1.0 Child Protection

1.1 Children’s rights and entitlements

Policy statement

• We promote children’s right 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 right 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 with 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 right and entitlements to be ‘strong, resilient and listened to’.

To be strong means to be:
• Secure in their foremost attachments 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 on;
• Safe and valued as individuals in their families and in relationships beyond the family, such as day care or school;
• Self-assured and form a positive sense of themselves- including all aspects of their identity and heritage;
• Included equally and belong in early years settings and community life;
• Confident in abilities and proud of their achievements;
• Progressing optimally in all aspects of their development and learning;
• Part of a peer group in which to learn to negotiate, to develop social skills and identify as global citizens, respecting the rights of others in a diverse world; and
• 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;
• Develop a sense of responsibility towards themselves and others; and
• 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 into 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; and
• Adults respect children’s rights and facilitate children’s participation and representation in imaginative and child-centred ways in all aspects of core services.

1.2 Safeguarding Children and Child Protection

Policy statement

Our setting will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life.


We are committed to building a ‘culture of safety’ where children are protected from abuse and harm in all areas.

Our designated person who co-ordinates child protection issues is:

Our designated officer who oversees this work is:
Laura Arnold (manager)

• We ensure all staff are trained to understand our safety guarding policies and procedures and that parents are made aware of them too.
• All staff have an up to date knowledge of their safeguarding issues.
• We provide adequate and appropriate staffing resources to meet the needs of children.
• Applicants for posts within the setting are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974.
• Candidates are informed of the need to carry out ‘enhanced disclosure’ checks with the Disclosure Barring Service (DBS) before posts can be confirmed.
• Where applications are rejected because of obtaining information that has been disclosed, applicants have the right to know and to challenge incorrect information. Applicants are also required to disclose whether they live in the same household with another person who is deemed disqualified by DBS checks.
• We abide by Ofsted requirements in respect to references and DBS checks for staff, volunteers including those people living and working on the premises to ensure that no disqualified person, co-habiting person or unsuitable person works at the setting or has access to the children.
• Volunteers do not work unsupervised with children.
• We record information about staff qualifications, and the identity checks and vetting processes that have been completed including:
– The DBS number
– The date the DBS check was obtained
– Details of who obtained the DBS

• We inform all staff that they are expected to disclose any convictions, cautions, court orders or reprimands and warnings which may affect their suitability to work with children (whether received before or during their employment with us).
• We abide by the Safeguarding Vulnerable Groups Act (2015) requirements in respect of any person who is dismissed from our employment, or resigns in circumstances that would otherwise have led to dismissal for reasons of a child protection concern.
• We have procedures for recording the details of visitors to the setting.
• We take security steps, such as CCTV, to ensure that we have control over who comes into the setting so that no unauthorized person has unsupervised access to the children.
• We take steps to ensure children are not photographed or filmed on video for any other purpose than to record their development or their participation in events organised by us. Parents sign a consent form and have access to records holding visual images of their child.

We are committed to responding promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in ‘What to do if you’re worried a child is being abused’ (HMG, 2006).

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 experiencing neglect, this may be demonstrated through:
-significant changes in their behaviour;
-deterioration in their general well-being;
-their comments which may give cause for concern, or the things they say (direct or indirect disclosure);
-changes in their appearance, their behaviour, or their play;
-unexplained bruising, marks or signs of possible abuse or neglect; and
-any reason to suspect neglect or abuse outside of the setting.
• We take into account factors affecting parental capacity, such as social exclusion, domestic violence, parent’s drug or alcohol abuse, mental or physical illness or parent’s learning disability.
• We are aware of other factors that affect children’s vulnerability such as, abuse of disabled children; fabricated or induced illness; child abuse linked to beliefs in spirit possession; sexual exploitation of children, such as through internet abuse; and Female Genital Mutilation; that may affect or may have affected children and young people using our provision.
• We also make ourselves aware that some children and young people are affected by gang activity, by complex, multiple or organise abuse, through forced marriage or honour based violence or may be victims of child trafficking. Whilst this may be less likely to affect young children in our care, we may become aware of any of these factors affecting older children and young people who may access our day care services.
• Where we believe that a child in our care, or that is known to us may be affected by any of these factors we follow the procedures below for reporting child protection concerns.
• Where such evidence is apparent, the child’s key person makes a dated record of the details of the concern and discusses what to do with the member of staff who is acting as the ‘designated person’. The information is stored on the child’s personal file.
• We refer concerns to the Gloucestershire Safeguarding Children’s Board.
• We take care not to influence the outcomes either through the way we speak to the children or by asking questions of children.
• We take account of the need to protect young people aged 16-19 as defined by the Children’s Act 1989. This may include students, or school children on work placement, young employees or young parents. Where abuse is suspected we follow the procedure for reporting any other child protection. The views of the young person will always be taken into account, but the setting may override the young person’s refusal to consent to share information if it feels that it is necessary to prevent a crime from being committed or intervene where one may have been, or to prevent harm to a child or adult. Sharing confidential information without consent is done only when not sharing it could be worse than the outcome of having shared it.

