GLOSSARY

The following terms are used throughout this publication and refer to:

Early Years Foundation Stage (EYFS) – the statutory framework for care and early learning in England. A revised framework was published in July 2025 and came into force from 1 September 2025. It is mandatory for all early years providers including maintained schools; non-maintained schools; independent schools; all providers on the Early Years Register; and all providers registered with an early years childminder agency. 

Ofsted – is the Office for Standards in Education, Children’s Services and Skills and regulates and inspects early years providers in England against the EYFS.  

Parents – refers to mothers, fathers, legal guardians and the primary carers of looked-after children. There may also be other significant adults in children’s lives and other relatives who care for them. You may want to adapt the example documents to use the terminology you feel most comfortable with. `

Practitioner – Any adult who works with children in a nursery. 

Key Person – The named member of staff with whom a child has more contact than other adults. This adult shows a special interest in the child through close personal interaction on a day-to-day basis. 

NURSERY OPERATIONAL PLAN

At Toddle In we provide quality affordable childcare for the local community. Quality childcare brings benefits for the whole community, enabling parents to return to work and combine employment with family life and enabling employers to retain and recruit employees from the local community. 

We want parents to feel confident about the quality of care that is provided for their child in order for them to have no concerns for their child’s health, welfare and early learning. To continuously develop our practice, we regularly complete a self-evaluation cycle where we publish our opinions about the quality of our childcare and an action plan to implement emerging good practice from the sector. We welcome parent’s opinions and contributions to the self-evaluation process and actively seek feedback through questionnaires, parents’ evenings and informal discussion which is recorded.

In order for Toddle In to run effectively and efficiently serve local community needs, it is important that we have an operational plan that is implemented, reviewed and revised on a regular basis. This plan is a blueprint for managing the nursery. It describes how the nursery is run and what type of service is provided. It describes the nursery service, the structure of the nursery, who is responsible and guidance on practices and procedures. 

The plan is used by the nursery manager, staff, parents and outside agencies as a reference tool for general day-to-day practice and a tool against which to assess the quality of the service provided. We will review this policy on a regular basis using reflective practice and make and implement any necessary changes following a review. 

Suggested contents to be kept in your operational plan: 
Main index
The Early Years Foundation Stage
•	Assessment and Progress Checks
•	Care Objectives
•	Key Person
•	Equal Opportunities and Inclusion.

Safeguarding and Child Protection 
•	Emergency Contacts
•	Designated Person(s).

Leadership and Management
•	Suitable People
•	Organisation Structure
•	Senior Management Contacts
•	Nursery Organisation Structure Chart
•	Staff Deployment
•	Training Analysis/Chart
•	Checklist for New Starters.

Health and Medicines
•	Names of the Staff who are Paediatric First Aid Trained
•	Contingency Plans
•	Accident and Medication Procedures.

Managing Behaviour
•	Policy and Procedure.

Safety and Suitability of Premises, Environment and Equipment
•	Emergency Evacuation Procedures 
•	Emergency Locations 
•	Policy and Procedure Documentation
•	Health and Safety Documentation
•	Daily Operations Statement
•	Risk Assessments
•	Outings.

Information and Records
•	Registration Details for Child
•	Occupancy and Daily Records
•	Parent Pack
•	Complaints and Compliments.

Business planning
•	Mission and Vision Statement
•	Inspection Report
•	Important Information
•	Nursery Plans
•	Nursery Leaflet.
ACCEPTABLE ICT USE

This Information and Communications Technology (ICT) Acceptable Use Policy describes the rights and responsibilities of staff using resources, such as computers, the internet, land line and mobile telephones, and other electronic equipment. It explains the procedures you are expected to follow and makes clear what is considered acceptable behaviour when using them. Wearable technology including smart watches are NOT to be worn by staff. 

These facilities are a vital part of our business and should be used appropriately and in the best interests of the nursery. 

Security and passwords
Passwords for our systems are confidential and must be kept as such.  You must not share any passwords with any other person; in particular you must not allow any other staff member to know your password. 

Email
We expect all staff to use their common sense and good business practice when using email.  As email is not a totally secure system of communication and can be intercepted by third parties, external email should not normally be used in relation to confidential transactions and secure portals should be used wherever possible. 
 
Emails must not be used to send abusive, offensive, sexist, racist, disability-biased, sexual orientation based or defamatory material, including jokes, pictures or comments which are potentially offensive. Such use may constitute harassment and/or discrimination and may lead to disciplinary action up to and including summary dismissal. If you receive unwanted messages of this nature, you should bring this to the attention of your Manager. 

Internet access
You must not use the internet facilities to visit, bookmark, download material from or upload material to inappropriate, obscene, pornographic or otherwise offensive websites. Such use constitutes misconduct and will lead to disciplinary action up to and including summary dismissal in serious cases.  

Each employee has a responsibility to report any misuse of the internet or email.  By not reporting such knowledge, the employee will be considered to be collaborating in the misuse. Each employee can be assured of confidentiality when reporting misuse.

Personal use of the internet, email and telephones 
Any use of our electronic communication systems (including email, internet and telephones) for purposes other than the duties of your employment is not permitted.  

Emergency personal calls need to be authorised by the manager and where possible, be made on your own personal mobile phone in the staff room or office.  
Disciplinary action will be taken where:
•	the privilege of using our equipment is abused; or 
•	unauthorised time is spent on personal communications during working hours.

Data protection 
When using any of our systems employees must adhere to the requirements of the General Data Protection Regulation 2018 (GDPR).  For more information see our Data Protection and Confidentiality Policy. 

Downloading or installing software
Employees may not install any software that has not been cleared for use by the manager onto our computers or systems. Such action may lead to disciplinary action up to and including summary dismissal in serious cases.

Using removable devices
Before using any removable storage media which has been used on hardware not owned by us (e.g. USB pen drive, CDROM etc.) the contents of the storage device must be virus checked.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

ACCESS AND STORAGE OF INFORMATION

EYFS: 3.92 -3.97	

At Toddle In we have an open access policy in relation to accessing information about the nursery and parents’ own children. This policy is subject to the laws relating to data protection and document retention.  

Parents are welcome to view the policies and procedures of the nursery which govern the way in which the nursery operates. These may be viewed at any time when the nursery is open, simply by asking the nursery manager. The nursery manager or any other relevant staff member will also explain any policies and procedures to parents or use any other methods to make sure that parents understand these in line with the nursery’s communications policy.

Parents are also welcome to see and contribute to all the records that are kept on their child. However, we must adhere to data protection laws and, where relevant, any guidance from the relevant agencies for child protection.  

As we hold personal information about staff and families, we are registered under data protection law with the Information Commissioner’s Office. A copy of the certificate can be viewed in the office. All parent, child and staff information are stored securely according to the requirements of data protection registration, including details, permissions, certificates and photographic images. We will ensure that staff understand the need to protect the privacy of the children in their care as well as the legal requirements that exist to ensure that information relating to the child is handled in a way that ensures confidentiality.

The nursery’s records and documentation that are required to be kept and stored by current legislation are performed in accordance with minimum legal archiving requirements. We currently archive these records for at least 24 years to ensure we are covered for any child protection concerns. 

Nursery records and documentation that are not required to be kept are deleted or destroyed in line with the current data protection laws and our Privacy Notice.

If Parents have a specific deletion or retention request regarding any data that we hold, please raise a query in writing and we will respond formally to your request.   

This policy will be reviewed annually and amended according to any change in law/legislation.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

ACCIDENTS AND PAEDIATRIC FIRST AID

EYFS  3.36 – 3.39 3.77 3.78 3.91	

At Toddle In we aim to protect children at all times. We recognise that accidents or incidents may sometimes occur. Accidents can be very distressing to anyone involved so at Toddle In nursery we ensure that we follow this policy and procedure to ensure all parties are supported and cared for when accidents or incidents happen and that the circumstances of the accident or incident are reviewed with a view to minimising any future risks. We ensure we have taken into account the number of children, staff and layout of the premises to ensure that a paediatric first aider is able to respond to emergencies quickly.

At Toddle In we treat our responsibilities and obligations in respect of health and safety as a priority and we provide ongoing training to all members of staff which reflects best practice and is in line with current health and safety legislation.

On admission, parents sign and date a written approval for the administration of first aid or emergency medical advice or treatment which may include a child being taken to hospital to be examined, treated or admitted as necessary.

We make sure that there is a qualified first alder on the premises at all times when children are present and must accompany children on outings. All of the staff in nursery are trained in pediatric first aid in line with the criteria set out in the current EYFS 2025 and this will be updated every three years to ensure this remains current. 

All first aid trained staff are listed in each room. When children are taken on an outing away from our nursery, we will always ensure they are accompanied by members of staff who are trained in first aid and who carries an appropriate first aid box at all times. 

ACCIDENT PROCEDURE

•	All accidents are logged on the Famly app, Children whose parents do not have access to the app or do not log in frequently will have accidents logged in the accident book. Each room has their own accident book. 

•	The person responsible for reporting accidents, incidents or near misses is the member of staff who saw the incident or was first to find the child where there are no witnesses. They must record it on an Accident Form and report it to the nursery manager. Other staff who have witnessed the accident may also countersign the form and, in more serious cases, provide a statement. It will also state the time it happened, the date, how it happened, first aid given and will be signed by the member of staff dealing with the accident, a witnessing staff member and the parent/career. A section is also included on investigating the cause of the accident and any preventative measures needed for the future. This should be done as soon as the accident is dealt with, whilst the details are still clearly remembered. Parents must be shown the Accident Report, informed of any first aid treatment given and asked to sign it on the same day, or as soon as reasonably practicable after 

•	Accident files will be kept for at least 21 years and 3 months
 
•	If a child or a member of staff has an accident they will receive first aid by a first aider, at the discretion of the qualified member of staff in the room.

•	Always take precautions when cleaning wounds as some conditions such as Hepatitis or the HIV Virus can be transmitted via blood. Wear disposable gloves and wipe up any blood spillage with disposable cloths, neat sterilising fluid or freshly diluted bleach (one part diluted with ten parts water). Such solutions must be used in the bodily fluids bucket (green) and carefully disposed of immediately after use. The nursery will not necessarily be aware if there is a child carrying Hepatitis or is HIV Positive on their register.

•	Gloves will be worn when dealing with blood or any other bodily fluids.

•	Any wound will be cleaned with sterile cloths (antiseptic wipes should not be used) or a cold compress applied. No ointments or plasters can be used without prior parental permission.

•	If hospital attention is needed then the officer in charge or in emergency situations, the room leader, will make that decision and will take the necessary action to get that person to hospital.

•	The nursery manager reviews the accident forms at least monthly for patterns, e.g. one child having a repeated number of accidents, a particular area in the nursery or a particular time of the day when most accidents happen. Any patterns will be investigated by the nursery manager and all necessary steps to reduce risks are put in place

•	The nursery manager will report serious accidents to the registered person for investigation for further action to be taken (i.e. a full risk assessment or report under Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR)

•	Where medical attention is required, a senior member of staff will notify the parent(s) as soon as possible whilst caring for the child appropriately 

•	Where medical treatment is required the nursery manager will follow the insurance company procedures, which may involve informing them in writing of the accident

•	The nursery manager/registered provider will report any accidents of a serious nature to Ofsted and the local authority children’s social care team (as the local child protection agency), where necessary. Where relevant such accidents will also be reported to the local authority environmental health department or the Health and Safety Executive and their advice followed.  The setting will also notify Millie’s Mark to meet the requirements under this scheme. Notification must be made as soon as is reasonably practical, but in any event within 14 days of the incident occurring. 

Organisation 	Contact 	
Ofsted 	enquiries@ofsted.gov.uk	
Local authority children’s social care team	Call - 03001236720	
Local authority environmental health department	https://www.pendle.gov.uk/info/20005/your_environment	
RIDDOR report form	http://www.hse.gov.uk/riddor/report.htm
	
Millie’s Mark	info@milliesmark.com	

First Aid is emergency care given to an injured person (in order to minimise injury and future disability) before professional medical care is available. Staff are expected to use their best endeavors at all times, particularly in emergencies, to secure the welfare of children in the same way that parents might be expected to act towards their children. In general, consequences of taking no action are likely more serious than those of trying to assist in an emergency.

Head injuries
If a child has a head injury in the setting then we will follow the following procedure: 
•	Calm the child 
•	Assess the child’s condition to ascertain if a hospital or ambulance is required. We will follow our procedure for this if this is required (see below)
•	If the skin is not broken we will administer a cold compress for short periods of time, repeated until the parent arrives to collect their child 
•	If the skin is broken then we will follow our first aid training and stem the bleeding
•	Call the parent and make them aware of the injury
•	Complete the accident form
•	Keep the child in a calm and quiet area whilst awaiting collection 
•	We will follow the advice on the NHS website as per all head injuries https://www.nhs.uk/conditions/minor-head-injury/ 
•	For major head injuries we will follow our first aid training. 

In the event of finding a child/baby has stopped breathing, the following procedure should be followed:
•	An approved first aider will begin resuscitation techniques
•	Resuscitation will continue whilst an ambulance is called by another responsible adult
•	Resuscitation will continue whilst another responsible parent contacts the parents/carers
•	Resuscitation will continue until a paramedic is ready to take charge of the process
•	Resuscitation will only stop if breathing starts again or when suitably qualified medical staff take charge of the process.

Transporting children to hospital procedure
The nursery manager/staff member must:
•	Call for an ambulance immediately if the injury is severe. DO NOT attempt to transport the sick child in your own vehicle
•	Whilst waiting for the ambulance, contact the parent(s) and arrange to meet them at the hospital
•	Arrange for the most appropriate member of staff to accompany the child taking with them any relevant information such as registration forms, relevant medication sheets, medication and the child’s comforter
•	Redeploy staff if necessary to ensure there is adequate staff deployment to care for the remaining children. This may mean temporarily grouping the children together
•	Inform a member of the management team immediately
•	Remain calm at all times. Children who witness an incident may well be affected by it and may need lots of cuddles and reassurance. Staff may also require additional support following the accident.

First aid

A first aid box is always available which is stocked according to legal requirements. There is a green first aid box in the office, one upstairs and a two portable outing kits. The First Aid Officer (Kaela Hollins-Wilkinson) is responsible for checking and restocking the first aid boxes. 

These are accessible at all times with appropriate content for use with children. 

First aid boxes should only contain items permitted by the Health and Safety (First Aid) Regulations Act 1981, such as sterile dressings, bandages and eye pads. No other medical items, such as paracetamol should be kept in them. 

Contents of nursery first aid kits
•	20 assorted plasters
•	2 sterile eye pads
•	4 triangular bandages 
•	6 Medium wound dressings 
•	2 Large wound dressings
•	1 pair of disposable gloves

Contents of travel / PE first aid kits
•	6 assorted plasters
•	2 triangular bandages
•	2 safety pins
•	1 Large wound dressings
•	1 pair of disposable gloves 
•	1 packet of antiseptic wipes.

All first aid trained staff are listed in every room. When children are taken on an outing away from our nursery, we will always ensure they are accompanied by at least one member of staff who is trained in first aid. A first aid box is taken on all outings. 

Food Safety and play (See separate Risk Assessments) 
Children are supervised during mealtimes and food is adequately cut up to reduce choking. The use of food as a play material is discouraged. However, as we understand that learning experiences are provided through exploring different malleable materials the following may be used. These are risk assessed and presented differently to the way it would be presented for eating e.g. in trays,
•	Playdough
•	Corn flour
•	Dried pasta, rice and pulses.

Food items may also be incorporated into the role play area to enrich the learning experiences for children, e.g. fruits and vegetables. Children will be fully supervised during these activities. 

Personal protective equipment (PPE)
The nursery provides staff with PPE according to the need of the task or activity. Staff must wear PPE to protect themselves and the children during tasks that involve contact with bodily fluids. PPE is also provided for domestic tasks. Staff are consulted when choosing PPE to ensure all allergies and individual needs are supported and this is evaluated on an ongoing basis. 

Dealing with blood
We may not be aware that any child attending the nursery has a condition that may be transmitted via blood. Any staff member dealing with blood must:
•	Always take precautions when cleaning wounds as some conditions such as hepatitis or the HIV virus can be transmitted via blood.
•	Wear disposable gloves and wipe up any blood spillage with disposable cloths, neat sterilising fluid or freshly diluted bleach (one part diluted with 10 parts water). Such solutions must be carefully disposed of immediately after use.

Needle punctures and sharps injury
We recognise that injuries from needles, broken glass and so on may result in blood-borne infections and that staff must take great care in the collection and disposal of this type of material. For the safety and well-being of the employees, any staff member dealing with needles, broken glass etc. must treat them as contaminated waste. If a needle is found the local authority must be contacted to deal with its disposal. 

RIDDOR
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.

We meet our legal requirements for the safety of our employees/children by complying with RIDDOR  (the Reporting of Injury, Disease and Dangerous Occurrences Regulations). We report to the Health and Safety Executive:
•	Accidents resulting in death or major injury
•	Accidents which prevent normal duties for more than 3 days
•	Loss of consciousness due to asphyxia or absorption of harmful substances Fractures / Dislocations
•	Amputation
•	Loss of sight - temporary or permanent
•	Chemicals or hot metal burn to eye
•	Penetrating eye injury
•	Electric Shock
•	Injury leading to hypothermia
•	Unconsciousness needing resuscitation / hospital admission for over 24hrs.

RIDDOR should be contacted immediately in any of the above cases on 0845 300 99 23. OFSTED should also be informed.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

ADMISSIONS POLICY

3.96 – 3.97	

We operate an inclusion and equality policy and ensure that all children have access to nursery places and services irrespective of their gender, race, disability, religion or belief or sexual orientation of parents.

Prior to a child attending nursery, parents must complete and sign a contract and registration form. These forms provide the nursery with personal details relating to the child. For example, name, date of birth, address, emergency contact details, parental responsibilities, dietary requirements, collection arrangements, fees and sessions, contact details for parents, doctor’s contact details, health visitor contact details, allergies, parental consent and vaccinations etc.

Toddle In will hold a completed application at the back of the rotas, along with a deposit, of children whose parents wish them to attend the nursery, with preferred starting dates and number of sessions requested per week. Four weeks prior to the starting date the nursery will contact parents to arrange any settling in or starting arrangements.

Toddle In Nursery is registered for 87 children.
		15 children between the ages of 0 and 2 years – ideally limited to 12.
		24 children between the ages of 2 and 3 years – ideally limited to 20.
                              48 children between the ages of 3 and 5 years – ideally limited to 40
Please note these ages are a guide and children will be placed in the room which will more appropriate to encourage their stage of development. 

The above statement is taken from the registration document and is the overriding policy in respect of admissions.

Other matters taken into account in deciding which child can be offered a place in the nursery are:

•	availability of spaces, taking into account the staff/child ratios, the age of the child and the registration requirements.  Numbers will be strictly regulated so that the maximum legally permitted is not exceeded and to ensure that places are available in each 'unit' to allow for children to move on when reaching the appropriate age.

•	when the application is received (extra weight is given to those who have been on the waiting list the longest)

•	the nursery’s ability to provide the facilities for the welfare of the child

•	a child requiring a full-time place may have preference over one requiring a part-time place. This is dependent upon work commitments, occupancy and room availability

•	extenuating circumstances affecting the child's welfare or the welfare of his/her family

•	children who have siblings who are already with us.

Providers eligible to provide free nursery education places

All settings registered to accept nursery education funding (detailed in the code of conduct) must offer free places for most 9 months old upwards and all three to five year olds for 15 or 30 hours per week dependent on eligibility. At Toddle In we currently provide a number of free funded places available for children subject to availability. These places will be allocated on a first come first serve basis and can be booked a term in advance. Please note for admissions for nursery education funded sessions we have a termly intake, beginning the term following your child turning 9 months or their third birthday

Prior to a child's attendance at the nursery the parents or carers must complete and sign the contract or registration form. This provides the nursery with the following vital information:

•	Name, home address and date of birth of each child.
•	Starting date and number of sessions per week required.
•	Arrangements for payment of fees.
•	Name, address and telephone numbers of parents or carers.
•	Emergency telephone numbers.
•	Special diets.
•	Any special/additional needs - known to HV, CDC or other specialist agency
•	Arrangements for collection.
•	Name, address and telephone number of the child's doctor/HV.
•	Illness and inoculation details.
•	Details of any allergies.
•	Parental consents on emergency procedures.

Parents or carers will also be asked to provide the nursery with any further information which they feel will enable us to take the best care of their children. This should include particular likes and dislikes in food, bottle- feeding habits, dummy/comforter use, etc. Daytime sleep patterns should also be written down together with any ways which seem successful in getting the child to sleep if there are difficulties.

It is Toddle In's policy to offer alternative forms of exchanging information between parents and nursery. This may include verbal discussions, Braille or taped versions of the brochure and welcome pack. Should parents have any difficulties providing the required information, we will be happy to assist. 

It is the policy of this nursery to positively value and respect children and their families regardless of disability, gender, class, ethnic origins/racial group, religion, culture or linguistic background. Toddle In welcomes all children and their families.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

	

ADVERSE WEATHER POLICY

At Toddle In nursery we have an adverse weather policy in place to ensure our nursery is prepared for all adverse weather such as floods, snow and heat waves. 

If any of these incidents impact on the ability for the nursery to operate, we will contact parents via phone. 

Flood
In the case of a flood we will follow our critical incident procedure to enable all children and staff to be safe and continuity of care to be planned for. 

Snow
With the recent changes in winter weather we have adapted our policies to include procedures for dealing with bad snow. If high snow fall is threatened during a nursery day then the manager will take the decision as to whether to close the nursery. This decision will take into account the safety of the children, their parents and the staff team. In the event of a planned closure during the nursery day we will contact all parents to arrange for collection of their child. 

In the event of staff shortages due to snow we will contact all available off duty staff and/or agency staff and group the children differently until they are able to arrive. If we are unable to maintain statutory ratio requirements after all avenues are explored we will record all details in our incident file.  If we feel the safety, health or welfare of the children is compromised then we will take the decision to close the nursery. 

Heat wave
Please refer to our sun care policy. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

ALCOHOL AND SUBSTANCE MISUSE

EYFS: 3.27	

At Toddle In we are committed to providing a safe environment that helps to ensure the welfare of the children in our care. This includes making sure that children are not exposed to adults who may be under the influence of alcohol or other substances that may affect their ability to care for children. 

Alcohol 
Under the Health and Safety at Work Act 1974, companies have a legal requirement to provide a safe working environment for all of their employees. 

Anyone who arrives at the nursery clearly under the influence of alcohol will be asked to leave.
 
If they are a member of staff, the nursery will investigate the matter and will initiate the disciplinary process as a result of which action may be taken, including dismissal.
 
If they are a parent the nursery will judge if the parent is suitable to care for the child. The nursery may call the second contact on the child’s registration form to collect them. 

If a child is thought to be at risk the nursery will follow the safeguarding children/child protection procedure and the police/children’s social services may be called.  

If anyone arrives at the nursery in a car under the influence of alcohol the police will be contacted. 

Staff, students, parents, carers, visitors, contractors etc. are asked not to bring alcohol on to the nursery premises.  

Substance misuse 
Anyone who arrives at the nursery under the influence of illegal drugs, or any other substance including medication, that affects their ability to care for children, will be asked to leave the premises immediately. 

If they are a member of staff, an investigation will follow which may lead to consideration of disciplinary action, as a result of which dismissal could follow. 

If they are a parent the nursery will judge if the parent is suitable to care for the child. The nursery may call the second contact on the child’s registration form to collect them.
 
If a child is thought to be at risk the nursery will follow the safeguarding children/child protection procedure and the police may be called.  

The nursery will contact the police if anyone (including staff, students, volunteers, contractors and visitors) is suspected of being in possession of illegal drugs or if they are driving or may drive when under the influence of illegal drugs. 

If they are a member of staff serious disciplinary procedures will be followed. 

If a member of staff is taking prescriptive medication that may affect their ability to work, they must inform the nursery manager as soon as possible to arrange for a risk assessment to take place. 

Safeguarding/child protection
If a parent or carer is clearly over the alcohol limit, or under the influence of illegal drugs and it is believed the child is at risk we will follow our safeguarding/child protection procedures, contact Local Authority children’s social care team and the police. 

Staff will do their utmost to prevent a child from travelling in a vehicle driven by them and if necessary the police will be called. 

Where an illegal act is suspected to have taken place, the police will be called. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

ALLERGIES AND ALLERGIC REACTIONS

3.36 – 3.39 3.58 – 3.61 3.65	
Policy statement

At Toddle In we provide care for all children and promote health through identifying allergies and preventing contact with the allergenic substance and through preventing cross infection of viruses and bacterial infections.

Procedures for children with allergies

•	When parents start their children at the setting they are asked if their child suffers from any known allergies. This is recorded on the registration form.
•	If a child has an allergy, a health care plan is completed to detail the following:
1.	The allergen (i.e. the substance, material or living creature the child is allergic to such as nuts, eggs, bee stings, cats etc).
2.	The nature of the allergic reactions e.g. anaphylactic shock reaction, including rash, reddening of skin, swelling, breathing problems etc.
3.	What to do in case of allergic reactions, any medication used and how it is to be used (e.g. EpiPen).
4.	Control measures – such as how the child can be prevented from contact with the allergen.
5.	Additional staff training required

•	This form is kept in the child’s personal medical box along with a copy in the office files.  On occasion, depending on the severity of the allergy, with parents’ consent, a copy is displayed where staff can see it. Staff should always refer to the child's individual records regarding the prevention and treatment of any known allergic reactions.
•	Parents or outside professionals train staff in how to administer special medication in the event of an allergic reaction.
•	No nuts or nut products are used within the setting. 
•	All food prepared for a child with a specific allergy is prepared in an area where there is no chance of contamination and served on equipment that has not been in contact with this specific food type, e.g. nuts
•	The manager, nursery cook and parents will work together to ensure a child with specific food allergies receives no food at nursery that may harm them. This may include designing an appropriate menu or substituting specific meals on the current nursery menu
•	Seating will be monitored for children with allergies. Where deemed appropriate, staff will sit with children who have allergies and where age/stage appropriate staff will discuss food allergies and the potential risks 
•	Parents are made aware so that no nut or nut products are accidentally brought in, for example to a party.
•	If a child has an allergic reaction to food, a bee sting, plant etc, a First Aid trained member of staff will administer the appropriate treatment and parents must be informed
•	A sick child needs above all their family; therefore every effort should be made to contact a family member as soon as possible
•	If the allergic reaction is severe a member of staff will summon an ambulance immediately. DO NOT attempt to transport the sick/injured child in your own vehicle
•	Whilst waiting for the ambulance, contact the emergency contact and arrange to meet them at the hospital
•	A senior member of staff must accompany the child and collect together registration forms, relevant medication sheets, medication and child’s comforter

From 13 December 2014, we will incorporate additional procedures in line with the Food Information Regulations 2014 (FIR).
•	We will display our weekly menus on the Parent Information Board and will identify when the 14 allergens are used as ingredients in any of our dishes.

Transporting children to hospital procedures
The nursery manager/staff member must:
•	Call for an ambulance immediately if the allergic reaction is severe. DO NOT attempt to transport the sick child in your own vehicle
•	Whilst waiting for the ambulance, contact the parent(s) and arrange to meet them at the hospital
•	Arrange for the most appropriate member of staff to accompany the child, taking with them any relevant information such as registration forms, relevant medication sheets, medication and the child’s comforter
•	Redeploy staff if necessary to ensure there is adequate staff deployment to care for the remaining children. This may mean temporarily grouping the children together
•	Inform a member of the management team immediately
•	Remain calm at all times. Children who witness an incident may well be affected by it and may need lots of cuddles and reassurance. Staff may also require additional support following the accident.

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 as set out below. For children suffering life threatening conditions or requiring invasive treatments; written confirmation from your insurance provider must be obtained to extend the insurance.

At all times the administration of medication must be compliant with the Welfare Health and Medicines Requirements of the Early Years Foundation Stage and follow procedures based on advice given in Managing Medicines in Schools and Early Years Settings (DfES 2005)

Oral Medication
Asthma inhalers are now regarded as "oral medication" by insurers and so documents do not need to be forwarded to your insurance provider.
•	Oral medications must be prescribed by a GP and have manufacturer’s instructions clearly written on them.
•	The setting must be provided with clear written instructions on how to administer such medication.
•	All risk assessment procedures need to be adhered to for the correct storage and administration of the medication.
•	The setting must have the parents or guardians prior written consent. This consent must be kept on file. It is not necessary to forward copy documents to your insurance provider. 

In the case of:
•	Lifesaving medication & invasive treatments - adrenaline injections (EpiPen’s) for anaphylactic shock reactions (caused by allergies to nuts, eggs etc) or invasive treatments such as rectal administration of Diazepam (for epilepsy) the setting must have:
a)	a letter from the child's GP/consultant stating the child's condition and what medication if any is to be administered;
b)	written consent from the parent or guardian allowing staff to administer medication; and
c)	proof of training in the administration of such medication by the child's GP, a district nurse, children’s’ nurse specialist or a community paediatric nurse.

Key person for special needs children - children requiring help with tubes to help them with everyday living e.g. breathing apparatus, to take nourishment, colostomy bags etc.
•	Prior written consent from the child's parent or guardian to give treatment and/or medication prescribed by the child's GP.
•	Key person to 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 relating to these children must first be sent to the insurance provider for approval.  Written confirmation that the insurance has been extended will be issued by return.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

ANIMAL HEALTH AND SAFETY
 
EYFS  3.91 Risk assessments	

At Toddle In we recognise that pets can help meet the emotional needs of children and adults. Caring for pets also gives children the opportunity to learn how to be gentle and responsible for others and supports their learning and development.

Pets from home 
•	If a child brings a pet from home to visit the nursery as a planned activity, parents of all children who will be in contact or in the same area as the pet are informed. We obtain written permission from parents to ensure no child has an allergy or phobia. We complete a full, documented risk assessment prior to the pet visiting and analyse any risks before this type of activity is authorised. 
•	Pets will not be allowed near food, dishes, worktops or food preparation areas. Children will wash their hands with soap and water after handling animals and will be encouraged not to place their hands in their mouths during the activity. The staff will explain the importance of this to the children
•	Children will be encouraged to leave their comforters and dummies away from the animals to ensure cross-contamination is limited. 

Visits to farms
•	A site visit must be made by a senior member of staff before an outing to a farm can be arranged. We check that the farm is well-managed, that the grounds and public areas are as clean as possible and that suitable first aid arrangements are made. Animals should be prohibited from any outdoor picnic areas
•	We check that the farm has suitable washing facilities, appropriately signposted, with running water, soap and disposable towels or hot air hand dryers. Any portable water taps should be appropriately designed in a suitable area
•	We will ensure that there is an adequate number of adults to supervise the children, taking into account the age and stage of development of the children
•	We will explain to the children that they will not be allowed to eat or drink anything, including crisps and sweets, or place their hands in their mouths, while touring the farm because of the risk of infection and explain why
•	We will ensure suitable precautions are in place where appropriate e.g. in restricted areas such as near slurry pits or where animals are isolated.

During the visit
•	If children are in contact with, or feeding animals, we will warn them not to place their faces against the animals or put their hands in their own mouths afterwards, and explain why
•	We will encourage children to leave comforters (e.g. soft toys and blankets) and dummies either at nursery, in the transport used or in a bag carried by a member of staff to ensure cross-contamination is limited
•	After contact with animals and particularly before eating and drinking, we will ensure all children, staff and volunteers wash and dry their hands thoroughly. If young children are in the group, hand washing will be supervised. We will always explain why the children need to do this
•	Meals, breaks or snacks will be taken well away from the areas where animals are kept and children will be warned not to eat anything which has fallen on the ground. Any crops produced on the farm will be thoroughly washed in portable water before consumption
•	We will ensure children do not consume unpasteurised produce, e.g. milk or cheese
•	Manure or slurry presents a particular risk of infection and children will be warned against touching it. If they do touch it, we will ensure that they thoroughly wash and dry their hands immediately
•	We will ensure all children, staff and volunteers wash their hands thoroughly before departure
•	We will ensure footwear and clothing is as free as possible from faecal materials.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

ARRIVALS AND DEPARTURES

EYFS:3.87 	

At Toddle In we give a warm welcome to every child and family on their arrival. We also ensure the safety of all children and staff the following procedures must be adhered to:

1.	Answering the door 
On answering the door, if the caller is not known the door must be kept shut and locked whilst identification is sought, i.e. name, reason for call, name of the person whom the caller is here to see, employment card. Before granting a caller access always check with an authorised person. Never grant access to anyone who is not known.

2.	Visitors 
For arrivals and departures of visitors the nursery requires appropriate records to be completed on entry and exit e.g. in the visitors’ book. Please refer to supervision of visitors policy for further information. 

3.	Authorised collectors 
Each child must have at least two authorised collectors. Parents will be required to provide names of each authorised collector together with a password, work, home and mobile phone numbers. No unknown person without a password will be allowed to collect a child. Any person under the age of 16 who is to collect a child will need to have a consent form completed by the child’s parent before they are authorized to take the child off the premises. In the case of any emergency such as a parent being delayed and arranging for a designated adult to collect a child, the parent should inform the designated person of the agreed procedure and contact the nursery about the arrangements as soon as possible. If in any doubt the nursery will check the person’s identity by ringing the child’s parent or their emergency contact number (please refer to the late collection policy).

4.	Persons prohibited from collecting children 
If a different person calls to collect a child, and the parents have not informed the nursery of this, then the parents' permission and password must be obtained before handing over the child.

All staff should be aware that some children are not allowed to come into contact with members of their own family. Staff will be made aware of this. However, if these people are unknown to the staff and do not have a password, they would not be admitted into the building in any case.

In the case of domestic disputes between two parents however, if both parents are known to the setting, both recorded as authorised collectors and both have passwords, the staff are not allowed to prevent these parents from collecting their child, as, by law, both possess equal parental rights. The setting can at their discretion, phone the other parent to make them aware that the other parent has come to collect the child. If however, a court order is in place for either parent, the setting will require a copy of this and can then refuse access. The child's primary career must be informed of the incident immediately thereafter. 

6.	Handover
Parents are requested to pass the care of their child to a specific member of staff who will ensure his/her safety (this is usually a child’s key person). The staff member receiving the child immediately records his/her arrival in the daily attendance register. The staff member also records any specific information provided by the parents, including the child’s interests, experiences and observations from home.

The child’s key person or other nominated staff member must plan the departure of the child. This should include opportunities to discuss the child’s day with the parent, e.g. meals, sleep time, activities, interests, progress and friendships. The parent should be told about any accidents or incidents and the appropriate records must be signed by the parent before departure. Where applicable, all medicines should be recovered from the medicine box/fridge after the parent has arrived and handed to him/her personally. The medication policy is to be followed regarding parental signature. 

If the child is to be collected by someone who is not the parent at the end of the session, there is an agreed procedure that must be followed to identify the designated person. A password is also required where possible for the designated adult. Parents are informed about these arrangements and reminded about them regularly.

On departure, the staff member releasing the child must mark the child register immediately marked to show that the child has left the premises. 

Adults arriving under the influence of alcohol or drugs
Please refer to the alcohol and substance misuse policy. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY ON APPEARANCE 

At Toddle In uniform must be worn at all times during working time.

Uniform
1.	Purple T-shirt and grey sweatshirt/fleece (blue for Room Leaders and Management) (supplied by the nursery).
2.	Plain black suitable trousers.
3.	Black shoes, trainers or flat, quiet, light weight shoes or sandals (with backs) to be worn inside the nursery. No outdoor footwear to be worn on carpeted areas in rooms (for hygiene purposes). Although it is Toddle In's policy for staff not to wear flip flop or open toe sandals, for safety reasons, we appreciate that in hot weather, staff may wish to wear such footwear for their comfort. However, as Toddle In advices against this type of footwear, Toddle In accepts no responsibility for any accident or injury which may result in staffs’ choice of footwear. Staff must sign a disclaimer in this event.
4.	Wipeable aprons must be worn when serving food including snacks. Aprons should be worn to protect clothing when doing messy activities.
5.	Wipeable plastic aprons and clear disposable gloves must be worn every time a soiled nappy is changed. Gloves are optional when changing a wet child (if handwashing procedure is followed). This procedure changed in January 2020 due to environmental implications. 
6.	Aprons should also be worn during cooking activities to protect your own clothes and provide a role model for the children.
7.	Your clothes should be clean and in good repair with no rips.
8.	Your hair should be clean and tidy. Hair should be kept back from the face during mealtimes and cooking activities.
9.	Jewelry should be kept to minimum.

Much of the work for the nursery can be strenuous and hot if you are not using a deodorant you probably smell in a way that is noticeable and unpleasant. Save yourself and others the embarrassment and please always use a deodorant before coming to work.

Nails, tattoos, piercings
As with children, we accept that staff are unique individuals and therefore may choose to have tattoos and piercings incorporated as part of their appearance. We do not discriminate against this. However, tattoos must not be offensive or inappropriate for children to see. If this is the case, we will ask staff to keep these covered. Staff are advised about the dangers of some piercings which children could catch and tear and are asked to sign a disclaimer if they choose to adopt these. Gel/acrylic nails are permitted but must not be excessively long and not kept sharp. Stick on nails are not permitted. Staff wearing false nails must always wear gloves when serving food.

Voice
Our tone of voice will convey as much information to the children, parents, staff and visitors as the words we use, so we must sound interested, warm and sincere.

Body Language
Our gestures, posture and the way in which we talk, sit and stand all send information to children parents, other staff and visitors.
Smile
People respond to a smile. Smiles are contagious and put parents, staff and visitors in a more receptive mood. If you see someone without a smile, give them one of yours.
Eye contact
It is a way of acknowledging people, of building a relationship, establishing rapport and making parents, staff and visitors feel welcome.

Attitude
•	Positive
If we expect to do well, we will be successful
•	Courteous
Always be polite, whatever the circumstances
•	Attentive
Listen, show interest, be alert and observe parents, staff and visitors and give them your undivided attention
•	Helpful
You are there to provide a service – demonstrate that to parents and visitors
•	Caring
Make parents, staff and visitors feel that they matter, that they are individuals and not just one of the crowd.
•	Enthusiastic
Enjoy providing a service and show parents, staff and visitors that you are happy to help – put energy into it

This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY ON ASSESSMENT, RECORDING AND REPORTING
Eyfs 2.1 – 2.21

At Toddle In we believe that it is important to develop an effective method of assessment, recording and reporting in order to:

•	Observe and record children’s progress
•	Plan for children’s learning and development
•	Identify learning and other difficulties
•	Identify specially able or talented children
•	Provide a differentiated and balanced curriculum
•	Pass on information to parents, schools and other professional agencies

For the purposes of this policy, we have defined the terms as follows:

Assessment: the process of using information collected about the children to plan for their future learning and development.

