Our Policies

Rosie’s Little Blessings

Telephone – 02392580597

Mobile - 07812806391

1 Rowner Road – PO13 9UA

Welcome to our Under 2’s, Pre-school and before & after school club

A great place to learn through play....

Our mission statement

Our aim is to provide excellent childcare for your children.

We really pride ourselves on getting to know your children well and understanding their needs, from their starting points when they first come in for their care-plan and their settling in sessions with the knowledge of the EYFS we are able to follow their developmental stages by recording this into their learning journals on Tapestry; accessible by parents and carers.

We will provide a secure, caring and stimulating environment where children are treated as individuals and feel respected, valued and confident and able to make their own choices and be independent.

We will promote good partnerships between parents/carers and the key-person and practitioners, respecting and valuing your view as the prime carer of your child, involving you in all discussions about your child.

Practitioners will communicate to parents the events of the day on a handover either verbally or via a home diary.

We will offer meetings in person or over the ‘phone to discuss your child’s progress so this gives you a chance to go through your child’s record of development summary and an opportunity to exchange ideas with their key-worker.

There is a parent’s comments box in the entrance where comments can be made anonymously if you wish to.

You are made aware of the complaints procedure in the welcome pack and what to do if you are unhappy about anything.

Working in partnership with parents and carers is absolutely key to the care and learning we give to your child.

It is our intention to make the setting as accessible to the children and families from all sections of the local community as possible. The setting and its practices operate in a way that encourages positive regard for and understanding of difference and ability, whether gender, family structure, class, background, religion, ethnicity or competence in spoken English.

We promote children’s rights to be strong, resilient and listened to.

Our aim is to ensure that all sections of our local community have full access to the setting through open, fair and clearly communicated procedures. At Rosie’s Little Blessings Nursery, we believe that the Early Years Foundation Stage (EYFS) provides a solid foundation for children to become lifelong learners. We are passionate that all children reach their full, unique potential alongside their peers. Our aim is to equip children with their own ‘essential toolkit’, so that whenever they leave us, they are ready for their next stage of education. We make our children feel safe and secure enabling a positive and confident attitude to learning. We see our nursery as an extension of your family and want to give children a welcoming, caring, nurturing environment in which to grow and learn. We see every child as in individual and underpin the fundamental British Values into all aspects of our play.

We understand that every child is an individual and we support children to make progress from their individual starting points. Our staff pride themselves on knowing their key children- their interests, their family and their community. They understand the ways in which they learn best and what your child needs to do to help them achieve their next stages of development. We build on their existing knowledge and interests and develop their experiences of the world around them. There is a strong emphasis on speech and language and want our children to learn in a vocabulary- rich environment. We understand the importance of developing early language in babyhood and acknowledge the benefits of this as children progress into adulthood. As a setting, we are committed to raising outcomes for every child and support the government’s pledge to half the attainment gap in communication and reading that currently exists nationally at the end of the Reception Year.

We shape our educational programmes in the three prime areas of the EYFS:

Communication and language
We give children opportunities to experience a rich language environment. We help develop their confidence and skills in expressing themselves and to speak and listen in a range of situations
Physical development
Our practitioners provide our children with opportunities to be active and interactive, helping them to develop their co-ordination, control, and movement. Opportunities for practising gross and fine motor skills. We teach our children the importance of physical activity, and to make healthy choices in relation to food. Children are encouraged to take part in the ‘daily mile’ programme and our menu is designed to be balanced and nutritious, with a minimum of five servings of fruit and vegetables per day
Personal, social and emotional development
We help children to develop a positive sense of themselves and others, through praise and rewards. We encourage them to form positive relationships and develop respect for others, whilst developing social skills and learning how to manage their feelings. We recognise the importance of their behaviours and attitudes, in regards to their peers and towards their learning. Working with our positive behaviour management strategies, we help children to understand appropriate behaviour in groups and to have confidence in their own abilities

We also support children in four specific areas, through which the three prime areas are strengthened and applied. These specific areas are:

Literacy
We encourage our children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading materials including books, poems, and other written materials to ignite their interest
Mathematics
Children are given opportunities to develop and improve their number skills. This includes counting, understanding and use of numbers, calculating simple addition and subtraction problems. We also include shapes, spaces and measure.
Understanding the world
Children learn to make sense of the world and communities in which we live, and those beyond. This is achieved by giving them opportunities to explore, observe and find out about people, places, technology and the environment
Expressive arts and design
Children are encouraged to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

All children have access to all 7 areas of the EYFS but for children aged 0-2 years, learning is centered around The Prime Areas and the characteristics of effective learning;

We recognise that effective teaching learning is at the heart of the overall effectiveness and quality of education and that children learn through:
Playing and exploring – children investigate and experience things and are willing to have a go.
Active learning – children concentrate and keep on trying when they encounter difficulties and enjoy their achievements.
Creating and thinking critically – children have and develop their own ideas, are able to make links between ideas and develop a range of strategies for doing things.

Our teaching approach across all areas of the curriculum is flexible; dependent upon the child’s age and current stage of development. We largely follow a child centred approach, and follow the interest of the child. Staff plan according to the children interests and needs, to help them to build their learning over time. We have more recently incorporated an ‘in the moment approach’. This aids us in ‘tuning into’ your child and maintaining learning momentum.

Throughout our setting, children can choose how and where they learn. We provide them with practical yet playful support. Staff create environments conducive to conversations and present them with challenges to extend their thinking. Children have the opportunity to learn through whole room activities, small circle time sessions and from one to one support. Our staff work closely with outside education and healthcare professionals if children need additional support to progress.