Recording suspicions of abuse and disclosures
• Where a child makes comments to a member of staff that give cause for concern (disclosure), or a member of staff observes signs or signals that give cause for concern, such as significant changes in behaviour; deterioration in general well-being; unexplained bruising, marks or signs of possible abuse or neglect; that member of staff:
-listens to the child, offers reassurance and gives assurance that she or he will take action;
-does not question the child;
-makes a written record that forms an objective record of the observation or disclosure that includes: the date and time of the observation or the disclosure, the exact words spoken by the child as far as possible; the name of the person to whom the concern was reported, with the date and time; and the names of any other person present at the time.
• These records are signed and dated in the child’s personal file, which is kept securely and confidentially.
• The member of staff acting as the ‘designated person’ is informed of the issue at the earliest opportunity.

Making a referral

Informing parents
• Parents are usually the first point of contact. We discuss concerns with parents to gain their view of events, unless we feel this may put the child at greater danger.
• We inform parents when we make a record of concerns in their child’s file and that we also make a note of any discussion we have with them regarding a concern.
• If suspicion of abuse warrants referral, parents are informed at the same time that the referral will be made, unless it is deemed that this puts the child at greater danger.
• This will usually be the case where the parents are the likely abuser; in these situations social services will inform parents.

Liaison with other agencies
• We work within the Local Safeguarding Children’s Board guidelines
• We have a current version of ‘What to do if you’re worried a child is being abused’ available for parents and staff and ensure that all staff are familiar with what to do if they have concerns.
• We have procedures for contacting the local authority regarding child protection issues.
• We notify Ofsted of any incident or accident and any changes in our arrangements which may affect the well-being of children or where an allegation of abuse is made against a member of staff (whether the allegations relate to harm or abuse committed on our premises or elsewhere). Notifications are made as soon as possible, or at the latest within 14 days of the allegations being made.

Allegations against staff
• We ensure that all parents know how to complain about the behaviour or actions of staff or volunteers within the setting or anyone living or working on the premises occupied by the setting, which may include an allegation of abuse.
• We respond to any inappropriate behaviour displayed by members of staff, or any other person working with the children, which includes:
-inappropriate sexual comments;
-excessive one to one attention beyond the requirements of their usual role and responsibilities, or inappropriate sharing of images.
• We follow the guidance of the Gloucestershire Safeguarding Children’s Board when responding to any complaint that a member of staff or volunteer within the setting, or anyone living or working on the premises occupied by the setting, has abused a child.
• We respond to any disclosure by children or staff that abuse by a member of staff or volunteer within the setting, or anyone living or working on the premises occupied by the setting, may have taken, or is taking place, by first recording the details or any such alleged incident.
• We refer any such complaint immediately to the Local Authority Designated Officer to investigate: _____________________________________________________________
• We also report any such alleged incident to Ofsted, as well as what measures we have taken. We are aware that this is an offence not to do this.
• We co-operate entirely with any investigation carried out by children’s social care in conjunction with the police.
• Where the management team and children’s social care team agree it is appropriate in the circumstances, the manager will suspend the member of staff on full pay, or the volunteer, for the duration of the investigation. This is not an indication of admission that the alleged incident has taken place, but it is to protect the staff, as well as children and families throughout the process.

Disciplinary action
• Where a member of staff or volunteer has been dismissed due to engaging in activities that caused concern for the safeguarding of children or vulnerable adults, we will notify the Disclosure Bureau Service (DBS) of relevant information, so that individuals that pose a threat to children (and vulnerable groups) can be identified and barred from working with these groups.

We are committed to promoting awareness of child abuse issues throughout its training and learning programmes for adults. We are committed to empowering young children, through its early childhood curriculum, promoting their right to be strong, resilient and listened to.

• We seek out training opportunities for all adults involved in the setting to ensure that they are able to recognise the signs and signals of possible physical abuse, emotional abuse, sexual abuse and neglect and that they are aware of the local authority guidelines for making referrals.
• We ensure that designated persons receive training in accordance with that recommended by Gloucestershire’s Safeguarding Children Board.
• We ensure that all staff know the procedures for reporting and recording any concerns they may have about the provision.
• The layout of the rooms allows for constant supervision. No child is left alone with staff or volunteers in a one to one situation without being in sight or sound of other adults.
• We introduce key elements of keeping children safe into our programme to promote the personal, social and emotional development of all children, so that they may grow to be strong, resilient, and listened to and so that they develop an understanding of why and how to keep safe.
• We create within the setting a culture of value and respect for individuals, having positive regard for children’s heritage arising from their colour, ethnicity, languages spoken at home, cultural and social background.
• We ensure that this is carried out in a way that is developmental appropriate for the children.
• 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 Safeguarding Children’s Board.
Support to families
• We believe in building trusting and supportive relationships with families, staff and volunteers in the group.
• We make clear to parents our role and responsibilities in relation to child protection, such as for the reporting of concerns, information sharing, monitoring of the child, and liaising at all times with the Local Children’s Social Care team.
• We will continue to welcome the child and their family whilst investigations are being made in relation to any alleged abuse.
• We follow the child protection plan as set by the child’s social care worker in relation to the setting’s designated role and tasks in supporting that child and their 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 Confidentiality and Client Access to Records Procedure and only if appropriate under the guidance of Gloucestershire’s Safeguarding Children’s Board.

