally.
Internal complaints procedure:
Stage 1:
Parents should initially raise any concerns or queries about the care or early learning provided with the child's key person or a senior member of staff/room leader.
Stage 2:
If the issue remains unresolved or parents are dissatisfied with the outcome, they should submit a formal, written complaint to the nursery manager. The manager will investigate the complaint and provide a response within a specified timeframe (e.g., between five and 28 working days). The details of the complaint and the actions taken will be documented in a complaint's logbook.
Stage 3:
If the matter is still not resolved, a formal meeting will be arranged involving the manager, parent, and a senior staff member to comprehensively address the issue. A record of the meeting will be created, documenting any actions taken. All parties present will review the record, sign to indicate agreement, and receive a copy, marking the conclusion of the procedure.
Stage 4:
If parents are not satisfied with the resolution, they have the right to raise the matter with Ofsted. Information on how to contact Ofsted will be provided. Ofsted investigates all complaints suggesting non-compliance with the pre-school's requirements and may conduct a full inspection if necessary.
A record of complaints will be kept, including the complainant's name, nature of the complaint, date and time of receipt, actions taken, investigation results, and any information provided to the complainant. Parents can access this record while maintaining confidentiality of personal details. Ofsted inspectors may also access this record during visits.
Medication Policy:
At William Rose Nursery, we prioritize the good health of children and take measures to prevent infection spread. We have strict guidelines for dealing with medication:
- Prescription medication: Medication prescribed by a doctor, dentist, nurse, or pharmacist will be administered strictly according to the instructions on the original container. Written permission from parents is required for each medication, dosage, and administration details. The medication must be provided in its original container.
- Non-prescription medication: Non-prescription medication containing aspirin will not be administered. The pre-school reserves the right to refuse care if a child would benefit from medical attention instead of non-prescription medication. Parents may provide written consent for specific non-prescription medications under certain circumstances, clearly stating the brand name, dosage, and emergency administration.
- Injections, pessaries, suppositories: Intrusive nursing procedures such as injections, pessaries, and suppositories will not be administered, except for Epipens and asthma inhalers with appropriate medical training. Reasonable adjustments will be made to accommodate staff who require medication, including arranging training by appropriate health officials.
- Staff medication: Staff members must not work with children if they are infectious or too unwell to meet their needs. Medications required by staff are stored securely, out of children's reach, and labeled with the staff member's name. Staff members inform their line manager if their condition or medication affects their ability to work.
By adhering to these policies, we ensure the safety and well-being of the children in our care.
Calpol Policy and Waiver Concerning its Administration at William Rose Nursery:
**Calpol Policy:**
William Rose Nursery operates under a ‘non-Calpol’ principle. We typically do not administer Calpol unless there's a specific prescription for the child from a GP. The Calpol bottle provided must be in its original packaging, clearly labeled with your child's name and the medicine's expiry date. If you've already administered Calpol to your child, we kindly request that they refrain from attending the nursery for the subsequent 24 hours from the time of intake. This policy is in place as Calpol can potentially mask symptoms of illness, which could then inadvertently expose other children and our staff to communicable ailments. We understand and recognize, however, that certain unforeseen circumstances might necessitate our staff to administer an initial dose of Calpol.
Considering the above policy, parents have the option to pre-authorise the administration of Calpol to their child via our Permissions Form during registration for emergencies. This pre-authorisation allows us to take immediate action should the need arise. The administered dosage will strictly adhere to the recommendations mentioned on the medicine's packaging and relevant to the child's age group. When determining the necessity for Calpol, our dedicated staff will assess if the child is feeling unwell, is in pain, or has a temperature above 37.5 °C. Should any two or more of these conditions be present, and with prior parental pre-authorisation, a dose may be given. For more acute scenarios, where the child's temperature exceeds 38 °C, Calpol will be administered based solely on this observation and parents will be called to collect their child.
By providing this pre-authorisation, parents hereby indemnify and release William Rose Nursery, its personnel, and affiliates from any claims, liabilities, or damages resulting from the administration of Calpol under the stated conditions. Your understanding, trust, and collaboration are paramount in ensuring the best care for your child during their time with us.