Recording: The process of making a note of information collected using various methods.

Reporting: The process of sharing information about the children’s learning and development with parents, schools and other agencies.

We aim to:
•	Involve parents in this process throughout the time their children attend nursery
•	Have a unified approach and work together as a team in the children’s best interests
•	Respect individual approaches to the practical methods used to collect and record information
•	Respect individual opinions about children
•	Respect children’s social, cultural and emotional background in order to carry out the process fairly
•	Make objective assessments
•	Share information as a whole team on a regular basis
•	Recognize the importance of establishing relationships with the children before making assessments about certain areas of development
•	Carry out observation and assessment as part of our professional development
•	Carry out this process without putting children under pressure

Assessment should begin before the children are admitted to nursery. It should be based on information collected from the parents through:

•	Discussion and observation during pre-admissions to the nursery
•	Parents meetings
•	Admission forms completed before admission, including All About Me.

It may also be collected from other agencies e.g. health visitors, speech therapists etc using verbal and written information.

As children start nursery, the information already collected should be shared with team members as appropriate and entered by the Manager in each child's individual records. This information should form a basis for ongoing assessment and recording.

This basic assessment should include areas of medical, social, emotional, language and other development. Particular attention should be given to those areas which give cause for concern or which may indicate that the child has skills in a particular area.

Assessment of children during the time they attend nursery should be based on the information already collected. Further information should be recorded using various methods including:

•	video films (see Photography Policy)
•	Discussion
•	written observations - note form
•	video films (see Photography Policy)
•	children’s record files
•	photographs

Video films
Will occasionally be used and will provide an opportunity to observe and record individual children's progress in different curriculum areas.

Records of Achievements
See Famly Policy

Photographs 
These will be stored on the individual child’s journal and displays around the setting, to show special achievements, events etc. We aim to record the children's comments with these photographs. They should provide opportunities for discussion with children about various curriculum subjects..

Discussion 
Whole staff discussion should take place regularly at staff and handover meetings to exchange information devise strategies and plan further provision, observation and assessment. Discussion should take place with parents on an informal and formal basis when necessary, in order to provide for children's needs.

Written observations 
Staff should observe and record what children do and say with example quotes where possible.. Particular attention should be paid to individual children's interests, skills, difficulties etc in order to plan future activities and curriculum opportunities.

Informal discussions may take place at any time during the day if the need arises and may involve any member of staff and parents or other family members as appropriate.

Children's own profiles should contain examples of their work, photographs and conversations and staff observations and comments where relevant. These should be available for parents to contribute to and inspect at any time. They should be shown to staff at the receiving schools as part of the children's transfer records and then kept by parents as a record of their children's achievements at nursery.

EYFS assessment - the progress check at age two
When a child is aged between two and three, early years practitioners must review their progress and provide parents and/or carers with a short, written summary of their child's development in the prime areas of the Early Years Foundation Stage (EYFS).
This progress check must identify the child's strengths and any areas where the child's progress is less than expected.
If there are significant emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the child's future learning and development, involving other professionals (for example the setting's Special Educational Needs Coordinator or 'SENDCo') as appropriate.
Practitioners must discuss with parents and/or carers how the summary of development can be used to support learning at home.
Written reports should are provided for pre school parents on their child leaving for school.

If concerns are expressed about a child, the SEN coordinator should record these and follow the guidelines as laid out in the Code of Practice.

We should ensure that all records kept about the children contain positive and honest evidence of children's achievements so that they will be useful for other professionals and valued by parents and children.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

BABIES AND TODDLERS

EYFS: 1.5  1.12   2.6 – 2.10   3.47   3.48    3.68   3.84   3.85   3.86	

At Toddle In we care for children under the age of two and ensure their health, safety and well-being through the following: 
•	Children under the age of two have a separate base room and are cared for in small intimate groups. We ensure that younger children have opportunities to have contact with older children whilst at nursery
•	At least half of the staff team caring for children under the age of two will have undertaken specific training for working with babies
•	Care is taken to ensure that babies and toddlers do not have access to activities containing small pieces, which may be swallowed or otherwise injure the child
•	The environment and equipment are checked daily before the children access the area. This includes checking the stability of cots and areas around, low/highchairs and ensuring restraints on these, pushchairs and prams are intact and working 
•	All doors are fitted with viewing panels and door finger-guards to ensure the safety of children 
•	Outdoor shoes are removed when entering the baby and toddler carpeted area(s). Staff remind parents and visitors to adhere to this procedure 
•	Babies and toddlers have their nappies changed according to their individual needs and requirements by their key person wherever possible
•	Information will be shared between parents and the key person about nappy changing and toilet training in a way that suits the child
•	Potties are washed and disinfected after every use. Changing mats are wiped with anti-bacterial cleanser before and after every nappy change
•	Each baby must have his/her own bedding which is washed at least weekly and when necessary 
•	Cot mattresses meet safety standards
•	Children under two years are not be given pillows, cot bumpers or any soft furnishings in order to prevent risk of suffocation 
•	We follow all cot death prevention/safety guidelines and advise parents of this information. Babies are always laid to sleep on their back, with their feet touching the foot of the cot
•	Sheets or thin blankets will come no higher than the baby's shoulders, to prevent them wriggling under the covers. 
•	Children’s individual sleeping bags may be used in consultation with parents. These are washed at least weekly and when necessary
•	Cots are checked before use to ensure no items are within reach i.e. hanging over or beside the cot (e.g. fly nets, cables, cord blinds) 
•	All low/highchairs used for feeding are fitted with restraints and these are used at all times. Children are never left unattended in highchairs. Restraints are removed and washed weekly or as needed
•	No child is ever left unattended during nappy changing time
•	Babies are never left propped up with bottles as it is both dangerous and inappropriate
•	Checks on sleeping babies are completed every 5 minutes (15 minutes for toddlers) Checks are documented with the time and staff initials on the sleep check form
•	Staff do not change nappies whilst pregnant until a risk assessment has been discussed and conducted. Students only change nappies with the support and close supervision of a qualified member of staff
•	Where food/milk is prepared for babies there is a separate area within the kitchen which is specifically designated for this preparation 
•	Bottles of formula milk are only made up as and when the child needs them. These should be cooled to body temperature, which means they should feel warm or cool, but not hot, and should be tested with a sterilised thermometer to ensure they are an appropriate temperature for the child to drink safely 
•	Following the Department of Health guidelines, we only use recently boiled water to make formula bottles (left for no longer than 30 minutes to cool). We do not use cooled boiled water that is reheated
•	Bottles and teats are thoroughly cleaned with hot soapy water and sterilised after use.
•	Contents of bottles are disposed of after two hours
•	A designated area is available for mothers who wish to breastfeed their babies or express milk
•	Labelled mothers’ breast milk is stored in the fridge
•	If dummies are used they will be cleaned and sterilised. This also applies to dummies which have been dropped (see separate dummy policy)
•	All dummies are stored in separate labelled containers to ensure no cross-contamination occurs
•	Sterilisers are washed out and cleaned daily
•	Children transfer to the older age group when assessed as appropriate for their age/stage following our agreed transition and settling procedures.  

This policy was adopted on	Signed on behalf of the nursery	Date for review	
			
PROMOTING POSTIVE BEHAVIOUR

EYFS: 3.73 – 3.76	
 (Behaviour Management coordinator Lindsey Bibby/Alisa Durrant)

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 is a developmental task that requires support, encouragement, teaching and setting the correct example. The principles that underpin how we achieve positive and considerate behaviour exist within the programme for promoting personal, social and emotional development.

It is central to the philosophy of the nursery that all staff should be very positive at all times towards the children, towards each other and towards the nursery. Any issues or problems arising with children, other members or staff or parents should be discussed in private with the Manager. The passing of negative comments about parents, other staff or children is not acceptable in any other forum.

It is important for children to establish what is generally regarded as acceptable behaviour and understand the consequences of failing to act within these boundaries, boundaries that vary depending on the age and stage of development of the child. Other factors which may need to be considered when looking at strategies for dealing with challenging behaviour are:

•	The developmental level of the child
•	The personality and tolerance level of the child
•	Factors in the child's life which may be affecting current behaviour (e.g. a new baby, moving house, parents separating)
•	Liaison with parents/carers

We aim therefore, to set 'positive' rules rather than 'negative' ones. For instance, instead of telling children 'don't', giving them no guidance as to what they may or should do, it is preferable to rephrase this positively. For example, rather than 'Don't run', use instead, 'Please walk around the nursery instead of running'.

Consistency in applying the boundaries of acceptable behaviour is also important. Therefore, staff will work together to ensure that consistent responses are given to both acceptable and unacceptable behaviour.

Strategies and procedures used to encourage positive behaviour include the following:
•	Always remain calm
•	Praise - this is the most common and best form of positive reinforcement in early year’s settings. Always comment on positive behaviour and name the child and describe the appropriate behaviour. E.g. 'Kyle, you are working very hard to make the room tidy. Well done'.
•	Setting clear limits - children and adults need to understand which behaviours are acceptable and expected (often behaviour and language which is used at home may not be acceptable at nursery). See later for examples of unacceptable behaviour.
•	Communicating with children - children should never be told that they are naughty - it is the action that is unacceptable and not the child. Practitioners should actively listen and should avoid giving orders without explanations and lecturing or nagging.
•	Rewards - children need reassurance that they are behaving in an appropriate way and should be rewarded by an acknowledgement or comment about the behaviour. A smile, a sticker or a simple thank you tells the children that the behaviour was desirable, acceptable and appreciated and will encourage repetition of that behaviour. Reward should be used in a positive and meaningful way e.g. 'Thank you for sweeping up the sand', rather than' Good girl' as the children then understand which action is being praised. Rewards should not be used as bribes.
•	Modelling appropriate behaviour - children make deductions about right and wrong by examples set by practitioners. Therefore, it is important that practitioners always act as appropriate role models. For example, if 'quiet voices when inside' are required, then all practitioners must do the same.
•	Ignoring inappropriate behaviour - providing it is safe to do so, withdrawing attention from the behaviour is effective. All staff must agree to support the decision. Types of behaviour which can be ignored may include crying to gain attention, tantrums, challenging comments and finicky eating.
•	Reprimanding and warning - warnings should not be threatening and can often be non-verbal. Eye contact gives children a choice without damaging self-esteem, as other members of the group may not notice. An alternative way of behaving should always be suggested. Verbal warnings should not blame, berate or belittle the child.
•	Withdrawal or 'time out' - when used correctly, withdrawal can be a quick and effective way of helping the child restore self-control and learn to behave appropriately. The child should be told clearly why they are being withdrawn e.g. 'I think you need to sit by yourself until you feel you are ready to play properly with your friends'. It must not be used as a humiliating or punishing experience. There is no point in discussing the incident if the child is still angry and so wait until the child has calmed down. The child then needs to be helped to learn how to handle the situation and solve problems in the future. The child should always be within sight and sound of the practitioner and should, after no more than five minutes (large egg timers are available for this purpose in each room), be returned quickly to a situation where he can be rewarded for appropriate behaviour. Withdrawal can be a learning situation in that it:
a.	Identifies what is unacceptable behaviour
b.	Eliminates reward from peers attention
c.	Gives child and practitioner time to calm down
d.	Allows the practitioner to redirect the child into activities where appropriate behaviour can be rewarded.

Withdrawal may be used immediately if the behaviour poses a risk to him/herself, other children, staff members or property. The child will be taken from the immediate environment to a safer, quieter location, to allow them 'time out' to calm down on a one to one basis with a member of staff. This also helps to reassure the other children. 

If the behavior does not pose an immediate risk but persists or escalates and where other options(above) have been explored, it should be explained to the child that if the behavior continues, they will be given time out. If the behavior then continues, the child should be taken to a quieter space to sit/stand away from other children. The staff should explain why they are in time out, explaining why the behaviour was unacceptable and how the child might have behaved otherwise.
•	Choices and consequences - it is important that children realise that they can control their own behaviour by making good choices and knowing the consequences of their behaviour. E.g. if a child throws sand, they should be offered the opportunity to play properly or move away. If the child then plays nicely, it should be commented on. If the child still throws the sand, they should be moved away from the area. Practitioners need to be firm, friendly and matter of fact, rather than harsh, critical, demanding or judgmental.
•	Channeling - on occasions, a child's inappropriate behaviour is because they are pursuing a schema. Practitioners may be able to channel the negative action in a positive way. E.g. when a child is constantly throwing equipment, staff could plan throwing activities to allow throwing in a safe and controlled way.
A child will remain in time out for no longer than a minute for each year of their age or until they ask to return to the group.

After an incident of inappropriate behaviour, children will always be encouraged to say sorry and be encouraged to become re-involved in an engaging activity.

Children should never be punished by smacking, slapping or shaking. There are no circumstances in which such a punishment can be justified. Depriving a child or forcing a child to consume food or drink or humiliating or frightening a child is also forbidden. The use of violence or abuse by any member of staff will result in their immediate dismissal.

Behaviours considered to be unacceptable are:
•	Physical abuse including biting, hitting, punching, pinching, scratching, kicking and pushing.
•	Verbal abuse including racist remarks and name calling.
•	Bullying, defined as persistent name calling, minor harassment (such as taking toys away from someone) and more major incidents involving physical violence or a group of children picking on one child.
•	Spitting, screaming, shouting, running inside the nursery building.
•	Destructive use of toys, equipment or materials

Rough and tumble play, hurtful behaviour and bullying

Our procedure has been updated to provide additional focus on these kinds of inconsiderate behaviours. 

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 strategies as 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, 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.

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 for themselves.

We understand that self-management of intense emotions, especially of anger, happens when the brain has developed neurological systems to manage the physiological processes that take place when triggers activate responses of anger or fear.

Therefore we help this process by offering support, calming the child who is angry as well as the one who has been hurt by the behaviour. By helping the child to return to a normal state, we are helping the brain to develop the physiological response system that will help the child be able to manage his or her own feelings.

We do not engage in punitive responses to a young child’s rage as that will have the opposite effect.
Our way of responding to pre-verbal children is to calm them through holding and cuddling. Verbal children will also respond to cuddling to calm them down, but we offer them an explanation and discuss the incident with them to their level of understanding.

We recognise that young children require help in understanding the range of feelings they experience. We help children recognise their feelings by naming them and helping children to express them, making a connection verbally between the event and the feeling. “Adam took your car, didn’t he, and you were enjoying playing with it. You didn’t like it when he took it, did you? Did it make you feel angry? Is that why you hit him?” Older children will be able to verbalise their feelings better, talking through themselves the feelings that motivated the behaviour.
We help young children learn to empathise with others, understanding that they have feelings too and that their actions impact on others’ feelings. “When you hit Adam, it hurt him and he didn’t like that and it made him cry.”

We help young children develop pro-social behaviour, such as resolving conflict over who has the toy. “I can see you are feeling better now and Adam isn’t crying any more. Let’s see if we can be friends and find another car, so you can both play with one.”

We are aware that the same problem may happen over and over before skills such as sharing and turn-taking develop. In order for both the biological maturation and cognitive development to take place, children will need repeated experiences with problem solving, supported by patient adults and clear boundaries.

We support social skills through modelling behaviour, 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 to understand the effect that their hurtful behaviour has had on another child; we do not force children 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 for very young children to engage in excessive hurtful behaviour are that:
•	they do not feel securely attached to someone who can interpret and meet their needs – this may be in the home and it may also be in the setting;
•	their parent, or career in the setting, does not have skills in responding appropriately, and consequently negative patterns are developing where hurtful behaviour is the only response the child has to express feelings of anger;
•	the child may have insufficient language, or mastery of English, to express him or herself and may feel frustrated;
•	the child is exposed to levels of aggressive behaviour at home and may be at risk emotionally, or may be experiencing child abuse;
•	the child has a developmental condition that affects how they behave.
•	Where this does not work, we use the Code of Practice to support the child and family, making the appropriate referrals to a Behaviour Support Team where necessary.

Bullying 

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 or she is able to plan to carry out a premeditated intent to cause distress in 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.

If a child bullies another child or children:
•	we show the children who have been bullied that we are able to listen to their concerns and act upon them;
•	we intervene to stop the child who is bullying from harming the other child or children; 
•	we explain to the child doing the bullying why her/his behaviour is not acceptable;
•	we give reassurance to the child or children who have been bullied;
•	we help the child who has done the bullying to recognise the impact of their actions;
•	we make sure that children who bully receive positive feedback for considerate behaviour and are given opportunities to practice and reflect on considerate behaviour;
•	we do not label children who bully as ‘bullies’;
•	we recognise that children who bully may be experiencing bullying themselves, or be subject to abuse or other circumstance causing them to express their anger in negative ways towards others;
•	we recognise that children who bully are often unable to empathise with others and for this reason we do not insist that they say sorry unless it is clear that they feel genuine remorse for what they have done. Empty apologies are just as hurtful to the bullied child as the original behaviour;
•	we discuss what has happened with the parents of the child who did the bullying and work out with them a plan for handling the child's behaviour; and
•	we share what has happened with the parents of the child who has been bullied, explaining that the child who did the bullying is being helped to adopt more acceptable ways of behaving. 

Code of conduct
Our code of conduct demonstrates the high expectations of standards of behaviour at Toddle In.

Whilst at Toddle In Nursery we:
•	Speak politely to each other
•	Always treat each other with respect
•	Always look out for each other
•	Think about the needs, feelings and beliefs of others
•	Always have kind hands, kind feet and kind words
•	Always move around safely and carefully
•	Take turns and share
•	Respect quiet times
•	Celebrate our differences

We recognise that children may pick up speech habits from their parents or other adults and may use speech which is inappropriate (for example racial comments) without realising this to be the case. 

If this happens the parent must be spoken with as soon as possible and the difficulty pointed out. The parent must be requested to work with the child to show the child that the comments the child has made are not acceptable within the nursery. Where the parent refuses to accept that the child has made these comments, or seeks to justify the comments on the grounds that they are valid, or just "child talk", and that the child "doesn't really mean it" the staff member must insist that action is taken to stop the child behaving in this way, and that the justifications or excuses are not acceptable.

Incidents of unacceptable behaviour must be written down in the child's daily diary book and in the nursery's incident log. Details of any injury should also be logged on an accident form. 

Parents of all children involved in the incident are informed, bearing in mind the need for confidentiality. If necessary, strategies to promote positive behaviour are discussed and agreed with parents, children and all staff e.g. sticker charts, pasta jars etc.

We aim to resolve any specific behavioural issues ourselves within the nursery setting. However, there may be occasions when we require additional advice from other external agencies. Should this be the case, we will of course seek parental consent beforehand.

We offer a fully inclusive environment and therefore aim to address any unwanted behavior to allow all children to access our setting. However, should the occasion arise where we have exhausted all of our settings strategies and those of external agencies and if the child continues to repeatedly present behavior which we deem as posing a threat to themselves, others or property, the setting reserves the right to terminate the child’s place with immediate effect.

 Lindsey Bibby/Alisa Durrant are the designated persons for behaviour issues within this setting. Responsibilities for this role include:
•	Professional development in behaviour issues
•	Facilitating regular reviews of the behaviour policy with all staff
•	Monitoring and updating the incident logs
•	Ensuring that parents are informed of incidents
•	Supporting staff, parents/carers and their children in behaviour issues
•	Liaising with other agencies/professionals in relation to behaviour issues.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

    
Parental Agreement for procedure for dealing with unacceptable behaviour

A copy of this should be signed by each contracting parent to signify their agreement.

I/we have read and am in agreement with the Behaviour Policy and Procedure adopted by Toddle In Nursery.

Signed: ………………………………………………………………………………………

Child’s Name: ……………………………………………………………………………

Date: …………………………………………………………

BEREAVEMENT POLICY

At Toddle In we recognise that children and their families may experience grief and loss of close family members or friends or their family pets whilst with us in the nursery. We understand that this is not only a difficult time for families, but it may also be a confusing time for young children, especially if they have little or no understanding of why their parents are upset and why this person/pet is no longer around. 

We aim to support both the child and their family and will adapt the following procedure to suit their individual needs and family preferences:
•	We ask that if there is a loss of a family member or close friend that the parents inform the nursery as soon as they feel able to. This will enable us to support both the child and the family wherever we can and helps us to understand any potential changes in behaviour of a child who may be grieving themselves
•	The key person and/or the manager will talk with the family to ascertain what support is needed or wanted from the nursery. This may be an informal discussion or a meeting away from the child to help calm a potentially upsetting situation
•	The child may need extra support or one-to-one care during this difficult time. We will adapt our staffing arrangements so the child is fully supported by the most appropriate member of staff on duty, where possible the child’s key person
•	We will be as flexible as possible to adapt the sessions the child and family may need during this time.

We will adapt the above procedure as appropriate when a family pet dies to help the child to understand their loss and support their emotions through this time. 

We also recognise that there may also be rare occasions when the nursery team is affected by a death of a child or member of staff. This will be a difficult time for the staff team, children and families. Below are some agencies that may be able to offer further support and counselling if this occurs. 

The Samaritans: www.samaritans.org  116 123 

Priory: www.priorygroup.com  0330 056 6020

Child Bereavement UK: www.childbereavementuk.org 0800 02 888 40

Cruse Bereavement Care: https://www.cruse.org.uk/  0808 808 1677 
 
British Association of Counselling: www.bacp.co.uk  

SANDS: www.sands.org.uk

This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY ON BITING
(also refer to Behaviour Policy)

At Toddle In we follow a positive behaviour policy to promote positive behaviour at all times. However, we understand that children may use certain behaviours such as biting as part of their development. Biting is a common behaviour that some young children go through and can be triggered for a variety of reasons – a lack of verbal abilities, teething, hunger, fear, anger, frustration, imitation, affection etc. 

Biting is very upsetting and frustrating to everyone involved - to the biter, the bitten, the parents of both - you because you are not there and feel that if you had been the incident may not have occurred and the 'biters' parents who will undoubtedly feel guilty and may feel that it is due to a lack of parenting skills on their part; and also the nursery staff who attempt to keep the children in their care entertained and supervised but who, with all the best intentions cannot be watching each child 100% of the time no matter how efficient they are.

The impulse to bite can be very compelling and the social and verbal skills required to do away with a child's need to bite are not fully developed. Biting is somewhat inevitable in a preschool setting. Because many toddlers are preverbal, often there is no "argument" preceding a biting incident. Thus bites may occur quickly and without an obvious warning to the adults present. A child may bite when he/she feels physically crowded or cornered and is unable to use words to get the other child or children to move away or when feeling frustrated that another child is failing to comply with their own wishes.

Our policy aims to operate consistently and should be reinforced in staff training. We aim to react to biting incidents consistently and to deal with both children and parents in the same way and say the same things to prevent a situation arising where children and/or parents feel they are treated differently.

Our procedures
The nursery uses the following strategies to help prevent biting: sensory activities, biting rings, adequate resources and staff who recognise when children need more stimulation or quiet times. However, in the event of a child being bitten we use the following procedures. 

If a bite occurs, a member of staff will quickly but calmly intervene and react disapprovingly, but not harshly. If biting creates uproar among the adults, a child seeking attention could see that reaction as a reward and be tempted to do it again. A member of staff will then turn her attention to the bitten child and administer first aid and lots of comfort. Another member of staff will deal with the child who has bitten. How she handles the child depends on their age. But it is made clear, even if the child is very young, that this is unacceptable behaviour. That can be conveyed by your tone of voice and body language. The child who has bitten will always be moved to sit away from other children and activities for a short period of time, depending on their age and will be spoken to, using simple words, like, "That really hurt her" or "It's not kind to bite. You've made your friend sad". At such a young age nothing is achieved by dwelling on it for long so we aim to get them playing happily together again, with an adult supervising.

We aim to do this very quickly. Once the initial trauma has been dealt with, a staff member would bring the bitten child back, even if he/she was still crying, so the child can see what happens when you hurt somebody. The child who has bitten should then be encouraged to say sorry and/or give cuddles to the other child.

An accident form will be completed and parents contacted by phone if deemed appropriate. Additionally, biting incidents are always logged in the incident book. This is especially useful in determining any pattern which will help in anticipating incidents and preventing them occurring in the future. Both children's parents will be told of the incident on the same day, without identifying the other child. 

In cases where a child may repeatedly bite and/or if they have a particular special educational need or disability that lends itself to increased biting, e.g. in some cases of autism where a child doesn’t have the communication skills, the nursery manager will carry out a risk assessment and may recommend immunisation with hepatitis B vaccine for all staff and children.

Reassurance will be given that we will track the behaviour to see if there is a pattern. It may be that the child bit when he was hungry or tired, which can indicate an increased likelihood of when that particular child may bite. We will speak to the parents of the bitten child and explain that the other parents have been told and we are working together. We explain that we are monitoring and observing, but that we cannot promise the parent that their child won't be bitten again. Some children always go for the same child. If the pattern does show it is the same child, then we reassure the parents that we will attempt to provide opportunities for them not to be always together.

If you pay close attention to him/her, you may start to notice those situations that trigger the biting episode - it is usually some frustration or anger that brings on the biting response in the child. Try to watch out for these situations and intervene promptly. We also ask for the co-operation of parents to ensure children are not getting mixed messages. Maybe at home family and friends play games by nibbling ears and biting toes. The child can sometimes get the wrong message about what is and isn't acceptable.

For confidentiality purposes and possible conflict we do not disclose the name of the child who has caused the bite to the parents

Often, parents may not think enough is being done about biting in nursery and may think that a child who bites should be excluded for example. However, we ask parents to bear in mind that it could easily be their child who was doing the biting and to consider how they would feel in such an instance because they were going through what is commonly regarded to be a natural stage of development in many children.

Finally, we ask for your co-operation and support in dealing with issues related to biting at nursery. Working together to figure out ways to help a child who is biting find alternative ways of exploring the environment and expressing his/herself, in the end, serves everyone's best interest.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

BOTTLE FEEDING POLICY

Parents will need to provide the staff with a daily supply of ready-measured formula and empty sterilized bottles. Staff will prepare and cool the boiling water as and when needed and then the bottle will be offered immediately. 

However, once made up and given to a child, can only be kept 'sitting out' for 1.5 hours.

On registering their child at Toddle In, parents will inform the nursery of their child's feeding patterns, which we will follow as closely as possible.

There are facilities for mothers to breast-feed. If mothers intend to continue breast-feeding while their baby is at nursery it is essential to let staff have a definite means of contacting them.

Parents will need to provide nursery with a daily supply of breast milk, This much be in a sealed container clearly dated from the time the milk was expressed.
We can store the breast milk in the room for 1 ½ hours from either being expressed or taken out of the fridge. 
We can store the breast milk in the fridge for 4 days from the date it was expressed.
We can store breast milk in the freezer for 6 months from the date it was frozen. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

PROMOTING BRITISH VALUES AND PREVENT DUTY

Introduction to preventing radicalisation
As an early years setting we have a duty to prevent which is part of the U.K Government’s counter terrorism strategy.

Our Preventing Radicalisation Policy is part of our commitment to keeping children safe and healthy. Safeguarding children from all risks of harm is an important part of our role and protecting them from extremism and preventing them from being drawn into terrorism is one aspect of that.

The nursery follows the principles of The EYFS which emphasises on planning for the individual needs of the developing child. We deliver an inclusive learning programme and provide a stimulating environment that fosters active learning. The fundamental British values support the characteristics of effective learning identified in the EYFS. We appreciate that all children are unique and are constantly learning. We work in partnership with parents and teach children to be strong and independent and provide rich playful learning opportunities so that they can develop and progress. Our children will be encouraged to be independent learners and have good communication skills so that they can work with others.

Fundamental British Values
We will actively promote the fundamental British values of 
•	democracy, 
•	rule of law,
•	individual liberty, 
•	mutual respect and tolerance (for those with different faiths and beliefs)
across the setting and they are included within The United Nations Convention of the rights of the child 1989. (UNCRC) We have a wide range of resources and plan activities that reflect and value the diversity of children’s experiences and actively challenge gender, cultural and radical stereotyping. We help the children gain an understanding of people, families and communities beyond their immediate experience. We promote positive behaviour and have an Equal Opportunities policy.

Through our Fundamental British values policy which promotes children’s well-being and is embedded in our day to day work we promote equality, diversity and tolerance and respect for all cultures, faiths and lifestyles. Each day the children are taught the difference between right and wrong and learn to take turns and share. Staff would challenge negative attitudes and stereotypes and the children are taught about the world in which they live and are developed to understand life in modern Britain.

Many of our activities present opportunities for exploring and promoting each of the British values. We will do our utmost to protect children against extremist and violent views by identifying the risk of being drawn into radicalisation and providing a safe inclusive learning environment that supports spiritual, moral, social and cultural development through the promotion of fundamental British values.

We ensure that children have respect for all and we support children to gain a positive sense of themselves. We encourage the children to speak up during circle time and learn to listen to what their friends are saying. Children are involved in the planning process to show that their opinions matter and that they are valued. By reading books on communities from around the world and celebrating various world festivals, we are educating the children that people have different ways of life and are a valuable part of our multi-cultural world.

The aim of our policy is to prevent a child from being drawn into terrorism by being radicalised or support extremism in later years. We hope that by teaching children these British values from a young age they will grow into adults who are tolerant and accepting. We recognise that the United Kingdom is a multi-cultural and multi faith diverse society and we teach the children that it is possible to live together peacefully and that each person is a valuable part of our multi-cultural world. Our diversity has created a strong bond and promoting British values is about encouraging the children to share a set of values that promote tolerance, respect and community cohesion.

Radicalisation refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.

Extremism is defined in the as vocal or active opposition to fundamental British values including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs.

We believe that by developing a sense of belonging to our country and supporting our core values we can prevent radicalisation and we are of the opinion that it would be unacceptable of us to:
Actively promote intolerance of other faiths, cultures and races.
•	Fail to challenge gender stereotypes.
•	Isolate children from the wider community.
•	Fail to challenge behaviours that are contrary to British Values.

Democracy: Making decisions together
Children have the right to participate in making decisions about things that concern them and they have a right to an education. We live within a democracy of which the ideals promote a shared belief in fairness and equality and a right to participate in important decision making. Arising from these ideals is an emphasis on shared responsibility, mutual respect and the wider community. By exploring feelings with the children we are helping them to empathise with others. Young children play and explore and being able to do so in a democratic environment where everyone is able to share and take turns and work together will be more rewarding.

We encourage children to talk about their feelings and value each other’s views. The children know that their views count and we make decisions together. Through the day the children will be given opportunities for thinking, questioning, sharing and taking turns. Children are taught to share time, space and resources with others through the games that we play and circle time. Children understand that they need to take turns and how important it is to share so that everyone has an equal opportunity to learn and play. The children will be asked to suggest solutions and come up with ideas for how to resolve differences.
•	When children become older siblings we discuss how important their role is within the family.
•	Children are able to choose which area they would like to play in.
•	Children are asked what new resources they would like and asked for ideas for the menu.
•	Children’s and parent’s comments are included on the learning journeys.
•	Questionnaires are issued to new parents and annually to all parents to give them an opportunity to   voice their opinions.
•	We have monthly staff meetings and staff are given the opportunity to put their ideas forward.
•	Circle time gives children the opportunity to speak but to also listen to others.
•	The nursery promotes positive behaviour and has a chill out room to support this.
•	Snack demonstrates how everyone is entitled to a fair share.
•	Books are read to children on various issues and topics and then they will be asked to reflect on the story.
•	Children can make numerous choices through the day from what they would like for breakfast to which area they would like to play in.
•	Team games are played to encourage teamwork and cooperation.
•	Children are asked to help with recycling so that they learn the importance of shared responsibility.

Rule of Law: Understanding that rules matter
Children have the right to say what they want and the right to freedom of association but they also have a responsibility to ensure that they do not stop others enjoying their rights. British citizens are expected to abide by the rule of law; this means being able to follow rules, distinguish between right and wrong and understand the consequences of negative and illegal actions in terms of how they impact upon other individuals and society as a whole. Following the rule of law involves being able to pay attention, listen and understand what is expected. Children who can listen to and follow instructions will be more likely to succeed both in terms of learning and meeting behavioural expectations.

Children need to learn to understand how they feel and why; if they can do this they will be able to manage their feelings and regulate their behaviour. Children will be taught to think for themselves and they need to understand why something is wrong. They will be encouraged to consider the consequences of their actions for themselves as well as to empathise with others and think about how their actions affect those around them.

The children are taught how to manage their feelings and behaviour and why rules are made and what the consequences are if they are broken. All members of staff have received training in promoting positive behaviour. The “people who help us” topic helps children to develop respect for the police and to empathise with victims of crime. Children will be taught that it is better to communicate with each other instead of letting events take over resulting in misunderstandings, disagreements and hurt feelings.
•	The children are involved in drawing up a list of rules.
•	The rules are on display in the setting.
•	Children are aware that the rules apply to everyone, i.e. everyone is expected to help tidy up and put things away.
•	We have regular routines so that the children understand what is expected of them.
•	Children are taught to distinguish right from wrong from a very young age.
•	Children are reminded of the rules at the beginning of each day.
•	Parents are encouraged to use the same rules at home.
•	Staff will speak to a parent at the end of the day if there are any concerns or behavioural issues.
•	Children are spoken to about any negative behaviour and it is explained to them how they have made another child or staff member feel.
•	Time alone is used if a child’s behaviour has been unacceptable and an opportunity given to reflect on their  behaviour.
•	We often have “people who help us” as a topic and we visit the fire station and the local police community support officer (pcso) will visit us.
•	Children are taught about the role of the police officer; they are people who try to keep us safe and tackle crime.
•	Reward chart and stickers are in use in both the toddler and preschool room. Prizes are given after so many stickers have been received.
•	Children are always praised for anything positive that is done.
•	We play games that involve listening to and following instructions.
•	Stories are used to introduce children to good role models and children are asked to empathise with the characters.
•	Stories that have moral messages are read to the children.
•	Children are taught to say no don’t do that instead of lashing out or pushing.

Individual Liberty: Freedom for all
The UNCRC supports children’s rights to think and believe what they choose along with choosing their own religion. It also states education should promote children’s individual personalities, talents and abilities and help them develop self-respect. People in Britain have a right to personal freedom, meaning they are free to make their own choices, voice personal opinions and portray their individual identity without fear. Children will be encouraged to talk about their likes and dislikes and respect that not everyone likes the same things.
Children will be encouraged to develop a positive sense of themselves and to discuss how they are feeling. Their self-esteem will be developed and they will appreciate that it is fine to be different and that making mistakes is part of the learning. We will teach children to communicate so that they will be able to express themselves as well as listening to others.
•	Children learn to become independent by serving their own meals and snack.
•	Children are encouraged to go to the toilet by themselves from around the age of two if they are happy to do so.
•	Children will put on their own coats and shoes if they are able to and encouraged to learn to do so.
•	Children assist with recycling and putting food waste in the compost bin.
•	Children are given the opportunity to evaluate a task or topic as are the staff.
•	Reward systems on display for all to see.
•	Circle time provides the ideal opportunity for the children to talk about themselves, their families and how they are feeling.
•	Children are encouraged to make choices.
•	An abundance of resources is available for children to explore on their own as part of “free play”.
•	Children are given the choice of completing a focused task or to continue playing freely.
•	Many of the activities undertaken outside will contain an element of risk taking i.e. riding bikes, climbing, balancing.
•	Photos of the children learning through play are on display throughout the nursery and put onto Tapestry.
•	Staff are constantly praising the children and celebrate their achievements to increase their self-esteem.
•	Children can express themselves nonverbally through art, role play, dance and music.
•	Games are played were children can practice their listening skills.
•	“Show and tell” provides the opportunity for children to develop their communication skills.
•	Children are encouraged to ask questions.
•	Preschool dance and football training take place daily which gives the children freedom of movement.
•	Different genres of music are played throughout the day in all rooms.
•	The children are involved in charitable campaigns such as children in need and Christmas jumper day.
•	After a story has been read; there will be an opportunity to reflect on the characters and the moral of the story.
•	We will involve children in conversations and debates that gets them thinking and questioning.

Mutual Respect and Tolerance: Treat others as you want to be treated
Britain is a diverse society where people of different races, faiths and beliefs and cultural backgrounds should expect to live and work together peacefully. To ensure a respectful and tolerant society of the future children must learn not only to accept and respect difference but appreciate the value of diversity and the rich opportunities it presents. We promote respect for human rights and fundamental freedoms and teach children to respect their own and other cultures and support sexual equality.

The nursery creates an inclusive environment where everyone is valued and differences portrayed positively. We work with our parents and have good links within the community. We appreciate that some families are the same and some are different due to faith, communities and tradition. We teach children to be kind to everyone and that it is good to share. Children will be made to feel proud of their cultural heritage and familial background. Children will be encouraged to explore similarities and differences between themselves and others so they grow up understanding and appreciating difference.
•	All children are welcomed into the nursery including children with disabilities or from ethnic minorities including those with different faiths and beliefs.
•	Staff read books to the children which challenge stereotypes such as “my family, my world” and “it is ok to be different” and other stories from around the world.
•	Children are encouraged to share toys.
•	We often discuss the importance of looking after the environment and being green.
•	Children are involved in recycling and we have a compost bin for food waste.
•	There are multi-cultural toys in place such as jigsaws, books and dolls.
•	Children are encouraged to assist less able children if they require it when completing tasks or sporting activities.
•	Children are given the opportunity to dress up in different clothes that celebrate different cultures and gender.
•	We celebrate Remembrance Day and other significant dates and world festivals such as Easter, Eid, Diwali, Chinese New Year and Christmas.
•	We try different foods from around the world.
•	Children are introduced to art and music from different cultures.
•	We engage with the wider community to promote a sense of belonging in the community and explain peoples job roles.
•	We visit “people who help us” within the community, along with the elderly at a local care home.
•	We will endeavour to demonstrate that we listen to children’s and parent’s views and take them into account when planning activities, developing environments and reviewing children’s progress.
•	Within the topics planned we will educate the children on a range of faiths, religions and cultures and they will grow up understanding and respecting difference instead of fearing it.
•	Our displays will reflect the diversity of British Society and include people of different races, faiths, beliefs, cultures, genders, ages, sexualities and with disabilities.