1.4 Uncollected child

Policy statement

In the event of a child not collected by an authorised adults at the end of the session we have the following procedure in place. These ensure the child is cared for safely by an experienced and qualified practitioner who is known to the child.


• Parents of children starting at the setting are asked to provide the following specific information on their Registration form
– Home address and telephone number
– Place of work, address and telephone number
– Mobile telephone number
– Names, addresses, telephone number and signatures of adults who are authorised by the parents to collect their child
– Who has parental responsibility for the child
– Information about any person who does not have legal access to the child.

• If parents are away from home or work they must submit in writing how they can be contacted.
• If a new person is collecting the child, parents must provide us with written details of the name, address and telephone number of the person who will be collecting the child.
• Parents must inform us as soon as possible if they are not able to pick up the children so we can begin to take back-up measures.
• We inform parents that we apply our child protection procedures in the event that their children are not collected by an authorized adult within one hour of the setting closing and the staff can no longer supervise the child on the premises.
• If a child has not been collected the following procedure applies:
– The child’s file is checked for any information regarding changes to collection
– Parents/carers are contacted at home or work
– If unsuccessful other authorized adults are contacted to collect
– The child does not leave the setting with any adult that is not on the Registration form or child’s file
– If the child has still not been collected and the setting has close we will begin our procedure for uncollected children
– We will contact the local authority children’s social care team
– The child stays at the setting with two workers until the child is safely collected by the parent or social worker
– Social care with then aim to find the parent or relative, if unsuccessful the child becomes looked after by local authority
– Under no circumstances will staff go looking for parent nor take the child home with them

• A full written report of the incident is recorded in the child’s file.
• Depending on circumstances, we reserve the right to charge parents for the additional hours worked by our staff.
• Ofsted may be informed

1.6 Use of mobile phones and cameras

Policy statement

We take steps to ensure that there are effective procedures in place to protect children from the unacceptable use of mobile phones and cameras in the setting.


Personal mobile phones
• Personal mobile phones belonging to members of staff are not used on the premises during working hours.
• Mobile phones are to be placed in a basket at the start of each member of staff’s shift which is kept in the staff room.
• In the event of an emergency, they may be used in the office with permission from the manager.
• The setting’s telephone number should be given to staff’s family/childcare etc. for contacting in the case of an emergency.
• The setting’s mobile phone will be taken out on school runs and other outings for use in emergencies only.
• Staff will not use their mobile phones for taking photos of any children in the setting.
• Parents and visitors are requested to not use their mobile phones whilst on the premises.

Cameras and videos
• Staff must not bring own cameras or video recorders into the setting.
• Recordings and photographs are for valid reasons only i.e. for observations or displays.
• Camera and video use monitored by Laura Arnold.
• Photographs and recordings of children are only taken of children after written permission from parents.
• We ask parents to respect our procedure for not taking photographs and videos at special events of groups of children. Parents will have the opportunity to take a photo of their own child only at the end e.g. after Christmas show.

6.0 Health

6.1 Administering medicines and first aid

Policy statement

It is not our policy to care for sick children, who should be at home until they are well enough to return to the setting, we will agree to administer medicines as part of maintaining their health and well-being or when they are recovering from an illness.

Administering medicines should only be done in setting if it would be detrimental to the child’s health to not. If a child has not had the medicine before parents are advised to keep their child/baby at home for 48 hours to ensure there are no adverse effects. The key person is responsible for the correct administration of medication to children for whom they are the key person. This includes ensuring that parent consent forms have been completed, that medicines are stored correctly and that records are kept according to procedures. In the absence of the key person, the manager is responsible.


• Children taking prescribed medication must be well enough to attend the setting.
• Only medicine prescribed by a doctor is administered. It must be in-date and prescribed for the current condition. Un-prescribed children’s paracetamol (calpol) is only administered for children under the age of one with the verbal consent of the parents in the case of a high temperature. This is to prevent a febrile convulsion and where a parent is on their way to collect a child.
• Children’s prescribed medicines are stored in their original containers, clearly labelled and are inaccessible to the children.
• Parents give prior written permission for the administration of medication. The staff receiving the medication must ask the parent to sign a consent form stating the following information. No medication may be given without these details being provided:
– The full name of child and date of birth
– The name of medication and strength
– Who prescribed it
– The dosage to be given in the setting
– How the medication should be stored and its expiry date
– Any possible side effects that may be expected and
– The signature of the parent, their printed name and the date
The member of staff responsible for the child’s medication and for ensuring parents have completed a consent form.

