Policies

Woolpit ARC

Offering good quality, affordable childcare

Policies

The Policies listed below are:

 

1) Behaviour Policy

2) Valuing diversity and promoting equality

3) Uncollected Child

4) Use of Mobile Phones and Cameras

5) Employment

6) Recording and Reporting of Accidents and Incidents

7) Maintaining Children's Safety and Security on Premises

8) Food and Drink

Behaviour Policy

Policy Statement

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

Our Aims and Values

Respect: to encourage all children to have respect for themselves,

for other people (their feelings, beliefs and values) and for the settings environment.

Understanding and compassion: to help children to understand other people’s views and experiences and to be caring and tolerant

of them.

Responsibility: to enable children to have an increasing ability

to take responsibility for their own actions and to understand the consequences of their behaviour.

Fairness and equality: to provide children with an understanding of how to be fair to all: how to share and give everyone an equal chance (within the context of everyone having different needs).

Politeness and consideration: to teach children how to be polite and considerate whilst acknowledging cultural traditions. In some cultures it is polite to make eye contact; in others it is not.

Kindness: to promote acts of kindness for each other and to assist children in ways of being gentle towards each other.

Trust and safety: to show children how to keep themselves and each other safe and to give them confidence to express their concerns and fears in an appropriate way.

As a staff, we hope to promote these aims and values through example and hope that parents/carers using Woolpit ARC will join with us in partnership.

We will do this by:

Having a named person who has overall responsibility for our programme for supporting personal, social and emotional development, including issues concerning behaviour. In small settings this may be shared between co-staff.

We require the named person to:

· keep her/himself up-to-date with legislation, research and thinking on promoting positive behaviour and on handling children's behaviour where it may require additional support;

· access relevant sources of expertise on promoting positive behaviour within the programme for supporting personal, social and emotional development ; and

· check that all staff have relevant in-service training on promoting positive behaviour. We keep a record of staff attendance at this training

· Talking one at a time, listening to each other and not interrupting when someone is already speaking. (all adults, including parents/carers, as well as children).

· Introducing new visitors at appropriate times and with sensitivity.

· Giving children clear messages.

We ask children to look after equipment by:

· Teaching them about health and safety

· Encouraging them during tidy up time: putting things away in the correct place.

· Having group discussions: ‘How do we look after this?

· Washing dolls, lego tables etc.

· Reminding children to tell us about any breakages

· Having snacks and meals at the table: no spills if possible

· Adults in the group looking after equipment themselves, therefore modelling it.

We help children to care about the environment by:

· Ensuring it is as attractive as possible

· Cleaning tables between sessions/activities

· Tidying up together

· Displaying children’s work

· Tending the indoor and outdoor plants

· Picking up rubbish

· Making displays of interesting objects including natural materials

· Providing labelled storage including photos/pictures of items to be stored

· Explaining proper care and use of areas (sand in sand trays etc)

· Teaching about the natural environment

· Modelling careful handling of equipment: acknowledging and praising positive behaviours i.e. leaf on celebration tree.

· Sharing responsibility

We help children to care about and respect each other by:

· Helping children to share toys and games

· Helping children to resolve disputes in an appropriate way by listening to them and asking them to think how the problem might be resolved; making suggestions where necessary.

· Using circle/discussion times to talk to children about being kind to each other etc.

· Adults showing kindness and respect to each other.

Examples of behaviours which we consider extremely serious are:

· Racist remarks

· Inappropriate touching

· Biting other people

· Threatening behaviours

· Persistently hurting others

· Bullying behaviours

Our actions will reflect the severity of the incident but we will manage inappropriate behaviour without being blameful or punishing the child. Our intervention may include one or more of the following:

· Removing the child from the situation

· Once emotions have subsided, encouraging the child to face the hurt they have caused, using language based on their age and stage of development.

· Restraining or holding the child if they are considered a danger to themselves or others ( see below for physical interventions)

· Seeking support from other agencies for example Suffolk Early Years consultants and or First Base for advice on challenging behaviour.

· With parent/carer permission introduce a behaviour management plan.

· Seeking support from the setting Manager/ Directors where appropriate

· In certain circumstances we may phone the child’s parents/carers and request that they collect their child. We may offer the parent/carer the opportunity to stay with their child at the setting to support their child’s behaviour.