Our aims
•	Promoting equality, diversity and British values will be at the heart of our work and will be 	demonstrated through our practices.
•	We would tackle any instances of discrimination and would be alert to potential risks from radicalisation and extremism.
•	To provide an exceptional range of resources and activities that reflects and values the diversity of children’s experiences.
•	Staff would actively challenge cultural and racial stereotyping to help children gain an understanding of people, families and communities beyond their immediate experience.
•	To give children a wide range of experiences that promotes an understanding of people, families and communities beyond their own.
•	To teach children the language of feelings.
•	To give children the opportunity to reflect on differences and negative behaviour.
•	To actively support a chosen charity within the United Kingdom and abroad.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

CAPABILITY POLICY
EYFS 3.13 – 3.21

AIMS OF THE POLICY

The primary aim of Toddle In's Capability Policy & Procedure is to ensure that all employees are given the necessary help and training to allow them to reach required standards of job performance. It will also help to identify those employees who continue to be unable to reach required standards (but not relating to matters of misconduct - see Disciplinary Procedure) and/or an employee’s health no longer makes it possible for them to carry out their work to this required standard.

All employees will be informed of the capability policy.

The Capability Procedure does not apply to inadequate performance believed to be a result of a willful refusal to work satisfactorily, which would normally be regarded as a matter for action under the Disciplinary Procedure.

This Procedure is additional to the normal measures which may be deployed to encourage an employee's improvement. It provides a mechanism for identifying inadequate performance and provides opportunity for discussion and, hopefully, resolution of the problem
.
Informal measures will have been exhausted, and in the case of ill-health the Sickness Absence procedure will have been fully applied, before the formal capability procedure is instigated, except where the safety and/or wellbeing of children is in jeopardy. In these cases, the first stage of the formal procedure should be instigated.

The company will deal with employees in a fair and consistent way, taking account of the nursery needs , individual needs and group needs;

Capability refers to the ability to carry out the duties of the post to the required standard. The required standard should be appropriate to the level of the job and the skills and experience reasonably expected of the individual in that position. Managers will need to ensure that each member of staff has the ability, knowledge, guidance and support to perform his/her job to an adequate standard and in accordance with his/her job description. Job descriptions should be reviewed regularly in consultation with the employee.

Managers are expected to communicate regularly with their staff. In the normal course of their management/supervision of staff they will be expected to identify where a problem exists or may arise which impacts on an employee's performance or attendance. They should take responsibility for managing and providing support in order to resolve the matter in the appropriate way.

This policy aims to provide a basis for appropriate action.

It aims to provide a fair and consistent method for dealing with:

Ill Health
•	Short term, intermittent or persistent periods of absence relating to ill health
•	Longer-term absence relating to ill health, where there may be no likelihood or no imminent likelihood of a return to work
•	An employee who attends work satisfactorily but for health reasons is unable to perform the whole of their contract satisfactorily

Managers have the right to expect employees to attend a medical and/or interview with the occupational health service so that information can be gained to help assess and manage issues of capability.

Work Performance

An employee who is not achieving a satisfactory level of work performance where informal advice and guidance in supervisory meetings has failed to achieve the desired improvement.

The following examples are disciplinary issues, and should therefore be dealt with under the
provisions of the Disciplinary Procedure: 

•	The employee's reasons for absence are believed not to be genuine and/or;
•	An employee's actions appear inconsistent with the reasons for the absence and/or;
•	An employee's actions appear prejudicial to their recovery or return to work;
•	An employee willfully refuses to perform to the required standard of work

This policy applies to all Toddle In staff who have successfully completed their probation period and establishes guidelines for managers and staff in relation to the management of under-performance.

This policy is designed to ensure that cases of under-performance are dealt with similarly and fairly, with the prime objective of improving an individual's performance to the required level.

Toddle In has a responsibility for setting realistic and measurable standards of
performance, for explaining these standards carefully to members of staff and for supporting staff to achieve the standards set.

All new members of staff will have their job explained carefully to them, will be given a copy of, or referred to, any written guidance that exists in relation to their area of work and will be given appropriate training and support to become familiar with it. Staff must also be made aware of the standards expected of them and where expectations change and evolve over time, managers have a responsibility to inform staff of these changes.

All members of staff have a contractual responsibility to perform their duties to an acceptable standard and they should be given all reasonable support and encouragement to do so.

For the purpose of this policy an individual's capability to do their job is assessed by reference to their skills, qualifications, aptitude, health or any other physical or mental quality.

Before any action is taken under this procedure it will be the responsibility of the line manager to ensure that:

•	Necessary training and instruction have been given to the employee
•	The standard of work required has been carefully explained and that the employee is clear as to what is required
•	A reasonable time has subsequently been provided to facilitate improvement.

INFORMAL STAGE 

Stage 1

When there is evidence that an individual is not performing at an acceptable level, the manager should investigate the circumstances without delay and endeavour to ascertain the reasons for the unsatisfactory performance. If, following this examination, the manager considers that the individual's performance is deficient in some material respect, an informal discussion with the member of staff will be arranged. At this meeting the manager will:

a)	make clear the areas in which the individual's performance is below expectations (explaining the grounds / evidence for this view) with the aim of identifying any problems or reasons for the under-performance, which could be resolved. Solutions to the problem could include additional training, providing a mentor, coaching or some other kind of ongoing support to the individual.
b)	give the individual the opportunity to explain their under-performance and to raise any concerns they may have about the job, or the support and guidance they have been given to do it.
c)	bear in mind the provisions of the Disability Discrimination Act, in particular the obligation to make reasonable adjustments when dealing with members of staff with a disability.
d)	ensure that the member of staff is aware of the level of performance / productivity required in relation to each element of the duties about which there is a concern.
e)	set a reasonable time frame within which improvement is expected and arrange a further meeting at the end of this time to review the situation. When establishing "reasonable time scales" for improvement, managers must consider the complexity of the tasks involved in relation to the qualifications and experience of the individual.

The content and outcome of this meeting will be confirmed by the manager/supervisor in writing to the individual, including the type of improvement required, any additional support or training that will be provided, any other agreed actions and the time scale for improvement and review.

The manager should explain to the employee that if there is no improvement at the end of the review period, the manager might initiate the formal capability procedure.

When discussing under-performance managers must be specific about their concerns and must demonstrate evidence and/or give examples to support their assertions.

FORMAL STAGE

Stage 2

Before entering the formal capability procedure, the responsible manager must have exhausted all initial employee performance management measures and monitoring for dealing with unsatisfactory performance .

a)	If there is continued unsatisfactory performance or where a first instance of unsatisfactory performance is sufficiently serious to warrant formal action, (e.g. where health & safety is at risk or significant costs or other liabilities are involved), the member of staff should be invited to a formal interview to discuss the matter. At this meeting the individual will have the opportunity to explain their unsatisfactory performance. At this interview the member of staff will be reminded of the earlier informal discussions and the steps taken to support an improvement in their performance. They will be told as precisely as possible, the reasons for the manager's continued concerns about their performance. If, having heard any explanations offered by the member of staff, the manager/supervisor remains concerned, a FORMAL CAUTION will be given for unsatisfactory performance. This will be confirmed in writing to the individual.

b)	This caution will be placed on the individual's file and will be disregarded after a period of 3 months.

c)	At this interview further consideration should be given to any additional training or support that could reasonably be provided to the member of staff to enable them to reach the required standard of performance. A reasonable time period will be set within which improvement is expected and a further meeting arranged at the end of this time to review the situation.

FINAL STAGE 
Stage 3

a)	If there has been insufficient improvement in performance within the time scale following the formal caution, a further formal interview will be held with the individual. At this interview the manager will review the history of the case, including the steps that have been taken to support the individual to achieve the required level of performance. If, having heard the explanation offered by the member of staff, the manager/supervisor remains concerned a FINAL CAUTION will be issued for unsatisfactory performance. This will be confirmed in writing. The member of staff will be informed that their job will be at risk if satisfactory performance levels cannot be achieved and subsequently maintained.

b)	This caution will be placed on the individual's file and will be disregarded after a period of 3 months.

c)	Further consideration should be given to any additional training or support that could reasonably be provided to the member of staff to enable them to reach the required standard of performance. A review period will be set within which improvement is expected and a further meeting arranged at the end of this time to review the situation.

Stage 4
a)	If there has been insufficient improvement in performance within the time scale following the final caution, a further formal interview with the member of staff will be held. At this interview the manager will review the history of the case, including the steps that have been taken to support the individual to achieve the required level of performance. The individual's explanation will be heard and considered. A decision will then be taken to either dismiss the member of staff on the grounds of capability or to extend the final caution to allow further time for improvement and maintenance of any improvement. The manager will confirm this decision and the reasons for it in writing to the individual. The option of allowing further time for improvement may only be considered if there is evidence to persuade the manager that further time is likely to lead to the required improvement in performance.

If dismissed on capability grounds the employee will not receive notice pay or outstanding holiday pay.

If the under-performance relates to a Manager, the above procedure will still be followed, with the Proprietor conducting the meeting opposed to a Manager.

GENERAL
If at any stage the employee's performance improves to an acceptable level, s/he should be told of this, in writing, and encouraged to sustain it.

The appropriate manager should keep a record of all interviews with the employee, starting with a note of the date, time and explanation (if any) provided at the first informal meeting.

Managers must ensure that any information relating to concerns about an individual's capability are disclosed only to those who have a direct involvement in dealing with the concerns.

ILL HEALTH / POOR ATTENDANCE
An individual's capability to carry out their role to the expected standard may be affected by their health and/or their attendance record. The manager should consider whether an employee would be held to be 'disabled' under the Disability Discrimination Act 1995, and if so whether 'reasonable adjustments' might permit retention in the job, or in another job. The manager should also explore with the employee whether any adjustments could be made to improve performance.

The procedure for managing periods of sickness absence (six weeks or more) is set
out in full in the Sickness Absence Policy 

The early stages for managing repeated short-term absence is also set out in Toddle In's Sickness Absence Policy. Where the second Sickness Absence Review meeting does not however produce the required improvement in attendance, the situation will then be managed through this policy. A Stage 3 formal meeting will be held at which any explanations offered by the individual will be discussed. A FINAL CAUTION may be given for unsatisfactory attendance, if the manager/supervisor remains concerned and this will be confirmed in writing. 

The member of staff will be informed that his/her job will be at risk if satisfactory attendance levels are not achieved and maintained.

NOTIFICATION & REPRESENTATION

A member of staff will receive 7 working days advanced notice in writing of any formal interview arranged under this policy (unless the employee agrees to less in writing).

An employee may be accompanied at the formal stages of the procedure by a work colleague. Other appropriate representation may be considered by mutual agreement. Representation at informal stages is not usually appropriate but any request for representation should not be unreasonably refused.

Where an individual's representative is unable to attend the meeting at the notified time, the meeting will be postponed and rescheduled to an alternative time within 5 working days.
Requests for postponements or adjournments should not normally exceed 5 working days.

If the employee is unable or fails to take part in the Capability Procedure, the procedure may continue in the employee's absence. Any written submission or representations made by the employee, or on their behalf, will be considered. It is in the interests of the setting and the employee that performance or attendance is improved within reasonable timescales. At least two attempts will be made to arrange a meeting that the employee can attend. If the employee is still unable to attend, the meeting can proceed with a work colleague of his/her choice. If the employee does not wish any other person to attend as his/her representative they must inform their manager in writing. The meeting can then proceed without the presence of the employee or representative.  It is in the interests of all parties involved to co-operate as fully as they can, to ensure the process is completed as fairly and efficiently as possible.

RIGHT OF APPEAL
An individual has the right to appeal against any formal action taken against them in line with this policy and must do so by writing to the Proprietor, within 7 working days of the date of receipt of written confirmation of the action taken against them, stating their grounds for appeal.

The appeal will be heard by the proprietor or external representative, not previously involved in the case.. The appeal hearing will take into account any new evidence that either party may present and consider its relevance to the sanction imposed.

The appeal hearing will not be a re-hearing of the whole capability case unless the person(s) hearing the appeal conclude that the earlier proceedings were in some way fundamentally flawed. The grounds of appeal may constitute one or more of the following:
•	The procedure - was the procedure followed and did any material failure affect the decision?
•	The decision - the evidence did not support a finding of incapability
•	The outcome - is the decision too harsh taking into account the nature of the incapability, the mitigating circumstances and/or the employees previous service.

Where an appeal is upheld, reference to the caution or dismissal will be disregarded. Alternatively, the outcome of the appeal hearing may be to impose a lesser penalty e.g. a final caution instead of dismissal, or to shorten the period for which the caution was originally issued. The outcome of the appeal will be set out in a letter to the employee.

If an employee is successful in appealing against summary dismissal, s/he will be paid in line with their contract of employment in respect of the period from dismissal to reinstatement, as if the dismissal had never taken place.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

CCTV POLICY

Our aim 
CCTV has been installed to ensure the safety of children in our care, and helping to ensure the safety of all staff, parents/carers and visitors. 
We will monitor the system to: 
•	Provide security and safety for children, parents and staff 
•	Provide security of our premises and equipment
•	Provide opportunities for staff training 
It is recognised that images are sensitive material and subject to the Data Protection Act 1998; the Nursery Manager is responsible for ensuring day to day compliance with the Act. All tapes will be handled in strict accordance with this policy. 
Images are monitored, recorded and used in strict accordance with this policy. 
The Nursery Manager (Karli Booth) is responsible for the operation of the system and for ensuring compliance with this policy and is the named Data Controlling Officer. 
The CCTV system 
The system comprises of 10 fixed cameras. These are placed around the nursery, inside and outside, but not in the toilets or changing areas. This is to ensure the dignity of children is maintained. 
CCTV is provided in the following locations:
•	External front door
•	Reception
•	Tots, Toddlers, Tykes and Pre-school Rooms 
•	Upstairs corridor, downstairs corridor, Pre-school eating area and the office 
The use of CCTV to control the perimeter of the nursery for security purposes has been deemed to be justified by the nursery management. The system is intended to capture images of intruders or of individuals damaging property or removing goods without authorisation or of antisocial behaviour.

Monitoring 
The CCTV is monitored centrally from the nursery office and is registered with the Information Commissioner under the terms of the Data Protection Act. This policy outlines the nursery’s use of CCTV and how it complies with the Act. The nursery complies with Information Commissioner’s Office (ICO) CCTV Code of Practice to ensure it is used responsibly.

All authorised operators and employees with access to images are aware of the procedures that need to be followed when accessing the recorded images. All operators are trained to understand their responsibilities under the CCTV Code of Practice. All employees are aware of the restrictions in relation to access to, and disclosure of, recorded images.
A copy of this CCTV Policy will be provided on request to staff, parents and visitors to the nursery and will be made available on the website and in the policy file.

Location of cameras
The location of CCTV cameras will also be indicated and adequate signage will be placed at each location in which a CCTV camera(s) is sited to indicate that CCTV is in operation.
Adequate signage will also be prominently displayed at the entrance to the nursery’s property. Signage shall include the name and contact details of the data controller as well as the specific purpose(s) for which the CCTV camera is in place in each location.

Recording 
Digital recordings are made using digital video recorders operating in real time mode. Images will be initially viewed by the named data controlling officer and tapes will normally be retained for 14 days from the date of recording unless needed for further investigation. 
The CCTV System is a localised system with no internet access and does not record any sound.. 
No images will ever be broadcasted or streamed over the internet to third party or parents.
Data Protection Act 2018: 
C.C.T.V. digital images, if they show a recognisable person, are Personal Data and are covered by the Data Protection Act. 
Although every effort has been made to ensure maximum effectiveness of the CCTV system we cannot guarantee that CCTV will detect every incident taking place within the area of coverage. 
Storage and retention
The images captured by the CCTV system will be retained for a maximum of 30 days, except where the image identifies an issue and is retained specifically in the context of an investigation/prosecution of that issue.
The images/recordings will be stored in a secure environment with a log of access kept.
Access will be restricted to authorised personnel. Supervising the access and maintenance of the CCTV System is the responsibility of the registered person / manager. 
In certain circumstances, the recordings may also be viewed by other individuals. When CCTV recordings are being viewed, access will be limited to authorised individuals on a need-to-know basis. 
Files will be stored in a secure environment with a log of access to recordings kept.
Recorded footage and the monitoring equipment will be securely stored in a restricted area. Unauthorised access to that area will not be permitted at any time. The area will be locked when not occupied by authorised personnel. A log of access to footage will be maintained.
When accessing images two authorised members of staff must be present. A written record of access will be made. A record of the date of any disclosure request along with details of who the information has been provided to (the name of the person and the organisation they represent), why they required it and how the request was dealt with will be made and kept, in case of challenge.

Access to images 
Access to images will be restricted to the data controlling officer. 
Disclosure of recorded material to third parties is limited to the following authorities:
•	Law enforcement agencies where images recorded would assist in a criminal enquiry and/or the prevention of terrorism and disorder
•	Prosecution agencies 
•	People whose images have been recorded and retained unless disclosure to the individual would prejudice criminal enquiries or criminal proceedings. 
•	Emergency services in connection with the investigation of an accident. 
•	Owner/ Provider – Jessica Webber - On rare occasions, the owner of the business / Early Years provider (Jessica Webber) may request a viewing of saved footage. This may only be as part of an investigation into an accident or incident that occurred in our setting. This only occurs in the case of an investigation in which the manager on site has escalated the event to Jessica Webber. In this case, she will only access the footage directly related to the event. 

Subject Access Requests (SAR)
Individuals have the right to request access to CCTV footage relating to themselves under the Data Protection Act / GDPR. They do not have the right of instant access and can write to the Nursery Owner for access. Individuals submitting requests for access will be asked to provide sufficient information to enable the footage relating to them to be identified. For example, date, time and location. The nursery will respond to requests within 14 calendar days of receiving the request. The Nursery Owner will then arrange for viewing of the images and subsequent discussion of content. The Data Protection Act gives the Nursery Owner the right to refuse a written request where such access could prejudice the legal rights of other individuals, jeopardize an on-going investigation, a criminal investigation or impede the apprehension or prosecution of offenders. If they decide to refuse the request, all reasons will be fully documented and the subject will be informed. As a general rule, if the viewer can identify any person other than, or in addition to, the person requesting access, it will be deemed personal data and its disclosure is unlikely as a Freedom of Information request. Those requesting access must provide enough detail to allow the operator to identify that they are the subject of the images, and for the operator to locate the images on the system. Requests for access should be addressed to the data controller. If footage is disclosed, a record should be made of the date of the disclosure along with details of who the information has been provided to (the name of the person and the organisation they represent) and why they required it will be made.

Complaints
Complaints and enquiries about the operation of CCTV within the nursery should be directed to the manager of the nursery in the first instance.

Responsibilities
The manager (or deputy) will:
•	Ensure that the use of CCTV systems is implemented in accordance with this policy 
•	Oversee and co-ordinate the use of CCTV monitoring for safety and security purposes 
•	Ensure that all CCTV monitoring systems will be evaluated for compliance with this policy
•	Ensure that the CCTV monitoring is consistent with the highest standards and protections
•	Review camera locations and be responsible for the release of any information or recorded CCTV materials stored in compliance with this policy
•	Maintain a record of access (e.g. an access log) to or the release of files or any material recorded or stored in the system 
•	Ensure that the perimeter of view from fixed location cameras conforms to this policy both internally and externally
•	Ensure that all areas being monitored are not in breach of an enhanced expectation of the privacy of individuals 
•	Ensure that external cameras are non-intrusive in terms of their positions and views of neighbouring residential housing and comply with the principle of “Reasonable Expectation of Privacy”
•	Ensure that monitoring footage are stored in a secure place with access by authorised personnel only
•	Ensure that images recorded are stored for a period not longer than 30 days and are then erased unless required as part of a criminal investigation or court proceedings (criminal or civil).
•	Ensure that camera control is solely to monitor suspicious behaviour, criminal damage etc. and not to monitor individual characteristics
•	Under certain circumstances, the CCTV footage may be used for training purposes (including staff supervisions) or for parents to view child transitions. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

CHILDRENS 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 rights and entitlements to be ‘strong, resilient and listened to’.

To be strong means to be:
•	secure in their foremost attachment relationships where they are loved and cared for, by at least one person who is able to offer consistent, positive and unconditional regard and who can be relied 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 in community life;
•	confident in abilities and proud of their achievements;
•	progressing optimally in all aspects of their development and learning;
•	to be part of a peer group in which to learn to negotiate, develop social skills and identity as global citizens, respecting the rights of others in a diverse world; and
•	to participate and be able to represent themselves 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 self and others;
•	to develop a sense of responsibility towards self and others; and
•	to be able to represent themselves and others in key decision making processes.

To be listened to means:
•	adults who are close to children recognise their need and right to express and communicate their thoughts, feelings and ideas;
•	adults who are close to children are able to tune in to their verbal, sign and body language in order to understand and interpret what is being expressed and communicated;
•	adults who are close to children are able to respond appropriately and, when required, act upon their understanding of what children express and communicate ; and
•	adults respect children’s rights and facilitate children’s participation and representation in imaginative and child centered ways in all aspects of core services.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

CLEANING POLICY

Although Toddle In will employ cleaning staff, we do ask that to keep the premises safe, clean and hygienic, other childcare staff contribute to this environment throughout the course of the day by adopting the following procedures:

GROUND FLOOR
 
Office: 
Keep tidy by returning all items to their 'home'.
Storeroom:  
If you see anything where it shouldn't be, please take the time to move it to its correct place. Please return anything you have used to the correct place to enable others to find it easily.
Main Kitchen:  
Wash down any surfaces you have used with the appropriate anti-bacterial cleaner. Only use the colour coded boards appropriate to the type of food you are preparing. Make sure all utensils, cups, plates etc are cleaned with hot soapy water, sterilized using the dishwasher and left to dry naturally.  (See cleaning rota for further details)
Rooms/Hallway:	
Keep an eye on any water, sand etc which may have strayed and sweep or mop up immediately using appropriate colour coded equipment.
Child Toilets: 	
As above. Also keep an eye out for any 'little accidents', which will need to be cleaned, again using only the appropriate equipment. Please make sure that the toilets are kept flushed. Nappies should be wrapped and disposed of in the nappy bins provided. Used cotton wool, tissues, and baby wipes should also be placed in the nappy bin. At the end of the day transfer the contents of the nappy bin into the outside skip.
Laundry:		
You are responsible for taking out of the washer /dryer, whatever you put in. Please be aware of using these facilities economically. That is, before putting on a wash, please ask other members of staff if there is anything they also need washing. 
Tiny Tots / Tots Room: 
 Highchairs/tables should be washed down after each feed using an antibacterial spray.
Toys:
To be cleaned weekly with antibacterial spray

FIRST FLOOR: 
Staff Room: 		
Wipe down any spillages with hot soapy dishcloth or anti-bacterial spray. 
Staff Kitchen: 	
Wash up your own cutlery/crockery and out it back where you found it. 
Toilets:		
Keep an eye on any water, sand etc which may have strayed and sweep or mop up using appropriate colour coded equipment. Also keep an eye out for any 'little accidents',
which will need to be cleaned, again using only the appropriate equipment. Please make sure
that the toilets are kept flushed.
Hallway/Playrooms:	
Keep an eye on any water, sand etc which may have strayed and sweep or mop up using appropriate colour coded equipment
Rooms:	
Tables should be washed down using an anti-bacterial spray, prior to mealtimes. Tables should be washed down after each feed using an anti-bacterial spray.
Toys: 		
To be wiped down using an anti-bacterial spray at the end of the week, before being returned to storage.

CLEANING EQUIPMENT: 
•	Dusters
•	Anti-bacterial spray
•	Floor cleaner
•	Bleach
•	Blue brush, mop and bucket – kitchens
•	Red brush, mop and bucket - toilets
•	Yellow brush, mop and bucket - communal areas
•	Red dish clothes - toilets
•	Blue dish clothes - kitchen
•	Yellow cloths - communal areas

Toddle In will provide all cleaning equipment. Any equipment required should be put in writing to the Manager/Owner, who will place the necessary order.

All products are stored in the tall cupboard in the laundry room and are accompanied by COSHH sheets. If you are unsure of where or how to use a particular product, please refer to these sheets.

Staff will be expected to carry out the following duties on a daily basis:
•	Vacuum all carpeted areas
•	Sweep and mop (with floor detergent) all wooden and lino floors
•	Wipe down all tabletops and chairs (with an anti-bacterial spray)
•	Clean (with appropriate product), all toilets and sink areas
•	General tidy, clean into external waste bins
•	Empty all bins 

A more thorough clean may be required on a weekly or fortnightly basis which will be agreed beforehand with the cleaning staff e.g. cleaning windowpanes in internal doors..

This policy was adopted on	Signed on behalf of the nursery	Date for review	

COMPLAINTS AND COMPLIMENTS

EYFS: 3.98 – 3.99	

At Toddle In we believe that parents are entitled to expect courtesy and prompt, careful attention to their individual needs and wishes. We hope that at all times parents are happy with the service provided and we encourage parents to voice their appreciation to the staff concerned. 

We record all compliments and share these with staff. 

We welcome any suggestions from parents on how we can improve our services and will give prompt and serious attention to any concerns that parents may have. Any concerns will be dealt with professionally and promptly to ensure that any issues arising from them are handled effectively and to ensure the welfare of all children, enable ongoing cooperative partnership with parents and to continually improve the quality of the nursery. 

We have a formal procedure for dealing with complaints where we are not able to resolve a concern. Where any concern or complaint relates to child protection, we follow our *Safeguarding/Child Protection Policy.

Internal complaints procedure
Stage 1
If any parent should have cause for concern or any queries regarding the care or early learning provided by the nursery, they should in the first instance take it up with the child's key person or a senior member of staff/room leader.  

Stage 2
If the issue remains unresolved or parents feel they have received an unsatisfactory outcome, then they must present their concerns in writing as a formal complaint to the nursery manager. The manager will then investigate the complaint and report back to the parent within 20 working days. The manager will document the complaint fully and the actions taken in relation to it in the complaints logbook.   
(Most complaints are usually resolved informally at stage 1 or 2.)

Stage 3
If the matter is still not resolved, the nursery will hold a formal meeting between the manager, parent and a senior staff member to ensure that it is dealt with comprehensively. The nursery will make a record of the meeting and document any actions. All parties present at the meeting will review the accuracy of the record and be asked to sign to agree it and receive a copy. This will signify the conclusion of the procedure.

Stage 4 
If the matter cannot be resolved to their satisfaction, then parents have the right to raise the matter with Ofsted. Parents are made aware that they can contact Ofsted at any time they have a concern, including at all stages of the complaints procedure, and are given information on how to contact Ofsted. Ofsted is the registering authority for nurseries in England and investigates all complaints that suggest a provider may not be meeting the requirements of the nursery’s registration. It risk assesses all complaints made and may visit the nursery to carry out a full inspection where it believes requirements are not met. 

A record of complaints will be kept in the nursery. The record will include the name of the complainant, the nature of the complaint, date and time complaint received, action(s) taken, result of any investigations and any information given to the complainant including a dated response. 

Parents will be able to access this record if they wish; however, all personal details relating to any complaint will be stored confidentially and will be only accessible by the parties involved. Ofsted inspectors will have access to this record at any time during visits to ensure actions have been met appropriately. 

Contact details for Ofsted: 
Email: enquiries@ofsted.gov.uk
Telephone: 0300 123 1231   

Parents will also be informed if the nursery becomes aware that they are going to be inspected and after inspection the nursery will provide a copy of the report to parents and/or carers of children attending on a regular basis. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

CONFIDENTIALITY POLICY
(see also POLICY ON MANAGING CONFIDENTIAL INFORMATION)
EYFS  3.87 3.93 3.94

“Ensuring that children and young people are kept safe and receive the best support they need when they need it is vital. Where information sharing is necessary to achieve this objective, it is important that the practitioners have a clear understanding of when information can be shared. It is also for them to understand the circumstances of when sharing is inappropriate. The Data Protection Act is not a barrier to sharing information but is in place to ensure that personal information is shared appropriately.”

John Edwards, Information Commissioner 
Introduction to ‘Information Sharing: Practitioners’ Guide’ (HMG 2024)

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. There are record keeping systems in place that meet legal requirements; means of storing and sharing that information take place within the framework of the Data Protection Act and the Human Rights Act.

Policy statement
We recognise that parents have a right to know that information they share will be regarded as confidential as well as be informed about the circumstances, and reasons, when we are obliged to share information. 

We are obliged to share confidential information without authorisation from the person who provided it or to whom it relates if it is in the public interest. That is when:
•	it is to prevent a crime from being committed or intervene where one may have been or to prevent harm to a child or adult; or
•	not sharing it could be worse than the outcome of having shared it. 

The decision should never be made as an individual, but with the back-up of management. The three critical criteria are:
•	Where there is evidence that the child is suffering, or is at risk of suffering, significant harm or neglect.
•	Where there is reasonable cause to believe that a child may be suffering or at risk of suffering significant harm or neglect.
•	To prevent significant harm arising to children and young people or serious harm to adults, including the prevention, detection and prosecution of serious crime.

Procedures
Our procedure is based on the 6 points for Good Practice as set out in Information Sharing: Practitioners’ Guide (HMG 2024)
•	Explain to families how, when and why information will be shared about them and with whom. That consent is normally obtained, unless it puts the child at risk or undermines a criminal investigation. 
•	We ensure parents receive information about our information sharing policy when starting their child in the setting and they sign a form to say that they understand circumstances when information may be shared without their consent. This is in our welcome pack.
•	We ensure parents have information about our Safeguarding Children and Child Protection policy.
•	We ensure parents have information about the circumstances when information will be shared with external agencies for example with regard to any special needs the child may have or transition to school.

We consider the following questions:

a.	Is there legitimate purpose to sharing the information?
b.	Does the information enable the person to be identified?
c.	Is the information confidential?
d.	If the information is confidential, do you have consent to share?
e.	Is there a statutory duty or court order to share information?
f.	If consent is refused, or there are good reasons not to seek consent, is there sufficient public interest to share information or is sharing the information in the best interests of the child?
g.	If the decision is to share, are you sharing the right information in the right way?
h.	Have you properly recorded your decision and outcome?

    Toddle In Private Nursery Ltd:
1.	Consider the safety and welfare of the child when making a decision about sharing information – if there are concerns regarding ‘significant harm’ the child’s wellbeing and safety is paramount. 

•	We record concerns and discuss these with the setting’s designated person and/or designated officer from the management team for child protection matters. Record decisions made and the reasons why information will be shared and to whom.
•	We follow the procedures for reporting concerns and record keeping.

•	Respect the wishes of children and parents not to consent to share confidential information. However, in the interests of the child, we are able to judge when it is reasonable to override their wish.
•	Guidelines for consent are part of this procedure.
•	Managers are conversant with this and are able to advise staff accordingly.

2.	Seek advice when there are doubts about possible significant harm to a child or others.
•	Managers contact children’s social care for advice where they have doubts or are unsure.

3.	Information shared should be accurate and up-to-date, necessary for the purpose it is being shared for and shared only with those who need to know and shared securely.
•	Our Safeguarding Children and Child Protection procedure and record keeping procedures set out how and where information should be recorded and what information should be shared with another agency when making a referral.

4.	Reasons for decisions to share information, or not, are recorded.
•	Provision for this is set out in our record keeping procedure 

All the undertakings above are subject to the paramount commitment of the setting, which is to the safety and well-being of the child.  Please also see our Safeguarding Children and Child Protection policy.

To ensure that all those using and working in the setting can do so with confidence, we respect confidentiality in the following ways:

Confidentiality procedures
•	We always check whether parents regard the information they share with us to be regarded as confidential or not.
•	Some parents sometimes 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 keep all records securely (see our record keeping procedures).
•	Legal advice may be sought before sharing a file, especially where the parent has possible grounds for litigation against the setting or another (third party) agency.
•	Parents have ready access 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 the child's needs. Staff induction includes an awareness of the importance of confidentiality.
•	Any concerns/evidence relating to a child's personal safety, are kept in a secure, confidential file and shared with as few people as possible, on a 'need to know' basis.
•	Issues to do with the employment of staff, whether paid or unpaid, remain confidential to the people making personnel decisions and should not be discussed with other staff.
•	Students on placement at Toddle In are advised of our confidentiality policy and required to respect it.

Legal framework
•	Data Protection Act 1998 and 2018
•	Human Rights Act 1998

To ensure that all those using and working in the setting can do so with confidence, we respect confidentiality in the following ways:
•	Parents have ready access 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 the child's needs. Staff induction includes an awareness of the importance of confidentiality.
•	Any concerns/evidence relating to a child's personal safety, are kept in a secure, confidential file and shared with as few people as possible, on a 'need to know' basis.
•	Issues to do with the employment of staff, whether paid or unpaid, remain confidential to the people making personnel decisions and should not be discussed with other staff.
•	Students on placement at Toddle In are advised of our confidentiality policy and required to respect it.

All members of staff must agree to respect the nursery's confidentiality policy and sign a copy of this document to indicate their agreement. Staff failing to show regard for confidentiality will be liable to disciplinary action under the provisions of our Disciplinary Procedure. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	
[Insert date]		[Insert date]	
:

CRITICAL INCIDENT POLICY
EYFS 3.79 3.80 3.83 3.91

At Toddle In nursery we understand we need to plan for all eventualities to ensure the health, safety and welfare of all the children we care for. With this in mind we have a critical incident policy in place to ensure our nursery is able to operate effectively in the case of a critical incident. These include: 
•	Flood
•	Fire
•	Burglary
•	Abduction or threatened abduction of a child 
•	Bomb threat/terrorism attack  
•	Any other incident that may affect the care of the children in the nursery. 
If any of these incidents impact on the ability for the nursery to operate, we will contact parents via phone. 

Flood
There is always a danger of flooding from adverse weather conditions or through the water/central heating systems. We cannot anticipate adverse weather; however we can ensure that we take care of all our water and heating systems through regular maintenance and checks to reduce the option of flooding in this way. Our central heating systems are checked and serviced annually by a registered gas engineer and they conform to all appropriate guidelines and legislation. 
If flooding occurs during the nursery day, the nursery manager will make a decision based on the severity and location of this flooding, and it may be deemed necessary to follow the fire evacuation procedure. In this instance children will be kept safe and parents will be notified in the same way as the fire procedure. 
Should the nursery be assessed as unsafe through flooding, fire or any other incident we will follow our operational plan and will attempt to provide care in another location

Fire
Please refer to the fire safety policy. 
 
Burglary
The management of the nursery follow a lock up procedure which ensures all doors and windows are closed and locked before vacating the premises. Alarm systems are used and in operation during all hours the nursery is closed.   
A member of staff will always check the premises as they arrive in the morning. Should they discover that the nursery has been broken into they will follow the procedure below: 
•	Dial 999 with as many details as possible, i.e. name and location, details of what you have found and emphasise this is a nursery and children will be arriving soon 
•	Contain the area to ensure no-one enters until the police arrive. The staff will direct parents and children to a separate area as they arrive. If all areas have been disturbed staff will follow police advice, including following the relocation procedure under flood wherever necessary to ensure the safety of the children
•	The manager on duty will help the police with the enquiries, e.g. by identifying items missing, areas of entry etc. 
•	A duty manager will be available at all times during this time to speak to parents, reassure children and direct enquires
•	Management will assess the situation following a theft and ensure parents are kept up-to-date with developments relating to the operation of the nursery. 

Abduction or threatened abduction of a child
We take the safety and welfare of the children in our care extremely seriously. As such we have secure safety procedures in place to ensure children are safe whilst within our care, this includes safety from abduction. Staff must be vigilant at all times and report any persons lingering on nursery property immediately. All doors and gates to the nursery are locked and unable to be accessed unless staff members allow individuals in. Parents are reminded on a regular basis not to allow anyone into the building whether they are known to them or not. Visitors and general security are covered in more detail in a separate policy.
 Children will only be released into the care of a designated adult, see the arrivals and departures policy for more details. Parents are requested to inform the nursery of any potential custody battles or family concerns as soon as they arise so the nursery is able to support the child. The nursery will not enter into any custody battle and will remain neutral for the child.  If an absent parent arrives to collect their child, the nursery will not restrict access unless a court order is in place. Parents are requested to issue the nursery with a copy of these documents should they be in place. We will consult our legal helpline with regards to any concerns over custody and relay any information back to the parties involved. 
If a member of staff witnesses an actual or potential abduction from nursery the following procedure will be followed:
•	The police must be called immediately 
•	The staff member will notify management immediately and the manager will take control
•	The parent(s) will be contacted
•	All other children will be kept safe and secure and calmed down where necessary 
•	The police will be given as many details as possible including details of the child, description of the abductor, car registration number if used, time and direction of travel if seen and any family situations that may impact on this abduction. 

Bomb threat/terrorism attack
If a bomb threat is received at the nursery, the person taking the call will record all details given over the phone as soon as possible and raise the alarm as soon as the phone call is terminated. The management will follow the fire evacuation procedure to ensure the safety of all on the premises and will provide as much detail to the emergency services as possible. 

Other incidents
All incidents will be managed by the manager on duty and all staff will co-operate with any emergency services on the scene. Any other incident that requires evacuation will follow the fire plan. Other incidents will be dealt with on an individual basis taking into account the effect on the safety, health and welfare of the children and staff in the nursery. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Data Protection and Confidentiality 

EYFS: 3.92 – 3.97	

At Toddle In we recognise that we hold sensitive/confidential information about children and their families and the staff we employ. This information is used to meet children’s needs, for registers, invoices and emergency contacts. We store all records in a locked cabinet or on the office computer with files that are password protected in line with data protection principles. Any information shared with the staff team is done on a ‘need to know’ basis and treated in confidence. This policy will work alongside the Privacy Notice to ensure compliance under General Data Protection Regulation (Regulation (EU) 2016/679 (GDPR) and Data Protection Act 2018.

Legal requirements
•	We follow the legal requirements set out in the Statutory Framework for the Early Years Foundation Stage (EYFS) 2024 and accompanying regulations about the information we must hold about registered children and their families and the staff working at the nursery 
•	We follow the requirements of the General Data Protection Regulation (Regulation (EU) 2016/679 (GDPR), Data Protection Act 2018 and the Freedom of Information Act 2000 with regard to the storage of data and access to it. 