• The administration of medicine is recorded accurately in our medication record book each time it is given and is signed by the key person/manager. Parents are shown the record at the end of the day and asked to sign the record book to acknowledge the administration of the medicine. The medication record book records the:
– Name of the child;
– Name and strength of the medication;
– Date and time of the dose;
– Dose given and method;
– Signature of the key person/manager; and
– Parent’s signature.

Storage of medicines
• All medication is stored safely in a locked cupboard or refrigerated as required. These will be clearly marked in a box.
• The child’s key person is responsible for ensuring the medicine is returned to parents.
• Medication may be kept in the setting to administer on a regular or as-needed basis. Key person ensure this is in-date.
• Medicine is stored in a securely locked first aid cabinet or fridge as appropriate.
• Individual training may be necessary for the administration of medicines that requires medical knowledge.
• If rectal diazepam is given, another member of staff must be present and co-signs the record book.
• No child may self-administer. Children who have an understanding of when they need their medicine e.g. asthma, should be encouraged to tell their key person. This does not replace staff vigilance in knowing and responding when a child requires medication.

Children who have long term medical conditions and who may require ongoing medication.
• A risk assessment is carried out for each child with long term medical conditions that require ongoing medication. This is the responsibility of the manager alongside the key person. Other care or social care personnel may need to be involved in the risk assessment.
• Parents who will also contribute to a risk assessment. They should be shown around the setting, understand the routines and activities and point out anything which they think may be a risk factor for their child.
• For some medical conditions, key staff will need to have training in a basis understanding of the condition, as well as how the medication is to be administered correctly. The training needs for staff form part of the risk assessment.
• The risk assessment incudes vigorous activities and any other activity that may give cause for concern regarding an individual child’s health needs.
• The risk assessment includes arrangement for taking medicines on outings and advice is sought from the child’s GP if necessary where there are concerns.
• A health care plan for the child is drawn up with the parent; outlining the key person’s role and what information must be shared with other staff who care for the child.
• The health care plan should include the measures to be taken in an emergency.
• The health care plan is reviewed every six months, or more frequently if necessary. This includes reviewing the medication e.g. changes to the medication or the dosage, any side effects noted etc.
• Parents receive a copy of the health care plan and each contributor, including the parent, signs it

Managing medicines on trips and outings
• If children are going on outings, staff accompanying the children must include the key person for the child with a risk assessment, or another member of staff who is fully informed about the child’s needs and/or medication.
• Medication for a child is taken in a sealed plastic box clearly labelled with the child’s name and the name of the medication. Inside the box is a copy of the consent form and a card to record when it has been given, including all the details that need to be recorded in the medication record as stated above.
• On returning to the setting the card is stabled to the medicine record book and the parents signs it.
• If a child on medication has to be taken to hospital, the child’s medication is taken in a sealed plastic box clearly labelled with the child’s name and the name of the medication. Insides the box is a copy of the consent form signed by the parent.
• Children should not eat when travelling in vehicles.

6.2 Managing children, who are sick, infectious or with allergies

Policy statement

We provide care for healthy children through preventing cross infection of viruses and bacterial infections and promote health through identifying allergies and preventing contact with the allergenic substance.


• If children appear unwell during the day – have a temperature, sickness, diarrhoea or pains, particularly in the head or stomach, Laura Arnold will ring the parents and ask them to collect their child, or send a known carer to collect the child on their behalf.
• If a child has a temperature, they are kept cool, be removing top clothing and sponging their heads with cool water.
• The child’s temperature is taken using a thermometer.
• In extreme cases the child should be taken to hospital and parent informed.
• Parents are asked to take their child to the doctors before returning to the setting; the setting can refuse admittance to children who have a temperature, sickness and diarrhoea or a contagious infection or disease.
• Where children have been prescribed antibiotics, parents are asked to them at home for 48 hours before returning them to the setting.
• After diarrhoea, parents are asked to keep children home for 48 hours or until a formed stool has passed.
• For excludable diseases and current exclusion please speak to Laura Arnold or check the Health Protection Agency (HPA) website.

Reporting of ‘notifiable diseases’
• If a child or adult is diagnosed as suffering from a notifiable disease (according to Health Protection Regulations), the GP will report this to the Health Protection Agency.
• When the setting becomes aware, or is formally informed of the notifiable disease, the manager informs Ofsted and acts on any advice given by the HPA.

HIV/AIDS/Hepatitis procedure
• HIV virus is spread through bodily fluids. Hygiene precautions for dealing with body fluids are the same for all children and adults.
• Single use gloves and aprons are worn when changing nappies, pants and clothing that are soiled with blood, urine, faeces or vomit.
• Protective rubber gloves are used for cleaning clothing after changing.
• Soiled clothing is rinsed and bagged for parents when they collect.
• Spills of blood, urine, faeces or vomit are cleared using mild disinfectant solution and mops; any cloths used are disposed of with the clinical waste.
• Tables and other furniture, furnishings or toys affected by blood, urine, faeces or vomit are cleaned using a disinfectant.