Serious incidents may result in a meeting with the Chair/Manager and parents/carer to discuss the way forward. Occasionally, it maybe decided to exclude a child from the setting for a short period of time, or a shortened day may be more appropriate in order that the child’s experience of the setting remains positive. Exclusion will only be considered as a last resort and usually for children of statutory school age.

Physical interventions

On rare occasions when we may need to restrain a child for their own safety or the safety of others, we will ensure that we complete an incident form and inform the parents of the incident and ask them to sign the form.

Rough and tumble and fantasy play

As a Staff we recognise that children often engage in play that has aggressive themes such as superhero and weapon play. However their behaviour is not necessarily a precursor to hurtful behaviour or bullying, although it may be inconsiderate at times and may need addressing using the strategies above.

· We recognise that 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 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- blowing up, shooting etc., and that themes often refer to ‘goodies’ and ‘baddies’ and as such offer opportunities for us to explore concepts of right and wrong with the children.

· We are able to ‘tune’ in to the content of the play, perhaps to suggest alternative strategies for heroines and hero’s, making the most of teachable moments to encourage empathy and lateral thinking to explore alternative scenarios for conflict resolution.

Children under three years

· When children under three behave in inconsiderate ways we recognise that strategies for supporting them will need to be developmentally appropriate and differ from those for older children.

· We recognise that very young children are unable to regulate their own emotions, such as fear, anger or distress, and require sensitive adults to help them 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 tantrums, biting or fighting are frequent, we try to find out the underlying cause - such as a change or upheaval at home, or frequent change of carers. Sometimes a child has not settled in well and the behaviour may be the 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.

This policy will be reviewed annually

Signed on behalf of Woolpit ARC ------------------------------------

Name: Jackie Grant (Manager)

Next review date: May 2014

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Valuing diversity and promoting equality

Policy statement

We will ensure that our service is fully inclusive in meeting the needs of all children. We recognise that children and their families come from diverse backgrounds. All families have needs and values that arise from their social and economic, ethnic and cultural or religious backgrounds. Children grow up in diverse family structures that include two parent and one parent families; some children have two parents of the same sex. Some children have close links with extended families of grandparents, aunts, uncles and cousins while others may be more removed from close kin or may live with other relatives or foster carers. Some children have needs that arise from disability or impairment or may have parents that are affected by disability or impairment.

Some children come from families who experience social exclusion or severe hardship; some have to face discrimination and prejudice because of their ethnicity, the languages they speak, their religious or belief background, their gender or their impairment.

We understand that these factors affect the well-being of children and can impact on their learning and attainment.

Our setting is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to:

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

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

· provide positive non-stereotyping information about gender roles and diverse family structures, diverse ethnic and cultural groups and disabled people;

· improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity;

· challenge and eliminate discriminatory actions;

· make inclusion a thread that runs through all of the activities of the setting; and

· foster good relations between all communities.

Procedures

Admissions

Our setting is open to all members of the community.

· We advertise our service widely.

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

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

· We provide information in as many languages as possible.

· We base our admissions policy on a fair system.

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

· We do not discriminate against a child or their family, or prevent entry to our setting, on the basis of a protected characteristic as defined by the Equalities Act 2010.

These are:

- disability;

- race;

- gender reassignment;

- religion or belief;

- sex;

- sexual orientation;

- age;

- pregnancy and maternity; and

- marriage and civil partnership.

· We do not discriminate against a child with a disability or refuse a child entry to our setting for reason relating to disability.

· We ensure wherever possible that we have a balanced intake of boys and girls in the setting.

· We develop an action plan to ensure that people with impairments can participate successfully in the services offered by the setting and in the curriculum offered.

We take action against any discriminatory behaviour by staff or parents whether by:

· direct discrimination – someone is treated less favourably because of a protected characteristic e.g. preventing families of some racial groups from using the service;

· indirect discrimination - someone is affected unfavourably by a general policy e.g. children must only speak English in the setting;

· association – discriminating against someone who is associated with a person with a protected characteristic e.g. behaving unfavourably to someone who is married to a person from a different cultural background; or

· perception – discrimination on the basis that it is thought someone has a protected characteristic e.g. assuming someone is gay because of their mannerism or how they speak.

· Displaying of openly discriminatory and possibly offensive materials, name calling, or threatening behaviour are unacceptable on or around the premises and will be dealt with in the strongest manner.