Procedures
It is our intention to respect the privacy of children and their families and we do so by:
•	Storing confidential records in a locked filing cabinet or on the office computer with files that are password protected
•	Ensuring staff, student and volunteer inductions include an awareness of the importance of confidentiality and that information about the child and family is not shared outside of the nursery other than with relevant professionals who need to know that information. It is not shared with friends and family, discussions on the bus or at the local bar. If staff breach any confidentiality provisions, this may result in disciplinary action and, in serious cases, dismissal. Students on placement in the nursery are advised of our confidentiality policy and required to respect it
•	Ensuring that all staff, volunteers and students are aware that this information is confidential and only for use within the nursery and to support the child’s best interests with parental permission
•	Ensuring that parents have access to files and records of their own children but not to those of any other child, other than where relevant professionals such as the police or local authority children’s social care team decide this is not in the child’s best interest
•	Ensuring all staff are aware that this information is confidential and only for use within the nursery setting. If any of this information is requested for whatever reason, the parent’s permission will always be sought other than in the circumstances above
•	Ensuring staff do not discuss personal information given by parents with other members of staff, except where it affects planning for the child's needs
•	Ensuring staff, students and volunteers are aware of and follow our social networking policy in relation to confidentiality 
•	Ensuring issues concerning the employment of staff remain confidential to the people directly involved with making personnel decisions
•	Ensuring any concerns/evidence relating to a child's personal safety are kept in a secure, confidential file and are shared with as few people as possible on a ‘need-to-know’ basis. If, however, a child is considered at risk, our safeguarding/child protection policy will override confidentiality. 

All the undertakings above are subject to the paramount commitment of the nursery, which is to the safety and well-being of the child.

General Data Protection Regulation (Regulation (EU) 2016/679 (GDPR) compliance 
In order to meet our requirements under GDPR we will also undertake the following:
1.	We will ensure our terms & conditions, privacy and consent notices are easily accessed/made available in accurate and easy to understand language 
2.	We will use your data only for [insert reasons] and only contact you [insert reasons]. We will not share or use your data for other purposes
3.	Everyone in our nursery understands that people have the right to access their records or have their records amended or deleted (subject to other laws and regulations).

Staff and volunteer information
•	All information and records relating to staff will be kept confidentially in a locked cabinet
•	Individual staff may request to see their own personal file at any time.
 
Hints and tips
For more information on data protection and to register your nursery visit 
https://ico.org.uk/

Why not include the location of your data protection certificate and link this policy to your access and storage of information policy?

This policy was adopted on	Signed on behalf of the nursery	Date for review	
[Insert date]		[Insert date]	
GDPR PRIVACY NOTICE
EYFS   3.87 3.92  3.96

WHAT IS THE PURPOSE OF THIS DOCUMENT?  
Toddle In Daycare Nursery Limited (“the Nursery” or “we”) is committed to protecting the privacy and security of your personal information.
This privacy notice describes how the Nursery collects and uses personal information about employees of the Nursery (“Employees”), children attending the Nursery (“Child” or “Children”) and the parents of the Children (“Parents”) (known collectively as “You” or “Your”), in accordance with the General Data Protection Regulation (GDPR).	

 The Nursery is a “data controller”. This means that we are responsible for deciding how we hold and use personal information about You. We are required under data protection legislation to notify You of the information contained in this privacy notice.
 
This notice applies to Employees, Children and Parents. This notice does not form part of any contract of employment or other contract to provide services. We may update this notice at any time but if we do so, we will provide You with an updated copy of this notice as soon as reasonably practical.
 
It is important that Employees, Children and Parents read and retain this notice, together with any other privacy notice we may provide on specific occasions when we are collecting or processing personal information about You, so that You are aware of how and why we are using such information and what Your rights are under the data protection legislation.
 
DATA PROTECTION PRINCIPLES  
We will comply with data protection law. This says that the personal information we hold about You must be:
1. Used lawfully, fairly and in a transparent way.
2. Collected only for valid purposes that we have clearly explained to You and not used in any way that is incompatible with those purposes.
3. Relevant to the purposes we have told You about and limited only to those purposes.
4. Accurate and kept up to date.
5. Kept only as long as necessary for the purposes we have told you about.
6. Kept securely.	
 
THE KIND OF INFORMATION WE HOLD ABOUT YOU  
Personal data, or personal information, means any information about an individual from which that person can be identified. It does not include data where the identity has been removed (anonymous data).
There are “special categories” of more sensitive personal data which require a higher level of protection, such as information about a person’s health or sexual orientation.	

Employees:

We will collect, store, and use the following categories of personal information about Employees:
•	Personal contact details such as name, title, addresses, telephone numbers, and personal email addresses.
•	Date of birth.
•	Gender.
•	Marital status and dependents.
•	Next of kin and emergency contact information.
•	National Insurance number.
•	Bank account details, payroll records and tax status information.
•	Salary, annual leave, pension and benefits information.
•	Start date and, if different, the date of an Employee’s continuous employment.
•	Location of employment or workplace.
•	Copy of driving license (where applicable).
•	Recruitment information (including copies of right to work documentation, references and other information included in a CV or cover letter or as part of the application process).
•	Employment records (including job titles, work history, working hours, holidays, training records and professional memberships).
•	Personnel files and training records including performance information, disciplinary and grievance information, and working time records.
•	Information about your use of our information and communications systems.
•	Records of any reportable death, injury, disease or dangerous occurrence.

We may also collect, store and use the following “special categories” of more sensitive personal information:
•	Information about an Employee’s race or ethnicity.
•	Information about an Employee’s health, including any medical condition, accident, health and sickness records, including:
•	where an Employee leaves employment and under any share plan operated by a group company the reason for leaving is determined to be ill-health, injury or disability, the records relating to that decision;
•	details of any absences (other than holidays) from work including time on statutory parental leave and sick leave; and
•	where an Employee leaves employment and the reason for leaving is related to their health, information about that condition needed for pensions and permanent health insurance purposes.

Children:
We will collect, store, and use the following categories of personal information about Children:
•	Name
•	Date of birth
•	Home address
•	Dietary requirements
•	Attendance information
•	Photographs and video clips of the Child to signpost Children to where their belongings are stored at the Nursery that they attend, and also for general display purposes
•	Emergency contact should Parents be unavailable and the emergency contact’s contact details
•	Record book for each Child containing the work of the Child whilst at the Nursery, observations about the Child’s development whilst at the Nursery from Employees of the Nursery, specific examples of the Child’s progress, photographs demonstrating the Child’s development whilst at the Nursery, and personal details of the Child (e.g. their date of birth) (“Progress Report”)
•	Records relating to individual Children e.g. care plans, common assessment frameworks, speech and language referral forms
•	Accidents and pre-existing injuries forms
•	Records of any reportable death, injury, disease or dangerous occurrence
•	Observation, planning and assessment records of Children

We may also collect, store and use the following “special categories” of more sensitive personal information:
•	Information about a Child’s race or ethnicity, spoken language and nationality.
•	Information about a Child’s health, including any medical condition, health and sickness records.
•	Information about a Child’s accident or incident reports including reports of pre-existing injuries.
•	Information about a Child’s incident forms / child protection referral forms / child protection case details / reports.

Parents:
We will collect, store, and use the following categories of personal information about Parents:
•	Name
•	Home address
•	Telephone numbers, and personal email addresses.
•	National Insurance number.
•	Bank account details.

We may also collect, store and use the following “special categories” of more sensitive personal information:
 •	Information about a Parent’s race or ethnicity, spoken language and nationality.
 •	Conversations with Parents where Employees of the Nursery deem it relevant to the prevention of radicalisation or other aspects of the governments Prevent strategy.

HOW IS YOUR PERSONAL INFORMATION COLLECTED?  

Employees:
We collect personal information about Employees through the application and recruitment process, either directly from candidates or sometimes from an employment agency or background check provider. We may sometimes collect additional information from third parties including former employers, credit reference agencies or other background check agencies.
 
We will collect additional personal information in the course of job-related activities throughout the period of when an Employee works for us.

Children and Parents:
We collect personal information about Children and Parents from when the initial enquiry is made by the Parents, through the enrolment process and until the Children stop using the Nursery’s services.
 
HOW WE WILL USE INFORMATION ABOUT YOU  
 
We will only use Your personal information when the law allows us to. Most commonly, we will use Your personal information in the following circumstances:
1. Where we need to perform the contract we have entered into with You.
2. Where we need to comply with a legal obligation.
3. Where it is necessary for our legitimate interests (or those of a third party) and Your interests and fundamental rights do not override those interests.
We may also use Your personal information in the following situations, which are likely to be rare:
1. Where we need to protect Your interests (or someone else’s interests).
2. Where it is needed in the public interest or for official purposes.	

Situations in which we will use Employee personal information
We need all the categories of information in the list above (see Employee section within the Paragraph entitled ‘The Kind of Information We Hold About You’) primarily to allow us to perform our contracts with Employees and to enable us to comply with legal obligations. The situations in which we will process Employee personal information are listed below.
 
•	Making a decision about an Employee’s recruitment or appointment.
•	Checking an Employee is legally entitled to work in the UK. Paying an Employee and, if an Employee is an Employee or deemed Employee for tax purposes, deducting tax and National Insurance contributions (NICs).
•	Providing any Employee benefits to Employees.
•	Enrolling you in a pension arrangement in accordance with our statutory automatic enrolment duties.
•	Liaising with the trustees or managers of a pension arrangement operated by a group company, your pension provider and any other provider of employee benefits.
•	Administering the contract we have entered into with an Employee.
•	Conducting performance and/or salary reviews, managing performance and determining performance requirements.
•	Assessing qualifications for a particular job or task, including decisions about promotions.
•	Gathering evidence for possible grievance or disciplinary hearings.
•	Making decisions about an Employee’s continued employment, engagement.
•	Making arrangements for the termination of our working relationship.
•	Education, training and development requirements.
•	Dealing with legal disputes involving Employees, including accidents at work.
•	Ascertaining an Employee’s fitness to work.
•	Managing sickness absence.
•	Complying with health and safety obligations.
•	To prevent fraud.
•	To monitor your use of our information and communication systems to ensure compliance with our IT policies.
•	To ensure network and information security, including preventing unauthorised access to our computer and electronic communications systems and preventing malicious software distribution.
•	Equal opportunities monitoring.

Some of the above grounds for processing will overlap and there may be several grounds which justify our use of an Employee’s personal information.
Situations in which the Nursery will use personal information of Children
We need all the categories of information in the list above (see Children section within the Paragraph entitled ‘The Kind of Information We Hold About You’) primarily to allow us to perform our obligations (including our legal obligations to Children. The situations in which we will process personal information of Children are listed below.
•	on consent from the Parents, Personal Data of Children will be shared with schools for progression into the next stage of their education.
•	Personal information of Children will be shared with local authorities without the consent of Parents where there is a situation where child protection is necessary.
•	The personal information of Children will be shared with local authorities without the consent of Parents for funding purposes.
•	Ofsted will be allowed access to the Nursery’s systems to review child protection records.
•	To ensure we meet the needs of the Children
•	To enable the appropriate funding to be received
•	Report on a Child’s progress whilst with the Nursery
•	To check safeguarding records
•	To check complaint records
•	To check attendance patterns are recorded
•	When a Child’s Progress Report is given to its Parent in order for that Parent to pass the same Progress Report to a school for application or enrolment purposes

Situations in which the Nursery will use personal information of Parents
We need all the categories of information in the list above (see Parents section within the Paragraph entitled ‘The Kind of Information we Hold About You’) primarily to allow us to perform our contracts with Parents and to enable us to comply with legal obligations. The situations in which we will process personal information of Parents are listed below.

•	The personal information of Parents will be shared with local authorities without the consent of Parents for funding purposes.
•	To report on a Child’s attendance
•	To be able to contact a Parent or a Child’s emergency contact about their Child
•	To ensure nursery fees are paid
•	Safeguarding concerns

If Employees and Parents fail to provide personal information
If Employees and Parents fail to provide certain information when requested, we may not be able to perform the respective contracts we have entered into with Employees and Parents, or we may be prevented from complying with our respective legal obligations to Employees, Children and Parents.
 
Change of purpose 
We will only use Your personal information for the purposes for which we collected it, unless we reasonably consider that we need to use it for another reason and that reason is compatible with the original purpose. If we need to use Your personal information for an unrelated purpose, we will notify the Employee, Child or Parent, as is appropriate in the circumstances, and we will explain the legal basis which allows us to do so.
 
Please note that we may process an Employee’s, a Child’s or a Parent’s personal information without their respective knowledge or consent, as relevant to the circumstances, in compliance with the above rules, where this is required or permitted by law.
 
HOW WE USE PARTICULARLY SENSITIVE PERSONAL INFORMATION  
”Special categories” of particularly sensitive personal information require higher levels of protection. We need to have further justification for collecting, storing and using this type of personal information. We have in place an appropriate policy document and safeguards which we are required by law to maintain when processing such data. We may process special categories of personal information in the following circumstances:
1. In limited circumstances, with Employee or Parent explicit written consent.
2. Where we need to carry out our legal obligations or exercise rights in connection with Employee employment.
3. Where it is needed in the public interest, such as for equal opportunities monitoring or in relation to our occupational pension scheme.
Less commonly, we may process this type of information where it is needed in relation to legal claims or where it is needed to protect an Employee, a Child or a Parents’ interests (or someone else’s interests) and the Employee, Child or Parent as is appropriate is not capable of giving consent, or where the Employee or Parent has already made the information public.	

The Nursery’s obligations as an employer 
We will use particularly sensitive personal information of Employees in the following ways:
•	We will use information relating to leaves of absence, which may include sickness absence or family related leaves, to comply with employment and other laws.
•	We will use information about the physical or mental health of an Employee, or their disability status, to ensure Employee health and safety in the workplace and to assess the fitness of Employees to work, to provide appropriate workplace adjustments, to monitor and manage sickness absence and to administer benefits including statutory maternity pay, statutory sick pay, pensions and permanent health insurance.
•	We will use information about an Employee’s race or national or ethnic origin, religious, philosophical or moral beliefs, or an Employee’s sexual life or sexual orientation, to ensure meaningful equal opportunity monitoring and reporting.

Do we need Employee consent?
We do not need the consent of Employees if we use special categories of personal information in accordance with our written policy to carry out our legal obligations or exercise specific rights in the field of employment law. In limited circumstances, we may approach Employees for their written consent to allow us to process certain particularly sensitive data. If we do so, we will provide Employees with full details of the information that we would like and the reason we need it, so that Employees can carefully consider whether they wish to consent. Employees should be aware that it is not a condition of their contract with the nursery that they agree to any request for consent from us.
 
INFORMATION ABOUT CRIMINAL CONVICTIONS  
We may only use information relating to criminal convictions where the law allows us to do so. This will usually be where such processing is necessary to carry out our obligations and provided we do so in line with our data protection policy.
Less commonly, we may use information relating to criminal convictions where it is necessary in relation to legal claims, where it is necessary to protect the interests of You (or someone else’s interests) and You are not capable of giving your consent, or where an Employee or a Parent, as is relevant to the circumstances, has already made the information public.	
 
We envisage that we will hold information about criminal convictions.
 
We will only collect information about criminal convictions if it is appropriate given the nature of the role and where we are legally able to do so, which includes but is not limited to Disclosure and Barring Service (“DBS”) checks. Where appropriate, we will collect information about criminal convictions as part of the recruitment process or we may be notified of such information directly by you in the course of you working for us. We will use information about criminal convictions and offences in the following ways:
 
•	To conduct a DBS check on each Employee, to record the date of the DBS check, the number of the DBS check and the name of the body conducting the DBS check.

We are allowed to use your personal information in this way to carry out our obligations. We have in place an appropriate policy and safeguards which we are required by law to maintain when processing such data.
 
AUTOMATED DECISION-MAKING  
Automated decision-making takes place when an electronic system uses personal information to make a decision without human intervention. We are allowed to use automated decision-making in the following circumstances:
1. Where we have notified Employees or Parents of the decision and given the Employee of the Parent as is appropriate 21 days to request a reconsideration.
2. Where it is necessary to perform the contract with an Employee or a Parent and appropriate measures are in place to safeguard the Employee’s, the Child’s or the Parent’s rights as is appropriate.
3. In limited circumstances, with explicit written consent from the Employee or the Parent, as is appropriate, and where appropriate measures are in place to safeguard Employee or Parent rights.
If we make an automated decision on the basis of any particularly sensitive personal information, we must have either explicit written consent from an Employee or a Parent as is appropriate, or it must be justified in the public interest, and we must also put in place appropriate measures to safeguard an Employee or a Parents rights as is relevant in the circumstances.	

You will not be subject to decisions that will have a significant impact on You based solely on automated decision-making, unless we have a lawful basis for doing so and we have notified the Employee or the Parent as is appropriate in the circumstances.
 
DATA SHARING  
We may have to share Employee, Child or Parent data with third parties, including third-party service providers and other entities in the group.
We require third parties to respect the security of Your data and to treat it in accordance with the law.	

Why might the Nursery share Employee, Child or Parent personal information with third parties?
We will share Your personal information with third parties where required by law, where it is necessary to administer the working relationship with You or where we have another legitimate interest in doing so.
 
Which third-party service providers process my personal information?
”Third parties” includes third-party service providers (including contractors and designated agents), local authorities, regulatory bodies, schools and other entities within our group. The following third-party service providers process personal information about you for the following purposes: 

•	Local Authorities – for funding and monitoring reasons (e.g. equal opportunities and uptake of funded hours)

•	Regulatory bodies – for ensuring compliance and the safety and welfare of the children 

•	Schools – to provide a successful transition by ensuring information about the child’s progress and current level of development and interests are shared 
  
We will share personal data regarding your participation in any pension arrangement operated by a group company with the trustees or scheme managers of the arrangement in connection with the administration of the arrangements. 

How secure is my information with third-party service providers and other entities in our group?
All our third-party service providers and other entities in the group are required to take appropriate security measures to protect Your personal information in line with our policies. We do not allow our third-party service providers to use Your personal data for their own purposes. We only permit them to process Your personal data for specified purposes and in accordance with our instructions.
 
When might you share my personal information with other entities in the group?
We will share Your personal information with other entities in our group as part of our transition records to school or other agencies, OFSTED (in relation to complaints), Local or National audits, funding applications, default in payment of nursery fees, relevant bodies in relation to any safeguarding concerns. 
 
What about other third parties? 
We may share Your personal information with other third parties, for example in the context of the possible sale or restructuring of the business. In this situation we will, so far as possible, share anonymized data with the other parties before the transaction completes. Once the transaction is completed, we will share Your personal data with the other parties if and to the extent required under the terms of the transaction.
 
We may also need to share Your personal information with a regulator or to otherwise comply with the law.
 
DATA RETENTION  
 
How long will you use my information for?
 We will only retain Your personal information for as long as necessary to fulfil the purposes we collected it for, including for the purposes of satisfying any legal, accounting, or reporting requirements. Details of retention periods for different aspects of your personal information are available in our retention policy which is available from the manager. To determine the appropriate retention period for personal data, we consider the amount, nature, and sensitivity of the personal data, the potential risk of harm from unauthorised use or disclosure of Your personal data, the purposes for which we process Your personal data and whether we can achieve those purposes through other means, and the applicable legal requirements.
 
In some circumstances we may anonymize Your personal information so that it can no longer be associated with You, in which case we may use such information without further notice to You. Once you are no longer an Employee, or a Child benefiting from the Nursery’s services or a Parent, as is appropriate, we will retain and securely destroy your personal information in accordance with [our data retention policy OR applicable laws and regulations].
 
RIGHTS OF ACCESS, CORRECTION, ERASURE, AND RESTRICTION  
 
Your duty to inform us of changes
 It is important that the personal information we hold about You is accurate and current. Please keep us informed if Your personal information changes during your working relationship with us.
 
Your rights in connection with personal information
 Under certain circumstances, by law You have the right to:
•	Request access to Your personal information (commonly known as a “data subject access request”). This enables You to receive a copy of the personal information we hold about You and to check that we are lawfully processing it.
•	Request correction of the personal information that we hold about You. This enables You to have any incomplete or inaccurate information we hold about You corrected.
•	Request erasure of your personal information. This enables Employees or Parents to ask us to delete or remove personal information where there is no good reason for us continuing to process it. You also have the right to ask us to delete or remove Your personal information where You have exercised Your right to object to processing (see below).
•	Object to processing of Your personal information where we are relying on a legitimate interest (or those of a third party) and there is something about Your particular situation which makes You want to object to processing on this ground. You also have the right to object where we are processing Your personal information for direct marketing purposes.
•	Request the restriction of processing of Your personal information. This enables Employees or Parents, as is appropriate, to ask us to suspend the processing of personal information about You for example if You want us to establish its accuracy or the reason for processing it.
•	Request the transfer of Your personal information to another party.

If You want to review, verify, correct or request erasure of Your personal information, object to the processing of Your personal data request that we transfer a copy of Your personal information to another party, please contact the manager in writing.
 
No fee usually required
You will not have to pay a fee to access Your personal information (or to exercise any of the other rights).
 
What we may need from You
We may need to request specific information from You to help us confirm your identity and ensure Your right to access the information (or to exercise any of Your other rights). This is another appropriate security measure to ensure that personal information is not disclosed to any person who has no right to receive it.
 
RIGHT TO WITHDRAW CONSENT   
In the limited circumstances where You may have provided Your consent to the collection, processing and transfer of Your personal information for a specific purpose, You have the right to withdraw Your consent for that specific processing at any time. To withdraw Your consent, please contact [the manager]. Once we have received notification that You have withdrawn Your consent, we will no longer process Your information for the purpose or purposes You originally agreed to, unless we have another legitimate basis for doing so in law.
 
CHANGES TO THIS PRIVACY NOTICE  
We reserve the right to update this privacy notice at any time, and we will provide You with a new privacy notice when we make any substantial updates. We may also notify You in other ways from time to time about the processing of your personal information.
 
If you have any questions about this privacy notice, please contact Charlotte Goodwin (Company Director) or Leanne Birtwistle (Manager)
 
I,___________________________ (Employee/Parent), acknowledge that on _________________________ (date), I received a
 
copy of the Nursery’s privacy notice for Employees, Children and Parents and that I have read and understood it.
	
Signature ……………………………………………………………………………………………………………………………………………………….
	
Name: …………………………………………………………………………………………………………………………………………………………….…	

POLICY ON DISABILITY IN EMPLOYMENT

SCOPE AND PURPOSE 

This document outlines Toddle In's policy towards applicants for employment, disabled employees and Toddle In's compliance with the employment-related requirements of the Disability Discrimination Act, 1995.

The policy relates to all job applicants, employees and any other person acting on behalf of Toddle In, concerned with the recruitment, selection and employment of Toddle In staff.

POLICY STATEMENT 

Toddle In's commitment to Taking Action for Equality includes a clear commitment to taking positive steps to provide an environment where disabled staff can maximize their potential, contribute to the best of their abilities and have equality of opportunity in recruitment, training and promotion within Toddle In. Toddle In believes that it is primarily the attitudes, behaviour and environmental barriers that disabled people face, which can disadvantage, exclude and marginalize them in society. It will therefore strive to identify the needs of disabled staff in consultation with them, provide appropriate support, reasonable adjustments to practices and premises, raise awareness and understanding of the issues surrounding disability, challenge prejudices in relation to disability and incorporate disability awareness into the corporate approach to equality.

Toddle In is positive about taking action to support individual disabled staff, to monitor progress and to identify good practice. It therefore encourages all disabled staff to discuss specific needs with their line manager in the first instance, who may take advice from a relevant body, in order that wherever possible Toddle In can provide support, access or equipment to meet requirements. Toddle In understands that some disabled people may be reluctant about declaring their disability and disabled staff need to be able to talk about issues affecting them in confidence. Disclosure of information should not normally occur, without permission.

Every reasonable effort will be made to enable staff who become disabled while employed with Toddle In, to remain within its employment.

DEFINITIONS
 
"Disability" is defined as:
"a physical, sensory, or mental impairment which has a substantial and long-term adverse effect on (a person's) ability to carry out normal day-to-day activities".

'Long term' means 12 months or more.

This applies under the Disability Discrimination Act to both people who currently have a disability and those who have had a disability in the past.

Discrimination against a disabled person could occur if:

•	for a reason which relates to a person's disability, (s)he was treated less favorably than Toddle In treated, or would treat, others to whom that reason does not apply; and if Toddle In could not show that the treatment is 'reasonable'.

Discrimination could also occur if:
•	Toddle In failed to comply with the duty to make reasonable adjustments to work premises, practices and equipment in relation to someone with a disability and Toddle In could not show that this failure was 'reasonable'.

Unlawful discrimination against disabled job applicants could occur:
•	during the recruitment and selection process ((i.e. anything done by or on behalf of Toddle In as part of the recruitment process, or in making employment offers, including application forms, interviews and other selection methods etc.)
•	in the terms and conditions on which jobs are offered;
•	by refusing to offer, or deliberately not offering someone a job because of their disability.

Unlawful discrimination against current disabled employees could occur:
•	In terms and conditions of employment offered or by failing to make reasonable changes to a workplace or the way work is done;
•	In the opportunities for promotion, training or receiving any other benefit;
•	By dismissing the person or subjecting him/her to any other detriment as a consequence of his/her disability.

RECRUITMENT AND SELECTION 

All staff involved in recruitment and selection must be aware of their responsibilities under the Disability Discrimination Act. In fulfilling these requirements, the following questions must be considered:
•	have job descriptions and person specifications been reviewed to ensure that unnecessary requirements do not unfairly exclude a disabled person who could do the job?
•	have reasonable steps been taken to ensure that interview arrangements are such that disabled people may attend without embarrassment or difficulty.
•	      have all candidates been asked whether or not they have any special needs relating to their disability, before participating in interviews and tests? This line should be included in all interview letters.

If an applicant has informed the setting of a disability, advice can be sought from various bodies, on whether adjustment(s) to work premises, practices or equipment may be needed to enable him/her to do the job. (These issues should also be discussed directly with the applicant at the point of interview.)

TRAINING AND DEVELOPMENT  

Career Development 
Career development opportunities will be communicated as appropriate, to all employees and those with disabilities will be given equal access to those opportunities.

Disability Awareness Training 
Disability Awareness training will be available to all staff via the training programme and priority will be given to those who are responsible for staff and/or student recruitment, counselling or advice. It may also be necessary for managers and staff to attend disability awareness courses on specific conditions e.g. sight or hearing impairment, where they are working alongside a colleague with a sensory disability.

PROVISIONS DURING EMPLOYMENT 

Accidents, Illness and Injuries

Where an employee becomes disabled, whether through accident, illness or injury, every reasonable and practicable consideration will be given to ensuring that (s)he may remain in employment.
Examples of steps Toddle In may take are:
•	alteration to the individual's job description and responsibilities
•	alteration of working hours modification or purchase of appropriate equipment where affordable
•	training and/or reskilling
•	reasonable adjustments to premises (this will obviously involve assessment of the level
of cost that would be considered 'reasonable' in the circumstances of the case)

COMPLAINTS 
Any member of staff who has a concern that this policy is not being appropriately implemented should raise their concerns in writing with the owner.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

DEALING WITH DISCRIMATORY BEHAVIOUR

At Toddle In we do not tolerate discriminatory behaviour and take action to tackle discrimination. We believe that parents have a right to know if discrimination occurs and what actions the nursery will take to tackle it. We follow our legal duties in relation to discrimination and record all incidents any perceived or actual relating to discrimination on any grounds and report these where relevant to children’s parents and the registering authority.

Definition and legal framework

Types of discrimination
•	Direct discrimination occurs when someone is treated less favorably than another person because of a protected characteristic 
•	Discrimination by association occurs when there is a direct discrimination against a person because they associate with a person who has a protected characteristic
•	Discrimination by perception occurs when there is a direct discrimination against a person because they are perceived to have a protected characteristic
•	Indirect discrimination can occur where a provision, criterion or practice is in place which applies to everyone in the organisation but particularly disadvantages people who share a protected characteristic and that provision, criterion or practice cannot be justified as a proportionate means of achieving a legitimate aim
•	Harassment is defined as ‘unwanted conduct related to a relevant protected characteristic, which has the purpose or effect of violating an individual’s dignity or creating an intimidating, hostile, degrading, humiliating or offensive environment for that individual’
•	Victimisation occurs when an employee is treated badly or put to detriment because they have made or supported a complaint or raised grievance under the Equality Act 2010 or have been suspected of doing so. 

Protected characteristics
The nine protected characteristics under the Equality Act 2010 are: 
•	Age
•	Disability 
•	Gender reassignment
•	Race
•	Religion or belief
•	Sex
•	Sexual orientation
•	Marriage and civil partnership
•	Pregnancy and maternity.
Incidents may involve a small or large number of persons; they may vary in their degree of offence and may not even recognise the incident has discriminatory implications; or at the other extreme their behaviour may be quite deliberate and blatant.

Examples of discriminatory behaviour are:
•	Physical assault against a person or group of people
•	Derogatory name calling, insults and discriminatory jokes
•	Graffiti and other written insults (depending on the nature of what is written)
•	Provocative behaviour such as wearing badges and insignia and the distribution of discriminatory literature
•	Threats against a person or group of people pertaining to the nine protected characteristics listed above 
•	Discriminatory comments including ridicule made in the course of discussions 
•	Patronising words or actions.

Our procedures
We tackle discrimination by:
•	Expecting all staff in the nursery to be aware of and alert to any discriminatory behaviour or bullying taking place in person or via an online arena 
•	Expecting all staff to intervene firmly and quickly to prevent any discriminatory behaviour or bullying, this may include behaviour from parents and other staff members
•	Expecting all staff to treat any allegation seriously and report it to the nursery manager. Investigating and recording each incident in detail as accurately as possible and making this record available for inspection by staff, inspectors and parents where appropriate, on request. The nursery manager is responsible for ensuring that incidents are handled appropriately and sensitively and entered in the record book. Any pattern of behaviour should be indicated. Perpetrator/victim’s initials may be used in the record book as information on individuals is confidential to the nursery
•	Ensuring any online bullying or discriminatory behaviour is tackled immediately 
•	Informing: the parents of the child(ren) who are perpetrators and/or victims should be informed of the incident and of the outcome, where an allegation is substantiated following an investigation
•	Excluding or dismissing any individuals who display continued discriminatory behaviour or bullying, but such steps will only be taken when other strategies have failed to modify behaviour. This includes any employees where any substantiated allegation after investigation will incur our disciplinary procedures (please see the policy on disciplinary procedures). 

We record any incidents of discriminatory behaviour or bullying to ensure that:
•	Strategies are developed to prevent future incidents
•	Patterns of behaviour are identified
•	Persistent offenders are identified
•	Effectiveness of nursery policies are monitored
•	A secure information base is provided to enable the nursery to respond to any discriminatory behaviour or bullying.
If the behaviour shown by an individual is deemed to be radicalised, we will follow our procedure as detailed in our Safeguarding Policy in order to safeguard children and families concerned. 

Nursery staff
We expect all staff to be alert and seek to overcome any ignorant or offensive behaviour based on fear or dislike of distinctions that children, staff or parents may express in nursery.

We aim to create an atmosphere where the victims of any form of discrimination have confidence to report such behaviour, and that subsequently they feel positively supported by the staff and management of the nursery.

It is incumbent upon all members of staff to ensure that they do not express any views or comments that are discriminatory; or appear to endorse such views by failing to counter behaviour, which is prejudicial in a direct manner. We expect all staff to use a sensitive and informed approach to counter any harassment perpetrated out of ignorance.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

DOMESTIC ABUSE, HONOUR BASED VIOLENCE AND FORCED MARRIAGE POLICY

EYFS: section 3	

The UK’s cross-government definition of domestic abuse is:

"Any incident or pattern of incidents of controlling, coercive or threatening behaviour, violence or abuse between those aged 16 or over who are or have been intimate partners or family members regardless of gender or sexuality. This abuse can encompass but is not limited to
•	psychological
•	physical
•	sexual
•	financial
•	emotional.

The Serious Crime Act 2015 created a new offence of “controlling or coercive behaviour in an intimate or family relationship”.

The Domestic Violence, Crime and Victims Act 2021 extended provisions to help stop domestic abuse and created a domestic abuse protection notice (DAPN), alsostating it is an offence to "causing or allowing the death of a child or vulnerable adult". It includes 'causing or allowing serious physical harm (equivalent to grievous bodily harm) to a child or vulnerable adult'.

Where domestic abuse is taking place in a child’s home the child is at risk of harm, whether they witness the violence or not. This may take the form of physical abuse, sexual abuse, emotional abuse or neglect. At Toddle In Nursery we ensure that if there are any signs or symptoms that domestic abuse may be occurring we act without haste and follow our main safeguarding / child protection policy

Signs may include: 
•	Visible signs of injury on the adult being abused
•	Changes in behaviour of the adult(s) and child – e.g. the abused adult may become withdrawn, show low levels of self-esteem
•	One adult being visibly worried about what their partner may say in a certain situation (e.g. if the child has become dirty or injured at nursery) 
•	One adult becoming scared of their partner 
•	Adults becoming isolated from their friends or family 
•	Signs of abuse in the child (as per the main safeguarding policy).

As part of our duty to keep children safe we provide the following: 
Support leaflets and numbers for females and males who may be experiencing domestic abuse

Honour based Violence 
‘Honour' based violence (HBV) is a type of domestic abuse which occurs in the name of so called ‘honour'. Some families believe that certain actions bring shame on the family and may react with punishment. This may be rejecting a forced marriage, having a relationship not approved by the family, wearing the wrong clothing or wearing makeup. This can happen in families from a variety of cultures and countries and also happens within the UK. 
Signs of HBV may include changes in behaviour of the person undergoing the violence, changes in how they dress or act and also in comments they make. 

If signs of HBV are present in a parent or staff member within the nursery then we will act and follow our safeguarding policy to keep children safe in the environment as well as seeking support for the adult involved. 

Forced Marriage 
We are aware arranged marriages are part of some cultural practices. We also recognise there is a clear distinction between a marriage in which the both parties are willing and able to give an informed consent to, and a marriage which is forced. Forced marriage is a criminal offence. 

A forced marriage is a marriage in which one or both spouses do not and/or cannot consent to the marriage and duress is involved. If we become aware of a forced marriage occurring then we will report it to the appropriate body. If the person is under the age of 18 then we will report it to the children’s social care team as this is a child protection issue. We will follow our safeguarding reporting procedure. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Driving Own Vehicles On Company Business

Policy statement
Toddle In Nursery has a duty under The Management of Health and Safety at Work Regulations 1999 (MHSWR) to ensure so far as is reasonably practicable the health, safety and welfare of its employees, including employees using their own vehicles on company business.
On occasions and where the employee is willing to do so Toddle In Nursery ask the employee to use their personal vehicle on company business.
Such journeys will be re-imbursed, upon completion of a mileage claim form, at the mileage rate applicable at the time and can be obtained from the office.
Procedure
Documentation
The employee will make available to the office the following documents. Copies of these documents will be kept on file.
1.	Certificate of insurance. This should include “personal business use” of the vehicle for the employee in addition to the usual “social domestic and pleasure” cover.
2.	Where the employee will also convey others (i.e. other staff members or children) additional insurance may be necessary.
3.	Current driving license.
4.	A current road fund license (tax disc) for the vehicle.
5.	If the vehicle is more than three years old, a current MOT certificate.
Employee obligations
The employee must:
1.	keep their insurance up-to-date
2.	produce and allow the employer to make copies of any relevant documentation as noted above as and when requested
3.	inform the employer of any changes in circumstances (i.e. penalty points or a new vehicle)
4.	keep their vehicle in a roadworthy condition
5.	have regular eye tests and ensure that any necessary spectacles are worn that are necessary for driving
6.	adhere to speed limits
7.	drive in accordance with prevailing weather conditions
8.	not use hand-held mobile telephones whilst driving. If using hands-free equipment, only to take and make calls when it is safe to do so. Toddle In Nursery recommends that calls are never made nor answered whilst driving.
9.	ensure they are physically fit to drive and not under the influence of alcohol or drugs; bearing in mind that some over-the-counter and prescription drugs may cause drowsiness or otherwise impair performance
10.	obey all the Road Traffic Acts.
It is not anticipated that employees will be asked to make any long journeys, but should this occur then the employee should:
1.	carry out basic checks to their vehicle (i.e. tyre pressures, water and oil levels, etc)
2.	follow any advice given on route planning
3.	ensure that sufficient breaks are built in to prevent tiredness, mitigate the risk of deep vein thrombosis (DVT) and allow time for adverse conditions (i.e. bad weather, traffic delays, etc)
4.	know what to do in case of a breakdown.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

DUMMY POLICY

At Toddle In we recognise that a dummy can be a source of comfort for a child who is settling and/or upset, and that it may often form part of a child’s sleep routine.  

We also recognise that overuse of dummies may affect a child’s language development as it may restrict the mouth movements needed for speech. As babies get older they need to learn to move their mouths in different ways, to smile, to blow bubbles, to make sounds, to chew food and eventually to talk. As babies move their mouths and experiment with babbling sounds they are learning to make the quick mouth movements needed for speech. The more practice they get the better their awareness of their mouths and the better their speech will be. 

Our nursery will: 
•	Discuss the use of dummies with parents as part of babies’ individual care plans  
•	Only allow dummies for comfort if a child is really upset (for example, if they are new to the setting or going through a transition) and/or as part of their sleep routine
•	Store dummies in individual hygienic dummy boxes labelled with the child’s name to prevent cross-contamination with other children
•	Immediately clean or sterilise any dummy or bottle that falls on the floor or is picked up by another child. 

When discouraging the dummy staff will:  
•	Make each child aware of a designated place where the dummy is stored
•	Comfort the child and, if age/stage appropriate, explain in a sensitive and appropriate manner why they do not need their dummy 
•	Distract the child with other activities and ensure they are settled before leaving them to play
•	Offer other methods of comfort such as a toy, teddy or blanket
•	Explain to the child they can have their dummy when they go home or at sleep time. 

We will also offer support and advice to parents to discourage dummy use during waking hours at home and suggest ways which the child can be weaned off their dummy through books and stories (when appropriate). 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Electrical Safety Policy
EYFS 3.79

1.	Introduction
The Company must take appropriate measures to ensure that all electrical equipment is safe and suitable for the purpose intended. All relevant persons should be made aware of the associated hazards and of the requirements to adopt working procedures designed to keep the risks to their health, and to the health of other persons, as low as reasonably achievable. 

2.	Electrical Supplies and Equipment
If any person has concerns about the safety of connections to the electrical supply. Then report to Management who must then take appropriate action.
If any doubt exists about the safety of a piece of electrical equipment, it must be taken out of service immediately and labelled `Not for Use'. It should be removed immediately from the area concerned and repaired or disposed of safely. 