Nits and head lice
• Nits and head lice are not an excludable condition, although in exceptional circumstances a parents may be asked to keep the child away until the infestation has cleared.
• All parents are informed if there has been a reported case of head lice and are all asked to treat their child and all the family if they are found to have lice.

Procedures for children with allergies

• When parents start they are expected to record any known allergies on the All About Me form.
• If a child has an allergy a risk assessment form is carried out detailing the following:
– The allergen
– The nature of the allergic reactions
– What do we do in the case of an allergic reaction
– Control measures- how to prevent a reaction occurring
– Review
• This form is kept in the child’s personal file and a copy where staff can see it.
• Parents train staff in how to administer medicines.
• No nuts or nut products allowed on the premises.
• Parents are made aware of this fact to ensure packed lunches are nut free.

Insurance requirements for children with allergies and disabilities
• The insurance will automatically include children with any disability or allergy, but certain procedures must be strictly adhered to. For children suffering life threatening conditions, or requiring invasive treatments, written confirmation from insurance provider must be obtained to extend the insurance.

At all times the administration of medication must be compliant with the Safeguarding and Welfare Requirements of the Early Years Foundation Stage.

Oral medication
• Oral medication including asthma inhalers must be prescribed by a GP.
• The setting must be provided with clear written instructions on how to administer medication; and
• Proof of training in the administration of such medication by the child’s GP, a district nurse, children’s nurse or a community paediatric nurse.
• Copies of all three documents relating to these children must be sent to the insurance provider and written confirmation that the insurance has been extended will be issued in return.

Key person for special needs children
• Prior written consent must be obtained from the child’s parents or guardian to give treatment and/or medication prescribed by the child’s GP.
• The key person must have the relevant medical training/experience, which may include those who have received appropriate instructions from parents or guardians, or who have qualifications.
• Copies of all letters must be sent to the insurance provider and written confirmation that the insurance has been extended will be issued in return.

6.3 Recording and reporting of accidents and incidents

Policy statement

We follow the guidelines of the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) for the reporting of accidents and incidents. Child protection matters or behavioural incidents between children are not regarded as incidents and there are separate procedures for this.


Our accident book:
• Is kept in a safe and secure place;
• Is accessible to all staff and volunteers, who all know how to complete it; and
• Is reviewed at least half termly to identify any potential or actual hazards

Reporting accidents and incidents
Ofsted is notified as soon as possible, or within 14 days, of any instances which involve:
• Food poisoning affecting two or more children looked after on our premises;
• A serious accident or injury to, a serious illness of, a child in our care and the action we take in response; and
• The death of a child in our care

Local child protection agencies are informed of a serious accident or injury to a child, or the death or any child, while in our care and we act on any advice given by those agencies.

Any food poisoning affecting two or more children or adults on our premises is reported to the local Environmental Health Department.

We meet our legal requirements in respect of the safety of our employees and the public by complying with RIDDOR. We report to the Health and Safety Executive:
• Any work-relating accident leading to an injury of a child or adult, where they are taken to hospital.
• Any work relating injury to a member of staff, which results in them being unable to work for seven consecutive days;
• When a member of staff suffers from a reportable work-related disease or illness;
• Any death, of a child or adult, that occurs in connection with activities relating to our work; and
• Any dangerous occurrences.
Our incident book
• We have ready access to telephone numbers for emergency services, including the local police. Where we are responsible for the premises we have contact numbers for the gas and electricity emergency services, and a carpenter and plumber. Where we rent premises we ensure we have access to the person responsible and that there is a shared procedure for dealing with emergencies.
• We keep an incident book for recording major incidents, including those that are reportable to the Health and Safety Executive as above.
• These incidents include:
– A break in/burglary, or theft of personal or the setting’s property;
– An intruder gaining unauthorised access to the premises;
– A fire, flood, gas leak or electrical failure;
– An attack on member of staff or parent on the premises or nearby;
– Any racist incident involving staff or family;
– A notifiable disease or illness, or an outbreak food poisoning, affecting two or more children looked after on the premises;
– The death of a child or adult;
– A terrorist attack, or threat of one.
• In the incident book we record the date and time of the incident, nature of the event, who was affected, what was done about it or whether it was reported to the police, and if so a crime number.
• In the unlikely event of a terrorist attack, we follow the advice of the emergency services with regard to evacuation, medical aid and contacting children’s families.
• In the unlikely event of a child dying on the premises, for example, through cot death, the emergency services are called, and the advice of these services are followed.
• The incident book is not for recording issues of concern involving a child.

7.0 Managing Behaviour

7.1 Achieving positive behaviour

Policy statement

Our setting believes that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their behaviour. Children need to learn to consider the views and feelings, needs and rights, of others and the impact that their behaviour has on people, places and objects. This requires support, encouragement, teaching and setting the correct example.