Our learning environments, both inside and outside are also adapted regularly to meet the different and developing needs of the children in our care. We aim to ensure that these areas are always stimulating and exciting and that, importantly, they are accessible to all children, regardless of where they are on their learning journey. We use resources to help foster a sense of independence and self-confidence. Our staff know when to observe, co-play and extend children’s learning. There is a strong emphasis on parent partnerships and we offer ongoing support and advice. We work with parents, suggesting home learning opportunities and welcome parental and child input to build on their child’s learning experiences.

We observe children through play and use these as accurate assessments of their progress through the EYFS and whether or not they are meeting their milestones. These provide us with information for future planning; we learn more about their interests and are able to set individual children’s next steps for progressive learning. They enable us, to track individual progress as well as progress within COHORTS of children. We also use these to help assess the quality of our provision and help identify areas for improvement.

The Early Years Foundation Stage

Provision for the development and learning of children from birth to 5 years is guided by the Early Years Foundation Stage. Our provision reflects the 4 over-arching principles of the statutory framework for the early years foundation stage and we use “Development Matters” as a guide.

A unique child – every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured
Positive relationships – children learn to be strong and independent through positive relationships
Enabling environments – children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents and carers.
Learning and development - children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision including children with special educational needs and disabilities.

Children’s Rights and entitlements

We promote children’s rights to be strong, resilient and listened to by creating an environment in our setting that encourages children to develop a positive self-image, which includes their heritage arising from their colour and ethnicity, their languages spoken at home, their religious beliefs, cultural traditions and home background,

We promote children’s right to be strong, resilient and listened to by encouraging children to develop a sense of autonomy and independence.

We promote children’s rights to be strong, resilient and listened to by enabling children to have the self-confidence and the vocabulary to resist inappropriate approaches.

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

We work with parents to build their understanding of and commitment to the principles of safeguarding all our children.

What it means to promote children’s rights and entitlements to be “strong, resilient and listened to”

To be strong means to be, secure in their foremost attachment relationships, where they are loved and cared for by at least one person who is able to offer consistent, positive and unconditional regard and who can be relied upon.

Safe and valued as individuals in their families and in relationships beyond the family, such as nursery or school

Self-assured and form a positive sense of themselves-including all aspects of their identity and heritage

Included equally and belong in our setting and in community life.

Confident in their own abilities and proud of their achievements

Progressing optimally in all aspects of their development and learning

Part of a peer group in which they learn to negotiate, develop social skills and an identity as global citizens, respecting the rights of others in a diverse world

Able to represent themselves and participate in aspects of service delivery that affects them, as well as aspects of key decisions that affect their lives.

To be resilient means to:

Be sure of their self-worth and dignity

Be able to be assertive and state their needs effectively

Be able to overcome difficulties and problems

Be positive in their outlook on life

Be able to cope with challenge and change

Have a sense of justice towards themselves and others

Be able to represent themselves and others in key decision making processes

To be listened to means:

Adults who are close to children recognise their need and right to express and communicate their thoughts, feelings and ideas

Adults who are close to children are able to tune in to their verbal, sign and body language in order to understand and interpret what is being expressed and communicated

Adults who are close to children are able to respond appropriately and, when required, act upon their understanding of what children express and communicate

Adult respects children’s rights and facilitate children’s participation and representation in imaginative and child centred ways in all aspects of core services.

The Role of the Key person and Settling-in

We 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. We are committed to the key person approach which benefits the child, the parents, the staff and the setting. It encourages secure relationships which support children to thrive, give parents confidence and make the setting a happy place to attend or work in.

We want children to feel safe, stimulated and happy in the setting and to feel secure and comfortable with our staff.

We also want parents to have confidence in both their children’s well-being and their role as active partners with our setting. We aim to make our 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

The keyperson role is set out in the Safeguarding and Welfare Requirements of the Early Years Foundation Stage. Each child must have a keyperson. Those procedures set out a model for developing a key person approach that promotes effective and positive relationships for children.

Procedures

Parents and child to come and visit us for a look round and a questions and answers time, where we explain the settling in process and hand out relevant forms and consents and e-mail across our policies for them to fill out, sign and hand back in. We allocate a key person before the child starts.

Invite the parent and child in for a care-plan session for 1 hour in which the child can go off and play whilst checking in with their parent. The keyperson will be asking questions about your routines with a view to working out a personal plan and your child’s starting points and next steps we can work on together. We explain about our policies and procedures with particular focus on policies such as safeguarding and our responsibilities under the prevent duty.

We will then invite your child in for another 1 hour session with their keyperson but this will be without their parent to see how they feel. If they are unsettled we will give extra hour sessions to build up their bond with their keyperson before they start coming for their booked sessions, it very much is child-led and depends on how settled and secure your child feels, it may well be the case that the parent may need to come and do a few more sessions with their child to enable a smooth transition and settling.

When parents leave ask them to say goodbye to their child and when they will be coming back. We recognise that some children will settle more readily than others.

We do not believe that leaving a child to cry will help them settle any quicker we believe that a child’s distress will prevent them from learning and gaining the best from the setting.

We will set the parents up onto tapestry so that they can see any picture activity uploads and wow moments on their account and parents can comment and upload activities that they do at home.

The Progress check at 2

The keyperson carries out the progress check at between the age of 2 and 3, roughly 2 years 2 months - in accordance with the guidance The EYFS progress check at age two.