3.	Competent Persons
Persons carrying out the testing and/or repair of electrical equipment or carrying out experimental work on electrical equipment or its associated connections must have appropriate technical knowledge, training and information to enable them to work safely. Persons who are not thus qualified may work with electrical equipment provided suitable and sufficient supervision by a competent person is provided. 
General guidelines for competence are set out below:
1.	Practical experience in working with electricity and an adequate knowledge of hazards. 
2.	A knowledge of current safety standards and a clear understanding of the precautions required to avoid danger. 
3.	The ability to recognise whether it is safe for work to continue, particularly in respect of unfamiliar equipment and unfamiliar locations. 

It is recognised that many persons will have acquired a basic competence in connecting plugs, selecting fuses and noting faults in plugs and cables, without specific training which can be readily identified. 
It is for the Company to decide whether a particular individual is competent to carry out work with electrical equipment, on the basis of assessment of the task, the experience of the individual and the particular job.

4.	General Safety Precautions
The risk of sustaining an electric shock can be reduced by adopting the following practices: 
•	Due care must always be exercised when switching off main power supplies to ensure that only the intended circuits are isolated. Lock-off systems must be used, where necessary. 
•	Switch off and withdraw the plug on items of portable electrical equipment prior to making any alterations or modifying any circuitry. 
•	Do not handle any equipment with wet hands and do not work in close proximity to water supplies or other earthed metalwork where there may be a risk of putting one hand on earthed metal and the other on live equipment. If equipment is suspected of being live, switch off, and have its electrical status tested by a competent person. Record the test. 
•	The external metal casing of electrical apparatus and associated cables and conduits must be earthed as a legal requirement. Water and gas pipes, however, must not be used as earth points. Such pipes must be effectively bonded, to ensure that they remain at an equal electrical potential. Checks should be carried out at least annually, to ensure that this continues to be the case. 
•	Standard types of electrical fittings, such as 3-pin plugs, sockets and switches, should always be used as specified by manufacturers and in accordance with good practice (e.g. switches must not be mounted upside down and single pole switches must not be wired into the neutral lead.) 
•	If it is possible to do so, always use low voltage equipment. 
•	The use of high voltage equipment must be strictly controlled, and suitable assessments of risk, and control features, prepared prior to use.

5.	First Aid After Electric Shock
Currents of the order of 15 mA at mains frequency passing through the body cause muscular contractions that make it difficult for a person to let go. Currents around 100 mA cause irregular contractions of the heart which are likely to prove fatal. 
Do not touch the casualty until the current is switched off. If the current cannot be switched off, stand on some dry insulating material and use a wooden or plastic implement to free the casualty from the electrical source. If breathing has stopped, CPR and continue until the casualty starts to breathe or until medical help arrives. 
Electrical burns even from minor shocks which may leave only superficial signs of damage, are often deep-seated in the tissue below the skin. Electrical burns should always be examined by a doctor. 

6. 	Inspection and testing of Portable Equipment
Inspections are visual checks of parts of the equipment and are mainly concerned with the cables and plugs. 
Records should be kept of all formal visual inspections and tests of electrical equipment 
There is no requirement to carry out tests or formal visual inspections on new items of electrical equipment prior to the equipment being put into first use, however a user check should be carried out to identify any obvious visual evidence of damage. .If there are any signs of damage, the equipment must not be used and referred back to the supplier/manufacturer, and/or thoroughly tested for electrical safety.

The Electricity at Work Regulations require that the results of electrical safety tests are recorded. 
All "failed" equipment should be removed immediately for repair or disposal. 
 
This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY ON EMERGENCY COLLECTION OF CHILDREN

We would obviously make every effort to maintain the services of the nursery, but due to certain circumstances where we would not comply with the regulations of our registration this may not always be possible. In the unlikely event of the Nursery being unable to maintain our level of service, we need a commitment from parents that they (or other named contact) would collect their children within half an hour of notification.

These circumstances would include things such as:
* Staffing levels being low due to illness, bad weather, traffic jams, breakdowns. 
* Heating failure.
* No mains water supply.

The above is in the best interests for the children and we would obviously do our best to maintain normal service.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

EARLY LEARNING OPPORTUNITIES STATEMENT

EYFS: section 1	

At Toddle In we recognise that children learn in different ways and at different rates and plan for this accordingly. Our aim is to support all children attending the nursery to attain their maximum potential within their individual capabilities.  

We provide a positive play environment for every child, so they may develop good social skills and an appreciation of all aspects of this country's multi-cultural society. We plan learning experiences to ensure, as far as practical, there is equality of opportunity for all children and a celebration of diversity.

We maintain a personalised record of every child's development, showing their abilities, progress, interests and areas needing further staff or parental assistance.

For children whose home language is not English, we will take reasonable steps to:
•	Provide opportunities for children to develop and use their home language in play and learning and support their language development at home; and
•	Ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS, ensuring that children are ready to benefit from the opportunities available to them when they begin year.

We ensure that the educational programmes are well planned and resourced to have depth and breadth across the seven areas of learning. They provide interesting and challenging experiences that meet the needs of all children. Planning is based on a secure knowledge and understanding of how to promote the learning and development of young children and what they can achieve. 

We implement the Early Years Foundation Stage (EYFS) set by the Department for Education that sets standards to ensure all children learn and develop well. We support and enhance children’s learning and development holistically through play-based activities. We review all aspects of learning and development and ensure a flexible approach is maintained, which responds quickly to children’s learning and developmental needs. We develop tailor-made activities based on observations which inform future planning and draw on children’s needs and interests. This is promoted through a balance of adult-led and child-initiated opportunities both indoors and outdoors. 

Direct observation is supplemented by a range of other evidence to evaluate the impact that practitioners have on the progress children make in their learning including:
•	evidence of assessment that includes the progress of different groups of children:
o	assessment on entry (starting point), including parental contributions
o	two-year-old progress checks (where applicable) 
o	on-going (formative) assessments, including any parental contributions 
o	the Early Years Foundation Stage Profile (where applicable) or any other summative assessment when children leave.
We acknowledge parents as primary educators and encourage parental involvement as outlined in our Parents and Carers as Partners policy. We build strong home links in order to enhance and extend children’s learning both within the nursery environment and in the child’s home.  

We share information about the EYFS curriculum with parents 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Early Years Foundation Stage Policy
section 1-3

“Every child deserves the best possible start in life and support to their full potential. A child’s experience in the early years has a major impact on their future life chances. A secure safe and happy childhood is important in its own right, and it provides the foundation for children to make the most of their abilities and talents as they grow up. When parents choose to use early years services, they want to know the provision will keep their children safe and help them to thrive. The Early Years Foundation Stage is the framework that provides that assurance.”

At Toddle In, we are here to give your child a happy and healthy start in life, by providing high quality childcare that meets your child’s needs and interests. We hope this guide gives you an introduction to how we will go about this, using the Early Years Foundation Stage framework. 

Your child’s key person
Your child’s key person will work closely with you and your child, to build a positive relationship that makes him/her feel safe and secure as he/she settles in; giving him/her the confidence to participate and enjoy their time with us.

They will observe your child to ensure that the care we provide meets his/her individual needs. Your involvement is essential in this; therefore, we will keep you regularly informed of your child’s progress and, in turn, the information you provide to your key person about your child’s interests, development and experiences at home will help us to build on your child’s development. The key person is here to listen and help, so please feel free to share any comments or concerns you may have.

Curriculum development statement
We set out to assist all children attending the nursery to attain their maximum potential within their perceived capabilities. An individual record of each child's development is maintained, showing their abilities, progress and areas needing further staff or parental assistance. We acknowledge that children learn in different ways and at different rates and plan for this accordingly.  

The staff are very aware of the importance of the positive play environment for the child, so they may develop good social skills and an appreciation of all aspects of this country's multi-cultural society.  Planning of the learning experience by the staff is further designed to ensure, as far as practical, equality of opportunity between all children and celebrates diversity.

We promote the relevant frameworks and curriculum set by the government to support and enhance children’s learning and development holistically through play based activities. We view all aspects of learning and development equally important and ensure a flexible approach is maintained which responds quickly to children’s learning and developmental needs. We develop tailor made activities according to each child’s individual needs, which is based on observations which informs future planning and draws on children’s needs and interests. This is promoted through a balance of adult led and child initiated opportunities both indoors and outdoors. 

We acknowledge parents as primary educators and encourage parental involvement as outlined in our parents as partners policy. We build home links in order to enhance and extend children’s learning both within the nursery environment and in the child’s home. 

The Early Years Foundation Stage
The Early Years Foundation Stage (EYFS) is a legal framework which provides a set of requirements that we adhere to, to ensure that all children from birth to five years old who attend our provision are safe and healthy, and that they are supported to learn and develop to their full potential. The EYFS requirements cover the following.

•	The learning and development requirements shape the activities and experiences we provide for your child.
•	The early learning goals provide a general level of progress, covering knowledge, skills and understanding, that we will support your child to work towards having by the end of the academic year in which they turn five.
•	The assessment requirements detail how we will monitor and plan for your child’s progress.
•	The safeguarding and welfare requirements are steps we follow to ensure your child is kept safe and has their welfare promoted.

Our policies and procedures explain in detail the steps we take to satisfy the requirements of the EYFS in our everyday practice. Please ask any member of our team to view our policies and procedures, or we can provide you with copies to take away and read. We are inspected and regulated by Ofsted on the quality of our childcare provision against the requirements of the EYFS. Please ask any member of our team to view a copy of the EYFS or our most recent Ofsted report. Alternatively, you can download the EYFS at www.pre-school.org.uk/whats-new/new-eyfs and our Ofsted report at www.ofsted.gov.uk/inspection-reports/find-inspection-report.

The EYFS is based upon four principles:
•	A Unique Child 
•	Positive Relationships
•	Enabling Environments 
•	Learning and Development

A Unique Child
At Toddle In we recognise that every child is a competent learner who can be resilient, capable, confident and self-assured. We recognise that children develop in individual ways, at varying rates. Children’s attitudes and dispositions to learning are influenced by feedback from others; we use praise and encouragement, as well as celebration and rewards, to encourage children to develop a positive attitude to learning.

Inclusion
We value the diversity of individuals within the setting and do not discriminate against children because of ‘differences’. All children at Toddle In are treated fairly regardless of race, religion or abilities. All children and their families are valued within our setting.
 
In our nursery we believe that all our children matter. We give our children every opportunity to achieve their best. We do this by taking account of our children’s range of life experiences when planning for their learning.

In the EYFS we set realistic and challenging expectations that meet the needs of our children. We achieve this by planning to meet the needs of boys and girls, children with special educational needs, children who are more able, children with disabilities, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds.
We meet the needs of all our children through:
•	planning opportunities that build upon and extend children’s knowledge, experience and interests, and develop their self-esteem and confidence;
•	using a wide range of strategies based on children’s learning needs;
•	providing a wide range of opportunities to motivate and support children and to help them to learn effectively; 
•	providing a safe and supportive learning environment in which the contribution of all children is valued;
•	using resources which reflect diversity and are free from discrimination and stereotyping;
•	planning challenging activities for children whose ability and understanding are in advance of their language and communication skills;
•	monitoring children’s progress and taking action to provide support as necessary.

It is important to us that all children in the nursery are ‘safe’. We aim to educate children on boundaries, rules and limits and to help them understand why they exist. We provide children with choices to help them develop this important life skill. Children should be allowed to take risks but need to be taught how to recognise and avoid hazards.
 
We aim to protect the physical and psychological wellbeing of all children. (See Safeguarding Children Policy)

Welfare
“Children learn best when they are healthy, safe and secure, when their individual needs are met and when they have positive relationships with the adults caring for them.”

At Toddle In we understand that we are legally required to comply with certain welfare requirements as stated in the Statutory Framework for Early Years Foundation Stage 2012. We understand that we are required to: 
•	promote the welfare of children.
•	promote good health, preventing the spread of infection and taking appropriate action when children are ill.
•	manage behaviour effectively in a manner appropriate for the children’s stage of development and individual needs.
•	ensure all adults who look after the children or who have unsupervised access to them are suitable to do so.
•	Ensure that the premises, furniture and equipment is safe and suitable for purpose
•	Ensure that every child receives enjoyable and challenging learning and development experiences tailored to meet their needs.
•	Maintain records, policies and procedures required for safe efficient management of the setting and to meet the needs of the children.

Positive Relationships
At Toddle In we recognise that children learn to be strong independent from secure relationships. We aim to develop caring, respectful, professional relationships with the children and their families. 

Parents as Partners
We recognise that parents are children’s first and most enduring educators and we value the contribution they make.

We recognise the role that parents have played, and their future role, in educating the children. We do this through:
•	talking to parents about their child before their child starts in our setting;
•	the children have the opportunity to spend time in the setting before starting;
•	offering parents regular opportunities to talk about their child’s progress in our setting and allowing free access to the children’s Record of Achievement;
•	encouraging parents to talk to the child’s keyworker if there are any concerns. Parents of pre-school children receive a termly report on their child’s attainment and progress;
•	providing space in the children’s daily diaries and Records of Achievements for parent to leave comments relating to the children’s achievements.
•	
All staff involved with the EYFS aim to develop good relationships with all children, interacting positively with them and taking time to listen to them.
 
Enabling Environments
At Toddle In we recognise that the environment plays a key role in supporting and extending the children’s development. This begins by observing the children and assessing their interests, development and learning, before planning challenging but achievable activities and experiences to extend the children’s learning. 

Observation, Assessment and Planning
The weekly planning within the EYFS follows the nurseries’ Long Term Plan and Medium Term Plans (MTP’s), These plans are used by the staff as a flexible guide for weekly planning ideas, however,  may alter in response to the needs (achievements and interests) of the children. This will be indicated on weekly planning. 

We make regular assessments of children’s learning and we use this information to ensure that future planning reflects identified needs. Assessment in the EYFS takes the form of observation by the staff. These observations are recorded in children’s individual ‘Learning Journey’s. They also contain information provided by parents and other settings. (See later for more details on assessment).

The Learning Environment
The EYFS classroom is organised to allow children to explore and learn securely and safely. There are areas where the children can be active, be quiet and rest. The rooms are set up in learning areas, where children are able to find and locate equipment and resources independently. The enclosed outdoor area has a positive effect on the children’s development. Being outdoors offers opportunities for doing things in different ways and on different scales than when indoors. It offers the children to opportunities to explore, use their senses and be physically active and exuberant.  We plan activities and resources for the children to access outdoors that help the children to develop in all 7 areas of learning.

Learning and Development
At Toddle In we recognise that children learn and develop in different ways and at different rates. We value all areas of learning and development equally and understand that they are interconnected. 

Teaching and Learning Style
Our policy on teaching and learning defines the features of effective teaching and learning in our setting.  Features that relate to the EYFS are:
•	the partnership between staff and parents, so that our children feel secure at nursery and develop a sense of well-being and achievement;
•	the understanding that staff have a knowledge of how children develop and learn, and how this affects their teaching;
•	the range of approaches used that provide first-hand experiences, give clear explanations, make appropriate interventions and extend and develop play and talk or other means of communication;
•	the carefully planned curriculum that helps children work towards the Early Learning Goals throughout EYFS;
•	the provision for children to take part in activities that build on and extend their interests and develop their intellectual, physical, social and emotional abilities;
•	the encouragement for children to communicate and talk about their learning, and to develop independence and self-management;
•	the support for learning with appropriate and accessible indoor and outdoor space, facilities and equipment;
•	the identification of the progress and future learning needs of children through observations, which are shared with parents;

Play
“Children’s play reflects their wide ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with peers is important for children’s development.”

Through play our children explore and develop learning experiences, which help them make sense of the world. They practice and build up ideas and learn how to control themselves and understand the need for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems. They express fears or re-live anxious experiences in controlled and safe situations.

Active Learning
“Children learn best through physical and mental challenges. Active learning involves other people, objects, ideas and events that engage and involve children for sustained periods.”

Active learning occurs when children are motivated and interested. Children need to have some independence and control over their learning. As children develop their confidence they learn to make decisions. It provides children with a sense of satisfaction as they take ownership of their learning.

Creativity and Critical Thinking
“When children have opportunities to play with ideas in different situations and with a variety of resources, the discover connections and come to new and better understandings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions.”

Children should be given opportunity to be creative through all areas of learning, not just through the arts. Adults can support children’s thinking and help them to make connections by showing genuine interest, offering encouragement, clarifying ideas and asking open questions. Children can access resources freely and are allowed to move them around the classroom to extend their learning.

How we support your child’s learning and development
There are seven areas of learning and development within the EYFS through which your child will be gaining knowledge, learning skills and showing understanding. These areas form the basis of the activities we provide for your child, alongside their unique interests and needs, and enable us to plan for their progress.

Prime areas of learning and development:
•	Communication and language.
•	Physical development.
•	Personal, social and emotional development.
	Specific areas of learning and development:
•	Literacy.
•	Mathematics.
•	Understanding the world.
•	Expressive arts and design.	

These areas are connected, with learning and development in each area contributing towards that of the others. Building confidence in the prime areas of learning and development is particularly important for children, as it enables them to progress well in the specific areas of learning and development. As we support your child towards achieving the early learning goals for each of these areas of learning, we aim to tailor the opportunities we provide to meet their personal learning and development needs.

How we assess your child’s progress
We observe your child throughout the day to identify their interests, how they learn and their progress in each area of learning and development. As you know your child best, we also want to hear your observations of your child; what he/she likes to do at home, as well as any significant events, achievements or concerns. This assessment of your child helps us to identify and plan their next steps. In addition to our ongoing observations.

•	Progress check at age two:
When your child is aged between two and three years, your key person will work with you to prepare a summary of his/her development in the prime areas of learning. The review may show that your child is progressing at a faster or slower rate in a particular area; this will generally be a normal part of your child’s unique developmental journey. Where we have concerns, we will carry out further observations and may seek your consent to share the review with other professionals where we feel their support would benefit your child.

•	Early Years Foundation Stage Profile:
As your child prepares to start school at age five, an Early Years Foundation Stage Profile (EYFSP) is completed. The EYFSP aims to present a well-rounded picture of your child's knowledge, understanding and abilities; providing a review of your child’s progress as they come to the end of the EYFS, against the expected levels of development in the early learning goals. Due to the timing, it is likely that your child's reception class teacher will carry this out; however, the records and knowledge we have of your child will help to inform this process. On completion of your child’s EYFSP, the results will be shared with you, giving you the opportunity to ask questions.

Monitoring and review
It is the responsibility all practitioners to follow the principles stated in this policy.

The Manager will carry out monitoring on the EYFS as part of the whole setting monitoring schedule.

Contact us
We aim to ensure our setting is friendly and welcoming for all families and want you to feel comfortable to approach us at any time. If you have any questions you would like to ask, please speak with your key person or any member of our team.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

EQUIPMENT AND RESOURCES

EYFS: 3.79 – 3.80	

At Toddle In we believe that high-quality care and early learning is promoted by providing children with safe, clean, stimulating, age and stage appropriate resources, toys and equipment. 

To ensure this occurs within the nursery, including in our outdoor areas, we will:
•	Provide play equipment and resources which are safe and, where applicable, conform to the European Standards for Playground Equipment: EN 1176 and EN 1177, BS EN safety standards or Toys (Safety) Regulation (2011)
•	Provide a sufficient quantity of equipment and resources for the number of children registered in the nursery
•	Provide resources to meet children’s individual needs and interests 
•	Provide resources which promote all areas of children's learning and development
•	Select books, equipment and resources which promote positive images of people of all races, cultures, ages, gender and abilities, are non-discriminatory and do not stereotype
•	Provide play equipment and resources which promote continuity and progression, provide sufficient challenges and meet the needs and interests of all children
•	Store and display resources and equipment where all children can independently choose and select them
•	Check all resources and equipment before first use to identify any potential risks and again regularly at the beginning of every session and when they are put away at the end of every session. We repair and clean or replace any unsafe, worn out, dirty or damaged equipment whenever required
•	Keep an inventory of resources and equipment. This records the date on which each item was purchased and the price paid for it
•	Evaluate the effectiveness of the resources including the children’s opinions and interests
•	Encourage children to respect the equipment and resources and tidy these away when play has finished. This is into a designated place via the use of silhouettes or pictures the children can match the resource to. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Famly Policy
Aims
At Toddle In, we use an online system called Famly to record and store observations and assessments relating to each child. This is a safe and secure system and one that enables parents and carers to access their child’s learning journey at any time. They can share it with their child, family and friends at home and also post any comments and photographs of their own, helping to create a fully holistic view of the child and strengthen the parent partnership. It will also show children’s developmental progress through the EYFS, via regular reviews of each child’s development, input by their keyworker.
Procedures 
Famly allows setting staff and parents to access the child's learning journey from any computer or tablet via a personal, password-protected login.
 - Staff access allows input of new observations and photos or amendment of existing observations and photos along with input of child development data to make assessments of individual children.
 - Parent access, which is password protected, allows parents to respond to home news and add their own posts which may include photographs. Parents can also add to their child’s My Interest page; their progress review and for children with SEND the One Page profile.
Parent log-ins only allow them to see their own child’s pages, including Learning Journeys, Progress Reviews, Newsletters and updates. Parents can edit their child’s profile and change any information needed. 
Parents are asked to sign a consent form giving permission for their child’s image to appear in other children’s learning journeys, and to protect images of other children that may appear in any photos contained in their child’s learning journey.  We request that parents/carers do not share any photos which include other children or use these for the purposes of social media.
The learning journey is commenced once the child has started the setting. New observational entries to a child’s learning journey will usually be uploaded within one week of the observation being made. Any delay is due to our priority and commitment to playing and interacting with our children. 
In all written observations, other children are referred to by initials or child A/B and not by name. 
All photographs taken of children are stored securely on devices before being uploaded to Famly. Once this upload has taken place photographs are deleted from the device. Devices are used without any cloud accounts and therefore once deleted they cannot be re-accessed. 
Should parents wish, the contents of their child’s learning journey on Famly can be emailed to them free of charge when their child leaves the setting or alternatively can be printed out at a cost of £5 per journal. 
In the event that a parent does not have access to the internet, a computer or a tablet to be able to view their child’s learning journey, we will invite them into the setting where they will be able to view their child’s pages securely 

Security 
Devices are password protected and have anti-virus protection software enabled, as well as parental controls and net nanny. Access to information stored on Famly can only be gained by unique user ID and password.  
As part of our commitment to safeguarding our children, all learning journeys are password protected so that parents and carers can only access the account of their child. Other than family, only the child’s carers and nursery management have access to the learning journey. 
All staff at Toddle In hold a level 1 Safeguarding qualification which is refreshed every 3 years. Staff new to the setting are required to undertake the training and both safeguarding and IT security are covered on induction. 
All staff know and understand that devices are for the sole use of Famly and access to social media, emails and non-Famly content is forbidden and will lead to disciplinary action. 
From time-to-time, staff may use the devices to support and extend children’s learning and development, using safe sites such as Pinterest. 
Use of devices is not permitted in toileting or nappy changing areas of nursery. Use of devices within these areas will lead to disciplinary action.
Staff are not permitted to take devices home and they will remain on the setting premises at all times. They are stored in a locked cabinet at the end of each day and over the weekend/holidays as a security measure. 
Staff are not permitted to access Famly on any device except those provided by the setting. Violation of this rule will lead to disciplinary action.
All staff with access to Famly are required to sign to ensure they follow and agree with this policy. This will be undertaken by all staff prior to commencement of use and on recruitment of new staff members.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

FIRE AND EVACUATION POLICY
EYFS 3.80
Policy Statement

We ensure our premises present no risk of fire by ensuring the highest possible standard of fire precautions. The person in charge and staff are familiar with the current legal requirements. Where necessary we seek the advice of a competent person, such as our Fire Officer, or Fire Safety Consultant.

Procedures

•	The basis of fire safety is risk assessment. These are carried out by a ‘competent person’ and are stored in the risk assessment file.
•	Fire doors are clearly marked, never obstructed and easily opened from the inside.
•	Smoke detectors/alarms and firefighting appliances conform to BSEN standards, are fitted in appropriate high risk areas of the building and are checked as specified by the manufacturer.
•	Combustible materials should not be kept unnecessarily. When they are not being used they should be kept in a designated storage area.
•	Any rooms containing combustible materials should be kept securely locked and marked with ‘flammable’ signs
•	Wastepaper and rubbish should not be left lying around and left to pile up.
•	Tidiness, cleanliness and good housekeeping are encouraged.  This is particularly important around electrical appliances and boilers.
•	Care should be taken with displays and decoration. These are a fire risk if they are near heat sources or hung from light fittings.
•	Care should be taken with electrical equipment. Electrical points should not be overloaded.
•	Corridors, stairways, entrances and exits should be kept clear, especially those that are escape routes.
•	Objects should not be placed on top of heaters as they pose a fire risk.
•	An accurate record of all staff and children present in the building must be kept at all times and children/staff must be marked in and out on arrival and departure. An accurate record of visitors must be kept in the Visitor’s Book.  These records must be taken out along with the register and emergency contacts list in the event of a fire.

In the event of a fire, do not attempt to put it out yourself. Ensure the safety of the children in your care and yourself by collecting the children together and leaving by the nearest fire exit.

Fire drill will take place approximately every three months at a time notified in advance to staff. Once a year a fire drill will take place without warning. All staff will be told that this will happen once a year but no further warning will be given.
Practice drills will cover:
•	How children are familiar with the sound of the fire alarm.
•	How the children staff and parents know where the fire exits are.
•	How children are led from the building to the assembly point.
•	How they will be accounted for and who by.
•	How long it takes to get the children out safely.
•	Who calls the emergency services and when in the event of a real fire?
•	How parents are contacted.

The fire drill record book must contain:
•	Date and time of the drill.
•	How long it took.
•	Whether there were any problems that delayed evacuation.
•	Any further action taken to improve the drill procedure.

Our emergency evacuation procedures are approved by the Fire Safety Officer and are:
•	clearly displayed in the premises;
•	explained to new members of staff, volunteers and parents; and
•	practiced regularly at least once every six months.

Records are kept of fire drills and the servicing of fire safety equipment.

The fire alarms will be tested each week. They will be tested from a different fire point each week to ensure that each break point is working correctly.

A properly authorized firm tests the fire extinguishers once a year and all fire exits checked if in good repair.

Fire extinguishers are situated at various points throughout the building. All members of staff are aware of the location of these extinguishers, the break glass points and the fire exits.

Throughout the building and near each fire exit there is a notice to explain the fire procedures.

Procedure to be followed in the event of a fire:

1.	CALMLY raise the alarm by breaking the alarm glass.
2.	On hearing the fire alarm the children in each room will be collected together and taken out of the nearest fire exit to the assembly point which is located in the outdoor play area. 
3.	Person in charge to check all rooms, toilets, corners etc.
4.	The person in charge will collect the register before going outside, closing all doors behind them. Once outside, the children will line up and the register will be taken.
5.	The member of staff in charge that day will take the staff register and call the emergency services (999), using the office phone (if safe to do so) or a mobile phone, once she has evacuated the building. If the member of staff does not have a mobile phone and nor does any other member of staff, a member of staff will be dispatched to the nearest building to use their phone or to the nearest call box.
6.	If this area becomes unsafe, staff will lead all children to Birtwistle Hyde Park car park (sheltered accommodation).
7.	Only the member of staff in charge can decide if and when it is safe to re-enter the building. This must be done in liaison with the emergency services. If the building is not deemed safe to re-enter, staff and children will assemble at either Lord Street Primary school during term time or Pendle Leisure Centre during the holidays (staff member in charge to phone to warn them we are on our way).
8.	The officer in charge will inform the authorized collectors that the children can be collected from the above location.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

FLEXIBLE WORKING POLICY

INTRODUCTION
This document provides a procedure to assist managers in managing flexible working requests from employees looking to maintain a healthy balance between their work and other interests and responsibilities in their life.

The effective management of work-life balance is central to staff effectiveness and satisfaction, and an overall happy workplace. Work-life balance is about helping staff combine work with their personal interests and commitments whilst retaining the employee’s skills, knowledge and experience for the value of the nursery.

The setting will support flexible working requests wherever possible to contribute to an awareness of the following underlying principles:
•	value staff for their contribution to the nursery, not their working pattern;
•	recognise that excessive hours of work do not equal commitment but might reduce staff effectiveness;
•	develop a more motivated workforce, with high morale, even more able to deliver a better care and education for our children;
•	improve the nursery’s effectiveness by actively reducing staff absenteeism and turnover.

LEGAL POSITION
Extensive legislation provides eligible employees with a statutory right to request flexible working. Whilst the nursery may consider a request for flexible working arrangements from any member of staff, we must consider requests from those employees who make an application to facilitate the care of a child under the age of
six years (or under 18 years if disabled).

Recent changes to the law in this area mean that the setting must also consider requests from employees who are the carers for adults in need of care. Some of the details of the rights and principles contained in the main Acts are to be found in the various implementing regulations, principally: Work and Families Act 2006

Flexible working includes a wide range of working patterns. This procedure provides for eligible employees to request any change to their normal working arrangements. Requests for flexible working may include, but are not exclusive to:
•	a change to the hours an employee works;
•	a change to the times an employee is required to work;
•	a compressed working hours arrangement;

Employees do not have an automatic right to flexible working, as there may be circumstances when their desired working pattern cannot be accommodated (see later). However, every effort should be made to meet the request or find a mutually acceptable compromise.

This procedure describes the steps to be taken where employees wish to apply to work flexible hours to provide them with more opportunities to balance work and family life whilst being compatible with, and beneficial to, service delivery.

ELIGIBILITY
This procedure applies to all permanent employees of the nursery, whatever their level of responsibility. This procedure describes the extent of the flexible working provisions open to employees who:
•	are parents of children up to the age of six, or of disabled children up to age 18;
•	are carers for an adult spouse, partner, civil partner or relative or an adult who lives at the same address as the employee; or
•	who are making a flexible working request in order to comply with religious observance?

Note 1: A parent for this definition means the mother, father, adopter, guardian, special guardian or foster parent of the child; or – married to or the partner/civil partner of the child’s mother, father, adopter, guardian, special guardian or foster parent.

Note 2: A relative for this definition means mother, father, adopter, guardian, special guardian, parent-in-law, son, son-in-law, daughter, daughter-in-law, brother, brother-in-law, sister, sister-in-law, uncle, aunt or grandparent and step-parent, stepson, step-daughter, step-brother and step-sister. Half-blood relatives are also included, as are adoptive relationships and relationships which would have existed but for an adoption, i.e. an employee’s natural relatives.

Employees will also need, where relevant, to satisfy the following requirements:
•	have worked continuously for 26 weeks at the date of application
•	have, or expect to have, responsibility for the child’s upbringing 
•	be making the application to enable them to care for the child/adult be practising in the religion for which the change is requested 
•	not have made another application to work flexibly under the right during the previous 12 months at the date of the application

A flexible arrangement should be applied for by the employee in writing to the manager, clearly stating the type of arrangement under consideration and how ideally it would work in the context of the nursery and the needs of the job. 
All requests will be considered taking account of the needs of the employee, the settings responsibility to the children and parents and any legal requirements such as staffing levels, distribution of qualified/unqualified staff and continuity of care (e.g. key worker system) etc. An assessment of how best to accommodate the employee’s needs without impairing the needs of others and the setting will be made.

THE PROCEDURE
Employees will be able to make two flexible working requests in any 12 month period. The application must be made in writing to the manager.

The employee must give careful consideration to which working pattern will help them. The manager should draw attention to the financial implications of any reduction in hours and any annual leave implications.

An agreed request will normally result in a permanent change to an employee’s contractual terms and conditions of employment. However, if it is mutually acceptable a temporary change may be considered.

The manager will arrange to meet the employee within two months of the receipt of the request to explore the proposed work pattern in depth and to discuss how best it might be accommodated. Alternative working patterns should be considered if there is a problem in accommodating the initial proposal. The employee may bring a fellow worker to the meeting.

The manager will respond to the employee in writing within 14 days of the meeting to either;
•	accept the request, setting out any action on which the agreement is dependent and establishing a reasonable start date taking into account the exigencies of the setting. This must be not more than 3 months from the date of the agreement.
•	confirm any compromise offered in the meeting to which the employee must respond within 14 days accepting or declining the proposal.
•	reject the request and give a clear business reason as to why the proposal cannot be accepted and demonstrate its adverse effects on the setting’s service delivery. 

The reason must be one or more of the following:
•	burden of additional costs to the setting
•	detrimental effect on ability to meet customer demands
•	inability to organise work within available staffing
•	detrimental impact on quality, performance
•	inability to recruit additional staff

In addition to providing a specific business reason the notification must include an explanation about why the business ground applies in the circumstances. The explanation should include the key facts about why the business ground applies. These should be accurate and clearly relevant. To prevent any uncertainty, the explanation should avoid the use of unfamiliar jargon and should be written in plain English.

An explanation of around two paragraphs will usually be sufficient, although the actual length of explanation necessary to demonstrate why the business ground applies will differ depending on each individual case. It is not a requirement for the setting to have to provide a lengthy and complex explanation looking to cover each argument in fine detail, nor should the employee expect this.

If a manager has legitimate concerns regarding a proposed working pattern but cannot substantiate these concerns with a business case on one of the above grounds, if it is mutually acceptable a trial period may be considered. The trial period should be sufficiently long enough to give proper consideration to the revised working
arrangements, but should not normally exceed 3 months.

If the original request or the compromise is agreed and adopted, the manager will arrange for a contract of employment to be sent to the employee showing the agreed start date.

Where flexible working arrangements are agreed any changes to terms and conditions, specifically those which will be on a pro-rata basis, including pay, annual leave and bank holiday entitlements, should be outlined to the employee in this contract.

All employees with flexible working arrangements should have access to equivalent developmental support/feedback as their full time colleagues and the setting should give careful consideration to the timing and accessibility of staff meetings and other forums for the communication of information.

RIGHT OF APPEAL
Where an employee wishes to challenge the decision made by the manager, they will have a right of appeal, (although this is not a legal requirement) which must be made within 14 days of the decision being notified to them.

The appeals process is designed to be in keeping with the overall aim of the right to flexible working, encouraging both parties to reach a satisfactory outcome in the workplace.

The appeal must be made in writing to the owner of the setting and state the reasons for appeal.

The owner will hear the appeal at which the employee and the manager can state their reasons for the decision. The employee may bring a fellow worker of the setting to the appeal hearing. At this appeal both sides must give reasons as to why they feel the pattern will/will not work.

The owner will notify all parties of his/her decision in writing. The owner’s decision is final, and the employee will have no further means of recourse within the setting.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

FOOD/Nutrition, DRINK and SAFER EATING POLICY

EYFS: 3.62 – 3.72	

AIMS
•	To ensure that mealtime creates a family occasion, where staff and children alike enjoy each other's company and the food prepared.
•	To encourage good standards in table manners and behaviour consistently among the children.
•	To ensure safe and healthy mealtimes and nutrition

GENERAL PROCEDURES
Individual dietary requirements will be respected, parents are invited to discuss their preferences at any time. Young children can often have strong preferences for one type of food or another and may show signs of allergy towards certain foods.
•	Our policy is in line with the new EYFS nurtician guidance May 2025
•	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.) Providers must have ongoing discussions to develop allergy action plans. We ensure all staff are aware of the symptoms and treatments for allergies and anaphylaxis and the differences between allegies and intollerances food allergy – NHS (www.nhs.uk).
•	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 display current information about individual children's dietary needs so that all staff and volunteers are fully informed about them.
•	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. Providers will prepare food in a suitable way to prevent choking 
•	We provide nutritious food for all meals and snacks, avoiding large quantities of saturated fat, sugar and salt and artificial additives, preservatives and colourings.
•	A variety of healthy meals will be prepared each week that provide children with a balanced, nutritious diet. All the food presented will be cooked on the premises, using healthy fresh foods, and sometimes for children over 2 years a healthy 'convenience' food option, according to parent/child preferences
•	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 (5 a day).
•	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 do not 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 the eating practices in their cultures.
•	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. We give careful consideration to seating to avoid cross contamination of food from child to child. Where appropriate, an adult will sit with children during meals to ensure safety and minimise risks. Where appropriate, age/stage discussions will also take place with all children about allergies and potential risks to make them aware of the dangers of sharing certain foods 
•	For children who drink milk, we provide whole pasteurized milk as well as semi skimmed.
•	For each child, we provide parents with daily written information about feeding routines, intake and preferences.
•	If a child does not finish their first course, the food will be removed without any fuss and they will be offered a small fruit dessert.
•	Slow eaters will be given time and not rushed.
•	Quantities offered will take into account the ages of the children being catered for
•	Children will be encouraged to say 'please' and 'thank you' and sit down to eat their breakfast, lunch and teatime meals. Children will eat in small family groups of 4 - 8 at a table
•	Food will be served in dishes at the table (or for younger children and babies in highchairs). Food will be eaten at desks whose surfaces will be covered in wipe down tablecloths, specifically set aside for this purpose and/or on a freshly sanitised table surface.
•	Conversation during mealtimes will be encouraged. Any child who shows signs of distress with regard to their food, will have their food removed without any fuss. Children not on special diets will be encouraged to try all the food prepared
•	Menus will be displayed on the notice board outside the kitchen for parents to see. Parents will be invited to contribute to the menu suggestions regularly. 'Favourite' suggestions will also be obtained from the children themselves.
•	Staff support children to make healthy choices and understand the need for healthy eating
•	Quantities offered take account of the ages of the children being catered for in line with recommended portion sizes for babies and young children
•	Whilst children are eating there should always be a member of staff in the room with a valid paediatric first aid certificate for a full course consistent with the EYFS. 
•	Where we have frequent birthdays and celebrations we consider other alternatives such as celebrating through smiles and praise, stickers and badges, choosing a favourite story, becoming a special helper, playing a party game, dancing and/or singing their favourite song
•	All staff who prepare and handle food are competent to do so and receive training in food hygiene which is updated every three years
•	In the very unlikely event of any food poisoning affecting two or more children on the premises, whether or not this may arise from food offered at the nursery, we will inform Ofsted as soon as reasonably practical and in all cases within 14 days. We will also inform the relevant health agencies and follow any advice given.  