Employment

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

· Applicants are welcome from all backgrounds and posts are open to all.

· We may use the exemption clauses in relevant legislation to enable the service to best meet the needs of the community.

· The applicant who best meets the criteria is offered the post, subject to references and checks by the DBS. This ensures fairness in the selection process.

· All job descriptions include a commitment to promoting equality and recognising and respecting diversity as part of their specifications.

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

Training

· We seek out training opportunities for staff and volunteers to enable them to develop anti-discriminatory and inclusive practices, which enable all children to flourish.

· We ensure that staff are confident and fully trained in administering relevant medicines and performing invasive care procedures when these are required.

· We review our practices to ensure that we are fully implementing our policy for promoting equality, valuing diversity and inclusion.

Curriculum

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

Our environment is as accessible as possible for all visitors and service users. If access to the settings is found to treat disabled children or adults less favourably then we make reasonable adjustments to accommodate the needs of disabled children and adults.

We do this by:

· making children feel valued and good about themselves and others;

· ensuring that children have equality of access to learning;

· making adjustments to the environment and resources to accommodate a wide range of learning, physical and sensory impairments;

· making appropriate provision within the curriculum to ensure each child receives the widest possible opportunity to develop their skills and abilities, e.g. recognising the different learning styles of girls and boys;

· positively reflecting the widest possible range of communities in the choice of resources;

· avoiding stereotypes or derogatory images in the selection of books or other visual materials;

· celebrating a wide range of festivals;

· creating an environment of mutual respect and tolerance;

· differentiating the curriculum to meet children’s individual educational needs;

· 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;

· ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning; and

· ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages.

Valuing diversity in families

· We welcome the diversity of family lifestyles and work with all families.

· We encourage children to contribute stories of their everyday life to the setting.

· We encourage mothers, fathers and other carers to take part in the life of the setting and to contribute fully.

· For families who speak languages in addition to English, we will develop means to ensure their full inclusion.

· We offer a flexible payment system for families of differing means and offer information regarding sources of financial support.

· We take positive action to encourage disadvantaged and under-represented groups to use the setting.

Food

· We work in partnership with parents to ensure that dietary requirements of children that arise from their medical, religious or cultural needs are met.

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

Meetings

· Meetings are arranged to ensure that all families who wish to may be involved in the running of the setting.

· We positively encourage fathers to be involved in the setting especially those fathers who do not live with the child.

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

Monitoring and reviewing

· To ensure our policies and procedures remain effective we will monitor and review them annually to ensure our strategies meets the overall aims to promote equality, inclusion and valuing diversity.

· We provide a complaints procedure and a complaints summary record for parents to see.

Legal framework

· The Equality Act 2010

· Children Act 1989, 2004

· Special Educational Needs and Disability Act 2001

Date to be reviewed

May 2014

Signed on behalf of the management committee

Name of signatory

Jackie Grant

Role of signatory (e.g. chair/owner)

Manager

Useful publications

 

· Guide to the Equality Act and Good Practice (2011) (PLA)

· All Together Now (2009) (PLA)

· Where’s Dad? (2009) (PLA)

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Uncollected Child

Policy statement

In the event that a child is not collected by an authorised adult at the end of a session/day, we put into practice agreed procedures. These ensure the child is cared for safely by an experienced and qualified practitioner who is known to the child. The child will receive a high standard of care in order to cause as little distress as possible.

We inform parents/carers of our procedures so that, if they are unavoidably delayed, they will be reassured that their children will be properly cared for.

Procedures

Parents of children starting at the setting are asked to provide the following specific information which is recorded on our Registration Form:

· Home address and telephone number - if the parents do not have a telephone, an alternative number must be given, perhaps a neighbour or close relative.

· Place of work, address and telephone number (if applicable).

· Mobile telephone number (if applicable).

· Names, addresses, telephone numbers and signatures of adults who are authorised by the parents to collect their child from the setting, for example a childminder or grandparent.

· Who has parental responsibility for the child.

· Information about any person who does not have legal access to the child.

· On occasions when parents are aware that they will not be at home or in their usual place of work, they inform us in writing of how they can be contacted.

· On occasions when parents or the persons normally authorised to collect the child are not able to collect the child, they provide us with written details of the name, address and telephone number of the person who will be collecting their child. We agree with parents how to verify the identity of the person who is to collect their child.