Storage
To ensure the safe storage of medications, the following guidelines must be followed:
1. All medication for children must have the child's name clearly written on the original container.
2. Medications should be kept in a medicine cabinet or fridge, if appropriate, and out of reach of children.
3. Emergency medications such as inhalers and EpiPens should be easily accessible to staff but out of children's reach.
4. Antibiotics requiring refrigeration must be stored in a fridge inaccessible to children.
5. Medications should be kept in their original containers, with legible labels that have not been tampered with. Medications without proper labels will not be administered.
6. Prescription medications should have the pharmacist's details and dosage instructions attached, along with the date of prescription issuance. Staff will check these details, along with expiry dates, before administering medication.
Prevent Duty and Promoting British Values Policy
William Rose Nursery is committed to safeguarding and promoting the welfare of children and young people. All staff and volunteers are expected to share this commitment. In line with the Prevent Duty under the Counter-Terrorism and Security Act 2015, the preschool will:
1. Provide appropriate training for staff to identify children at risk of radicalization.
2. Build children's resilience to radicalization by promoting fundamental British values and enabling them to challenge extremist views.
3. Conduct a formal risk assessment to assess the risk of children being drawn into terrorism.
4. Ensure that staff understand the risks and can respond appropriately.
5. Be aware of the online risk of radicalization through social media and the internet.
6. Use the Key Person approach to notice changes in children's behavior, demeanor, or personality that may indicate a need for help or protection.
7. Work in partnership with the Local Safeguarding Children Board (LSCB) and Prevent Team for guidance and support.
8. Engage with parents/carers and families to build effective partnerships and spot signs of radicalization.
9. Assist and advise families who raise concerns, directing them to the appropriate support mechanisms.
10. Ensure that staff undergo Prevent awareness training to offer advice and support to colleagues.
11. Use age-appropriate resources and equip staff with the knowledge and confidence to use them effectively.
12. Communicate this policy to practitioners, parents, and caregivers to raise awareness of the legal requirement and its implementation.
Staff Responsibilities
All practitioners should be able to identify children who may be vulnerable to radicalization. Changes in children's behavior, even in very young children, should be carefully observed during activities such as circle time, role play, and quiet times. The nursery staff should be aware that anyone from any walk of life can be drawn into radicalization, regardless of religion or ethnicity. It is important not to intrude unnecessarily into family life but to take action when behavior of concern is observed.
The policy clarifies that terminologies used by Muslim families, such as Inshallah, Alhumdillah, and Marshallah, are not indicators of radicalization. Similarly, dress codes like hijabs, nikabs, abayas, and jilbabs should not be considered indicative factors of being at risk of radicalization.
Cultivating British Values
The preschool believes that the best way to help children resist extremist views or challenge certain beliefs is to teach them critical thinking and promote independent learning. This approach aligns with the Characteristics of Effective Learning and Teaching embedded in the Early Years Foundation Stage (EYFS). Playful learning opportunities are provided to help children develop positive and diverse identities, well-being, empathy, and emotional literacy. The preschool also takes action to eradicate inequalities, bullying, discrimination, exclusion, aggression, and violence to foster pro-social behaviors, responsible citizenship, and a sense of belonging.
What to Do If You Suspect Children Are at Risk of Radicalization
In cases where there is a suspicion of children being at risk of radicalization, the normal safeguarding procedures should be followed. This includes discussing the concern with the nursery designated safeguarding lead and, if necessary, involving children's social care. In Prevent priority areas, the local authority's Prevent lead can provide support and guidance. The Department for Education has a dedicated telephone helpline and email address to raise concerns relating to extremism. However, it is important to note that the helpline is not for emergency situations, and in such cases, the appropriate emergency procedures should be followed.
Sickness & Illness Policy
To promote good health and minimize infection, children should not attend the preschool if they are unwell. The following procedures are implemented:
1. If a child becomes ill during the preschool day, their parent(s) will be contacted to pick them up as soon as possible. The child will be cared for in a quiet, calm area with their key person.