Joanne Andrews is the named person who has overall responsibility for our programme for supporting personal, social and emotional development, including issues concerning behaviour.

• We require the named person to:
– Keep themselves up-to-date with legislation, promote positive behaviour and support children’s behaviour which may require additional support.
– Access relevant sources of expertise on promoting positive behaviour.
– Check that all staff have in-service training on promoting positive behaviour. We keep a record of staff attendance at this training.

• We recognise that codes for interacting with other people vary between cultures and require staff to be aware of, and respect, those used by members of the setting.
• We require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.
• We familiarise new staff and volunteers with the setting’s Behaviour Policy and its guidelines for behaviour.
• We require all members of the setting (including parents and children) to keep to the guidelines.
• We work in partnership with the children’s parents. Parents are regularly informed about their children’s behaviour by their key person. We work with parents to address recurring inconsiderate behaviour, using our observation records to help us understand the cause and to decide jointly how to respond appropriately.

Strategies for children who engage in inconsiderate behaviour
• We require all staff, volunteers and students to use positive strategies for handling and inconsiderate behaviour, helping children to find solutions in ways which are appropriate for the children’s ages and stages of development.
• We ensure that there are enough popular toys and resources and sufficient activities available so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns.
• We acknowledge considerate behaviour such as kindness and willingness to share.
• We support each child in developing self-esteem, confidence and feelings of competence.
• We support each child in developing a sense of belonging in our group, so that they feel valued and welcome.
• We avoid creating situations in which children receive adult attention only in return for inconsiderate behaviour.
• When children behave in inconsiderate ways, we help them to understand the outcomes of their actions and support them in learning how to cope more appropriately.
• We never send children out of the room by themselves, nor do we use a ‘naughty chair’ or a time-out strategy that excludes children from the group.
• We never use physical or corporal punishment, such as smacking or shaking. Children are never threatened with these.
• We do not use techniques intended to single out and humiliate individual children.
• We only use physical restraint, such as holding, to prevent physical injury to children or adults and/or serious damage to property.
• Details of such an event are bought to the attention of our setting leader and are recorded in the child’s personal file. The child’s parents are informed on the same day.
• In case of serious misbehaviour we make clear immediately the unacceptability of the behaviour and attitudes, by means of explanation.
• We do not shout or raise our voices in a threatening way to respond to children’s inconsiderate behaviour.

Children under three years
• When children under three year behave in inconsiderate ways we recognise that the strategies for supporting them will need to be developmentally appropriate and differ from those for older children.
• We recognise that babies and very young children are unable to regulate their own emotions, such as fear, angry or distress, and require sensitive adults to help them to do this.
• Common inconsiderate or hurtful behaviours of young children include tantrums, biting or fighting. Staff are calm and patient, offering comfort to intense emotions, helping children to manage their feelings and talk about them to help resolve issues and promote understanding.
• If these behaviours are frequent, we try to find out the underlying cause. Sometimes a child has not settled in well and the behaviour may be a result of ‘separation anxiety.’
• We focus on ensuring a child’s attachment figure in the setting, their key person, is building a strong relationship to provide security to the child.

Rough and tumble play and fantasy aggression
Young children often engage in play that has aggressive themes, such as superhero and weapon play. Some children appear pre-occupied with these themes, but their behaviour is not necessarily a precursor to hurtful behaviour or bullying; although it may be inconsiderate at times and may need addressing using some of the strategies above.

• We recognise that teasing and rough and tumble play are normal for young children and acceptable within limits. We regard these kinds of play as pro-social and not as problematic or aggressive.
• We will develop strategies to contain play that are agreed with the children, and understood by them, with acceptable behavioural boundaries to ensure children are not hurt.
• We recognise that fantasy play also contains many violently dramatic strategies, e.g. blowing up and shooting, and that themes often refer to ‘goodies and baddies’ and as such allow opportunities for us to explore concepts of right and wrong.
• We are able to tune in to the content of the play, perhaps to suggest alternative strategies for heroes and heroines, making the most of ‘teachable’ moments to encourage empathy and lateral thinking to explore alternative scenarios and strategies for conflict resolution.