The progress check aims to review the child’s development and ensures that parents have a clear picture of their child’s development

Within the progress check the keyperson will note areas where the child is progressing well and identify areas where progress is less than expected

The progress check will describe the actions that will be taken by us to address any developmental concerns (including working with other professionals where appropriate) as agreed with the parents for example referring the child to speech and language or portage.

The keyperson will plan activities to meet the child’s needs within the setting and will support parents to understand the child’s needs in order to enhance their development at home.

Working in Partnership with Parents

All parents are welcome into the setting at any time.

Parents have access to their child’s development records via Tapestry online and are consulted in respect of their care.

Information about nursery activities and events are regularly distributed via a Newsletter.

Parents have consent to inspect all the policies, procedures, and fire record at any time.

A complaints procedure is in operation to ensure that any complaint is dealt with appropriately.

Parents may discuss any issue relating to their child at any time with their child’s key-person or the manager, regarding any issue or concerns.

Parents may on occasions be asked to come into the setting to assist with simple activities, providing support to the children, or just simply coming in to have a play.

Parents will be asked to contribute towards the Two year assessment checks used to determine where a child is developmentally – support from professionals will be given (Health Visitors) and any extra support identified.

Parents are regarded as members of our setting who have participatory rights. These include a right to be : valued and respected, kept informed, consulted, involved and included at all levels.

Children’s development and learning

We aim to ensure that each child is in a safe and stimulating environment

Is given generous care and attention, because of our ratio of qualified staff to children, as well as volunteer helpers,

Has the chance to join in with other children and adults to live, play, work and learn together

Is helped to take forward her/his learning and development by being helped to build on what she/he already knows and can do

Has a personal key person who makes sure each child makes satisfying progress

Is in a setting that sees parents as partners in helping each child to learn and develop and

Is in a setting in which parents help to shape the service it offers.

Health and Safety

Statement of Intent
The nursery believes that the Health and Safety of children is of a very high importance and therefore we make it a healthy and safe place for the children to be as well as parents, staff and volunteers.

Our health and safety aim
When dealing with the health and safety of the setting we aim to make children, parents and staff aware of the issues that may be involved. We also ensure that any visitors sign in when entering the nursery. This then helps to minimise any hazards and risks, this then enables the children to enjoy a healthy and safe environment.

Our Health and Safety Officer is Vicky Morey
We also make sure that all staff have an awareness of The 1989 Children Act.

The Health and Safety Act 1974

Public liability certificate is displayed in the foyer.

Risk Assessment
A risk assessment is carried out every day to help ensure the health and safety of the children as well as the staff, parents and any volunteers.

The risk assessment for the setting includes, checking for hazards and any risks indoors and outdoors. This then gives us a clear idea of which areas may need extra attention. It is also a good way to ensure that everything is completed and checked on a daily basis.

We also ensure that the kitchen is always tidy and everything is out of reach. When children are in the kitchen they HAVE to be supervised. The children are also kept away from hot surfaces if they are taking part in a cooking activity.

Fire safety equipment is checked regularly and entered in the fire log.
Fire drills are done termly and/or when huge influxes of new children join the setting.
Pat testing done yearly.
Health and Safety annual assessments are done yearly.
Accidents and incidents are reported and put on to relevant forms and signed by parents.
Any possible life threatening incidents will be reported to parents immediately after relevant services have been informed.
Critical Incident procedure will follow (using the flow chart).
Outings – We will collect written parental permission for children to take part in outings. We will risk assess any hazards and minimise and manage any risks that maybe presented with consideration to adult/child ratios, staff being first aid trained and correct qualification of staff.
Induction training for staff and volunteers includes a clear explanation of health and safety issues, so that all adults are able to adhere to our policies 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.
We keep records of these induction training sessions and new staff and volunteers are asked to sign the records to confirm that they have taken part.
We explain the health and safety issues to the parents of new children and that we risk assess daily and ongoing to make sure everywhere is as safe as we can make it.
Health and safety is discussed regularly at our staff meetings.
We operate a no smoking policy
Windows above the ground floor are secured so that children cannot climb through them.
We ensure any blind cords are cut so that they do not pose a strangulation risk for young children.
We take precautions to prevent children’s fingers aren’t trapped in doors.
Floor surfaces are kept clean and not uneven, any spillages are mopped up straight away
Walkways and stairs are left uncluttered
Stair gates are in place at the foot and the top of the stairs.
We ensure that electrical/gas equipment conforms to safety requirements and is checked regularly
Boiler and meter cupboard is not accessible to children
Radiators are set low so as not to burn the children
There are sufficient sockets to prevent overloading
We will check hot water temperature is regulated to prevent scalds
Resources are stored safely to prevent them from falling.
Outdoor space is securely fenced, gates are child proof and safe
Outside area is checked for safety and cleared of rubbish, animal droppings and any other unsafe items before it is used on a daily basis.
Adults are alerted to the dangers of poisonous plants, herbicides and pesticides
We leave receptacles upturned to prevent rainwater, and empty out any pooled water before children play
Outdoor sand is covered when not in use and cleaned regularly with Milton
Check that children are suitably dressed for outside weather and that suncream is applied and hats are worn in the hot weather
Supervising children on climbing apparatus to make sure they are being safe.
We will seek information from the Public Health England to ensure we keep up to date with the latest recommendations
Daily routines of hand washing encouraging children’s personal hygiene
Daily cleaning routine for the setting, which includes the playrooms, kitchen, rest area, toilets and nappy changing areas. Children do not have unsupervised access to the kitchen
We have a schedule for washing resources and equipment, dressing up clothes and furnishings.
We will implement good hygiene practices by;
Cleaning tables between activities, cleaning and checking toilets regularly, wearing gloves as appropriate, providing clean clothes, tissues and wipes ensuring use of flannels, towels and toothbrushes.
We will make sure the areas are age appropriate, equipment is regularly checked for any breakages which will be repaired or removed
We will check sleeping children at intervals of every 10 minutes this is recorded on a sleep check chart. If children fall asleep in a bouncy chair they are moved to a safe place to sleep, which may be necessary to wake them upon moving. We use sleeping bags for babies and apply the feet to foot position in a cot.
Control of substances hazardous to health, we will keep a record of all substances that could be a hazard, such as cleaning chemicals or garden chemicals and storing them safely, there is a risk assessment stating what to do if these chemicals are swallowed or have contact with the skin.