2. Guidance from Public Health England and the local health protection unit will be followed regarding exclusion times for specific illnesses to protect other children.
3. Children with infectious diseases, such as sickness and diarrhea, should not return to preschool until they have been clear for at least 48 hours.
4. Conjunctivitis requires 24 hours of exclusion after treatment.
5. Parents will be informed if there is a contagious infection identified in the preschool.
6. Thorough cleaning and sterilization of equipment and resources that may have come into contact with a contagious child will be carried out.
7. Food poisoning cases involving children or staff will be reported to Ofsted within 14 days.
8. Children on antibiotics will be excluded from preschool for the first 24-48 hours, unless part of an ongoing care plan for non-illness related conditions like asthma.
9. The preschool reserves the right to refuse admission to an unwell child, with the decision made by the manager.
10. Parents are requested to regularly check their children's hair for head lice, and if an infestation is found, inform the preschool to alert other parents.
Meningitis Procedure
If a parent informs the preschool that their child has meningitis, the nursery manager will contact the Local Area Infection Control (IC) Nurse. The IC Nurse will provide guidance and support for each individual case. If parents do not inform the preschool, the IC Nurse will contact the preschool directly, and appropriate support will be given. All guidance will be followed, and the relevant authorities, including Ofsted, will be notified if necessary.
Transporting Children to Hospital Procedure
In cases where a child needs to be transported to the hospital, the preschool manager or staff member must:
1. Call for an ambulance immediately if the sickness is severe and not attempt to transport the child in their own vehicle.
2. Contact the parent(s) while waiting for the ambulance and arrange to meet them at the hospital.
3. Adjust staff deployment to ensure adequate care for the remaining children, which may involve temporarily grouping them together.
4. Assign the most appropriate staff member to accompany the child, taking relevant information, medication, and the child's comforter.
5. Inform a member of the management team immediately.
6. Provide reassurance and support to children who may have witnessed the incident, as well as offering additional support to staff if needed.
Inclusion and Equality Policy
William Rose Nursery treats each individual as a person in their own right, with equal rights and responsibilities. The preschool is committed to providing equality of opportunity and anti-discriminatory practice for all children and families. Discrimination based on various factors such as gender, age, race, religion or belief, disability, sexual orientation, or ethnic origin is not tolerated.
The preschool's commitment to inclusion and equality is part of each employee's job description. Any concerns regarding policy adherence should be reported to the attention of the Manager or Directors. The legal framework supporting this policy includes various acts and regulations related to special educational needs, disabilities, equality, childcare, and safeguarding.
The preschool and its staff are committed to:
1. Recruiting, selecting, and promoting individuals based on occupational skills requirements without discrimination.
2. Providing childcare places for children with learning difficulties, disabilities, or disadvantaged backgrounds, while making reasonable adjustments to ensure appropriate care.
3. Promoting equal access to services and projects, ensuring access for people with additional needs, producing materials in relevant languages, and challenging discriminatory behavior.
4. Creating a secure environment where all children's contributions are valued and diverse cultures and traditions are acknowledged and celebrated.
5. Continuously improving knowledge and understanding of equality, inclusion, and diversity.
6. Reviewing, monitoring, and evaluating inclusive practices to promote diversity and difference, and ensuring non-discriminatory practices.
7. Working in partnership with families to promote understanding of equality, inclusion, and diversity.
8. Providing positive non-stereotypical information and challenging discriminatory behavior.
9. Meeting the medical, cultural, and dietary needs of children.
10. Identifying a key person for each child to observe, assess, and plan for their learning and development.
11. Promoting positive attitudes and respect for all children, regardless of background, and ensuring equal access to early learning opportunities.
12. Ensuring staff receives equality and inclusion training and actively participating in inclusive practices.
Admissions/Service Provision
William Rose Nursery aims to provide accessible services and projects to all children and families in the community. The preschool's admissions policy promotes inclusivity and ensures equal access for all groups and individuals within targeted age groups.