Drinks 
•	There must be an adequately equipped area to provide healthy meals, snacks and drinks for children as necessary. 
•	Drinks of water and/or milk will be offered regularly throughout the day for 0-3's and are available for self-service for 3-5 year old’s..
•	Children will be assisted in obtaining a drink of water should they need help.
•	Suitable bottles are provided for children to drink water from.
•	Children are made aware that water is available at all times,
•	The intake of water by children will be monitored for abnormally high or low intake.
•	We do not allow squash or cordial.

Parents are made aware of this policy when first applying for a child to come to the nursery.  

This policy was adopted on	Signed on behalf of the nursery	Date for review	

FOOD PLAY

At Toddle In we ensure any food we use for play with the children is carefully supervised. We will also use the following procedures to ensure children are kept safe: 
•	Choking hazards are checked and avoided 
•	We will not use whole jelly cubes for play. If we do use jelly to enhance our play then all jelly will be prepared with water as per the instructions and then used
•	Any packaging from food used in play will be kept in the room for staff to refer to for allergens and ingredients. 
•	Small objects such as dried pasta and pulses will only be used for older children and under supervision
•	All allergies and intolerances will be checked and activities will be adapted to suit all children’s needs so no child is excluded
•	Children’s allergies will be visible to staff when placing out food play activities to ensure all needs are met
•	Any cooking activities will be checked prior to start to ensure all children are able use all the ingredients based on their individual needs
•	We will not use food in play unless it enhances the opportunities children are receiving from the activity. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

FOOD SAFETY POLICY
3.62 -3.72

This policy has been formed with reference to Institute of Food Science & Technology Report , entitled Microbiological Food Safety for Children and Vulnerable Groups.

Food Premises
The kitchen must be kept clean and in good condition. When open windows in use, an electrical insect repellent will be used to allow adequate ventilation during cooking, whilst protecting food and the internal environment against pests.

A hand basin is provided for hand washing purposes only, and an anti-bacterial wash is provided for all users working within the kitchen, paper towels only must be used for hand drying.

Two stainless steel sink units are provided, one must remain labelled 'Food Preparation Only’, the other must be reserved for cleaning/washing up purposes.

The children's dishes should in general be washed thoroughly with an anti-bacterial detergent and hot water to ensure safe cleaning, followed by thorough rinsing in hot water and left to drain where possible. Change the water regularly using clean, hot water.. Tea towels can be a source of cross-contamination so use them sparingly; make sure they dry out after you've used them, change them regularly and wash in a hot wash cycle, (60 degrees or above) separate from other fabrics. Dirty clothes should be held in the designated grey bucket in the laundry prior to washing.

Alternatively, the washing up should be put on ‘Quick Intensive’ cycle in the dishwasher and left to dry naturally after the cycle has finished. In the dishwasher use the right amounts of salt and detergent and keep the filter and all surfaces clean

Keep the kitchen clean - the floor, work surfaces, sink, utensils, clothes and waste bins should be cleaned regularly. The floors and walls are designed for easy cleaning, all work surfaces must be cleaned before and after food preparation using a suitable anti-bacterial solution.

Clean tin openers, graters and mixers thoroughly after use.

Keep sharp knives stored safely where children cannot reach them. 

Buying Safe Food 
The Cook / Manager must buy food from reputable suppliers, where quality assurance systems are in place. All food in the Nursery will be obtained from either Sainsbury's, Asda, Tesco or Iceland Frozen Foods except for the fresh meat from Pasture Farm Foods, Meat2U
•	Children will not be offered soft cheeses such as camembert, brie and blue veined varieties, as they may contain high levels of listeria.
•	Pates will not be provided to children in the nursery, in line with the Department of Health advice as they may contain high levels of listeria as a result of cross contamination after cooking.
•	Molluscan and crustacean shellfish will not be included on the daily menu.
•	The Cook will work in line with the procedures for preparing food (See section on Preparing and Cooking Food Safely).
•	The Cook will conform to all safe practices of cooking food that is recommended by the Food Safety (General Food Hygiene) Regulations 1995 and the Institute of Food Science & Technology Report 1997.
•	Nursery staff will not be permitted to prepare any food in the kitchen without holding a recognized and current Essential Food Hygiene Certificate.
•	The Cook will have as a minimum requirement for the post an Intermediate qualification in Food Preparation and Handling, preferably Advanced Hospitality & Catering Award or NVQ level 3 equivalent and have a minimum of two years previous catering experience, preferably with children.
•	The nursery operates a Healthy Menu Planning approach, to include the exclusion of additional salt in cooking, the permitted use of essential sugar, meals that make use of starchy carbohydrates, moderate protein according to recommended daily amounts and the inclusion of vitamins and minerals essential for sound nutrition. The company also recognise the importance of fats to young children and will offer full fat, pasteurised, homogenised milk to children aged 1 year and over. Babies will be given baby milk as per parents’ wishes.

Personal Hygiene
•	All food handlers must wear protective clothing which is clean and replaced on a daily basis. Practitioners preparing meals, snacks or breakfast must wear a wipeable apron and ensure that long hair is tied back before and during food preparation.
•	No one suffering from or carrying a disease which can be transmitted through food, should work in the food handling area. All cases of diarrhea and vomiting must be reported to the Nursery Manager immediately, urgent removal from food handling will be immediate, and the return not be permitted until 48 hours after the last bout of diarrhea and vomiting have ceased. You are breaking the law if you do not abide by this.
•	Skin infections and infected wounds must be reported immediately and that person suspended from their duties until the infection has cleared.
•	All wounds that are not infected, caused by cuts, burns, grazes and severe bruising must be covered by blue waterproof plasters.
•	Never cough or sneeze over food
•	Do not wear excessive perfume or deodorants..
•	Do not wear jewelry when working in the kitchen
•	 Do not wear nail polish or false nails of any kind.
•	It will be essential for food handlers to protect food and ingredients against contamination which is likely to render them unfit for human consumption or a health hazard, particularly to young children. Uncooked, raw meat will be kept entirely separate, both in storage, preparation and utensils.
•	Wash your hands thoroughly:
-	before starting work
-	before handling food
-	after using the toilet
-	after handling raw food
-	after handling waste
-	after every break
-	after blowing your nose 
•	 How to wash hands:
-	wet hands, wrists and forearms thoroughly using running water
-	apply soap
-	produce a good lather, rubbing palm to palm interlock fingers are cleaned
-	rinse hands thoroughly using running water
-	thoroughly dry hands with paper towel
-	turn off the tap using a paper towel
-	dispose of the paper towel without touching any part of the waste bin

Storing food safely
In order to keep the kitchen clean and to ensure food is stored prepared and cooked safely, the
following guidelines must be followed:
•	Keep food cold. The fridge should be kept as cold as it will go without actually    freezing the food (1-5°c or 34-41°F). Frozen foods should be stored in the freezer at a temperature of at least -18°c.
•	Cover or wrap food with food wrap or microwave cling film - always keep food covered.
•	Never re freeze food which has begun to thaw.
•	Do not use foods that are past their sell by or best before date.
•	Always read instructions on the label when storing food.
•	Once a tin is open, store the contents in a covered dish in the fridge.
•	Store raw foods at the bottom of the fridge so that juices cannot drip onto cooked food.
•	Thaw frozen food completely before cooking.
•	Any pre-cooked or previously opened food which is then stored in the fridge or freezer should be clearly labeled as to the contents and the date the food was put there.
•	Report IMMEDIATELY to the manager any sign of infestation

Preparing and cooking food safely 
•	Always wash hands in warm water and soap and dry on a clean paper towel before handling food and after handling raw foods, especially meat gloves when handling high risk n
•	Always wear latex gloves when handling high risk foods. Gloves should be changed frequently, especially after handling raw food, waste food or after cleaning
•	Wash all fruit and vegetables before eating. Peel and chop carrots and peel fruit such as apples into sufficiently small pieces dependant on the age of the children.
•	Keep work surfaces and chopping boards clean and disinfected.
•	Use separate boards for raw meat, fish, vegetables etc (See sign in kitchen) – keep the preparation of raw and cooked food strictly separate
•	Do not prepare food too far in advance
•	Make sure that meat dishes are thoroughly cooked.
•	Avoid raw eggs. Also avoid giving children uncooked cake mixture, homemade ice cream or deserts that contain uncooked raw egg. When cooking eggs, the egg yoke and white should be firm.
•	When re-heating food or cooking frozen or chilled food, ensure that it achieves a core temperature of at least 80 degrees Celsius. Make sure that it is piping hot all the way through and allow to cool slightly before giving it to children.
•	All food probes should be cleaned and disinfected before and after use.
•	If instructed to do so, record food temperatures and record them immediately in a suitable le format
•	Avoid heating left over rice – this is a common cause of food poisoning.
•	Clean as you go – keep all equipment and surfaces clean, complying with the relevant t use of cleaning products and how they are used

Reporting of food poisoning
•	Food poisoning can occur for a number of reasons; not all cases of sickness or diarrhea are as a result of food poisoning and not all cases of sickness or diarrhea are reportable.
•	Where children and/or adults have been diagnosed by a GP or hospital doctor to be suffering from food poisoning and where it seems possible that the source of the outbreak is within the setting, the manager will contact the Environmental Health Department and the Health Protection Agency, to report the outbreak and will comply with any investigation.
•	If the food poisoning is identified as a notifiable disease under the Public Health (Infectious Diseases) Regulations 1988 the setting will report the matter to Ofsted.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Policy on Gas Safety
3.79 – 3.80

1. Gas Safety  
1.1 All reasonable steps will be taken to secure the health and safety of employees and others who use or operate gas appliances.

1.2 In order to reduce the risks associated with the use of appliances and installations using gas, the Company will ensure:

(a) that gas installations and appliances are designed and installed by qualified and competent persons in accordance with the Gas Safety (Installation and Use) Regulations 1998.

(b) that gas installations are maintained in a safe condition by carrying out annual safety checks and regular maintenance.

(c) that portable and transportable gas appliances are inspected and tested frequently as required (the frequency will depend on the environment in which the appliance is used and the conditions of usage).

(d) safe systems of work for maintenance, inspection or testing are promoted and implemented.

(e) monitoring of gas inspection, design and installation work, and the gas safety management system is carried out by competent persons. 	

(f) that contractors and persons who carry out work on gas installations and appliances are competent to do so.

(g)  safety information is exchanged with contractors ensuring that they are fully aware of (and prepared to abide by the Company’s health and safety arrangements.)

(i) detailed records required by the regulations and in relation to the above are maintained.

(j) carbon monoxide detectors are used in enclosed spaces where gas appliances are in use.

(k) that any defects to gas appliances are reported immediately. They should be clearly labelled as out of use until certified as safe to use by a competent person.

2. Safe System of work 
2.1 Accidents involving gas can have very serious consequences arising from either burns or explosion and carbon monoxide poisoning from waste products.

2.2 Any gas related incident shall be thoroughly investigated (either as the result of an HSE request after a RIDDOR or resulting from day to day monitoring).All responsible persons shall be made aware of such incidents and have the relevant input into the investigation, reporting and reviewing process.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

GENERAL RULES FOR THE CARE OF CHILDREN - A QUICK REMINDER

Tots and Toddlers Room 
1.	Ensure that the fire exit is unobstructed at all times.
2.	Do not put babies to sit or sleep in direct sunlight or draft.
3.	Wherever possible put crawling/walking babies in a cot to sleep (dependant on home routine).
4.	Do not take mugs of hot liquid into the room.
5.	NEVER give to babies food, bottles or dummies that are not their own.
6.	Dummies should be stored in individual plastic containers labeled with the child’s name.

Nappy Changing Room 
We ensure there are suitable hygienic changing facilities for changing any children who are in nappies or have accidents – children’s privacy is considered and balanced with safeguarding.
1.	Never leave the baby unattended on the changing mat.
2.	Ensure that nappies, creams, etc. used on a baby come only from its own box.
3.	Put soiled nappies in the nappy bags and tie securely before placing in the bin.
4.	Spray the changing mat with disinfectant cleaner and wipe dry with paper towel after every nappy change.
5.	Wash your hands after every nappy change, regardless of the use of gloves and aprons. 

Toilet Area 
Providers ensure there are adequate number of toilets and hand basins available WITH A SEPARATE TOILET FOR ADULTS.
1.	Do not allow children to play with the toilets.
2.	Insist that children wash their hands after using the toilet.
3.	If you have assisted with bottom wiping ensure that you wash your hands with antibacterial soap.
4.	When children have used the toilet, staff should spray the seat with anti-bac spray and wipe with toilet paper before flushing.
5.	If the floor gets wet it must be mopped dry to prevent slipping, using the relevant mop and bucket.

Laundry Room 
1.	Never allow any child into the room.
2.	Always ensure that the door is closed except when a member of staff is in there.
3.	Do not operate the boiler control.
4.	Only use the washing machine and dryer as instructed.
5.	Ensure floor is clutter free and the fire extinguisher behind the door is visible at all times as these are potential hazards.

Playrooms
1.	Ensure that the fire exit is unobstructed at all times.
2.	Always sweep/mop up sand/water as soon as possible after spillage to prevent accidents caused by slipping
3.	Before leaving room always ensure sufficient staff cover and communicate with team as to your whereabouts.

Kitchen
1.	  Never allow children into the room
2.	  Always sterilize bottles as instructed
3.	  Use only boiled water for making up bottles/baby drinks/feeds
4.	  Make up food and bottles in the manner instructed
5.	  Store any leftover food suitably covered and stored appropriately
6.	  Operate the electrical equipment in the manner instructed

Outside play area
1.	Always check the environment is safe for the children e.g. free of glass, nettles etc
2.	Always make sure the gates are locked
3.	Ensure that the children are supervised at all times – STAFF SHOULD BE APPROPRIATELY DISTRIBUTED AROUND THE PLAYGROUND

General
1.	Never allow any person you do not know, to take a child from nursery. Always check with the officer in charge to ensure that the person is an authorized collector
2.	Never allow children to go outside unaccompanied
3.	If any accidents result in injury to staff or children, they must be recorded in the accident log
4.	Any medicine given to any child must first be authorized by the parents and recorded in the medicine book
5.	The use of bad language within nursery is absolutely forbidden 
6.	Smoking on nursery premises is absolutely forbidden
7.	If you are ever unsure, even a little, of a child’s background e.g. possible allergies, ALWAYS check their records and speak to another member of staff.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Gifted and Talented Children Policy 

At Toddle In we plan our teaching and learning so that each child can aspire to achieve their full potential. 

The purpose of this policy is to help to ensure that we recognise and support the needs of those children in our nursery who have been identified as 'gifted' and/or 'talented' and extend their learning to challenge them further. 

'Gifted' refers to a child who has a broad range of achievement at a level well above average, typically in the more academic subjects; 
'Talented' refers to a child who excels in one or more specific fields, typically those that call for performance skills, such as sport or music, but who does not necessarily perform at a high level across all areas of learning.

With this in mind we will ensure all children are fully supported and challenged by: 
•	Working together with parents and carers to establish starting points on entry to nursery
•	Observing, assessing and planning activities in line with the individual child’s needs and interests
•	Providing challenging next steps to enhance the learning opportunities 
•	Working with the child’s school to provide activities that will stretch the child further in line with the child’s future curriculum 
•	Support transitions by providing key information to the next provision 

Gifted children in language and literacy: 
•	Are able to read and respond to a range of texts at a more advanced level
•	Use a wide vocabulary and variety of words in conversations and play
•	Are able to write fluently and with little support 

Gifted children in mathematics: 
•	Explore a broader range of strategies for solving a problem
•	Establish their own strategies for problem solving
•	Are able to manipulate numbers in a wide range of ways, e.g. adding, subtracting.

The management monitors all outcomes for children by tracking cohorts and individual children across the whole setting. This will include the gifted and talented children. Management will ensure that all children are progressing at an appropriate rate from their starting points through challenging and supportive activities and opportunities. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Grievance Policy and Procedure
 
Grievance Policy
A grievance is a concern, problem or complaint which may relate to your work, your working environment or your working relationships. A grievance procedure lets you make complaints to, or raise problems with Toddle In. Most problems that are encountered in the workplace can be resolved informally between you and your line manager. Having said this, there is a formal procedure that can be followed if it cannot be resolved informally. Details of the procedure are set out below. Please note however, that this procedure does not form part of your Contract of Employment with Toddle In and may be changed by Toddle In at any time.  If your grievance is about a breach of our equal opportunities policy such as victimisation, bullying, harassment or discrimination, you should refer to our Equal Opportunities policy (which sets out additional information about the procedure you should follow.) 

The Procedure
Informal stage: 
As most complaints and grievances can be resolved informally by discussion with your immediate line manager, the first stage in dealing with most problems is to book a meeting with them and talk about it. Dealing with problems in this way can often lead to a quick resolution, as your line manager may be able to resolve the matter directly. 

Stage 1: 
Sometimes you may not be able to resolve your grievance informally or the matter may directly concern your immediate line manager and you may not feel that it is appropriate to raise it with them. In these circumstances you should raise the matter in writing with your Deputy Manager/Manager. You are likely to find it helpful to raise any grievance as soon as possible after the event giving rise to your grievance (we suggest that it should normally be raised within 2 weeks). A hearing will then be arranged to discuss the matter. Wherever possible, the hearing will be scheduled to take place within 10 working days of your written grievance being received. You will be invited to attend that hearing to present your complaints and should bring with you any documents or witnesses you intend to rely on. Toddle In will consider and respond to your grievance in writing, normally within 10 working days after the hearing. 

Stage 2:
If you are dissatisfied with the outcome of the grievance hearing, you are entitled to raise the matter in writing with the next level of management (i.e. with the Manager of the person who heard stage 1). If you are in any way unsure about who to submit your grievance to, you should contact the Company Director. You should normally do this within 10 working days of being notified of the decision in stage 1 of the process but should not in any event delay unnecessarily. A hearing will then be arranged to discuss the matter with you. Wherever possible, this will be scheduled to take place within 10 working days of your written grievance being received by the manager dealing with it. You will receive a letter confirming the outcome of the grievance hearing, normally within 10 working days of the hearing. 

Stage 3:
If you remain dissatisfied with the outcome of the grievance process, you can write to the Director who will review your case. You should normally do this within 10 working days of being notified of decision in stage 2 of the process but should not in any event delay unnecessarily. The Director will obtain all the relevant records, record any additional information and reconsider the matter. If necessary, a further hearing will be arranged, but in any event, wherever reasonably practicable, a decision will be given within 20 working days of the date of referral. This decision will be final. 

Timelines
The timelines above are intended to be as a guideline although in most cases, we would expect the process to operate more quickly. However, there may be occasions where it may prove impossible to meet the timelines. This may include times where key participants in the process are not available due, for example, to holiday or where the matter is especially complex and requires detailed investigations. In these circumstances you will be told the date by which you can expect a response and every effort will be made to complete the process as quickly as is possible.  You must make all reasonable efforts to attend any grievance hearing in accordance with the procedure outlined above. If you fail to do so, Toddle In may proceed with the hearing in your absence. 

How to raise a grievance
For any of the formal stages (1-3) you should put your complaint in writing. You should: 
•	make clear that it is a formal complaint under the Toddle In's grievance procedure; 
•	give as much detail as possible about your complaint; 
•	sign and date your letter; 
•	when appealing in stages 2 or 3, state the reason why you disagree with the previous decision. 

Where the procedure is not workable because of your position or the nature of the complaint
If you feel that the procedure isn't appropriate in your circumstances, you should write to the Director (or Manager if the complaint is against the Director), stating that you wish to make a complaint and why the procedure would not be workable in your case. If we agree, we will put into place a different procedure for you to ensure that your grievance can be heard fairly. 
Representation
At any stage of the grievance procedure you are entitled to be accompanied by a work colleague. You may confer with your colleague during the course of the meeting, and he/she may address the meeting but may not answer questions on your behalf. 

Notes and Records
At each formal stage of the process records will be kept detailing any evidence collected, interviews conducted and decisions made. These notes will not be verbatim, but a record of the main points discussed in the meeting. A copy will be sent to all present to ensure accuracy.

This policy was adopted on	Signed on behalf of the nursery	Date for review	
			
POLICY FOR HANDLING AND SAFEKEEPING OF DBS DISCLOSURE INFORMATION
3.13 – 3.19 3.92 – 3.95

General
As an organisation using the Disclosure Barring Service (DBS) to assess applicant’s suitability for employment, which have regular contact with vulnerable young people, Toddle In Nursery complies fully with the DBS Code of Practice and undertakes to treat all applicants fairly. Any individual who will be working in the Nursery has to undertake appropriate checks including a Police check through the Disclosure Barring Service at an enhanced level.

Any positions are exempt from the non-disclosure of criminal convictions under the Rehabilitation of Offenders Act 1974, even if under the act, they would normally be regarded as “spent” The offer of any position of employment will be subject to a satisfactory DBS enhanced certificate.

Until the original copy of the enhanced certificate has been presented to the Senior Management Team the staff member will not be left in the sole care of any children within the setting, will not be allowed to change nappies, take children to the toilet or undertake any other personal care for any child within the nurseries care.

Staff that have a CRB that was issued before 01 July 2013 will be expected to renew this with a DBS certificate no later than 3 years after the DBS issue date. On renewal of the staffs DBS staff will be expected to sign up for the DBS update services or complete a DBS yearly.

The Nursery Manager will ensure that once a DBS has been completed the staff member’s name, certificate number, date of birth, verifier and issue date is recorded and retained on file.

All staff will be asked to sign up for the portable DBS (update service)and  will be subject to a yearly (or management’s discretion) online update check undertaken by the Senior Management Team, if the DBS certificate has been recorded as “no longer current” the staff member will be asked to renew their DBS within 5 working days at their cost.

Any disclosures or convictions will be dealt with in the strictest of confidence by the Senior Management Team. Failure to disclose a criminal conviction could lead to termination of employment.

In the event of an individual being employed and it is later identified that they have a criminal conviction, and then an urgent meeting will take place with the individual. Depending on the nature of the conviction, a decision will be made as to whether the individual is suitable to remain employed. Ofsted will be informed  if the employee is deemed unacceptable to work with children.
 
Secure storage, handling, use, retention and disposal of Disclosure and Barring Service (DBS) disclosures and disclosure information
•	General Principles:
We use the Disclosure and Barring Service (DBS) to check the suitability of applicants who work with or have contact with children. Toddle In Nursery Ltd complies fully with the DBS Code of Practice about the correct storage, handling, use, retention and disposal of disclosures and disclosure information. We also meet our obligations under the Data Protection Act 1998 and other relevant legislation about the safe storage, handling, use, retention and disposal of disclosure information.
•	Usage
Disclosure information is only used for the specific purpose for which it was requested and for which the applicant has given full consent.
•	Retention
Once we have made a decision about the suitability or fitness of an applicant or a recruitment decision, we do not keep disclosure information for any longer than necessary. In very unusual circumstances, we may keep disclosure information for up to six months. In this case we will consult the DBS about this and will fully consider the data protection and human rights of the person before doing this. Over this time we will meet the usual conditions about the safe storage and strictly controlled access of the disclosure information.
•	Disposal
When we reach a decision, or once the retention period has ended if this is later, we will make sure that we destroy any disclosure information immediately and securely by shredding. We will not keep any photocopy or other image of the disclosure or any copy or details of the contents of a disclosure after the retention period has ended. The only information we keep is a record of the date of issue of a disclosure, the name of the subject, the type of disclosure (standard or enhanced) and the job the
disclosure was requested for, the unique reference number and the suitability, fitness or recruitment decision.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY ON HARASSMENT & BULLYING AT WORK

Scope and Purpose of the policy

This policy relates to all staff of Toddle In. The nursery has a firm commitment to equality of opportunity and as such will not tolerate the harassment or bullying of one member of its community by another. The purpose of this policy is to assist in developing a working environment in which harassment & bullying are known to be unacceptable and where individuals have the confidence to complain about harassment & bullying should it arise, in the knowledge that their concerns will be dealt with appropriately and fairly. The policy outlines procedures to be followed if a member of staff feels they are being harassed or bullied in the course of their work or as a result of their employment by the nursery.

1 Our commitment

1.1 The nursery welcomes diversity and believes that every student and member of staff has a right to work and study in an environment, which encourages harmonious relationships. The nursery is committed to preventing harassment & bullying and it is the responsibility of all managers to make sure that their staff are aware of, and understand the context of, the Nursery's Harassment & Bullying Policy. In addition to its commitment to equal opportunity, the Nursery has a legal obligation under the Race Relations Act 1976, the Sex Discrimination Act 1975 and the Disability Discrimination Act 1995 to ensure that harassment on the grounds of someone's race, sex or disability does not take place at work. In addition, the Nursery has a duty of care towards its staff under the Health and Safety Act 1974.

1.2 Every member of staff is also personally liable under the Race Relations Act 1976, the Sex Discrimination Act 1975 and the Protection from Harassment Act 1997. Allegations of harassment & bullying will be treated very seriously by the Nursery and could result in disciplinary action being taken against the perpetrator. The Nursery will ensure that any member of staff raising a concern under this policy is not victimised as a result. 

1.3 As allegations of harassment & bullying are very serious, the Nursery will also treat very seriously any such allegations proven to be malicious and these are also likely to be the subject of disciplinary action.

2 What is harassment and bullying ?

2.1 Harassment & bullying can take a variety of different forms ranging from repeatedly ignoring a colleague or subjecting them to unwelcome attention, to intimidation, humiliation, ridicule or offence. More extreme forms of harassment & bullying include physical threats or violence. Harassment & bullying may consist of a single incident or a series of incidents. Behaviour that may appear trivial as a single incident, can constitute harassment or bullying when repeated, or in the context of the staff/manager/employee relationship. Harassment & bullying behaviour may not always be intentional, but is always unacceptable, whether intentional or not.

Some of the most prevalent forms of harassment & bullying include the following:
•	Sexual harassment can take the form of ridicule, sexually provocative remarks or jokes, offensive comments about dress or appearance, the display or distribution of 
sexually explicit material, unwelcome sexual advances or physical contact demands for sexual favours or assault.
•	Racial harassment is usually although not exclusively directed at people from ethnic minorities. It may include jokes about, or gratuitous references to a person's colour, race, religion, nationality. It can also include offensive remarks about dress, culture, or customs which have the effect of ridiculing or undermining an individual or fostering hatred and/or prejudice towards individuals or particular groups.
•	Harassment of people with disabilities can take the form of individuals being ignored, disparaged or ridiculed because of mistaken assumptions about their capabilities. Their disability rather than their ability can become the focus of attention and harassment can include inappropriate personal remarks, jokes or inappropriate reference to an individual's appearance.
•	Harassment on the grounds of a person's sexual orientation may be aimed at heterosexual people but is more usually experienced by gay men and lesbians, bisexual men and women. Examples of harassment relating to sexual orientation are homophobic remarks or jokes, offensive comments relating to a person's sexual orientation, threats to disclose a person's sexual orientation to others or offensive behaviour/abuse relating to HIV or AIDS status. The European Commission code of practice on sexual harassment points out that lesbians and gay men often encounter disproportionate levels of harassment relating to their sexual orientation. The response of lesbians and gay men to harassment may also be complicated by the fact that in order to complain about it or confront it, they may have to be open about their sexual orientation with work colleagues (perhaps for the first time).
•	Harassment on the grounds of gender identity may be aimed at transgender people, or people who have undergone, are undergoing, or intend to undergo gender reassignment. It is recognised that this is a separate issue unrelated to sexual orientation. It is unlawful already to discriminate against or harass anyone on these grounds under the Sex Discrimination (Gender Reassignment) Regulations 1999.
•	Bullying is the exercise of power over another person through negative acts or behaviours that undermine him/her personally and/or professionally. Bullying can be threatening, insulting, abusive, disparaging or intimidating behaviour which places inappropriate pressure on the recipient or has the effect of isolating or excluding them. Bullying can take the form of shouting, sarcasm, derogatory remarks concerning job performance or constant criticism. Bullying is to be distinguished from vigorous academic debate or the actions of a manager making reasonable (but perhaps unpopular) requests of his/her staff.

The above list of examples is not exclusive and harassment can also take place on the grounds of a person’s age, religion or any other characteristic that makes them different from the majority or from the person who harasses or bullies them. Although the terms 'harassment' and 'bullying' are not synonymous, the guidance in this policy document relates to both issues and the term 'harassment' will be used from this point onwards to encompass both.

3	Harassment - general principles

3.1	The over-riding principles in dealing with allegations or concerns of harassment are that they must be taken seriously, considered carefully and addressed speedily and where possible, in confidence.

3.2	A member of staff who feels that (s)he is the subject of harassment (either by a colleague, or anyone else whom they come into contact within the course of their work) may wish to make a note of incidents, dates, times and any witnesses, for future reference. Any member of staff who considers themselves to have been the subject of harassment has the right to be listened to and to be given informed advice on how the matter may be resolved. There are usually a number of options. Anyone who feels they have been harassed is likely to wish to speak to someone with whom they feel they share something in common. For this reason they should be able to approach one of a number of different people within the Nursery (see section 5.1 below). 

3.3	Should harassment occur in a group situation, the person in authority within the group has the responsibility to recognise harassment when it occurs and to take speedy action to stop it. It is important that it is made clear to the perpetrator that such behaviour is unacceptable to the Nursery and will not be tolerated. Silence or inaction can be seen as collusion and endorsement of such behaviour. If the person in authority is the harasser, others within the group should support the individual being harassed in taking action to report the harassment.

4 How will allegations of harassment be dealt with ?

4.1 	In the event that a member of staff considers that they are experiencing harassment they have a number of options open to them. They may be able to speak directly to the individual concerned or to write to him/her expressing their concerns and requesting that the harassing behaviour stop immediately. Alternatively, (or subsequently if they achieve no success) they may wish to talk to someone in order to obtain another perspective on the situation and to ensure that someone else knows about it and can take action with them to ensure that it stops. A final option is to make a formal complaint.

5 The Informal Approach

5.1	Members of staff wishing to seek advice or discuss concerns about harassment may approach their line manager or another manager/supervisor within the Nursery. All staff will have knowledge of and access to this policy. It is acknowledged that some members of staff may wish to seek either informal or formal advice from an appropriate representative.

5.2	Anyone approached by a member of staff who wishes to discuss the matter informally should
•	find a quiet place to discuss the issue confidentially and without interruption.
•	listen carefully to what they are being told and ensure that they understand the full facts.
•	when they are sure they understand and if they feel confident to do so, they should discuss the options open to the individual.

5.3	 Confidentiality is very important in dealing with cases of alleged harassment as experience shows that they will be much more difficult to resolve informally if information about the matter becomes common knowledge. Anyone approaching a manager for advice may however wish to be accompanied by a work colleague.

5.4	 If after having been approached, a manager wishes to seek advice on how to deal with an alleged case of harassment they should seek the agreement of the person who has confided in them to that course of action. Managers in such circumstances may consult the owner, who may then seek further confidential advice.

5.5 	Having heard the facts about the incident and the context of the action or behaviour that caused concern, there are a number of informal options available to the individual to resolve the matter. For example the person who has experienced harassment could talk to the individual on his/her own, or with a colleague accompanying him/her. The purpose of the conversation would be to make the alleged harasser aware of the way his/her behaviour has been perceived and ask him/her not to repeat it. Alternatively, the manager could facilitate a meeting between both parties to give the complainant the opportunity to talk to the alleged harasser and explain his/her view of the offending behaviour. Normally, the manager advising should not take action following an informal approach concerning harassment, without the agreement of the individual concerned.

5.6 	The action outlined above will be appropriate in many cases and will often be sufficient to resolve the matter. If however an informal approach does not achieve satisfactory results, or the nature of the incident(s) prompts the person who feels harassed to take a more formal approach, a formal complaint can be made in writing to the Manager. Complaints about a Manager should be made to owner.

6 A formal Complaint

6.1	 Formal action may be considered where informal action proves ineffective, or where a member of staff feels that an informal approach is not appropriate. A formal complaint must be registered in writing as soon as possible after the incident concerned, with the manager. It is however recognised that complaints of this nature may relate to cumulative actions taking place over a period of time.

6.2 	A formal complaint of Harassment should include the nature of the complaint, with reference to dates, times and places (where possible) in relation to a specific incident(s). The names of any witness(es) to the incident(s) should also be included.

7 Investigating a formal complaint

7.1 	On receipt, a formal complaint of harassment should be investigated by a panel, who will convene to examine the matter as soon as is practicable. The Panel will include the owner, two senior managers/supervisors and an independent advisor e.g. external personnel officer.

7.2 	The owner/manager will ensure that the alleged harasser is informed in writing of the complaint made against him/her and will ensure that all those attending a meeting of the Investigatory Panel are given sufficient notice in writing.

7.3 	A complaint of harassment may involve matters that are distressing or personal and which the complainant may find difficult to discuss in detail. The Panel will therefore conduct its meeting(s) with the utmost sensitivity. A written record of the meeting(s) will be made, which may be presented as evidence to any subsequent disciplinary hearing.

7.4 The role of the Panel will be to interview the complainant, the alleged harasser and any other relevant people such as named witnesses and to produce a report of its investigation outlining any proposals for action resulting from the Panel's findings. The outcome of the meeting will determine what action if any, needs to be taken. The record of the meetings of Investigatory Panels will be stored confidentially and will not be integrated with any individual's personal record file.

7.5 	Where an allegation is of a serious nature which amounts to gross misconduct under the Disciplinary Procedure relevant to the member of staff concerned, consideration will be given to immediate action under that procedure, which may include suspension of the alleged harasser
from work in accordance with agreed procedures. The procedures set out in this document do not inhibit any action that may be taken under the Nursery's Disciplinary Procedures.

7.6     The owner/manager will convey the outcome of an Investigatory Panel meeting in writing to the complainant, alleged harasser and the staff and will explain any actions resulting from it.

7.7	Following a formal harassment complaint, either party may be concerned about working with the other again. Due regard of such views should be taken into account and a transfer of one or both parties to another section of the nursery may be appropriate in some cases but cannot be guaranteed. Where an Investigatory Panel confirms a complaint of harassment, the transfer of the complainant would only take place with his/her agreement.

8.	Right of appeal

8.1	 If either the complainant or the alleged harasser feels that a formal investigation of a harassment complaint involving them has not been dealt with to their satisfaction, they may appeal in writing within 5 working days of receipt of the panel’s decision, stating the precise grounds for appeal The grounds of appeal may be as follows:
a)	the panel’s decision was unreasonable
b)	that the procedure was not followed.

Where an appeal is received, a meeting of the panel should be set up within 20 working days. The panel will decide whether to uphold or reject the appeal. The complainant will be given the opportunity to present their case, including all witnesses. The harasser or their representative will be given the opportunity to respond, including calling witnesses.

The panel will only receive such evidence or representations it deems relevant to the specified grounds of appeal.

The panel will not redo the initial investigation. Where the appeal includes interviewing or receiving evidence from an employee, he/she will also have the opportunity to be accompanied by a work colleague. The decision of the panel will be final.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

HEALTH AND SAFETY POLICY

H & S Officer –  Kaela Hollins-Wilkinson 
(also refer to Cleaning and Maintenance Policy; Health and Sickness Policy; Food Safety Policy;  Accident Policy; Medication Policy; Lone Working Policy; Fire and Evacuation Policy; Policy  Template on The Physical Environment; Smoking Policy; Policy on Stress; Outings Policy; Policy on Safety  Checks and Maintenance of equipment; Policy on Site Security, Intruders and Threats of  Violence)

It is the policy of Toddle In to take all measures which are reasonably practicable to:
•	Make children, parents and staff aware of health and safety issues and to minimize the hazards and risks to enable the children to thrive in a healthy and safe environment.
•	Ensure the health, safety and welfare of all persons at work and
•	Protect visitors to the premises and the public in general against risks to their health and safety which may arise from the nursery's daily activities.

All employees must:
•	Co-operate with supervisors and managers on health and safety matters
•	Not interfere with anything provided to safeguard their H & S
•	So far as is reasonably practical, safeguard the safety and welfare of persons they are supervising
•	Take reasonable care of their own H & S
•	Report all H & S concerns to an appropriate person

Management hereby undertake to provide necessary resources and seek the co-operation of all employees with a view to implementing the requirements of the Health & Safety at Work Act 1974.

Management undertake, so far as is reasonably practicable:
•	to provide and maintain systems of work that are safe and without risks to health;
•	to provide such information, instruction, training and supervision as is necessary to ensure the health and safety at work of all persons at work;
•	to maintain all parts of the building in a condition that is safe and without risks to health, including the means of access to and egress from such places of work, within the perimeter boundaries of the property, to which the Company have limited liability;
•	to provide and maintain a working environment for persons at work that is safe and without risks to health, with adequate arrangements for the welfare of such persons;
•	to define the responsibilities for all persons at work and consult all employees on all matters affecting their H & S;
•	to promote joint consultation and employee involvement in health and safety at work;
•	to identify any hazards which may exist and bring the attention of such hazards and the precautions necessary to the attention of persons at work;
•	to record and investigate accidents and cases of occupational ill-health;
•	to monitor health and safety performance on a regular basis;
•	to provide and maintain personal protective equipment where necessary,
•	to review this Statement of Health & Safety Policy as may be necessary and
•	to create a culture of ‘thinking safety’ where staff regularly bring forward any concerns/observations.

All persons at work
In this statement of Health and Safety Policy, 'all persons at work' includes managers and employees, the staff of contractors, parents, children, teachers, students and other visitors to the nursery.

Organisation and Arrangements for Implementing this Statement of Health & Safety Policy

Individual responsibility
The Company Director has ultimate responsibility for the health and safety at work of all persons at work in the nursery. The Nursery Manager, Deputy Manager and senior nursery nurses have responsibility for ensuring the health and safety of persons at work for whom they have responsibility in their designated area (room).

Legal requirements
The Company Director will take all necessary measures to ensure compliance by the company with regulations and legal duties. We have public liability and employers liability insurance. This certificate is displayed in reception.

Health and safety instruction and training
The Company Director is responsible for the identification of general and specific health and safety instruction and training needs of all persons at work in the nursery. Health and safety training will take place for employees at the time of induction. Records of this induction are kept in each employees file.

Health and safety information
The Company Director will ensure the dissemination of appropriate health and safety information to persons at work in the nursery. Such information will be readily available in the Policy Manual held in the office. The health and safety law poster are displayed in the staff room.

Joint consultation
The Company Director will ensure that there is an effective system for joint consultation with employees on health and safety-related issues.

Safe systems of work
Management recognise the need for formally developed and documented safe systems of work. Safe systems of work will be prepared and documented for those events or activities where there is a risk of injury or occupational ill-health. These procedures will be found in the Risk Assessment file held in the office. The need for new risk assessments is an ongoing process although all Risk Assessments will be reviewed in full on an annual basis.