Fire evacuation procedure

Fire Drills are carried out once a term or when new there are new starters, a record of this is kept in the Fire drill book.

Fire exits are clear and accessible.

There are copies of our emergency evacuation procedure around the building.

Room Leaders carry copies of their registers with them at all times in case of an emergency.

Fire extinguishers are readily available and regularly serviced.

Fire Training is recorded at induction and once a year

All staff are handed a copy of the procedures

Fire Wardens are Vicky Morey, Kirsty Bagnall and Brooke Anderson

The witness of the fire will sound the fire bell immediately.
Everyone should stop what they are doing.
Staff should gather children that are in their room.
Room leader collects the register, checks everyone is present while staff pair up the children/put babies in the evacuation cot situated in foyer, and 2 sets of rings for children to hold located in 3 separate areas of the building.
The fire warden calmly co-ordinates everyone out of the building via the safest exit and collects the phone.
Unfamiliar persons to the building must listen to the warden
Everyone gathers at assembly point (grass area to the left of the building as you exit) Registers are checked and if needed, the fire service will be contacted by the warden.

Intruder policy and procedure

Forced Entry

In the event that an intruder should force entry into the building, it is important to gain help as quickly as possible. Never risk your own safety but try to alert other team members as quickly as possible by shouting for help.

Have regard to the safety of any children present, and if possible evacuate them from the area. Do not panic, act in a calm manner so not to cause alarm or distress. Try to engage the children in carpet songs or activities in another room.

The situation will be managed by the most senior member of staff available and will begin by simply asking the intruder to leave the building. Upon refusal, suggest moving the intruder into a safe space such as the office to continue discussion. The agreed code word will be used to alert other staff to call the police.

Accident and incidents

In the event of an accident or incident that occurs in the setting, we will inform you on collection of your child/ren and ask you to sign the appropriate record sheet.

In an event of an accident or incident that requires immediate hospital attention we will contact you immediately with all the relevant details.

A critical incident procedure will be followed up and risk assessments reviewed.

We have qualified ‘first aiders’ in the setting at all times.

Critical incident policy and procedure

Despite effective caution, preparation and planning it is still possible that a critical incident may happen in or outside of the setting. In the event of this happening our staff are all fully aware of the procedures that are in place to ensure that children and staff are kept safe and protected in the event of a critical incident occurring and that all those affected are supported after the incident has occurred.

A critical incident is defined by a traumatic accident/incident that could result in bone breakage, choking, near death or death of a child or staff member.

In the event of a critical incident the Manager or Room Leader will take the lead situation and direct staff to carry out the following actions where appropriate as different level of action. All reports and informing agencies should be done as soon as possible and no later than 14 days.

Contact emergency services
Contact Childs family
Manage and reassure other children
Inform Ofsted
Contact local SFYC for support and advice
Inform Local social care – 03005551384
Update the staff
Complete incident report form including witness signatures
Review procedures to learn anything from incident
Consider counselling if necessary

Medication

All medication prescribed/un-prescribed must be in original packaging and must be in-date. Parents need to complete a medication form prior to the administering of medication – time must be given for this (at least 15 min). If the medication form is not completed then it would not be possible to administer medication without consent, unless Calpol needs to be given to prevent febrile convulsions whereupon we would call to get permission or refer to emergency medication in the registration forms.

We will ask parents on enrolment of their child to complete forms which will ask about their child’s needs and any medication or health requirements.

Once the medication form has been completed the practitioner can then administer the medication at the stated times. Staff must sign each time medication is given. There must be a witness when medication is being administered. The witness also has to sign the medication form. On collection of the child the parent must sign the medication form to state they are happy with the medication given.

Calpol and Piriton can be administered by verbal communication but needs to be signed for on arrival; parents are to bring in their child’s own Calpol and Piriton.

No Aspirin will be given unless prescribed by the G.P.

Health care plans are introduced to each individual child who has identified medical needs and followed up regularly.

Regular and appropriate training is given to all staff. Professionals are contacted when advice and support is needed

Training has been given and will continue to be given where technical knowledge is needed such as Epi pens, Asthma and Diabetes.

Sickness policy

This policy is given to all parents so that they are aware of our policy and procedures for ill or infectious children.

We cannot provide care for children who are unwell, have a temperature, sickness and diarrhoea or who have an infectious disease as we must take into consideration the health and safety of the other children and members of staff.

The nursery has a 48 hour rule for sickness and diarrhoea. This means that babies, children and staff cannot return to the nursery until 48 hours after their last bout of sickness and/or diarrhoea.