Recruitment
Recruitment, promotion, and selection exercises will be conducted based on merit and objective criteria to avoid discrimination. Shortlisting should involve multiple individuals when possible, and all members of the selection group should be committed to inclusive practices. Application forms should not include questions that may discriminate based on the specified grounds in the policy. Vacancies should be advertised widely, avoiding stereotypes and discouraging particular groups from applying. Interview questions should not discriminate, and candidates should receive feedback on the reasons for non-selection.
Staff
William Rose Nursery has a non-discrimination policy toward individuals. All staff are expected to cooperate with the implementation, monitoring, and improvement of the inclusion and equality policy. Discriminatory behaviors should be challenged, and staff members are encouraged to report such behaviors. Staff training includes equality and inclusion components.
Training
The preschool recognizes the importance of training in implementing an effective inclusion and equality policy. New staff receive induction training that includes reference to the policy, and efforts are made to provide inclusion, equality, and diversity training for all staff on an annual basis.
Early Learning Framework
Early learning opportunities in the preschool aim to develop positive attitudes, empathy, and critical thinking among children. Measures include valuing and recognizing children, providing equal access to learning opportunities, reflecting diverse communities in resources, avoiding stereotypes, and fostering a sense of mutual respect and empathy. Children with learning difficulties, disabilities, or disadvantaged backgrounds receive appropriate support, and their first languages are considered in their learning. Partnership with families is crucial to promote understanding and challenge discriminatory comments or behaviors. Medical, cultural, and dietary needs are taken into account, and a key person is assigned to each child for observation and planning. Various food and cultural approaches are respected and incorporated into meal times.
Information and Meetings
Information about the preschool, activities, and children's development is provided in various accessible formats (written, verbal, translated) to ensure all parents can access the information they need. Meetings are arranged to give families options to attend and contribute their ideas, promoting a sense of ownership in the preschool's operation.
Safeguarding Children/Child Protection Policy
At William Rose Nursery, we prioritize the welfare and safety of children by working collaboratively with parents, external agencies, and the community. Our aim is to provide children with the best start in life, treating them with respect and protecting them from abuse in all its forms.
To achieve this, we implement robust procedures to prevent harm, support children in our care, and safeguard them from maltreatment. Our commitment extends to protecting children from the risk of radicalization and promoting acceptance and tolerance of different beliefs and cultures (refer to our inclusion and equality policy for more details). This policy covers various aspects of child protection, including online safety, human trafficking, modern slavery, prevent duty and radicalization, domestic violence, honor-based violence, forced marriages, and looked-after children.
The legal framework supporting this policy includes the Children Act 1989 and 2004, Childcare Act 2006, Safeguarding Vulnerable Groups Act 2006, Children and Social Work Act 2017, Statutory Framework for the Early Years Foundation Stage (EYFS) 2017, Working Together to Safeguard Children 2018, Keeping Children Safe in Education 2016, and What to Do if You're Worried a Child is Being Abused 2015, Counter-Terrorism and Security Act 2015.
Safeguarding and promoting the welfare of children, as defined in the HM Government document 'Working Together to Safeguard Children 2018,' involves protecting children from maltreatment, preventing impairment of their health or development, ensuring safe and effective care, and enabling children to achieve the best outcomes.
Our policy intends to:
- Foster a positive self-image and provide positive role models to children
- Cultivate a safe culture where staff feel comfortable raising concerns about professional conduct
- Enable staff to recognize the subtle signs of abuse and take appropriate action
- Encourage children's independence and autonomy according to their age and development
- Provide a secure environment for all children
- Promote tolerance, acceptance, and understanding of different beliefs, cultures, and communities
- Empower children to participate in decision-making and promote British values through play, discussion, and role modeling
- Listen to children attentively
- Help staff identify and seek help for children and families in need of intervention
- Share information with relevant agencies as necessary
We acknowledge that our staff may be the first to identify signs of abuse or hear children's disclosures due to the extensive care we provide. Therefore, we prioritize the welfare and well-being of each child and promptly report any concerns to the appropriate authorities, such as local social care services, health professionals, or the police. We collaborate with other agencies when necessary, ensuring the child's best interest is at the forefront.