Health and safety monitoring
Health and safety monitoring procedures, including safety audits will be undertaken by the Company Director and the Nursery Manager. A formal procedure, whereby persons at work may report hazards in their environment at work will be maintained and implemented.

Accident and ill-health reporting, recording and investigation
The Company will ensure there is an effective system for the reporting, recording and investigation of accidents, ill-health and sickness absence involving all persons at work in accordance with current legal requirements. All accidents are recorded in accident logs which are kept individually in each of the playrooms. All staff and volunteers know where it is kept and how to complete it. It is reviewed at least termly to identify any potential or actual hazards.

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 local office of the Health and Safety Executive:
•	work-related deaths 
•	major injuries
•	over-three-day injuries
•	work related diseases
•	dangerous occurrences (near miss accidents)

The person responsible for reporting serious accidents, diseases and dangerous occurrences (within RIDDOR guidelines) to the HSE and OFSTED, is Charlotte Goodwin or Leanne Birtwistle.
RIDDOR: 0845 300 99 23
OFSTED: 0300 123 1231

Children’s safety
•	Only persons who have been checked for criminal records by an enhanced disclosure from the Criminal Records Bureau and are registered with Ofsted as child carers have unsupervised access to the children, including helping them with toileting. 
•	Adults do not normally supervise children on their own. 
•	Adults supervise all children at all times. 
•	Whenever children are on the premises at least two adults are present.

Awareness raising
•	Our induction training for staff and volunteers includes a clear explanation of health and safety issues so that all adults are able to adhere to our policy and procedures as they understand their shared responsibility for health and safety.  The induction training covers matters of employee well-being, including safe lifting and the storage of potentially dangerous substances.
•	Records are kept of these induction training sessions and new staff and volunteers are asked to sign the records to confirm that they have taken part.
•	Health and safety issues are explained to the parents of new children so that they understand the part played by these issues in the daily life of the setting.
•	As necessary, health and safety training are included in the annual training plans of staff, and health and safety is discussed regularly at staff meetings.
•	We operate a no smoking policy.
•	Children are made aware of health and safety issues through discussions, planned activities and routines.

Safety of adults
•	Adults are provided with guidance about the safe storage, movement, lifting and erection of large pieces of equipment.
•	When adults need to reach up to store equipment or to change light bulbs they are provided with safe equipment to do so.
•	All warning signs are clear and in appropriate languages.
•	Adults do not remain in the building on their own or leave on their own after dark.
•	The sickness of staff and their involvement in accidents is recorded.  The records are reviewed termly to identify any issues that need to be addressed.
•	We keep a record of all substances that may be hazardous to health  - such as cleaning chemicals, or gardening chemicals if used. This states what the risks are and what to do if they have contact with eyes or skin or are ingested. It also states where they are stored (COSHH assessments in place.).
•	We keep all cleaning chemicals in their original containers.

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. 

Windows
•	Windows above the ground floor are secured so that children cannot climb through them.

Doors
•	We take precautions to prevent children’s fingers from being trapped in doors by using door stoppers and finger hinge guards

Floors
•	All surfaces are checked daily to ensure they are clean and not uneven or damaged.
•	Wet floor signs are displayed as and when necessary which is the responsibility of all staff.

Kitchen
•	Children do not have unsupervised access to the kitchen. 
•	All surfaces are clean and non-porous. 
•	There are separate facilities for hand washing and for washing up. 
•	Cleaning materials and other dangerous materials are stored out of children’s reach. 
•	When children take part in cooking activities, they are supervised at all times; 
•	Are kept away from hot surfaces and hot water; and 
•	Do not have unsupervised access to electrical equipment. 
•	Always wash hands under running water before handling food, Ensuring to use antibacterial soap and dry thoroughly with a paper towel. 
•	Wear a clean apron; make sure hair is tired back. 
•	Not be involved with the preparation of food if suffering from any infectious / contagious illness or skin trouble. 
•	Never cough or sneeze over food. 
•	Make sure surfaces are wiped down with anti-bacterial spray before preparation begins. 
•	Use cloths strictly for kitchen area only. 
•	Store food in the fridge correctly e.g. uncooked food on the bottom shelf and away from cooked food. 
•	Make sure that different utensils are used for each procedure e.g. Buttering bread- change knife before adding spread. 
•	Make sure different chopping boards are procedure e.g. raw food, cooked food, bread, fruit and vegetables. 
•	Before serving food to children make sure tables are wiped down with anti-bacterial spray. 
•	Keep food covered. 
•	Ensure that waste is disposed of property and out of reach of the children. Keep a lid on the dustbin and make sure hands are washed after using it. 
•	Wash fresh fruits and vegetables under running water before use. 
•	Keep all utensils clean and stored appropriately 
•	The kitchen lift will be examined every 12 months by an authorized lift inspector or immediately following a breakdown or any damage.

Electrical/gas equipment
•	All electrical/gas equipment conforms to safety requirements and is checked regularly. 
•	Our boiler/electrical switchgear/meter cupboard is not accessible to the children. 
•	Fires, heaters, electric sockets, wires and leads are properly guarded and the children are taught not to touch them. 
•	Storage heaters are checked daily to make sure they are not covered. 
•	There are sufficient sockets to prevent overloading. 
•	The temperature of hot water is controlled to prevent scalds. 
•	Lighting and ventilation are adequate in all areas including storage areas.

Storage
•	All resources and materials which children select are stored safely. 
•	All equipment and resources are stored or stacked safely to prevent them accidentally falling or collapsing.

Outdoor area
•	Our outdoor area is securely fenced. 
•	Our outdoor area is checked for safety, checked and cleared of rubbish and faeces from animals before it is used. 
•	Adults and children are alerted to the dangers of poisonous plants, herbicides and pesticides. 
•	Where water can form a pool on equipment, it is emptied before children start playing outside. 
•	Our outdoor sand pit is covered when not in use. 
•	All outdoor activities are supervised at all times. 
•	Supervisor inspects all outdoor equipment weekly for damage.

Hygiene
•	Our daily routines encourage the children to learn about personal hygiene. 
•	We have a daily cleaning routine for the Nursery / Pre-School, which includes playroom, kitchen, rest area, toilets and nappy changing areas. 
•	We have a schedule for cleaning resources and equipment, dressing up clothes and furnishings. 
•	The toilet area has a high standard of hygiene including hand washing and drying facilities and the disposal of nappies. 
•	We implement good hygiene practices by:
- Cleaning tables between activities;
- Checking toilets regularly;
- Wearing protective clothing – such as aprons and disposable gloves – as appropriate;
- Providing sets of clean clothes;
- Providing tissues and wipes; and
- Ensuring sole use of flannels and towels.

Activities
•	Before purchase or loan, equipment and resources are checked to ensure that they are safe for the ages and stages of the children currently attending the Nursery / Pre-School. 
•	The layout of play equipment allows adults and children to move safely and freely between activities. 
•	All equipment is regularly checked for cleanliness and safety and any dangerous items are repaired or discarded. 
•	All materials – including paint and glue – are non-toxic. 
•	Sand is clean and suitable for children’s play. 
•	Physical play is constantly supervised. 
•	Children are taught to handle and store tools safely. 
•	Children learn about health, safety and personal hygiene through the activities we provide and the routines we follow. 
 
Food and drink
•	Any staff that prepare and handle food receive appropriate training and understand – and comply with – food safety and hygiene regulations. 
•	All food and drink are stored appropriately. 
•	Adults do not carry hot drinks through the play area and do not place hot drinks within reach of children. 
•	Snack and mealtimes are appropriately supervised and children do not walk about with food and drinks. 
•	Fresh drinking water is available to the children at all times. 
•	We operate systems to ensure that children do not have access to food/drinks to which they are allergic. 
•	Check food and drink policy

Outings and visits
We have agreed procedures for the safe conduct of outings.
•	Procedures to be followed on outings are contained within our operational plan. 
•	A risk assessment is carried out before an outing takes place. 
•	Parents always sign consent forms before major outings. 
•	The children are appropriately supervised to ensure no child gets lost and that there is no unauthorised access to children. 
•	For those children remaining at Nursery / Pre-School, the adult to child ratio conforms to the requirements of the National Standards for Day Care.
   
Animals
•	Animals visiting the Nurseries / Pre-School are free from disease, safe to be with children and do not pose a health risk. 
•	Any Nursery or Pre-School pets are free from disease, safe to be with children and do not pose a health risk.

Fire safety
•	Fire doors are clearly marked, never obstructed and easily opened from inside. 
•	Our emergency evacuation procedures are approved by the Fire Safety Officer and are:
-  Clearly displayed on the premises;
-   Explained to new members of staff, volunteers and parents; and 
-  Practiced regularly at least once every six weeks. 
•	Records are kept of fire drills and the servicing of fire safety equipment.
•	Fire extinguishers are maintained and checked each year by Protec. 
•	Alarms and emergency lighting are checked each week by a member of the Management team. 
•	Emergency evacuations are performed every three months. 
•	A fire log is completed for all checks/drills.

Equipment
The Company Director and the Nursery Manager will ensure there is a satisfactory system for monitoring the safety of existing equipment, including the frequent examination, testing and maintenance of such equipment. Maintenance logs are available to all staff and are to be completed immediately when necessary. The presented logs are then presented to the management to rectify the issue.

First aid and medication
At least one member of staff with a current first aid training certificate (relevant to infants and young children) is on the premises or on an outing at any one time. The first aid qualification includes first aid training for infants and young children.
Our first aid kit:
•	Complies with the Health and Safety (First Aid) Regulations 1981; 
•	Is regularly checked by a designated member of staff (Kaela Hollins-Wilkinson) and re-stocked as necessary; 
•	Is easily accessible to adults; and 
•	Is kept out of the reach of children (in the office).

At the time of admission to the Nursery or Pre-School, parents’ written permission for emergency medical advice or treatment is sought. Parents sign and date their written approval.

Children’s prescribed drugs are stored in their original containers, are clearly labelled and are inaccessible to the children. Parents give prior written permission for the administration of medication. The administration is recorded accurately, and parents sign the record book to acknowledge the administration of a medicine.  If the administration of prescribed medication requires medical knowledge, individual training is provided for the relevant member of staff by a health professional. Only staff trained to at least Level 3 are authorised to administer medication.

Sickness
Our policy for the exclusion of ill or infectious children is discussed with parents. This includes procedures for contacting parents – or other authorised adults – if a child becomes ill at Nursery or Pre-School.
Ofsted is notified of any infectious diseases, which a qualified medical person considers notifiable.

Safety of adults
•	Adults are provided with guidance about the safe storage, movement, lifting and erection of large pieces of equipment. 
•	When adults need to reach up to store equipment or to change light bulbs they are provided with safe equipment to do so. 
•	All warning signs are clear and in appropriate languages. 
•	No single adult will remain in the building or leave the premises on their own after dark. 
•	The sickness of staff and their involvement in accidents will be recorded. The records are reviewed termly to identify any issues, which need to be addressed.

Records
In accordance with the National Standards for Day Care, we keep records of:
•	Adults  authorised to collect children from pre-school; 
•	The names and telephone numbers of emergency contacts in case of children’s illness or accident; 
•	The allergies, dietary requirements and illnesses of individual children; 
•	The times of attendance of children, staff, volunteers and visitors; 
•	Accidents and incidents 
In addition, the following policies and documentation in relation to health and safety are in place.

Welfare amenity provisions
Management will ensure that welfare amenity provision i.e. sanitation, hand washing, clothing storage, drinking water and facilities for taking meals are properly maintained.

Emergency Procedure
The company director will ensure that there is a formally established procedure to cover emergencies e.g. a fire.

Contractor’s activities
The Partnership and the Nursery Manager will ensure that there is an effective procedure for regulating the activities of small contracting activities on site and will ensure that no large contracting activity will be conducted during normal nursery hours.

Substances hazardous to health
The Nursery Manager, the Domestic Assistant and the Cook will ensure that all substances hazardous to health are identified and controlled in such a way as to prevent risk of injury or ill-health to all persons at work. COSHH assessments are available for all substances in nursery which may potentially be deemed as hazardous to health.
At all times our employees will co-operate fully in implementing health and safety initiatives. They will do everything possible to make sure injuries do not occur to themselves or to others.
We expect our employees to take responsible care of their own health and safety at all times.
We will act on the advice given by agencies such as Ofsted, environmental health and the fire brigade.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Sickness and Illness

At Toddle In we promote the good health of all children attending. To help keep children healthy and minimise infection, we do not expect children to attend nursery if they are unwell. If a child is unwell it is in their best interest to be in a home environment with adults they know well rather than at nursery with their peers. 

Procedures for children who are sick or infectious

Nits and head lice
•	Nits and head lice are not an excludable condition.
•	On identifying cases of head lice, all parents are informed and asked to treat their child and all the family if they are found to have head lice.

Toddle In recommends that no child attends the Nursery whilst suffering from a communicable disease and they should be excluded for the minimum periods recommended by public health. If your child has not been his/her normal self at home but is not showing signs of illness when you bring them to nursery, please mention it to the staff and let them know how best to contact you throughout the day.

Coughs and colds do not normally require the child to be excluded but this depends on the severity and how the child is able to cope with the Nursery routine. A child who is, or who appears to be, unwell may be refused admission.

Our procedures
In order to take appropriate action of children who become ill and to minimise the spread of infection we implement the following procedures: 
•	If a child becomes ill during the nursery day and requires 1:1 supervision or is not able to participate in daily nursery routine or activities, we will contact their parent(s), (after consultation with the manager or deputy) and ask them to pick up their child as soon as possible. We follow the guidance given to us by Public Health England (Health Protection In Schools and other childcare facilities) and advice from our local health protection unit on exclusion times for specific illnesses, e.g. sickness and diarrhea, measles and chicken pox, to protect other children in the nursery.  
•	If a child seems a little bit under the weather, but is managing to continue with the daily routine, we will courtesy call their parents and inform them their child is not 100%  and it will be the parents choice whether they come to collect their child. 
•	If a child is sent home from nursery (not if the parent opts to collect after a courtesy call) we will record in writing what has been observed so that the parents and the doctor can build up an accurate picture of the nature of the illness (see Sickness Log). Any improvement or worsening in the child's condition should be noted down while you stay with the child and offer comfort and reassurance. Any change must be reported to a Senior Staff member.
•	If a child has not been sent home but has had a courtesy call, we will not complete a sickness log, but we will make notes on the board in the room to refer to incase of their condition worsening and having to be sent home. Then we can use the information to complete the sickness log. 
•	Should a child have an infectious disease, such as sickness and diarrhea, they must not return to nursery until they have been clear for at least 48 hours. We inform all parents if there is a contagious infection identified in the nursery, to enable them to spot the early signs of this illness. We thoroughly clean and sterilise all equipment and resources that may have come into contact with a contagious child to reduce the spread of infection. Staff must abide by the policy that if a child has three very loose motions or vomits once, parents must be contacted and asked to collect their child immediately. The child should then be kept away from nursery for 48 hours following the last incident of sickness or diarrhea. However, we accept that there may be occasions when loose stools or vomiting do not necessarily indicate a stomach 'bug', for example, a change of diet, teething problems etc. Therefore, staff who are familiar with the child are advised to consider a broader assessment of the individual child and the circumstances, when making a decision as to whether to contact the parents. For example, does the child typically produce looser stools than 'normal'? Has the child been coughing excessively leading it to vomit? Does the child have a temperature or seem lethargic? If room staff are unsure as to whether to contact parents or not, advice from management should be sought. STAFF MUST ALWAYS WEAR DISPOSABLE LATEX GLOVES WHEN DEALING WITH BLOOD, URINE, FAECES OR VOMIT. HANDS SHOULD ALWAYS BE WASHED THOROUGHLY AFTER DEALING WITH SUCH A SITUATION, EVEN IF GLOVES HAVE BEEN WORN.
•	We notify Ofsted as soon as possible and in all cases within 14 days of the incident where we have any child or staff member with food poisoning
•	We have the right to refuse admission to a child who is unwell. This decision will be taken by the manager on duty and is non-negotiable
•	If a parent finds that their child has head lice we would be grateful if they could inform the nursery so that other parents can be 
•	alerted to check their child’s hair. 
•	If a child has a temperature of between 37.6C and 37.9C, we will attempt to bring their temperature down using natural cooling methods. 
•	Parents will always be informed if their child has a high temperature of 37.6C to 38.5C. Staff will continue to use natural cooling methods to reduce the temperature, if natural cooling methods are not successful, we will call the parent or carer and ask for permission to administer calpol or neurofen. We will continue to monitor the child’s temperature and take inform parents of any further action.  
•	If a child’s temperature reaches 38.6C the parents must be contacted and the child must be collected straight away. A dose of calpol or neurofen can be administered with parental consent whilst the parent is on their way. 
•	***CONJUNCTIVITIS UPDATE OCTOBER 2023***  As advised by a local GP, normal policy is now not to treat conjunctivitis unless it’s severe. Recent research also suggests that it is not necessary to keep children off nursery unless deemed a serious case. 
•	Chicken Pox. Children need to be absent from nursery until all the spots have dried and scabbed over,  After this the child may return to nursery.
•	Parents will also be contacted if their child develops a rash or suspected thrush. This will need to be checked out by a doctor whose advice should be followed. 

The child’s emergency contact should be called immediately in the following circumstances. NB. If the contact cannot be reached, the emergency services should be contacted or the child should be taken immediately to the nearest A & E department. Also refer to Emergency First Aid Policy.

•	Has a temperature of 38.6 deg C (101.4 deg F) which is not lowered by measures to reduce fever. The baby may look flushed or be pale but feel hot to the touch. Children will darker skin may look paler than usual and the eyes may lose their sparkle. Occasionally a high temperature may trigger a fit or a febrile convulsion.
•	Have severe or persistent vomiting and/or diarrhea, seems dehydrated or has projectile vomiting. Persistent, loose, watery or green stools can quickly dehydrate a baby
•	Drier nappies than usual due to passing little liquid may be a sign of dehydration
•	Loss of appetite – refusing 2 or more successive feeds may indicate illness
•	Passes motions containing blood
•	Has suspected ear infection with discharge or presenting with a high temperature and the baby pulling at their ears.
•	Excessive and persistent crying, differing from usual cries which cannot be comforted in the usual way.
•	Has bulging fontanel (soft spot on top of head) when not crying. Also, a sunken anterior fontanel can be a sign of dehydration, possibly after serious diarrhea/vomiting
•	Has croup symptoms. Cries or screams inconsolably as in severe pain.

The emergency services should be contacted immediately under the following circumstances:
•	Has symptoms of meningitis (headaches, drowsiness, confusion, fever, dislike of bright light, arching of neck, small red spots or bruises which do not fade with ‘glass test’
•	Is pale and does not respond to stimulation
•	Seizures (convulsions or fits) – during a seizure, a baby either goes stiff or jerks their arms and legs for a period lasting up to several minutes. Their eyes may roll up; they may go blue, dribble and become unresponsive.
•	Is limp and floppy, lacking energy and the normal muscle tone.
•	Has swallowed a poisonous substance or an object
•	Cannot be woken, is unusually drowsy or appears to be losing consciousness
•	Has been injured by a burn which blisters and covers more than 10% of the body.
•	Develops purple/red rash anywhere on the body.
•	Has difficulty breathing. If breathing becomes labored or noisy with a cough, the baby may have bronchitis or croup. 
•	Has inhaled something, such as a raisin, into the air passages and may be choking.

Meningitis procedure
If a parent informs the nursery that their child has meningitis, the nursery manager will contact the Local Area Infection Control (IC) Nurse. The IC Nurse will give guidance and support in each individual case. If parents do not inform the nursery, we will be contacted directly by the IC Nurse and the appropriate support will be given. We will follow all guidance given and notify any of the appropriate authorities including Ofsted if necessary.  
Transporting children to hospital procedure
The nursery manager/staff member must:
•	Call for an ambulance immediately if the sickness is severe. DO NOT attempt to transport the sick child in your own vehicle
•	Whilst waiting for the ambulance, contact the parent(s) and arrange to meet them at the hospital 
•	Redeploy staff if necessary to ensure there is adequate staff deployment to care for the remaining children. This may mean temporarily grouping the children together
•	Arrange for the most appropriate member of staff to accompany the child taking with them any relevant information such as registration forms, relevant medication sheets, medication and the child’s comforter 
•	Inform a member of the management team immediately
•	Remain calm at all times. Children who witness an incident may well be affected by it and may need lots of cuddles and reassurance. Staff may also require additional support following the accident.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Sickness Log
Name of Child:

Date and time that signs of illness were first noticed:

What appeared to be wrong (e.g. Did the child complain of pain? Did they vomit? Did they have a high temperature? Was there a rash? When did the last eat? Had they been coughing?)

	
What action was taken? E.g. taking the temperature, giving water etc.

What was the child’s reaction? Did they say anything?	
How have the child’s symptoms progressed?

Time:

Time:

	
Who was the illness reported to and when? (inc name of management informed and also child’s emergency contact)

	
Have any other children within the group/nursery experienced any similar symptoms?	
Outcome:

	
On return to nursery, what did the parents report with regards to the child’s condition at home?	
Staff signature:
Date	
Infection Control

At Toddle In we promote the good health of all children attending through maintaining high hygiene standards and reducing the chances of infection being spread. We follow the Health protection in schools and other childcare facilities guidance which sets out when and how long children need to be excluded from settings, when treatment/medication is required and where to get further advice from.  

Viruses and infections can be easily passed from person to person by breathing in air containing the virus, which is produced when an infected person talks, coughs or sneezes. It can also spread through hand/face contact after touching a person or surface contaminated with viruses.

We follow the guidance below to prevent a virus or infection from moving around the nursery. Our staff:
•	Encourage all children to use tissues when coughing and sneezing to catch germs
•	Ensure all tissues are disposed of in a hygienic way and all children and staff wash their hands once the tissue is disposed of
•	Develop children’s understanding of the above and the need for good hygiene procedures in helping them to stay healthy 
•	Wear the appropriate Personal Protective Equipment (PPE) when changing nappies, toileting children and dealing with any other bodily fluids. Staff are requested to dispose of these in the appropriate manner and wash hands immediately 
•	Clean and sterilise all potties and changing mats before and after each use
•	Clean toilets at least daily and check them throughout the day
•	Remind children to wash their hands before eating, after visiting the toilet, playing outside or being in contact with any animal and explain the reasons for this
•	Clean all toys, equipment and resources on a regular basis by following a comprehensive cleaning rota and using antibacterial cleanser or through washing in the washing machine
•	Wash or clean all equipment used by babies and toddlers as and when needed including when the children have placed it in their mouth 
•	Store dummies in individual hygienic dummy boxes labelled with the child’s name to prevent cross-contamination with other children
•	Store toothbrushes (where applicable) hygienically to prevent cross-contamination  
•	Immediately clean and sterilise (where necessary) any dummy or bottle that falls on the floor or is picked up by another child 
•	Provide labelled individual bedding for children that is not used by any other child and wash this at least once a week 
•	Ask parents and visitors to remove all outdoor footwear or use shoe covers when entering rooms where children may be crawling or sitting on the floor
•	Where applicable wear specific indoor shoes or slippers whilst inside the rooms and make sure that children wear them as well
•	Follow the sickness and illness policy when children are ill to prevent the spread of any infection in the nursery. Staff are also requested to stay at home if they are contagious.

In addition:
•	The nursery manager retains the right of refusal of all children, parents, staff and visitors who are deemed contagious and may impact on the welfare of the rest of the nursery 
•	Parents will be made aware of the need for these procedures in order for them to follow these guidelines whilst in the nursery 
•	Periodically each room in the nursery will be deep cleaned including carpets and soft furnishings to ensure the spread of infection is limited. This will be implemented earlier if the need arises
•	The nursery will ensure stocks of tissues, hand washing equipment, cleaning materials and sterilising fluid are maintained at all times and increased during the winter months or when flu and cold germs are circulating.

This policy was adopted on	Signed on behalf of the nursery	Date for review	
			
Immunisation

At Toddle In we expect that children are vaccinated in accordance with the government’s health policy and their age. We ask that parents inform us if their children are not vaccinated so that we can manage any risks to their own child or other children/staff/parents in the best way possible. The nursery manager must be aware of any children who are not vaccinated within the nursery in accordance with their age.

We make all parents aware that some children in the nursery may not be vaccinated, due to their age, medical reasons or parental choice. Our nursery does not discriminate against children who have not received their immunisations and will not disclose individual details to other parents. However, we will share the risks of infection if children have not had immunisations and ask parents to sign a disclaimer. 

We record, or encourage parents to record, information about immunisations on children’s registration documents and we update this information as and when necessary, including when the child reaches the age for the appropriate immunisations.

Staff vaccinations policy
It is the responsibility of all staff to ensure they keep up-to-date with their vaccinations, as recommended by the NHS vaccination schedule and keep the nursery informed. 

If a member of staff is unsure as to whether they are up-to-date, then we recommend that they visit their GP or practice nurse for their own good health. 

Emergency information
We keep emergency information for every child and update it every six months with regular reminders to parents in newsletters, at parents’ evenings and a reminder notice on the Parent Information Board.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Inclusion and Equality
 
EYFS: 1.12-1.19  3.76 	

Statement of intent

At Toddle In we take great care to treat each individual as a person in their own right, with equal rights and responsibilities to any other individual, whether they are an adult or a child. We are committed to providing equality of opportunity and anti-discriminatory practice for all children and families according to their individual needs. Discrimination on the grounds of gender, age, race, religion or belief, marriage or civil partnership, disability, sexual orientation, gender reassignment, pregnancy or maternity, ethnic or national origin, or political belief has no place within our nursery. 

A commitment to implementing our inclusion and equality policy will form part of each employee’s job description. Should anyone believe that this policy is not being upheld, it is their duty to report the matter to the attention of the nursery manager at the earliest opportunity. Appropriate steps will then be taken to investigate the matter and if such concerns are well-founded, disciplinary action will be invoked under the nursery’s disciplinary policy.

The legal framework for this policy is based on:
•	Special Education Needs and Disabilities Code of Practice 2024
•	Children and Families Act 2014
•	Equality Act 2010
•	Childcare Act 2016
•	Care Standards Act 2014
•	Special Educational Needs and Disability Act 2014.

The nursery and staff are committed to:
•	Recruiting, selecting, training and promoting individuals on the basis of occupational skills requirements. In this respect, the nursery will ensure that no job applicant or employee will receive less favorable treatment because of age, sex, gender reassignment, disability, marriage or civil partnership, race, religion or belief, sexual orientation, pregnancy or maternity/paternity
•	Providing a childcare place, wherever possible, for children who may have learning difficulties and/or disabilities or are deemed disadvantaged according to their individual circumstances, and the nursery’s ability to provide the necessary standard of care
•	Making reasonable adjustments for children with special educational needs and disabilities 
•	Striving to promote equal access to services and projects by taking practical steps (wherever possible and reasonable), such as ensuring access to people with additional needs and by producing materials in relevant languages and media for all children and their families
•	Providing a secure environment in which all our children can flourish and all contributions are valued
•	Including and valuing the contribution of all families to our understanding of equality, inclusion and diversity
•	Providing positive non-stereotypical information 
•	Continually improving our knowledge and understanding of issues of equality, inclusion and diversity
•	Regularly reviewing, monitoring and evaluating the effectiveness of inclusive practices to ensure they promote and value diversity and difference and that the policy is effective and practices are non-discriminatory
•	Making inclusion a thread which runs through the entirety of the nursery, for example, by encouraging positive role models through the use of toys, imaginary play and activities, promoting non-stereotypical images and language and challenging all discriminatory behaviour (see dealing with discriminatory behaviour policy).

Admissions/service provision
The nursery is accessible to all children and families in the local community and further afield through a comprehensive and inclusive admissions policy.  

The nursery will strive to ensure that all services and projects are accessible and relevant to all groups and individuals in the community within targeted age groups.

Recruitment
Recruitment, promotion and other selection exercises such as redundancy selection will be conducted on the basis of merit, against objective criteria that avoid discrimination. Shortlisting should be done by more than one person if possible.

All members of the selection group will be committed to the inclusive practice set out in this policy and will have received appropriate training in this regard. 

Application forms will be sent out along with a copy of the equal opportunities monitoring form. Application forms will not include questions that potentially discriminate on the grounds specified in the statement of intent.

Vacancies should generally be advertised to a diverse section of the labour market. Advertisements should avoid stereotyping or using wording that may discourage particular groups from applying. 

At interview, no questions will be posed which potentially discriminate on the grounds specified in the statement of intent. All candidates will be asked the same questions and members of the selection group will not introduce nor use any personal knowledge of candidates acquired outside the selection process. Candidates will be given the opportunity to receive feedback on the reasons why they were not successful.

Under the Equality Act 2010 you can only ask questions prior to offering someone employment in the following circumstances:
•	You need to establish whether the applicant will be able to comply with a requirement to undergo an assessment (i.e. an interview or selection test)
•	You need to establish whether the applicant will be able to carry out a function that is intrinsic to the work concerned
•	You want to monitor diversity in the range of people applying for work
•	You want to take positive action towards a particular group – for example offering a guaranteed interview scheme
•	You require someone with a particular disability because of an occupational requirement for the job.

The national College for Teaching and Leadership provides further guidance specific to working with children: 

Providers have a responsibility to ensure that practitioners have the health and physical capacity to teach and will not put children and young people at risk of harm. The activities that a practitioner must be able to perform are set out in the Education (Health Standards England) Regulations 2005. Providers are responsible for ensuring that only practitioners who have the capacity to teach remain on the staff team.

People with disabilities or chronic illnesses may have the capacity to teach, just as those without disabilities or medical conditions may be unsuitable to teach. Further information on training to teach with a disability is available from the DfE website.

Successful applicants offered a position may be asked to complete a fitness questionnaire prior to commencing the programme. Providers should not ask all-encompassing health questions but should ensure that they only ask targeted and relevant health-related questions, which are necessary to ensure that a person is able to teach.

Staff
It is the policy of Toddle In not to discriminate in the treatment of individuals. All staff are expected to co-operate with the implementation, monitoring and improvement of this and other policies. All staff are expected to challenge language, actions, behaviours and attitudes which are oppressive or discriminatory on the grounds specified in this policy and recognise and celebrate other cultures and traditions. All staff are expected to participate in equality and inclusion training.

Staff will follow the ‘Dealing with Discriminatory Behaviour’ policy where applicable to report any discriminatory behaviours observed. 

Training
The nursery recognises the importance of training as a key factor in the implementation of an effective inclusion and equality policy. All new staff receive induction training including specific reference to the inclusion and equality policy. The nursery will strive towards the provision of inclusion, equality and diversity training for all staff on a regular basis.

Early learning framework
Early learning opportunities offered in the nursery encourage children to develop positive attitudes to people who are different from them. It encourages children to empathise with others and to begin to develop the skills of critical thinking.

We do this by:
•	Making children feel valued and good about themselves
•	Ensuring that all children have equal access to early learning and play opportunities
•	Reflecting the widest possible range of communities in the choice of resources
•	Avoiding stereotypical or derogatory images in the selection of materials
•	Acknowledging and celebrating a wide range of religions, beliefs and festivals
•	Creating an environment of mutual respect and empathy
•	Helping children to understand that discriminatory behaviour and remarks are unacceptable
•	Ensuring that all early learning opportunities offered are inclusive of children with learning difficulties and/or disabilities and children from disadvantaged backgrounds 
•	Ensuring that children whose first language is not English have full access to early learning opportunities and are supported in their learning
•	Working in partnership with all families to ensure they understand the policy and challenge any discriminatory comments made
•	Ensuring the medical, cultural and dietary needs of children are met
•	Identifying a key person to each child who will continuously observe, assess and plan for children’s learning and development
•	Helping children to learn about a range of food and cultural approaches to mealtimes and to respect the differences among them.

Information and meetings
Information about the nursery, its activities and their children’s development will be given in a variety of ways according to individual needs (written, verbal and translated), to ensure that all parents can access the information they need.  

Wherever possible, meetings will be arranged to give all families options to attend and contribute their ideas about the running of the nursery.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

PROCEDURE FOR INDUCTION OF NEW STAFF TO NURSERY
EYFS 3.33 3.6 3.13

The following steps must be carried out in respect of all new staff:

•	The new member of staff must be given a tour of the nursery showing fire exits, fire equipment, fire evacuation procedure and location of first aid boxes.

•	The new member of staff must be shown the policies of the nursery and asked to read them

•	The nurseries policy on confidentiality and sickness must be discussed and signed to indicate agreement

•	Conditions of employment and contract must be discussed – working hours, pay, holidays and procedures to follow in the event of illness

All of this will form part of the new colleagues induction file which we will need to refer to throughout the induction period.

The following targets are set for members of staff:

 – a new member of staff will be given the staff handbook including induction form, to complete in the first two weeks. The new member of staff will be expected to read through some of the policies, familiarize themselves with some of the routines in the nursery and introduce themselves to parents
 – new staff will be expected to learn the routine of the room they are in and read some more policies
– new staff will be expected to hand in the completed staff induction form and start to take on some of the roles and responsibilities in the room
 – new staff will be expected to begin to complete the medicine book and accident book under supervision
– new staff will be expected to be able to start talking to the parents about their child’s day
– new staff will be able to work as part of the team to ensure the daily routine is followed and to feel comfortable to put forward ideas to other staff members.

Regularly during the first six weeks, the member of staff in charge will talk to the new staff member informally to discuss how they are getting on and to discuss any problems.

After  six months there will be an in depth interview with the member of staff in charge and the new staff member to discuss whether the probationary period will be extended or terminated.

This policy was adopted on	Signed on behalf of the nursery	Date for review	
			
Intimate Care 

EYFS: 3.86	

At Toddle In we believe that all children need contact with familiar, consistent carers to ensure they can grow and develop socially and emotionally. At times children need to be cuddled, encouraged, held and offered physical reassurance. 

Intimate care routines are essential throughout the day to meet children’s basic needs. This may include nappy changing, supporting children with toileting, changing clothes, and giving first aid treatment and specialist medical support, where required. 

In order to maintain the child’s privacy, we will carry out the majority of these actions on a one-to-one basis, wherever possible, by the child’s key person with the exception of first aid treatment which must be carried out by a qualified first aider.  

We wish to ensure the safety and welfare of children during intimate care routines and safeguard them against any potential harm as well as ensuring the staff member involved is fully supported and able to perform their duties safely and confidently. We aim to support all parties through the following actions: 
•	Promoting consistent and caring relationships through the key person system in the nursery and ensuring all parents understand how this works
•	Ensuring all staff undertaking intimate care routines have suitable enhanced DBS checks
•	Training all staff in the appropriate methods for intimate care routines and arranging specialist training where required, i.e. first aid training, specialist medical support
•	Ensuring children are afforded privacy during intimate care routines whilst balancing this with the need to safeguard children and staff. No nappies will be changed or intimate routines take place behind closed doors. Children who are changed in the Tots or Toddlers bathroom have two changing tables which are situated to ensure a staff member will be standing in front of them to support dignity and respect and to safeguard them. Nappy changing in the preschool bathroom will be done on a changing mat placed at floor level. The children will be changed behind a “waist high” screen in cubicle 1. This will ensure privacy at all times.
•	All changing mats will be wiped down with disinfectant spray and a clean cleaning cloth.
•	Conducting thorough inductions for all new staff to ensure they are fully aware of all nursery procedures relating to intimate care routines
•	Following up procedures through supervision meetings and appraisals to identify any areas for development or further training
•	Working closely with parents on all aspects of the child’s care and education as laid out in the Parent and Carers as Partners Policy. This is essential for intimate care routines which require specialist training or support. If a child requires specific support the nursery will arrange a meeting with the parent to discover all the relevant information relating to this to enable the staff to care for the child fully and meet their individual needs
•	Ensuring all staff have an up-to-date understanding of safeguarding/child protection and how to protect children from harm. This will include identifying signs and symptoms of abuse and how to raise these concerns as set out in the safeguarding/child protection policy
•	Operating a whistleblowing policy to help staff raise any concerns about their peers or managers; and helping staff develop confidence in raising worries as they arise in order to safeguard the children in the nursery
•	Conducting working practice observations on all aspects of nursery operations to ensure that procedures are working in practice and all children are supported fully by the staff. This includes intimate care routines
•	Conducting regular risk assessments on all aspects of the nursery operation including intimate care and reviewing the safeguards in place. The nursery has assessed all the risks relating to intimate care routines and has placed appropriate safeguards in place to ensure the safety of all involved.

If any parent or member of staff has concerns or questions about intimate care procedures or individual routines, please see the manager at the earliest opportunity. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

KEY PERSON POLICY
EYFS 3.41

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

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

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

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

The procedures set out a model for developing a key person approach that promotes effective and positive relationships for children who are in settings.

Procedures
•	We always try to allocate a key person before the child starts. In some cases this may be delayed or changed due to the relationships your child builds with members of staff.
•	The key person is responsible for the induction of the family and for settling the child into our setting.
•	The key person offers unconditional regard for the child and is non-judgmental.
•	The key person works with the parent to plan and deliver a personalised plan for the child’s well-being, care and learning.
•	The key person acts as the key contact for the parents and has links with other carers involved with the child.
•	A key person is responsible for developmental records and for sharing information on a regular basis with the child’s parents to keep those records up-to-date, reflecting the full picture of the child in our setting and at home.
•	The key person encourages positive relationships between children in her/his key group, spending time with them as a group each day.
•	We promote the role of the key person as the child’s primary career in our setting, and as the basis for establishing relationships with other staff and children.

To help develop a strong bond with their key children, staff should:
•	Be a welcoming face for the children each day
•	Get down on the child’s level when talking together
•	Talk together a lot
•	Smile and use a friendly tone
•	Make frequent use of the child’s name
•	Sit down and share activities together
•	Where possible, stay and play for an extended period of time
•	Show an interest in the child’s choice of toys/resources, or any interests that he/she expresses.

This does not mean that they have to trail after their key children all day. Staff will still work with all the children, not just their key children.

PLEASE NOTE THAT ALTHOUGH WE OPERATE THE KEY PERSON SYSTEM, AS THE CHILD BECOMES SETTLED, WE ENCOURAGE THE CHILD TO FORM AND STRENGTHEN THEIR RELATIONSHIPS WITH OTHER MEMBERS OF STAFF, BOTH IN THEIR ROOM AND THROUGHOUT NURSERY. 