Young babies’ nappies will be monitored by the Manager or Room leader. If they are displaying obvious sickness and diarrhoea they will be sent home. However, loose nappies will be monitored and after 3 loose nappies or depending on severity parents will be notified and asked to take their child home.

Exclusion policy

Rosie’s Little Blessings have the right to exclude any family from the setting if they show any signs of aggression or abusive behaviour towards the staff.

Also if any disputes arise and no conclusion can be found we again have the right to exclude.

If at any time you feel that the decision is wrong you will be given the chance to appeal. Meetings will be arranged with you the parent and the Management team of Rosie’s. Any exclusion processes will be explained to you and a 4 week payable notice will be given.

In the event of your child becoming ill at the nursery we will contact you and ask that you collect your child.

If the duty manager feels that a child is in a particular amount of pain the parent will be advised to seek medical advice and take the child home.

Smoking, drinking and drugs

Smoking is forbidden in all areas of the nursery. The nursery is a no smoking area.
The nursery staff support this policy and will ensure that it is observed at all times. This will apply to all staff, parents/carers, visitors and contractors entering the nursery building.
Staff will not be permitted to work in the nursery under the influence of drink or drugs. A random drug or alcohol test will be carried out on the staff is anyone is suspected of being under the influence in order to safeguard the children and the staff.

Promoting healthy eating

As a child care facility we are committed to providing children with meals and drinks that are healthy, balanced and nutritious.

We also ask you to inform us of any special dietary requirements, food/drink allergies that your child may have. This will be recorded and acted on accordingly.

Fresh drinking water is accessible at all times throughout the day with water bottles provided by us, suitable drinking cups/bottles for Under 2’s should be provided by you the parent. Milk is also provided daily by us. We really do not want to give out juice to children and drinking water promotes good lifestyle choices along with getting prepared for school where water is only permitted. We will allow juice in certain circumstances such as a SEN need.

Food is prepared and handled by staff trained with a food hygiene qualification or the appropriate training. Food menus are changed accordingly for dietary needs on a daily basis.

A variety of healthy snacks are provided at certain times of the days with fruit being available throughout the day.

Children are able to chop up their own fruit and salad daily using safety knives and a salad bowl is available for children to self-serve at lunchtime.

Packed-lunch

We ask you as the parent to provide your child with healthy choices within their lunchboxes. Every child bringing in a lunchbox will be encouraged to eat their healthier options first before any treats e.g. sandwich and fruit before crisps or cake bar.

No nuts, peanut butter or chocolate spread. No chocolate bars.

Along with guidelines for choking hazards, we ask you cut small fruit e.g. grapes or blueberries into four lengthways pieces, NOT HORIZONTALLY.

Head-lice

From time to time children may contract head-lice. In the case that a parent has voiced their concern that their child has head-lice, a notice will be placed on the door to inform parents/carers to check their child’s hair.

Parents are encouraged to tie children’s long hair with a hair band in minimizing head-lice from being spread. Children are allowed to attend the setting with head-lice but if children show signs of having head-lice such as scratching, telling a member of staff that their head itches then a member of staff will ring the parent to inform them of this and they may need to further investigate the situation.

Children are allowed to attend the setting when they have head-lice treatment on their hair.

Please be considerate to other children and treat and comb your child’s hair, it is unfair to let this go as it can soon spiral out of control and cost other parents money on treatment but also time and worry.

Safeguarding and child protection

Statement of intent
The health, safety and welfare of all our children are of vital importance to all the adults who work in our nursery. 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 Nursery.

Our Child Protection Officer is Vicky Morey and is the safeguarding lead.

Brooke Anderson and Kirsty Bagnall also have their advanced safeguarding qualifications; all the other staff have done the standard practitioner safeguarding course and test.
We aim to put this policy in place by:

Providing a safe environment for children to learn in.

Establishing what actions the nursery can take to ensure that children remain safe, at home as well as at nursery.

Raising the awareness of all staff to these issues, and to define their roles and responsibilities in reporting possible cases of abuse.

Identifying children who are suffering, or likely to suffer, significant harm.

Ensuring effective communication between all staff on child protection issues.

Setting the correct procedures for those who encounter any issue of safeguarding.

The legal framework for this policy is;
Primary legislation

The Children Act 1989 - s 47

The Protection of Children Act 1999

Data Protection Act 1998

The Children Act 2004 (Every Child Matters)

The Children (NI) Order

The children’s Act 2020
The Guidance for this policy is

What to Do if You are Worried a Child is Being Abused (2004)

The Framework for the Assessment of children in Need and Their Families (2000)

Working Together to Safeguard Children (revised 1999)

The Common Assessment Framework 2005
Secondary Legislation for this policy

Sexual Offences Act (2003)

Criminal Justice and Court Services Act (2000)

Human Rights Act (1999)

Race Relations (Amendment) Act (2000)

Race Relations (Amendment )Act (1976) Regulations

Rehabilitation of Offenders Act 1974
We have procedures for contacting the local authority on child protection issues, including maintaining a list of names, addresses and telephone numbers of social workers, to ensure that it is easy, in any emergency, for the nursery and social services to work well together.

Reporting

We will inform Ofsted of any allegations or serious harm or abuse whether the allegations are committed on the premises or elsewhere.

We will Notify Ofsted of the action taken in respect of the allegation.

Notifications to Social services must be made within 1 day

Notifications must be made within 14 days of the allegation.

Suitable People

All staff are CRB/DBS checked. Suitable persons are interviewed by Ofsted.