Our pre-school aims to:
- Keep the child at the center of all our actions
- Provide comprehensive training for staff on child protection and safeguarding, including the recognition of softer signs of abuse, different ways children can be harmed, and bullying or discriminatory behavior
- Be aware of the increased vulnerability of children with Special Educational Needs and Disabilities (SEND) and other vulnerable or isolated families
- Support staff in acting in the child's best interest, sharing information, and seeking necessary help
- Maintain up-to-date child protection training and procedures, keeping staff informed through annual safeguarding newsletters and updates
- Make timely child protection referrals and share relevant information in accordance with Wandsworth Authority's procedures
- Share information only with those who need to know to protect the child and act in their best interest
- Implement appropriate online safety measures, including filters and safeguards, to ensure a safe online environment
- Ensure children are never placed at risk while under the care of nursery staff
- Identify and address any changes in staff behavior in-line with the Staff Behavior Policy
- Take appropriate action in response to allegations of serious harm or abuse, including reporting to Ofsted and relevant authorities
- Ensure parents are fully informed about child protection policies and procedures during registration and keep them updated on any changes
- Regularly review and update the policy in collaboration with staff and parents to comply with legal requirements and guidance from Wandsworth Local Authority.
We offer children reassurance, comfort, and sensitive interactions, tailoring activities to their individual circumstances to foster confidence, self-esteem, and safety.
Types of abuse and specific procedures followed:
Abuse and neglect are forms of maltreatment that can harm children physically or emotionally. At William Rose Nursery, we remain vigilant in identifying signs of abuse and promptly reporting concerns. Our practitioners have a duty to protect and promote the welfare of children. The signs and indicators listed below can indicate potential abuse, although they may not conclusively prove it. We pay attention to these symptoms, especially when a child displays several or experiences them significantly:
- Failure to thrive and meet developmental milestones
- Fearful or withdrawn tendencies
- Unexplained injuries or inconsistent reports
- Repeated injuries
- Untreated illnesses or injuries
- Significant changes in behavior
Softer signs of abuse, as defined by the National Institute for Health and Care Excellence (NICE), include low self-esteem, wetting and soiling, recurrent nightmares, aggressive behavior, withdrawing communication, habitual body rocking, indiscriminate contact or affection seeking, over-friendliness towards strangers, excessive clinginess, and persistent attention-seeking.
By implementing our Safeguarding Children/Child Protection Policy, we ensure a safe and secure environment for children and promote their overall well-being.
Peer on Peer Abuse
We acknowledge that peer-on-peer abuse does occur, so we have implemented policies that encompass children as potential abusers. Such abuse can manifest as bullying, physical harm to another child, emotional abuse, or sexual abuse. We handle these cases with the same level of seriousness as instances of adults abusing children and seek guidance from relevant authorities in this area.
Physical Abuse
If staff members have reason to believe that a child has sustained a physical injury, including deliberate poisoning, with definite knowledge or reasonable suspicion that the injury was inflicted or knowingly allowed to happen, immediate action must be taken. Signs of physical abuse may include bruising or injuries in uncommon areas for a child, such as fleshy parts of the arms and legs, back, wrists, ankles, and face.
While it is normal for many children to have cuts and grazes from regular childhood activities, even these incidents should be logged and discussed with the nursery manager or room leader. Additionally, physical abuse can involve shaking or throwing a child, resulting in injuries such as burns, scalds, or other unusual wounds. Such cases should always be logged and discussed with the designated safeguarding lead (DSL)/pre-school manager.
Female Genital Mutilation
We recognize that female genital mutilation (FGM) is a form of physical abuse practiced as a cultural ritual by certain ethnic groups. There is increased awareness of its prevalence in some communities in England and its harmful effects on the child and any siblings involved. FGM can be performed shortly after birth, during childhood, adolescence, just before marriage, or during a woman's first pregnancy, and it varies across communities.