Hurtful behaviour
We take hurtful behaviour very seriously. Most children under the age of five will at some stage hurt or say something hurtful to another child, especially if their emotions are high at the time, but it is not helpful to label this behaviour as ‘bullying.’ For children under five, hurtful behaviour is momentary, spontaneous and often without cognisance of the feelings of the person whom they have hurt.
• We recognise that young children behave in hurtful ways towards others because they have not yet developed the means to manage intense feelings that sometimes overwhelm them.
• We will help them manage these feelings, as they have neither the biological means nor the cognitive means to do this themselves.
• We offer support, calming the child who is angry, as well as the one who has been hurt.
• To support pre-verbal children we calm them through holding and cuddling. Verbal children will also respond to cuddling but we also offer them an explanation the incident.
• We help children to recognise their feelings by naming them.
• We help young children develop pro-social behaviour, such as resolving conflict over who has the toy.
• We understand that the same problem may happen over and over again before skills such as sharing and turn-taking develop.
• We support social skills through modelling behaviour and through activities, drama and stories. We build self-esteem and confidence in children, recognising their emotional needs through close and committed relationships with them.
• We help a child understand the effect that their hurtful behaviour has had on another child, we do not force the child to say sorry, but encourage this where it is clear that they are genuinely sorry and wish to show this to the person they have hurt.
• When hurtful behaviour becomes problematic, we work with parents to identify the cause and find a solution together. The main reasons may include;
– They do not feel securely attached
– Their parent or carer does not have skills in responding appropriately
– The child may have insufficient language
– The child is exposed to levels of aggressive behaviour at home
– The child has a developmental condition that affects how they behave.
• Where this does not work, we use the Special Educational Needs Code of Practice to support the child and family, making the appropriate referrals to a Behaviour Support Team where necessary.

We take bullying very seriously. Bullying involves the persistent physical or verbal abuse of another child or children. It is characterised by intent to hurt, often planned, and accompanied by an awareness of the impact of the bullying behaviour.
A child who is bullying has reached a stage of cognitive development where he is or she is able to plan to carry out a premeditated intent to cause distress to another. Bullying can occur in children five years old and over and may well be an issue in after school clubs and holiday schemes catering for slightly older children.

8.5 Fire safety and emergency evacuation

Policy statement
We ensure our premises present no risk of fire by ensuring the highest possible standard of fire precautions. Laura Arnold is familiar with the current legal requirements. Where necessary we seek the advice of a competent person, such as our Fire Officer.

• The basis of fire safety is risk assessment.
• Fire doors are clearly marked, never obstructed and easily opened from the inside.
• Smoke detectors/alarms and fire-fighting appliances conform to BS EN standards, are fitted in appropriate high risk areas of the building and are checked as specified by the manufacturer.
• Our emergency evacuation procedures are approved by the Fire Safety Officer and are:
– Clearly displayed
– Explained to new members of staff, volunteers and parents; and
– Practised regularly, at least every six weeks.
• Records are kept of fire drills and of the servicing of fire safety equipment.
Emergency evacuation procedure
• Children are familiar with the sound of the fire alarm due to regular fire drills.
• The children, staff and parents are clearly made aware of fire exits when starting at the setting.
• Children are led by adults to the assembly point.
• A register is carried out by the room leaders to ensure all children and staff are accounted for.
• The time it takes to complete a fire drill is recorded.
• In the event of a real fire, Laura Arnold will contact the emergency services as soon as possible after evacuation.
• Parents will then be phoned once every child and adult has been accounted for and emergency services are present.

The fire drill record book contains; the date and time of the drill, how long it took, whether there were any problems for delayed evacuation, and any further action taken to improve the drill procedure.

10.0 Information and records
10.1 Parenting involvement

Policy statement

We believe that children benefit most from early years’ education and care when parents and settings work together in partnership. Our aim is to support parents as their children’s first and most important educators by involving them in their children’s education and in the full life of the setting.


• We have a means to ensure all parents are included- that may mean we have different strategies for involving fathers, or parents who work or live apart from their children.
• We consult with all parents to find out what works best for them.
• We ensure ongoing dialogue with parents to improve our knowledge of the needs of their children and to support their families.
• We inform all parents about how the setting is run and its policies, through access to written information and through regular informal communication.
• We inform parents on a regular basis about their children’s progress.
• We involve parents in the shared record keeping about their children- either formally or informally- and ensure parent have access to their children’s written developmental records.
• We inform all parents of the systems for registering queries, complaints or suggestions and we check to ensure that they are understood. All parents have access to our written complaints procedure.
• We provide opportunities for parents to learn about the curriculum offered in the setting and about young children’s learning, in the setting and at home.

10.2 Children’s records
Policy statement

We have record keeping systems in place that meet legal requirements; this means we use to store and share that information takes place within the framework of the Data Protection Act (1998) and the Human Right Act (1998).

We keep two kinds of records on children attending our setting;
Developmental records
• These include observations of children in the setting, photographs, video clips and samples of their work and summary developmental reports.
• These are usually kept in the playroom and can be freely accessed, and contributed to, by staff, the child and the child’s parents.
Personal records
• These include registration and admission forms, signed consent forms, correspondence concerning the child or family, reports or minutes from meetings concerning the child from other agencies, an ongoing record of relevant contact with parents, and observations by staff on any confidential matter involving the child, such as developmental concerns or child protection matters.
• These confidential records are stored in a lockable file or cabinet and are kept secure by the person in charge in an office or other suitably safe place.
• Parents have access, in accordance with our Clint Access to Records Policy to the files and records of their own children, but do not have access to information about any other child.
• Staff will not discuss personal information given by parents with other members of staff, except where it affects planning for the child’s needs. Staff induction includes an awareness of the importance of confidentiality in the role of the key person.
• We retain children’s records for three years after they have left the setting, except records that relate to an accident or child protection matter, which are kept until a child reaches the age of 21 years. These are kept in a secure place.
Other records
• We keep a daily record of the names of the children we are caring for, their hours of attendance and the names of their key person.
• Issues to do with the employment of staff, whether paid or unpaid, remain confidential to the people directly involved with making personnel decisions.