Staff complete a disclosure form about their own information including convictions and criminal activity .

Staff complete a disclosure form which informs us of the persons they are living with and any information about any convictions or criminal activities that may affect them working at the setting.

If it becomes necessary Ofsted will be informed of any information or changes.

Staff must inform the nursery of any changes to their situation immediately and this will be checked at each supervision, which is every 8 weeks.

Responding to suspicions of abuse

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

When children are suffering from physical, sexual or emotional abuse, or may be experiencing neglect, this may be demonstrated through the things they say (direct or indirect disclosure) or through changes in their appearance, their behaviour, or their play.
Where such evidence is apparent, the practitioner makes a dated record of the details of the concern and discusses what to do with the settings Child Protection Officer. The information is recorded on the appropriate form which is logged and stored in the child’s Protection folder.

Staff in the nursery take care not to influence the outcome either through the way they speak to the children or by asking questions to the children.

Security

Systems are in place for the safe arrival and departure of children using a register and recording these times by a staff member, as are the arrival times and departure times for staff.

We have a signing in book for Visitors so we know exactly who is in the building at all times. Visitors will never be unsupervised and will be escorted around with a staff member. Any person without a verified DBS will not be left unsupervised.

There is a magnetised door which enables the staff to select when they open the door to parents/carers. We will not open the door unless we know the person who is collecting the child or if pre-warned by a parent or carer that someone else is collecting that they know the password before we let them go which has been agreed in the registration forms. If the password is incorrect or we haven’t been told about someone different picking up then we will not let your child go unless we have received your authority to do so.

We will check the identity of anyone not known before they enter the premises such as a teacher or an inspector.

Garden gates will be locked at all times

We will maintain the correct ratio of staff to children throughout the day

Support

-Children’s services department professional helpline (professionals only) for advice and support - 01329 225379

-Hantsdirect – Referral and Assessment - 0300 555 1384/Out of hours service – 0300 555 1373

-Local Safeguarding Children’s Board Website – www.4lscb.org.uk

-Services for young children pack website - www.hants.gov.uk/childcare

Mobile Phones
Mobile phones are not to be used by staff unless they have prior permission.
Mobiles are to be stored in the bottom drawer of the filing cabinet situated in the office.
Mobile camera phones are not to be used for taking photos of the children in any circumstance.
Visitors need to turn off their phones on entering the building. If visitors have prior permission to use their mobile phone they have to make sure it is used in an area where children are not present.

Cameras

Parental consent for pictures to be taken is written and signed for and kept in the nursery with the child’s documents

Pictures of the children are only to be taken with the nursery cameras provided. These are then downloaded onto the office computer and filed for future use for the children’s individual learning journal.

Allegations against staff

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

We follow the guidance of the Area Safeguarding Children Committee when responding to any complaint that a member of staff or volunteer has abused a child.

We respond to any disclosure by children or staff that abuse by a member of staff may have taken, or is taking place, by first recording the details of any such alleged incident.

We refer any such complaint immediately to the local authority's social service department to investigate.
Local Authority Designated Officer – LADO –

Telephone 01962 876364

We co-operate entirely with any investigation carried out by social services in conjunction with the police.

Our policy is to suspend the member of staff on full pay for the duration of the investigation; this is not an indication of admission that the alleged incident has taken place, but is to protect the staff as well as children and families throughout the process.
Disciplinary action

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

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

Disclosures

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

Offers reassurance to the child.
Listens to the child.
Gives reassurance that she or he will take action.
The member of staff does not question the child.

Recording suspicions of abuse and disclosures

Staff make a record of:

The child's name.
The child's address.
The age of the child.
The date and time of the observation or the disclosure.
An objective record of the observation or disclosure.
The exact words spoken by the child as far as possible.
The name of the person to whom the concern was reported, with date and time.
The names of any other person present at the time.
These records are signed and dated and kept in the child's personal file.
All members of staff know the procedures for recording and reporting.

Informing parents

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

Confidentiality

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

The nursery believes in building trusting and supportive relationships with families, staff and volunteers in the group.

The nursery makes it clear to parents its role and responsibilities in relation to Child Protection, such as for the reporting of concerns, providing information, monitoring of the child, and liaising at all times with the local social services department.
The nursery continues to welcome the child and the family whilst investigations are being made in relation to any alleged abuse.

We follow the Child Protection Plan as set by the social services department in relation to the nursery's designated role and tasks in supporting the child and the family, subsequent to any investigation.

Confidential records kept on a child are shared with the child's parents or those who have parental responsibility for the child in accordance with the procedure and only if appropriate under the guidance of the Area Safeguarding Children Committee.

We update the files accordingly and review and check on cases with the social workers as to any updates or changes in the child’s situation or any further situations or disclosures.

Looked after children

Designated officer – Vicky Morey

Positive handling and physical intervention

All staff at Rosie’s aim to help children take responsibility for their own behaviour. This can be done through a combination of approaches which include:

Positive role modelling
Planning a range of interesting and challenging activities.
Setting and enforcing appropriate boundaries and expectations.
Providing positive feedback.

However, there are very occasional times when a child’s behaviour presents particular challenges that may require physical handling. This policy sets out the expectations for the use of physical handling.

Three Main Types of Physical intervention

Positive handling

The positive use of touch is a normal part of human interaction. Touch might be appropriate in a range of situations:

Giving guidance to children (such as how to hold a paintbrush or when climbing).
Providing emotional support (such as placing an arm around a distressed child).
Physical care (such as first aid or toileting).
Comfort.