Symptoms of FGM may include bleeding, painful areas, acute urinary retention, urinary infection, wound infection, septicemia, incontinence, vaginal and pelvic infections, depression, post-traumatic stress disorder, and other physiological concerns. If there are concerns about a child related to this form of abuse, the appropriate action should be taken by contacting the children's social care team, following the same reporting procedures as for other types of physical abuse. It is mandatory to report to the police any case where an act of FGM appears to have been carried out on a girl under the age of 18, and we ensure compliance with this requirement within our setting.
Breast Ironing
Breast ironing, also known as "breast flattening," is a practice where young girls' breasts are subjected to ironing, massaging, or pounding using hard or heated objects to suppress or delay their development. This act is believed to protect young girls from harassment, rape, abduction, and early forced marriages. Although the likelihood of this happening to children in the nursery is low due to their age, we remain vigilant for any signs of this practice in young adults or older children. If such signs are observed, the usual safeguarding referral process will be followed.
Fabricated Illness
Fabricated illness is another form of physical abuse, where a child is presented with a fabricated illness by the adult caregiver. The caregiver may seek unnecessary medical treatment or investigation for the child. Signs of fabricated illness may include exaggeration or complete fabrication of symptoms, or the induction of physical illness through poisoning, starvation, or inappropriate diet. This type of abuse may also involve false allegations of abuse or encouraging the child to appear disabled or ill to obtain unnecessary treatment or specialist support.
Sexual Abuse
If a staff member witnesses a child indicating sexual activity through words, play, drawing, excessive preoccupation with sexual matters, or an inappropriate knowledge of adult sexual behavior or language, immediate action must be taken. Examples may include acting out sexual activity on dolls/toys or in the role-play area with peers, drawing inappropriate pictures, talking about sexual activities or using sexual language or words. The child may also exhibit concern when their clothes are removed, such as during nappy changes.
Physical symptoms of sexual abuse may include genital trauma, discharge, bruises between the legs, or signs of a sexually transmitted disease. Emotional symptoms may manifest as a distinct change in a child's behavior, such as withdrawal or extreme extroversion. They may become distressed when approached by a particular adult, but they may also display excessive clinginess towards a potential abuser. Therefore, it is crucial to consider all symptoms and signs together and assess them holistically.
If a child discloses abuse to an adult, the following procedure should be followed:
- The adult should reassure the child and listen without interruption if the child wishes to talk.
- The observed instances should be documented in a confidential report.
- The observed instances should be reported to the pre-school manager or DSL.
- The matter should be referred to the local authority children's social care team following the reporting procedures.
Child Sexual Exploitation (CSE)
Child sexual exploitation is a form of child sexual abuse that occurs when an individual or group exploits an imbalance of power to coerce, manipulate, or deceive a child or young person under the age of 18 into engaging in sexual activity. This exploitation may involve providing something the victim needs or wants, or for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. It is important to be aware of the signs and symptoms of CSE, and any concerns should be reported and referred as appropriate.
Emotional Abuse
If a staff member has reason to believe that a child is experiencing severe adverse effects on their behavior and emotional development due to persistent or severe ill-treatment or rejection, action must be taken. This may include extreme discipline, such as consistent shouting or belittling of a child, lack of emotional attachment by a parent or caregiver, or inappropriate age or developmental expectations placed on the child. Emotional abuse can also occur when a child witnesses domestic abuse, or when they are exposed to alcohol or drug misuse by adults caring for them.
Children who experience emotional abuse may exhibit extreme emotions, such as shying away from an abusive adult, withdrawal, aggression, or excessive clinginess in their search for love and attention. Emotional abuse is more challenging to identify, as there may be no physical signs present.
Neglect
Action should be taken if a staff member has reason to believe that a child is being neglected in any way, such as exposure to danger, cold, starvation, or failure to seek necessary medical treatment, resulting in serious impairment of the child's health or development, including failure to thrive. Signs of neglect may include persistent unwashed or unkempt appearance, wearing ill-fitting clothes or shoes, arriving in the same unchanged nappy, or not receiving necessary medical attention for an illness or identified special educational needs or disability.