· Parents are informed that if they are not able to collect the child as planned, they must inform us so that we can begin to take back-up measures. We provide parents with our contact telephone number.

· A late collection fee may be administered at the following rate £10.00 for the first fifteen minutes and a further £5.00 for each consecutive fifteen minutes of lateness.

· We inform parents that we apply our child protection procedures in the event that

their children are not collected from setting by an authorised adult within one hour after the setting has closed and the staff can no longer supervise the child on our premises.

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

· The child’s file is checked for any information about changes to the normal collection routines.

· If no information is available, parents/carers are contacted at home or at work.

· If this is unsuccessful, the adults who are authorised by the parents to collect their child from the setting – and whose telephone numbers are recorded on the Registration Form – are contacted.

· All reasonable attempts are made to contact the parents or nominated carers.

· The child does not leave the premises with anyone other than those named on the Registration Form or in their file.

· If no-one collects the child after the setting has closed and there is no-one who can be contacted to collect the child, we apply the procedures for uncollected children.

· We contact our local authority children’s social care team:

Customer First: 0808 800 4005

For full day care, this will be the out of hours duty officer:

Customer First :0808 800 4005

· The child stays at setting in the care of two fully-vetted workers until the child is safely collected either by the parents or by a social care worker.

· Social Care will aim to find the parent or relative if they are unable to do so, the child will become looked after by the local authority.

· Under no circumstances will staff go to look for the parent, nor do they 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:

0300 123 1231

· We may seek advice from the Early years development team

0808 800 4005

Date to be reviewed

May 2014

Signed on behalf of the management committee

Name of signatory

Jackie Grant

Role of signatory

Manager

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Use of Mobile Phones and Cameras

Policy statement

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

Procedures

Personal Mobile Phones

· Personal mobile phones belonging to members of staff are not used on premises during working hours.

· At the beginning of each individual’s shift, personal mobile phones are stored in lockers.

· In the event of an emergency, personal mobile phones may be used in the privacy of the office with permission from the manager.

· Members of staff ensure that the telephone number of the setting is known to immediate family and other people who need to contact them in an emergency.

· If members of staff take their own mobile phones on outings, for use in the case of an emergency, they must not make or receive personal calls as this will distract them.

· Members of staff will not use their personal mobile phones for taking photographs of children on outings.

· Parents and visitors are requested not to use their mobile phones whilst on the premises. There is an exception if a visitor’s company or organisation operates a lone working policy that requires contact with their office periodically throughout the day. Visitors will be advised of a quiet space where they can use their mobile phone where there are no children present.

Cameras and Videos

· Members of staff must not bring their own cameras or video recorders into the setting.

· Photographs and recordings of children are only taken for valid reasons, i.e. to record their learning and development, or for displays within the setting.

· Photographs or recordings of children are only taken on equipment belonging to the setting.

· Camera and video use is monitored by the setting manager

· Where parents request permission to photograph or record their own children at special events, permission will first be gained from all parents for their children to be included.

· Photographs and recordings of children are only taken of children if there is written permission to do so (found on the individual child’s registration form)

Date to be reviewed

May 2014

Signed on behalf of the management committee

Name of signatory

Jackie Grant

Role of signatory (e.g. chair/owner)

Manager

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Employment

(Including suitability, contingency plans, training and development)

Policy statement

We meet the Safeguarding and Welfare requirements of the Early Years Foundation Stage ensuring that our staff are appropriately qualified and we carry out checks for criminal and other records through the Disclosure and Barring Service (DBS) in accordance with statutory requirements.

Procedures

Vetting and Staff Selection

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

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

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

· We use Ofsted guidance on obtaining references and enhanced criminal record checks through the DBS for staff and volunteers who will have unsupervised access to children. This is in accordance with requirements under the Safeguarding Vulnerable Groups Act 2006 for the vetting and barring scheme.

· We keep all records relating to employment of staff and volunteers, in particular those demonstrating that checks have been done, including the date and number of the enhanced DBS check.

· Staff are expected to disclose any convictions, cautions, court orders, reprimands and warnings which may affect their suitability to work with children – whether received before or at any time during their employment with us.

Disqualification

· Where we become aware of any relevant information which may lead to the disqualification of an employee, we will take appropriate action to ensure the safety of children. In the event of disqualification, that person’s employment with us will be terminated.