Staff exercise appropriate care when using touch as there are some children for whom touch would be inappropriate.

Physical intervention

Physical intervention can include mechanical and environmental means such as high chairs, stair gates or locked doors. These may be appropriate ways of ensuring a child’s safety.

Restrictive physical intervention

This is when a member of staff uses physical force intentionally to restrict a child’s movement against his or her will. In most cases this will be through the use of the adult’s body.

Principles for the use of restrictive physical intervention

Restrictive physical handling is only used in the context of positive behaviour management approaches.

Restrictive physical intervention would only be used in extreme circumstances. It is not the preferred way of managing children’s behaviour.

Rosie’s little blessings aims to do all it can in order to avoid using restrictive physical intervention. However there are clearly rare situations of such extreme danger that create an immediate need for the use of restrictive physical intervention. Restrictive physical intervention in these circumstances can be used with other strategies such as saying “stop”.

All staff have a duty of care towards the children in this setting. When children are in danger of hurting themselves, others or of causing significant damage to property, staff have a responsibility to intervene. In most cases this involves an attempt to divert the child to another activity or a simple instruction to “stop!” However, if it is judged as necessary, staff may use restrictive physical intervention.

If at any time physical intervention is used, it is used within the principle of reasonable minimal force. Staff should use as little restrictive force as necessary in order to maintain safety. Staff should use this for as short a period as possible.

Whistleblowing

At Rosie’s Little Blessings it is important that any fraud, misconduct or wrong doing by employees, volunteers or people engaged in the organisations business, is reported and properly dealt with.

We encourage all individuals to raise any concerns they have about the conduct of others in the setting, or how the setting is run. We realise that effective and honest communication is essential for malpractice to be efficiently dealt with.

Whistle blowing relates to all those who work with or within the setting, it gives individuals an opportunity to raise in confidence any issues or concerns they may have that relates to the organisation, it is not a grievance. If the issue or concern affects your own personal circumstances then the settings grievance procedures should be followed.

Reports should be passed on to your line manager.

Tablet and camera

Parental consent for pictures to be taken is written and signed for and kept in the nursery with the child’s documents.

Pictures of the children are only to be taken with the nursery tablets provided. Pictures are to be deleted once uploaded to tapestry and no longer needed.

Photos can only be downloaded onto the nursery computer located in the main office and printed by management using a secure approved site.

During special occasions with prior consent pictures may be taken by parents/caregivers only of their own children and not to include other children in the setting unless other parents/caregivers have given their consent.

Tablets maybe taken home to complete observations but must be password secured, kept safe and not used by anyone other than the staff member. Parents must have given consent for staff to work on their tapestry journals outside of the premises.

Staff must report a lost or stolen tablet immediately to management.

Tablets must have active security protection safeguarding against virus and hacking.

Tablets must only contain pre-approved by management apps and software that are off educational purposes only.

Tablets must not be used for personal use.

Tablets must not have any social media networking sites on them.

Staff must not access any personal email accounts or store this information on the tablets.

Tablets are checked by management on regular basis and can be subject to stop and search at anytime.

Staff must inform management every time they wish to take tablets outside of the setting.

Photographs

We like to take photographs of our nursery in action and make displays inside the nursery.

Under no circumstances will these photographs be distributed outside the nursery, used for promotional purposes or posted on the website unless express permission is received in writing from parents/carers beforehand.

Social networking

Staff must be aware of their responsibilities to the nursery when using social networking sites such as Facebook. Our confidentiality policy must be adhered to at all times, even outside of working hours.

Staff must not post anything onto social networking sites such as ‘Facebook’ that could be construed to have any impact on the nursery’s reputation.

Staff must not post anything onto social networking sites that would offend any other member of staff, during and after employment of the nursery.

Staff are not permitted to babysit children outside of the setting unless agreed to by the manager, this cannot be for financial gain or carried out within the practioners own home.

Parents are not permitted to share any photos from tapestry on their own or others social media sites.

British Values and Prevent Duty

British values are a set of four values introduced to help keep children safe and promote their welfare.

The promotion of British values is firmly embedded in the work that we do every day.

What are British values?

Democracy: making decisions together, for example giving opportunities to develop enquiring minds in an atmosphere where questions are valued.

Rule of law: understanding rules matter as cited in Personal Social and Emotional development for example collaborating with children to create rules and codes of behaviour.

Individual liberty: freedom for all, for example reflecting on their differences and understanding we are free to have different opinions

Mutual respect and tolerance: treat others as you want to be treated, for example sharing and respecting other’s opinions.

It also highlights clearly what is not acceptable, for example, failure to challenge gender stereotypes and routinely segregating girls and boys.

What is the Prevent duty?

The government has defined extremism in the Prevent strategy as: “vocal or active opposition to fundamental British Values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs".

Childcare and Early Years Providers subject to the Prevent duty will be expected to demonstrate activity in the following areas:

Assessing the risk of children being drawn into terrorism.
Demonstrate that they are protecting children and young people from being drawn into terrorism by having robust safeguarding policies.
Ensure that their safeguarding arrangements take into account the policies and procedures of the Local Safeguarding Children Board
Expected to ensure children are safe from terrorist and extremist material when accessing the internet

What does this mean in practice?

It means we make it clear that to protect children in our care, we must be alert to any safeguarding and child protection issues in the child’s life at home or elsewhere as it is the duty of all providers following the EYFS; specifically to counter extremism.