Neglect can also manifest emotionally, as the child may not receive the attention they require at home and may seek love and support at the pre-school. They may exhibit clinginess and emotional neediness. Additionally, neglect during pregnancy due to maternal substance abuse can have long-term effects on the child.
Domestic Abuse/Honour-Based Violence/Forced Marriages
We consider domestic abuse, honour-based violence, and forced marriages as child protection concerns. For detailed information on how we address these issues, please refer to the separate policy dedicated to this topic.
Reporting Procedures
All staff members have a responsibility to report safeguarding concerns and suspicions of abuse. Such concerns should be communicated to the DSL (or the Deputy DSL in the absence of the DSL) as soon as possible. Any signs of marks/injuries or information provided by a child should be recorded and securely stored. If necessary, the incident should be discussed with the parent/carer, and such discussions should be documented and made accessible to the parents upon request.
If there are queries or concerns regarding an injury or information provided, the designated safeguarding lead should:
- Contact the local authority children's social care team to report concerns and seek advice. If a child is believed to be in immediate danger, the police should be contacted.
- Inform Ofsted.
- Record the information and actions taken in relation to the raised concern.
- Speak to the parents, unless advised otherwise by the local authority children's social care team.
- Follow up with the local authority children's social care team if they have not contacted the setting within the specified timeframe outlined in Working Together to Safeguard Children (2018). It is important not to assume that action has been taken.
Keeping children safe is our top priority. If, for any reason, staff members do not feel comfortable reporting concerns to the DSL or deputy DSL, they should contact the local authority children's social care team or the NSPCC to report their concerns anonymously. Contact numbers for these organizations should be prominently displayed.
Recording Suspicions of Abuse and Disclosures
Staff members should create an objective record of any observations or disclosures, supported by the nursery manager or DSL. The record should include:
- Child's name
- Child's address
- Age of the child and date of birth
- Date and time of the observation or disclosure
- Exact words spoken by the child
- Exact position and type of any injuries or marks seen
- Detailed account of any incidents or concerns reported, including date, time, and names of individuals present at the time
- Summary of any discussions held with the parent(s), when deemed appropriate
These records should be signed and dated by the person reporting and countersigned by the manager/DSL/supervisor. They should be kept in a separate confidential file.
When a child starts talking about potential abuse, it is crucial not to promise complete confidentiality as this promise cannot be guaranteed. The child should be allowed to speak openly, and disclosure should not be forced or manipulated. Accurate logging of details should occur as soon as possible after the disclosure.
If necessary, discussions involving all concerned parties may lead to the decision to raise the matter with the local authority children's social care team and Ofsted. Staff members are expected to cooperate fully with the local authority children's social care, police, and Ofsted to ensure the safety of the children. Staff should refrain from making public or private comments about the alleged behavior of a parent or staff member.
Informing Parents
Parents are typically the first point of contact. If there is a suspicion of abuse, parents should be informed simultaneously with making the report, unless the local authority children's social care team/police guidance advises against it. In cases where the parent or family member is the suspected abuser or where the child's safety may be compromised by informing the parents, the investigating officers will handle the disclosure to parents.
Confidentiality
All suspicions, enquiries, and external investigations are treated as confidential and shared only with individuals who have a legitimate need to know. Information is shared in accordance with the guidance of the local authority.
Support to Families
We strive to build trusting and supportive relationships among families, staff, students, and volunteers within the pre-school. While external investigations are being conducted regarding abuse in the home situation, we continue to welcome the child and the family. We treat parents and families with respect and in a non-judgmental manner during this process, ensuring the best interest of the child.
Confidential records concerning a child are shared with their parents or those with parental responsibility only if appropriate, following the guidance of the Wandsworth local authority. The care and safety of the child remain paramount, and we work collaboratively with the child's family to the extent possible.