Changes to staff

· We inform Ofsted of any changes in the person responsible for our setting.

Training and staff development

· Our setting Manager and deputy hold the CACHE Level 3 Diploma in Pre-school Practice or an equivalent qualification and a minimum of half of our staff hold the CACHE Level 2 Certificate in Pre-school Practice or an equivalent or higher qualification.

· We provide regular in-service training to all staff - whether paid staff or volunteers - through Suffolk CPD on-line and the Pre-School Learning Alliance.

· Our setting budget allocates resources to training.

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

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

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

Staff taking medication/other substances

· If a member of staff is taking medication which may affect their ability to care for children, we ensure that they seek further medical advice. Staff will only work directly with the children if medical advice confirms that the medication is unlikely to impair their ability to look after children properly.

· Staff medication on the premises will be stored securely and kept out of reach of the children at all times.

· If we have reason to believe that a member of staff is under the influence of alcohol or any other substance that may affect their ability to care for children they will not be allowed to work directly with the children and further action will be taken.

Managing staff absences and contingency plans for emergencies

· Managers organise staff annual leave so that ratios are not compromised.

· Where staff are unwell and take sick leave in accordance with their contract of employment, we organise cover to ensure ratios are maintained.

· Sick leave is monitored and action is taken where necessary in accordance with their contract of employment. (Refer to sickness & absences Policy)

· We have contingency plans to cover staff absences, as follows:

We have two relief staff employed who can be contacted at short notice to cover staff sickness etc.

The managers will normally cover each other in the event one of them is sick or on annual leave. Where this is not possible the deputy Jane Jacob will cover the required shift. If the shift cannot be covered and the adult:child rarios are not met then the following procedure should be commenced:-

1- Contact the chairperson (Louise Everett) so that a decision can be taken regarding closure of the session.

2- If the decision to close the session is made then all parents/carers should be contacted to inform them of the situation.

3- Staff should stay at the setting until they are sure all parents/carers have been informed

This policy will be reviewed on

May 2014

Signed on behalf of Woolpit ARC

Name of signatory

Jackie Grant

Position of signatory

Manager

Useful publications

· Employee Handbook (2012) (Pre-school Learning Alliance)

Recruiting and Managing Employees (2011) (Pre-School Learning Alliance)

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Recording and Reporting of Accidents and Incidents

(Including procedure for reporting to HSE, RIDDOR)

Policy Statemnet

We follow the guidelines of the Reporting Injuries, Diseases and Dangerous Occurrences (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.

Procedures

Our accident book:

· is kept safely and accessibly;

· is accessible to all staff and volunteers, who know how to complete it; and

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

Ofsted is notified of any food poisoning affecting two or more children looked after on our premises and any injury requiring treatment by a general practitioner or hospital doctor, or the death of a child or adult as soon as possible or at least within 14 days of the incident occurring.

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

When there is any injury requiring general practitioner or hospital treatment to a child, parent, volunteer or visitor or where there is a death of a child or adult on the premises, we make a report to the Health and Safety Executive using the format for the Reporting of Injuries, Diseases and Dangerous Occurrences.

Dealing with incidents

We meet our legal requirements for the safety of our employees by complying with RIDDOR (the Reporting of Injury, Disease and Dangerous Occurrences Regulations).

We report to the Health and Safety Executive:

· any accident to a member of staff requiring treatment by a general practitioner or hospital;

· any dangerous occurrences. This may be an event that causes injury or fatalities or an event that does not cause an accident but could have done, such as a gas leak.

· any dangerous occurrence is recorded in our incident book. See below.

Information for reporting the incident to Health and Safety Officer is detailed in the Pre-school Learning Alliance's Accident Record publication.

Our incident book

· We have ready access to telephone numbers for emergency services, including local police. Where we are responsible for the premises we have contact numbers for gas and electricity emergency services, carpenter and plumber.

· We keep an incident book for recording incidents including those that that are reportable to the Health and Safety Executive as above.

These incidents include:

- break in, burglary, theft of personal or the setting's property;

- an intruder gaining unauthorised access to the premises;

- fire, flood, gas leak or electrical failure;

- attack on member of staff or parent on the premises or nearby;

- any racist incident involving staff or family on the centre's premises;

- death of a child, and

- 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 if it was reported to the police, and if so a crime number. Any follow up, or insurance claim made, is also recorded.