10.3 Provider records

Policy statement

We keep records and documentation for the purpose of maintaining our business. These include:
• Records pertaining to our registration.
• Landlord/lease documents and other contractual documentation pertaining to amenities, services and goods.
• Financial records pertaining to income and expenditure.
• Risk assessments.
• Employment records of staff including their name, home address and telephone number.
• Names, address and telephone numbers of anyone else who is regularly in unsupervised contact with the children.
We consider our records as confidential based on the sensitivity of information, such as with employment records. These confidential records are maintained with regard to the framework of the Date Protection Act and Human Rights Act.

• All procedures are the responsibility of the management team who ensure they are kept securely.
• All records are kept in an orderly way in files and filing is kept up to date.
• Financial records are kept up to date for audit purposes.
• Health and safety records are maintained; these include risk assessments, details of checks or inspections and guidance etc.
• Our Ofsted registration certificate is displayed.
• Our Public Liability insurance certificate is displayed.
• All our employment and staff records are kept securely and confidentiality.

We notify Ofsted of any change to the address of the premises, to the premises which may affect the quality of childcare we provide, the name and address of the provider, to the person managing the Nursery, any significant event which is likely to affect our suitability to look after children or any other event as detailed in the EYFS.

10.5 Confidentiality and client access to records

Policy statement

In our setting, staff and managers can be said to have a ‘confidential relationship’ with families. It is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality early years care and education in our setting. We aim to ensure that all parents and carers can share their information in the confidence that it will only be used to enhance the welfare of their children.

Confidentiality procedures

• We always check whether parents regard the information they share with us to be confidential or not.
• Some parents may share information about themselves with other parents as well as staff; the setting cannot be held responsible if information is shared beyond those parents whom the person has ‘confided’ in.
• Information shared between parents in a discussion or training group is usually bound by a shared agreement that the information is confidential to the group and not discussed outside of it.
• We inform parents when we need to record confidential information beyond the general personal information we keep, for example with regard to any injuries, concerns or changes in relation to the child or the family, any discussions with parents on sensitive matters, any records we are obliged to keep regarding action taken in respect of child protection and any contact and correspondence with external agencies in relation to their child.
• We keep all records securely.

10.8 Making a complaint

Policy statement

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


We keep a written record of any complaints that reach stage two and above, and their outcome. This is to be made available to parents, as well as to Ofsted inspectors on request.

Making a complaint
Stage 1:
• Any parent who has a concern about an aspect of the setting’s provision talks over, first of all, his/her concerns with the setting leader.
• Most complaints should be resolved amicably and informally at this stage.

Stage 2
• If this doesn’t have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complain in writing to the setting leader and the management team.
• For parents who are not comfortable with making written complaints, there is a form for recording complaints; the form may be completed with the person in charge and signed by the parent.
• The setting stores written complaints from parents in the child’s persona file. However, if the complaint involves a detailed investigation, the setting leader may wish to store all information relating to the investigation in a separate file designated for this complaint.
• When the investigation into the complaint is completed, the setting leader or manager meets with the parent to discuss the outcome.
• Parents must be informed of the outcome of the investigation within 28 days of making the complaint.
• When the complaint is resolved at this stage, the summative points are logged.
Stage 3
• If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the setting leader and the chair, director or owner. The parent may have a friend or partner present if they prefer and the leader should have the support of the management team.
• An agreed written record of the discussions is made, as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it.
• This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, the summative points are logged.

Stage 4
• If at the stage three meeting the parents and setting cannot reach agreement, an external mediator is invited to help settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice. A mediator has no legal powers, but can help to define the problem, review the action so far and suggest further ways in which it might be resolved.
• The mediator keeps all discussions confidential. S/he keeps an agreed written record of any meetings that are held and of any advice s/he gives.

Stage 5
• When the mediator has concluded her/his investigations, a final meeting between the parent, the setting leader and the chair, director or owner is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator’s advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached.
• A record of this meeting, including the decision on the action to be taken, is made. Everyone present at the meeting signs the record and receives a copy of it. This signed record signifies that the procedure has concluded.

Parents may contact Ofsted at any point of the complaints procedure. This number is 0300 123 1231.

A record of complaints in relation to our setting, or the children or the adults working in our setting, is kept, including the date, the circumstances of the complaint and how the complaint was managed. The outcome of all complaints is recorded, and this is available for parents and Ofsted inspectors on request.