FGM policy

Female Genital mutilation (FGM)

As our duty of care, we have a statutory obligation under national safeguarding protocols (e.g. working together to safeguard children) to protect young girls and women from FGM as it is an illegal, extremely harmful practise and a form of abuse.

It is essential that we work closely together with other agencies if we suspect a child has suffered or is likely to suffer FGM as appropriate safeguarding efforts. This is reflected in the Multi-Agency Practise Guidelines.

If a child in our care shows signs and symptoms (see below) of FGM or we have good reason to suspect the child is at risk of FGM, we MUST refer the child using our existing standard safeguarding procedures as it is a form of child abuse. When a child is identified as “at risk” of FGM, this information MUST be brought to the child’s GP attention and health visitor (as per section 47 of The Children’s Act 1989

Important Signs & Symptoms to look out for if you suspect the child is “at risk” of FGM

Father comes from a community that is known to practice FGM
Mother/Family may have limited contact with people outside family
It is known that the Mother has FGM
Family does not engage with professionals (health, school, other)
Parents say that they or a relative will take the child abroad for a prolonged period of time
Childs spoken about a holiday to her country of origin or another where the procedure is practiced
Child has confided that she is to have a “special procedure” to “become a woman” or to be “more like her mum/sister/aunt” etc
Family/child are already know to social services

Important Signs & Symptoms to look out for if you suspect the child has had FGM

Child regularly attends GP appointments, has frequent Urinary Tract Infections (UTI’S)
Increased emotional and physiological needs e.g withdrawals, depression or significant changes in behaviour.
Child talks about pain/discomfort between legs
Child has difficulty walking, sitting for long periods of time- which wasn’t a problem previously
Significant or Immediate Risk
Child confides in a member of staff/professional that FGM has taken place
Parent or family member discloses professional/ nursery child has had FGM

Equal opportunities

Statement of intent

The nursery is committed to valuing diversity by providing equality of opportunity and putting anti-discriminatory into practice for all children and their families.
Aim

Provide a secure environment in which all our children can develop and in which all contributions are valued.
We include and value the contribution of all families to our understanding of equality and diversity.
We always provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and people with disabilities.
We aim to improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.
We also make inclusion a thread which runs through all of the activities in the setting.

The legal framework for this policy is:

Race Relations Act 1976
Race Relations Amendment Act 2000
Sex Discrimination Act 1986 Children Act 1989
Special Educational Needs and Disability Act 2001
Employment Equality (Age) Regulations 2006
Equality Act 2010

Admissions

Our setting is open and aimed at all of the community.

- We advertise widely.

- We provide information in clear, concise language, whether it is in spoken or written form.

- We ensure that all parents are made aware of our equal opportunities policy and understand it.

- We do not discriminate against a child or their family, in any way or prevent any entry to our setting, on the basis of colour, ethnicity, religion or social background, such as being a member of a travelling community or an asylum seeker.

Training
We look out for training opportunities for staff and volunteers to enable them to anti-discriminatory and inclusive practices, which enable all children to thrive.
We review our practice to ensure that we are fully implementing our policy for equality, diversity and inclusion.
Curriculum
The curriculum offered in the nursery encourages children to develop positive attitudes about themselves as well as to people who are different from themselves. It encourages children to understand others and to begin to develop the skills of critical thinking.

Aim

Making children feel valued and good about themselves.
Ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages.
Ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning.
Creating an environment of mutual respect and tolerance.
Celebrating a wide range of festivals.
Positively reflecting the widest possible range of communities in the choice of resources.
Ensuring that children have equality of access to learning.
Recognising the different learning styles of girls and boys, making appropriate provision within the curriculum to ensure each child receives the widest possible opportunity to develop their skills and abilities.
Helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable.
Ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities.

Valuing Diversity in families

We welcome the diversity of family lifestyles and work with all our families.
We try to encourage children to contribute stories of their everyday life to the setting.
For families who speak languages in addition to English, we will develop means to ensure their full inclusion.

Food

We work in partnership with parents to ensure that the medical, cultural and dietary needs of children are met.
We help children to learn about a wide range of food, and cultures at mealtimes and to respect the differences among them.
We help children to develop an understanding unhealthy and unhealthy food

Meetings
Any information about any meetings is communicated/displayed in a variety of ways, both written and verbal. This then ensures that all parents/carers have information about the meetings as well as access to them.

Complaints procedure

It is clearly of vital importance that our nursery should run smoothly and that parents and staff work together with co-operation in the child’s best interests. In the event of complaints from either staff or parents every effort will be made to respond quickly and appropriately and the following procedure will be followed:

- If a parent feels that he/she has cause for complaint they should speak to the manager or whoever may be in charge on the day.

- Where a complaint is made to the staff, the manager/ person in charge should be informed immediately.

- The manager/ person in charge will respond to any complaint as quickly as possible. We will talk with staff and parents to overcome the problem.

- All complaints will be investigated where these relate to one or more of the National Standards.

-An account of the findings and any action taken will be given to the parent within 28 days.

- A written record of complaints is kept, actions taken and the outcome of the investigation. Records will be retained for 10 years from the date on the complaints sheet.

- After a complaint has been resolved the final outcome will be applied. Any recommendations for changes in procedure will be made.

It is clearly understood that parents have the right to contact Ofsted , Piccadilly Gate, Store Street, Manchester M1 2WD (tel: 03001231231 or www.ofsted.gov.uk/childcare ) if they feel that they have not received a satisfactory response to their complain.