· 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. Our standard Fire Safety and Emergency Evacuation Policy will be followed and staff will take charge of their key children. The incident is recorded when the threat is averted.

· In the unlikely event of a child dying on the premises, for example, through cot death in the case of a baby, or any other means involving an older child, 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. This is recorded on a record of concern form and placed with the child’s file.

Legal framework

· Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR 1995)

 

Further guidance

· RIDDOR Guidance and Reporting Form

 

Date to be reviewed

May 2014

Signed on behalf of the management committee

Name of signatory

Jackie Grant

Role of signatory (e.g. chair/owner)

Manager

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Maintaining Children's Safety and Security on Premises

Policy Statement

We maintain the highest possible security of our premises to ensure that each child is safely cared for during their time with us.

Procedures

Children's personal safety

· We ensure all employed staff have been checked for criminal records by an enhanced disclosure from the DBS.

· Adults do not normally supervise children on their own.

· All children are supervised by adults at all times.

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

· We carry out risk assessment to ensure children are not made vulnerable within any part of our premises, nor by any activity.

Security

· Systems are in place for the safe arrival and departure of children.

· The times of the children's arrivals and departures are recorded.

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

· Our systems prevent unauthorised access to our premises.

· Our systems prevent children from leaving our premises unnoticed.

· The personal possessions of staff and volunteers are securely stored during sessions.

Date to be reviewed

May 2014

(date)

Signed on behalf of the management committee

Name of signatory

Jackie Grant

Role of signatory

Manager

Useful publications

· Managing Risk (2009)

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Food and Drink

Policy Statement

Woolpit ARC is committed to providing healthy, nutritious and tasty food and drinks for children during our sessions. The Managers and staff will make every effort to ensure that food and drink is safely prepared and sensitive to the dietary, religious and cultural requirements of all the children. We also regard snack and meal times as an important part of the setting’s day. Eating represents a social time for children and adults and helps children learn about healthy eating.

Procedures

We follow these procedures to promote healthy eating in our setting

· Before a child starts to attend the setting, we find out from parents their children's dietary needs and preferences, including any allergies. (See the Managing Children with Allergies policy.)

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

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

· We have a folder in the kitchen, which details children’s allergies/food intolerances etc and which days and sessions/clubs they attend the setting.

· We implement systems to ensure that children receive only food and drink that is consistent with their dietary needs and preferences as well as their parents' wishes.

· We outline typical menus for snacks and breakfast within our operational plan.

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

We include a variety of foods from the four main food groups:

· meat, fish and protein alternatives;

· dairy foods;

· grains, cereals and starch vegetables; and

· fruit and vegetables.

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

· We take care not to provide food containing nuts or nut products and are especially vigilant where we have a child who has a known allergy to nuts.

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

· We require staff to show sensitivity in providing for children's diets and allergies. Staff do not use a child's diet or allergy as a label for the child or make a child feel singled out because of her/his diet or allergy.

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

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

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

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

· We inform parents who provide food for their children about the storage facilities available in the setting.

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

· In order to protect children with food allergies, we discourage children from sharing and swapping their food with one another.

For children who drink milk, we provide semi-skimmed pasteurised milk.

For packed lunches we:

· ensure perishable contents of packed lunches are refrigerated or contain an ice pack to keep food cool;

· inform parents of our policy on healthy eating;

· encourage parents to provide sandwiches with a healthy filling, fruit, and milk based deserts such as yoghurt or crème fraîche. We discourage sweet drinks and can provide children with water; diluted fresh fruit juice; or semi-skimmed milk.

· discourage packed lunch contents that consist largely of crisps, processed foods, sweet drinks and sweet products such as cakes or biscuits. We reserve the right to return this food to the parent as a last resort;

· ensure staff sit with children to eat their lunch so that the mealtime is a social occasion.

· Parents/carers can opt for their child to have a school dinner at an extra cost currently £2.20. A member of staff will go with the child to the school dining hall and collect the meal.

Regulation (EC) 852/2004 of the European Parliament and of the Council on the hygiene of foodstuffs

Further guidance

· Safer Food, Better Business (Food Standards Agency 2008)

This policy was adopted at a meeting of

Woolpit ARC

Held on

Date to be reviewed

May 2014

Signed on behalf of the management committee

Name of signatory

Jackie Grant

Role of signatory

Manager