WE BELIEVE THAT THIS HAS A POSITIVE EFFECT ON THE CHILD’S PERSONAL DEVELOPMENT AND EMOTIONAL STABILITY WITHIN THE NURSERY SETTING. THIS IS DUE TO THE FACT THAT AS IS SOMETIMES THE CASE, STAFF ARE OFF SICK, ON HOLIDAY, ON MATERNITY LEAVE ETC .  IF A CHILD HAS BONDED WITH THEIR KEY WORKER AND CO-KEY WORKER ONLY, AND THESE STAFF ARE THEN ABSENT FROM THE SETTING, WE BELIEVE THAT THIS WOULD CAUSE UNNECESSARY DISTRESS TO THE CHILD.

IF HOWEVER THE CHILD HAS FORMED SIGNIFICANT RELATIONSHIPS WITH OTHER STAFF, THEN THE SHORT TERM OR PROLONGED ABSENCE OF THEIR KEYWORKER, OR WHEN REQUIRED, A CHANGE OF KEYWORKER, WOULD CAUSE MINIMAL EMOTIONAL UPSET. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	
			
Late Collection and Non-Collection

At Toddle In we expect all parents to abide by their set session times to collect their child from the nursery. We give parents information about the procedures to follow if they expect to be late. These include: 
•	Agreeing a safety password with the nursery in advance to be used by anyone collecting a child who is not the parent (designated adult)
•	Calling the nursery as soon as possible to advise of their situation
•	Asking a designated adult to collect their child wherever possible
•	Informing the nursery of this person’s identity so the nursery can talk to the child if appropriate. This will help to reduce or eliminate any distress caused by this situation
•	If the designated person is not known to the nursery staff, the parent must provide a detailed description of this person, including their date of birth and/or address where known. This designated person must know the individual child’s safety password in order for the nursery to release the child into their care. This is the responsibility of the parent.
•	The nursery must not release the child to an unauthorised person, even if the collection is late, unless an authorised person telephones to state that because of an emergency a different person will be collecting and provides the aforementioned information.

If a child has not been collected from the nursery after a reasonable amount of time (15 minutes) has been allowed for lateness, we initiate the following procedure:
•	The nursery manager will be informed that a child has not been collected
•	The manager will check for any information regarding changes to normal routines, parents’ work patterns or general information. If there is no information recorded, the manager will try to contact the parents on the telephone numbers provided for their mobile, home or work. If this fails the manager will try the emergency contacts shown on the child’s records
•	The manager/staff member in charge and one other member of staff must stay behind with the child (if outside normal operating hours). During normal operating times, the nursery will plan to meet required staff ratios. If the parents have still not collected the child, the manager will telephone all contact numbers available every 10 minutes until contact is made. These calls will be logged on a full incident record
•	In the event of no contact being made after one hour has lapsed, the person in charge will ring the local authority children’s social services emergency duty team 
•	The two members of staff will remain in the building until suitable arrangements have been made for the collection of the child
•	Under no circumstances should staff go and look for the parent or take the child home with them.
•	The child’s welfare and needs will be met at all times and to minimise distress staff will distract, comfort and reassure the child during the process
•	In order to provide this additional care a late fee of £5.00 per 5 minutes or any part of will be charged to parents. This will pay for any additional operational costs that caring for a child outside their normal nursery hours may incur. 
•	A record will be kept of all children who are not collected by the due time. This will note the date, the time at which the child was collected, who collected the child, and the reason given.

Contact numbers:
Name	Contact No	
Social Services Emergency Duty Team	0300 123 6720	
Ofsted 	0300 123 1231	

This policy was adopted on	Signed on behalf of the nursery	Date for review	

CONSENT/DISCLASIMER FOR THE COLLECTION OF A CHILD FROM NURSERY BY AN INDIVIDUAL UNDER THE AGE OF 16 YEARS

I, ………………………………………………………………………………………………………….. as the parent of ………………………………………………………………………………………., consent for 

my child to be collected from nursery by ……………………………………………………………………………………………………. who is 16 or under?

I accept that I have been advised of Toddle In’s policy and recommendations for my child to be collected only by a named person age 16 or 

over.

I therefore accept that Toddle In are not accountable in any way for any consequences resulting in this collection and I as a parent of the aforementioned child, take full responsibility for any accidents or incidents which may occur to my child after having left the nursery premises whilst in the care of the aforementioned person.

Signature of parent: …………………………………………………………………………………….

Print Name: ……………………………………………………………………………………………………..

Date: ………………………………………………………………………

Lock Down Policy Procedures EYFS 3.80

 Lockdown Procedure To be followed in the event of a local threat, terrorist attack or other emergency which may result in the nursery being placed into ‘lockdown’. The care and security we provide to each child, parent and staff member is paramount. As an Ofsted Registered Nursery, we will do everything within our powers to protect, comfort and support the children in our care in the event of a major incident, National/Local Emergency or Terrorist Attack. 
If we are involved or caught up in the incident, we will comply fully with the instructions from the emergency services and reassure the children in our care.
 In the event of advice from police or emergency services to ‘lock down’ we will follow this procedure until the emergency services arrive: Upon Alert to Lockdown: (a whistle will alert 3 blows) any staff/children in the playground will hear the fire alarm sound)
 - Stay calm 
- Any children and staff in the playgrounds will move directly inside using the fastest possible route or leave the playground gate and gather at Birtwistle Hyde Park car park
- If a group is in the sensory room  they will gather in the centre of the room  away from windows and doors (inside the den).
 - Groups in the nursery building will assemble on the corridors away from windows and doors. 
- Children will be seated on the floor. 
- Calmness is essential from all staff and children.
 - At least one staff member will remain with the children at all times. 
- The room leader will deploy the remaining staff as she sees fit to take the following action:
 - All doors and windows will be secured.
 - Blinds will be drawn down.
 - A mobile phone and/or landline will be used to call the emergency services (telling them that we are a nursery school and giving them the number of children and adults on the premises). 
- If appropriate, we will tune in to a local TV or radio station for more information. 
- If appropriate we may telephone our Area Safeguarding Advisor and/or Local Authority.
 - Staff will not use mobile phones or landlines to make non-essential calls. 
- If the fire-alarm is activated, everyone will remain where they are and await further instructions from emergency services unless there is a fire is in the immediate vicinity (in which case move to the next room/area following our usual fire procedures). 
Be Alert: 
- The door will not be opened once it has been secured until we are officially advised ‘all clear’ or are certain it is emergency services at the door.
 - Restrict movement about the building as much as possible, keeping all routes clear. 
- If possible and once we are sure the situation is not a false alarm, an email or text message will be sent to parents along the following lines: “Due to an incident we have been advised by the emergency services to secure the premises and stay put until we are given the ‘all clear’. Please do not attempt to collect your child until it is safe to do so. We will let you know as soon as we are able when that is likely to be. In the meantime we need to keep our telephone lines clear and would appreciate your cooperation in not calling unless it is absolutely vital that you speak to us.”
 Following the lockdown:
 - We will cooperate with the emergency services to help with an orderly evacuation. 
- The Register and Parents’ Emergency Contact details will accompany the staff and children at all times.
 - Staff who have witnessed any incident will need to tell the police what they saw. 
Other Emergencies/Incidents not directly affecting the nursery: 
If a parent is caught up in an incident (ie. one not affecting the nursery), we will continue to look after your child until you are able to return or a person nominated is able to collect them. We will try our best to keep in contact by landline, mobile or email. 
We understand that during major incidents the mobile phone networks are often not available and even landlines can be cancelled to free up communication systems for the emergency services. We will however attempt to contact you on a regular basis and ask that you try to do the same. We will keep up to date on the situation using any media source available to us, radio, television, internet etc. We will endeavour to protect your child from information that may alarm or distress them.
Procedure to follow in the event of an armed or dangerous intruder entering the building: A Continuous whistle sound will blow
• Call the police immediately (Explain that you are calling from a nursery school, and tell them how many children and adults are present) 
• Is there a safe route out? Can you get there without exposing yourself to greater danger? If the location of the intruder is known, and there is safe passage available out of the building, the children should be led, in SILENCE, out of the building away from the intruder. Or through the fire escape and. Be aware if there is more than one intruder in the building.
 • Do not insist everyone leaves together. 
• Leave all belongings behind.
 • Do not assemble close to the building – identify a safe place to gather (in line with our fire procedure move safely to Birtwistle  Hyde park off spring Lane).
 • Take advice from the police, if possible, when outside the building
 • If there is no safe route - children and staff to stay in their respective rooms. Those in the playgrounds to move quickly to exit the premises without entering the building, via the safest route (side gate to car park fire exit to spring lane).
 • Close the doors and lie low, encourage children to lie under the tables, away from windows and doors. Lock / barricade yourself in. In case of any doubt, there should be no movement and wait for the police to arrive to contain and manage the situation.
 • Once in a safe place – call parents using the emergency contacts list.

Lone Working Policy

At Toddle In we aim to ensure that no member of the team is left alone working in either a room alone or within the building at any time. However there may be occasions when this isn’t always possible due to:
•	Toilet breaks 
•	Lunch cover
•	Nappy changes 
•	Comforting a child that may be unwell in a quiet area 
•	Following a child’s interest, as this may lead staff away with a child to explore an area
•	Supporting children in the toilet area that may have had an accident 
•	The duties some team members have, e.g. management, opening and closing the setting, carrying out cleaning or maintenance at the settings and staff operating outside operating hours. 

We always ensure that our staff: child ratios are maintained. 

It is the responsibility of both the employee and their manager to identify the hazards and minimise the risks or working alone.

Considerations when deciding on lone working include how lone workers manage with a variety of tasks such as talking to parents and supervising activities whilst maintaining the safety and welfare of children and ensuring that each member of staff required to work alone has the training and/or skills for the role; e.g. paediatric first aid certificate, child protection/safeguarding training and competency, food hygiene training and if children younger than school reception age are present; hold a level 3 qualification. 

Public liability insurance for lone working will be sought where applicable. 

Employees/managers’ responsibilities when left in a room alone include ensuring:
•	To complete a risk assessment for staff working alone
•	Ratios are maintained 
•	There is someone to call on in an emergency if required 
•	The member of staff and children are safeguarded at all times (relating to additional policies as above). 

Employee’s responsibilities when left in the building alone:
•	To make a member of the management aware of when they are working and make plans to check in at their expected time of completion of the work
•	To ensure they have access to a telephone at all times in order to call for help if they need it, or for management to check their safety if they are concerned
•	Ensure that the building remains locked so no one can walk in unidentified 
•	Report any concerns for working alone to the management as soon as is practicably possible.
 
Management’s responsibilities when left in the building alone:
•	To ensure staff working alone are competent and confident to carry out any safety procedures e.g. fire evacuation
•	To ensure that the employee has the ability to contact them or a member of the team event if their lone working is outside normal office hours (i.e. access to a phone, contact numbers of someone they can call)
•	To check that the employee has someone they can contact in the event of an emergency, and the numbers to call   
•	To ensure that employees have the ability to access a telephone whilst lone working 
•	If reporting in arrangements have been made and the employee does not call in, to follow it up.

Risk assessments are also completed for these occasions including hazards and risks and how these are controlled. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

LONE WORKING CONSENT

I confirm that I have read and understood the Lone working policy and understand that if I do not abide by the recommendations made in this policy, Toddle In cannot be held responsible for any consequences resulting in this.

Signed: …………………………………………………………………

Print: ………………………………………………………………………

Date: ………………………………………………………………………
Looked After Children 

EYFS: 1.19	

At Toddle In we are committed to providing a welcoming and inclusive quality environment for all children and families. 

Definition and legal framework 
The description ‘looked after’ is generally used to describe a child who is looked after by the local authority. This includes children who are subject to a care order or temporarily classed as looked after on a planned basis for short breaks or respite care. Most looked after children will be cared for by foster carers with a small minority in children’s homes, looked after by family members or even placed back within the family home. 

The term 'looked after child' denotes a child's current legal status. The nursery never uses this term to categorise a child as standing out from others or refers to a child using acronyms such as LAC.

The legal framework for this policy is underpinned by or supported through: 
•	Childcare Act (2006)
•	Children Act (1989 and 2004) 
•	Adoption and Children Act (2002) 
•	Children and Young Persons Act (2008)
•	Children and Families Act (2014)
•	Children and Social Work Act (2017).

Our policy
Our nursery treats each child as an individual. We recognise that for young children to get the most out of educational opportunities they need to be settled appropriately with their carer. We will discuss with the child’s carer, and social worker where applicable, the length of time the child has been with the carer before they start nursery to establish how secure the child feels and whether they are ready to be able to cope with further separation, a new environment and new expectations made upon them.

We are aware that there are a number of reasons why a child may go into care and these reasons may or may not include traumatic experiences or abuse. All our practitioners are committed to doing all they can to support all children to achieve their full potential. The nursery staff team are all trained to understand our safeguarding policy and procedures. Additional training to support children’s individual needs will be planned for where appropriate. Practitioners are supported by management at all times and we have an open door policy if they need to discuss any sensitive issues regarding the child. 

Where applicable, we contribute to any assessment about the child, such as those carried out under local authorities’ assessment frameworks or Early Help Assessment (EHA) and to any multi-agency meetings, case conferences or strategy meetings in relation to the child’s learning and development. The designated person for looked after children and/or the child’s key person will attend meetings as appropriate.

The designated person for ‘looked after children’ is Charlotte Goodwin 

Each child is allocated a key person. The key person will support the child initially with transition and settling in and then continue to support and build up a relationship with the child, carers and any other agencies involved. Regular contact will be maintained with the carers throughout the child’s time at the nursery and with the social worker or other professionals (where applicable). 

The key person will carry out regular ongoing practice such as observations to build up a picture of the child’s interests, and plan activities accordingly to support the child’s stage of learning and development and interests. This information will be shared with carers and other professionals as appropriate as well as any concerns surrounding their developmental stages.

Where necessary we will develop a care plan with carers and professionals. This will include: 
•	The child's emotional needs and how they are to be met
•	How any emotional issues and problems that affect behaviour are to be managed?
•	The child's sense of self, culture, language/s and identity - how this is to be supported
•	The child's need for sociability and friendship
•	The child's interests and abilities and possible learning journey pathway
•	How any special needs will be supported?

In addition, the care plan may also consider: 
•	How information will be shared with the foster carer and local authority (as the 'corporate parent') as well as what information is shared with any other organisation or professionals and how it will be recorded and stored
•	What contact the child has with his/her birth parent(s) and what arrangements will be in place for supervised contact. If this is to be in the setting, when, where and what form the contact will take will be discussed and agreed
•	Who may collect the child from nursery and who may receive information about the child? 
•	What written reporting is required
•	Wherever possible, and where the plan is for the child to return to their home, the birth parent(s) should be involved in planning
•	With the social worker's agreement, and as part of the plan, whether the birth parent(s) should be involved in the setting's activities that include parents, such as outings, fun days etc. alongside the foster carer.

Where applicable, we will complete a Personal Education Plan (PEP) for any children aged three to five in partnership with the social worker and/or care manager and carers. We will also attend all appropriate meetings and contribute to reviews. 
The key person and designated ‘looked after’ person Charlotte Goodwin will work together to ensure any onward transition to school or another nursery is handled sensitively to ensure that this is as smooth as possible and all necessary information is shared. The child’s individual file, including observations, photographs and pieces of artwork and mark making will be passed on to the carer at this stage. 

Key contact details:

Organisation 	Contact Number 	
Pendle CAPPS 	01282 873090	
Children’s social care team 	0300 123 6720	

Private Fostering
Private fostering is an arrangement made between the parent and the private foster carer, who then becomes responsible for caring for the child in such a way as to safeguard and promote their welfare. 

A privately fostered child is a child under the age of 16 (18 if a disabled child) who is cared for and provided with accommodation etc. for more than 28 days and where the care is intended to continue by someone other than:
•	The parents
•	A person who is not a parent but has parental responsibility
•	A close relative
•	The Local Authority.

It is a statutory duty for us to inform the local authority where we are made aware of a child who may be subject to private fostering arrangements. We will do this by contacting the local authority children’s social care team. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Lost Child Procedure from Nursery 

There are a limited number of situations where a child could be lost and these are:

•	Where a child wanders off on a nursery outing or when off site (see Outings Policy)

•	Where a child escapes from the outdoor play area

•	Where a child is taken from the nursery by an unapproved adult (see procedures for answering the door and for the collection of children)

At Toddle In we are committed to promoting children’s safety and welfare. In the unlikely event of a child going missing within/from the nursery, we have the following procedure which will be implemented immediately:

•	All staff will be aware of the procedure when a child goes missing and supply information to support the search, e.g. a recent photograph and a detailed description of clothing, when and where they were last seen
•	The nursery manager will be informed immediately and all staff present will be informed. Some staff will be deployed to start an immediate thorough search of the nursery, followed by a search of the surrounding area, whilst ensuring that some staff remain with the other children so they remain supervised, calm and supported throughout
•	Specifically check doors and gates to see if there has been a breach in security.
•	The manager will call the police as soon as they believe the child is missing and follow police guidance. The parents of the missing child will also be contacted
•	A second search of the area will be carried out
•	During this period, available staff will be continually searching for the missing child, whilst other staff maintain as near to normal routine as possible for the rest of the children in the nursery
•	The manager will meet the police and parents
•	The manager will then await instructions from the police
•	In the unlikely event that the child is not found the nursery will follow the local authority and police procedure
•	Any incidents must be recorded in writing as soon as practicably possible including the outcome, who was lost, time identified, notification to police and findings
•	Ofsted must be contacted and informed of any incidents
•	With incidents of this nature parents, carers, children and staff may require support and reassurance following the traumatic experience. Management will provide this or seek further support where necessary 
•	In any cases with media attention staff will not speak to any media representatives 
•	Post-incident risk assessments will be conducted following any incident of this nature to enable the chance of this reoccurring being reduced

Managing people

•	Missing child incidents are very worrying for all concerned.  Part of managing the incident is to try to keep everyone as calm as possible.
•	The staff will feel worried about the child, especially the key person or the designated career responsible for the safety of that child for the outing.  They may blame themselves and their feelings of anxiety and distress will rise as the length of time the child is missing increases.
•	Staff may be the understandable target of parental anger and they may be afraid.  Setting leaders need to ensure that staff under investigation are not only fairly treated but receive support while feeling vulnerable.
•	The parents will feel angry, and fraught.  They may want to blame staff and may single out one staff member over others; they may direct their anger at the setting leader.  When dealing with a distraught and angry parent, there should always be two members of staff, one of whom is the Manager/Deputy Manager and the other should be the proprietor. No matter how understandable the parent’s anger may be, aggression or threats against staff are not tolerated, and the police should be called.
•	The other children are also sensitive to what is going on around them.  They too may be worried.  The remaining staff caring for them need to be focused on their needs and must not discuss the incident in front of them.  They should answer children’s questions honestly but also reassure them.
•	In accordance with the severity of the final outcome, staff may need counselling and support. If a child is not found, or is injured, or worse, this will be a very difficult time. The proprietor will use their discretion to decide what action to take.
•	Disciplinary action against a member of staff may follow.
•	Staff must not discuss any missing child incident with the press without taking advice.

This policy was adopted on	Signed on behalf of the nursery	Date for review	
			
LUNCH BOX POLICY
3.62 – 3.71

The aim of this policy is to ensure that all food and drinks brought from home, consumes at the nursery provide children with healthy and nutritious food. All food served in nursery is governed by legislation. Ensure the food is suitable for their child’s individual developmental needs and prepared in a way to prevent choking

The Nurseries Responsibility

The nursery will ensure that eating food from home is a sociable experience. Our policy aims to enhance this by:

•	Providing a dining environment that is appropriate and hygienic and seated with their friends
•	Ensuring good behavior and consideration for others is maintained
•	Providing fresh drinking water at all times

The nursery is not responsible for providing:

Fridge space – we therefore recommend you pack the lunch in insulated storage containers
The nursery is not allowed to reheat left over meals from home – all packed lunch food must be ready to eat without the need for reheating. For perishable items that should be kept cool, pack food in insulated sealed bags. If ice packs are unavailable, the ‘4-hour rule’ can be applied. This rule allows food to be stored outside of chilled conditions for up to 4 hours, but this should only be done once during the entire storage.
Many families like to celebrate their child’s birthday and other special events by bringing in a cake or sweets to the setting to share. This can mean that some children are eating these unhealthy foods several times a week. The food and nutrition policy could include recommendations for special events to ensure any food brought in from home is balanced and meets the setting’s food guidelines (for example recommending fruit platters to share or non-edible options to celebrate with such as bubbles or stickers). Any food shared in the setting should be checked for potential allergens. Communication with parents and/or carers about these practices is key to ensuring they are informed and involved in supporting healthy eating habits at early years settings.

Special diets and allergies
The nursery recognizes that some children may require special diets for medical, ethical or religious reasons that do not allow for standards to be met exactly. For example, a diabetic child may need to bring emergency snacks to nursery. In these cases, parents and carers are responsible for ensuring that food brought from home is specific for the child’s needs.
The nursery does not allow the swapping of food items between children as there is a potential for adverse reactions e.g. nut allergies. 

As per government guidelines, we would like all lunch boxes to include:

•	At least one portion of fruit (e.g. small apple, orange, dried fruit, cherry tomatoes)
•	At least one portion of vegetables (e.g. carrot sticks, cucumber, celery)
•	Meat, fish or other source of non-dairy protein (e.g. chicken, turkey, ham, beef, pork, tuna, chickpeas, hummus, falafel)
•	Oily fish e.g. salmon – at least once every three weeks
•	A starchy food such as any type of bread, pasta, rice, couscous, potatoes, cereals etc. (pitta bread, tortilla wrap, rice cakes, oat cakes etc.)
•	Dairy – e.g. milk, cheese, yoghurt or fromage frais.

Lunch boxes must not include:

•	Grapes – due to high choking risk
•	Nuts – we are a nut free nursery
•	Snacks such as crisps (alternatives include savory crackers, breadsticks, rice cakes)
•	Confectionery such as chocolate bars, chocolate biscuits and sweets 
•	Items that contain nuts or nut products (e.g. peanut butter) due to allergies
•	Fizzy drinks, drinks with added sugar or sweeteners
•	Flasks, drinks in glass bottles or cans
•	The remains of previous days left over meals or take aways
•	Lunch boxes should not regularly include items that are high in fat or salt, for example, cooked sausages, sausage rolls, meat pies etc.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

MAINTAINING CHILD SAFETY AND SECURITY ON PREMISES
EYFS section 3

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 Criminal Records Bureau.
•	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.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Policy on managing confidential information

EYFS 3.92 – 3.96

Documents which contain personal data should be treated as confidential. This means that access to them should be restricted to certain named individuals (e.g. the designated person for child protection; key workers etc.) who must understand their obligation to handle such information in a responsible manner. 

However, the obligation is on our organisation to balance an individual’s right to confidentiality with the right of a child to care and protection.
THE RIGHTS OF THE CHILD ARE PARAMOUNT.

As an organisation which processes personal information, we are aware of the protections and safeguards which are afforded to individuals under the Data Protection Act (DPA). The DPA is interpreted in the light of Article 8 of the European Convention on Human Rights which guarantees the right of each person to respect for their private and family life, home and correspondence, as well as any relationship of confidentiality. 

Any personal information held by organisations about individual children, young people and workers is therefore subject to a legal duty of confidence and should not normally be disclosed without their consent. However, the law permits sharing of confidential information where it is considered necessary to safeguard a child or young person. 

All workers should understand their duty of care which requires them to regard the welfare of a child or young person as paramount. Information about abuse, neglect or the failure to meet the child’s needs may be observed by staff or offered in confidence by a child or other individual, and staff must share such information with the appropriate designated person within their organisation. This individual is then responsible for contacting the relevant agencies for advice and guidance. It is crucial that organisations relay any child protection concerns (no matter how small) to the statutory child protection agencies. 

In some circumstances, it may be necessary to exchange information regarding a particular child/child with other professional agencies. Such circumstances may include: 
•	Concerns about a child’s health, development and wellbeing; 
•	Concerns about a parent/career who may need help or be unable to care adequately for his/her child; 
•	Concerns about those who present a risk of harm to the child;
•	A child moving to another setting or starting school;
•	Providing the courts with relevant information when handling cases of non-payment of fees. (Names ONLY will also be provided to other local settings should an account be outstanding on a child leaving the setting).

Agencies with which Toddle In may forward and/or receive information may include:
•	Local schools
•	Other nurseries
•	Health Visitors
•	Speech Therapists
•	SEND Advisors
•	Educational Psychologists
•	HM Court Services
•	Social Services

In the majority of cases, parental permission would be sought before contacting outside agencies, for example, a concern about a child’s speech. However, if the Management Team decide as a whole that approaching a parent for permission, would be detrimental to any of the outcomes for the child (being healthy, staying safe, enjoying and achieving, making a positive contribution, and/or achieving economic wellbeing – Ref: ‘Every Child Matters’ framework), they may proceed without consent.

As a service user of Toddle In Nursery, we ask that you confirm your understanding of this policy and your agreement that should we deem it to be in the best interests of your child, we are authorised to exchange information with other professional agencies, which in exceptional circumstances may be without your permission.

Name of Child:					Name of Parent:	
			
Signature of Parent:				Date:

This policy was adopted on	Signed on behalf of the nursery	Date for review	

MEDICAL NEEDS INCLSION POLICY
(also refer to SEND Policy and Equal Opportunities Policy)
3.59 – 3.61

INTRODUCTION

All professionals working with children and young people in Toddle In Private Nursery have agreed to the following Statement of Access and Inclusion:
The process of Inclusion enables all children and young people to have their needs and aspirations met within their local communities, where they feel valued, secure, have a sense of belonging and where barriers to participation and achievement are identified and removed.

Medical needs and conditions can present a significant barrier to participation and achievement and this policy is designed to help Toddle In identify and address those barriers and thereby contribute to the promotion of Inclusion and the wellbeing of children and young people.

This guidance is also designed to establish effective management systems in order to support individual pupils with medical needs.

This policy provides general guidance regarding the administration of medicines and the implementation of medical care within settings. The policy is supplemented by general information about the following medical conditions:

•	Epilepsy
•	MRSA
•	ADHD
•	Anaphylaxis
•	Asthma
•	Diabetes
•	Brittle bones
•	Perthes disease
•	ME
•	Soiling
•	HIV/Aids
•	Tube feeding
•	Communicable diseases

This is not an exhaustive list and children with other medical conditions may also require an Individual Health Care Plan in nursery to manage their condition. If a child enters nursery with a condition not on this list your first point of contact should be your Health Visitor who can advise on procedures.

Any child with significant medical needs should have an Individual Health Care Plan.

MEETING HEALTH CARE NEEDS IN SETTINGS: WHO IS RESPONSIBLE? 

It is important that responsibility for children’s safety is clearly defined and that each person involved with a child with medical needs is aware of what is expected of them. Close co-operation between settings, parents, health professionals and other agencies is crucial in order to help provide a suitably supportive environment for children with medical needs to enable them to participate fully in nursery activities.

Parents and Guardians:
•	Must provide current contact details.
•	Should provide the nursery with sufficient information about their child's health care needs, special dietary requirements and treatment.
•	Should collaborate with health professionals and the nursery to enable an individual health care plan to be drawn up.
•	Must ensure that any required medication is available in nursery with its original pharmacy label.
•	Must provide written consent to medication being given by nursery staff.

Toddle In:
•	Toddle In Private Nursery is responsible under the Health and Safety at Work Act 1974, for all health and safety matters relating to both employees and others who may be affected by their activities. This will include making sure that a nursery has a Health and Safety Policy. This should include procedures for supporting children with health care needs, including managing medication. The Health and Safety Commission Code of Practice strongly encourages settings to include all those who may be on the premises in their assessment of first aid needs. Toddle In Private Nursery and other agencies should work together in:-

a)	providing a general policy framework of good practice to guide settings in drawing up their own policies on supporting pupils with health care needs.
b)	ensuring that their insurance/indemnification arrangements provide full cover for settings staff who volunteer to administer medication within the scope of their employment. To reflect this requirement Settings must satisfy themselves as to the legality and safety of arrangements and that they agree with those of the local NHS Trusts regarding the administration of medicines.
c)	liaising with NHS Trusts to ensure that all staff involved with children with health care needs have received a basic understanding of those needs.
d)	ensuring that staff who are willing to administer medicines to pupils have received the appropriate level of training. Training should be arranged in conjunction with the appropriate NHS Trust or other health professionals who have the statutory responsibility for providing suitable training. The setting should be satisfied that any training has given the staff sufficient understanding, confidence and expertise. The health care professional should confirm competency in medical procedures. It will also be necessary to develop a programme of  refresher courses to ensure that competencies remain current.
e)	providing written confirmation of the insurance cover for staff who provide specific medical support.

Where staff are prepared to administer medicine to children, they will be undertaking this task in the course of their employment. This means that in the event of legal action over an allegation of negligence by the member of staff, providing procedures have been followed, the employer is likely to be held accountable if that negligence is proved. Keeping accurate records in the setting is, therefore, essential in all cases.

Owner/Manager:
Day to day decisions about health care needs and administering medication will normally fall to the Owner/Manager or designated responsible person who should:
a)	ensure staff who help children with their health care needs (including administration of medication) receive proper support and training where necessary.
b)	make sure that parents are aware of the nurseries policy and procedures for dealing with health care needs.
c)	consult with the relevant health professional regarding decisions relating to the attendance of children with communicable diseases or follow the guidelines obtainable from www.wiredforhealth.gov.uk.
d)	be responsible for developing and implementing the nursery medical policy and for developing detailed administrative procedures for meeting the health care needs of children. This must include thorough documentation of any medication that is administered to a child.
e)	ensure appropriate safe storage is available for medication.
f)	ensure that emergency medication such as asthma inhalers or EpiPen’s are immediately accessible.
g)	agree with the parents exactly what support the setting can provide for a child with health care needs. Where there is a concern about whether the setting can meet a child's needs, or where the parent's expectations appear unreasonable, the Manager can seek advice from a medical adviser. It is likely that staff that volunteer to care for complex health care needs will need special training.
h)	let staff know about the provision for indemnity against legal liability made for all staff who volunteer to administer medication and that the necessary training will be arranged.

Other Staff:
a)	have a duty of care to all children.
b)	are expected to use their best endeavours and should particularly be made aware of appropriate actions in an emergency situation. These may be different for each child and should be communicated to all staff that may have contact with him/her.
c)	may wish to volunteer to administer medication.
d)	should have proper training and guidance if they volunteer to administer  medicines.
e)	should contribute to risk assessments as appropriate.

INDIVIDUAL HEALTH CARE PLANS

The main purpose of an Individual Health Care Plan (IHCP) for a child with medical needs is to identify what intervention and support is required in a setting. It clarifies for staff, parents and the child anything that the setting can expect to provide and receive. In this way, the needs of each child can be addressed individually.

The setting's Medical Policy must be applied in all cases. Staff must not make judgements regarding medication and should follow the directions on the medication label.

Contributors to an Individual Health Care Plan may include as appropriate:
•	Owner/Manager
•	Parent/Guardian
•	SENCO
•	Nursery Officers
•	Health Care Professionals and other professionals e.g. Social Worker, health visitors

The Plan should include how frequently and by whom the plan should be reviewed. This should be at least once a year, although this may be more frequently if appropriate, for instance if changes occur in the child's condition.

An Individual Health Care Plan may identify additional training and/or information required by staff.

All staff should treat medical information confidentially. The extent to which information can be shared across agencies, for the benefit of the child should be agreed with the parent.

Staff will not generally be held responsible if they give incorrect medical assistance when appropriate information has been withheld from the nursery.

RISK ASSESSMENTS

Risk assessments form the basis of effective management of any risks associated with medical needs and/or the administration of medication in settings. Risk assessments should cover the following areas in as much detail as necessary: 
•	the area of risk;
•	the individual risks identified;
•	the control measures to eliminate the risks;
•	any recommendations

All risk assessments should be signed by all staff concerned and dated to ensure everyone is well informed. Risk assessments should be reviewed regularly or immediately in the event of any changes in medication or the medical condition of the child.

HOW MEDICATION COMES INTO NURSERY

It is the responsibility of the parent/career to ensure the setting is aware of any significant medical needs of their child prior to admission. Parents/carers should bring their child's medication into nursery in the containers supplied from the pharmacist labelled with the child's name, the dosage instructions and the expiry date of the medication. 

If the medication is not labelled in this way, then it should not be administered and parents/carers should be contacted immediately to rectify this. Supplies of regular essential medication should be kept in nursery at all times, and parents may need to obtain extra supplies to accommodate this.

Parents/carers will need to sign a consent form available from the setting stating clearly the type of medication, dosage and times. This should be kept with the medication. Parents/carers need to know they have a responsibility to notify the nursery immediately of any change to their child's medication, dosage or timing. If new medication is brought into nursery with different dosage or times a new consent form will need to be completed by the parent/career.

Staff need to be clear about the nurseries procedures for the storage of medication.

If a child is prescribed medication on a medium or long-term basis (i.e. more than one week), it is anticipated that parents/carers will request an additional set of the prescribed medication with printed advice from the pharmacist/GP, and any other relevant information regarding administration of the medication, to provide to an appropriate member of staff. Parents/carers will be asked to complete the nursery's Medical Administration Form.

Although it is the responsibility of the parents to check that up to date medicine is supplied to the nursery, the setting also has procedures in place to check that expiry dates are current and to inform parents of any medicines which are due to expire. If parents do not then replace this medication, Toddle In will not be held responsible for any consequences resulting in this.

Parents/carers of children prescribed medication for less than one week should contact nursery and advise them that their child will require the administration of the medication and should then arrange with nursery to deliver the medication with printed advice from the pharmacist/GP, and any other relevant information regarding administration of the medication, to an appropriate member of staff. Parents/carers will be asked to complete the nurseries Medical Administration Form. 

STORAGE AND ACCESS

All medication should be stored safely, preferably in a secure place specifically designated for that purpose. This storage place should not be accessible to children and should preferably be in an area supervised by staff.

Care should be taken to store medication at the correct temperature. Some medication will need to be refrigerated, this cannot be kept in a refrigerator containing food and it must be in an airtight container and clearly labelled.

Large amounts of medication must not be stored by nursery.

Emergency medication and regular daily medication should be carried in a safe manner by staff whenever the child is taken out of the setting e.g. on an outing.

Each time medication is given to a child there must be a written record signed by the member of staff who administered the medication. It is good practice to have a second member of staff witness the administration of medication.

Careful checks must be kept of expiry dates of all medication.

ADMINISTRATION

The owner/Manager are responsible for implementing the nursery's policy on medication and drawing up relevant procedures for staff to follow. Staff do not have any obligation to administer medication, however they can volunteer to undertake this duty, as long as they are appropriately trained. It is the responsibility of the Owner/Manager to arrange for appropriate training in different procedures.

If staff follow the nurseries documented procedures they will normally be covered by their employer's liability insurance in the event of a parent/career making a claim. 

Alternatively parents or carers may be invited to attend nursery at appropriate times to administer their child's medication. Some parents/carers may prefer to do this.
If a child refuses to take their medication, staff should not force them to do so. Parents/carers should be informed immediately and, if necessary, the nursery should call the emergency services.

If a child appears to have not taken his/her medication before arriving at nursery, staff should contact the parents/carers and ascertain whether this is the case. Staff cannot administer additional medication unless parents/carers confirm that their child has not had their home dosage.

Children which require regular medication should preferably have an individual health care plan drawn up before they start nursery, in liaison with nursing staff.

NON-PRESCRIBED MEDICATION OR ALTERNATIVE REMEDIES

Some children may occasionally benefit from receiving non-prescribed medication, or alternative remedies, however these can only be given with the written permission of parents requesting that staff do this under particular circumstances. This medication also needs to be supplied by the parents/carers in a clearly labelled container, as for prescribed medications, and should be stored as other medicines. See also Health and Sickness Policy.

PRESCRIBED MEDICATION

Prescribed medication can only be given to the child if all the procedures above are completed. If a child has been prescribed short-term medication for an illness and the medication cannot be taken entirely outside of nursery, a consent form needs to be completed by parents/carers, as long as the child is fit enough to return to nursery.

It is the responsibility of the parent/career to collect and dispose of any unwanted/expired medications.

RECORD KEEPING
Administration of medication in any setting requires careful record keeping for safety, for the protection of the child and for the protection of staff and the setting.

Settings will need to keep records for the following: ‑
•	Medication (prescribed and non-prescribed) administered or supervised
•	Individual Health Care Plan
•	Notification from parents/carers giving consent regarding medication issued.
•	Training records:
•	Careful records of medication and administration must be kept in order to avoid the risk of double dosing.

All records referred to in this policy will be kept for a period of 5 years. Records offer protection to staff and proof that they have followed agreed procedures.

Records concerning Individual Health Care Plans should be transferred with the child to subsequent settings throughout their educational career.

Parents are responsible for supplying information about the medication that their child needs to take at nursery and for letting the nursery know of any changes to the prescription or the support needed. The parent or doctor should provide details of the:-
•	Name of the medication
•	Dosage
•	Method of administration
•	Time and frequency of administration
•	Other treatment (if appropriate)
•	Side effects- if any

OUTINGS

Staff supervising excursions should always be aware of any medical needs and relevant emergency procedures and should be appropriately trained.

CONFIDENTIALITY

Settings should endeavor to maintain confidentiality concerning the medical needs of children, however, in the interests of safety some medical information relating to a child's condition and treatment may need to be made available to staff. This will need to be discussed at the meeting convened to arrange an Individual Health Care Plan.

Sometimes it will be appropriate for a photograph to be kept with the child's Individual Health Care Plan. Normally these will be displayed in areas where children have restricted access e.g. staffroom/office. This will be discussed with parents/carers/children as appropriate.

EMERGENCY PROCEDURES

All staff should know how to a call an ambulance in the event of a medical emergency arising and be aware of who is responsible for carrying out the appropriate emergency procedures. If an ambulance is required, it should be summoned immediately, preferably while someone else administers any first aid procedures that may be required. To assist the ambulance service and avoid delay, the caller must give as much information as possible.

If emergency medication is given to a child, to treat, for example, a severe allergic reaction (anaphylaxis), or a seizure, an ambulance may still need to be called. This should be specified in the child's Individual Health Care Plan.

A designated 'First Aider', or anyone who has received appropriate training should carry out emergency First Aid procedures.

If a medical emergency arises, parents/carers should be informed as soon as possible.

A child taken to hospital by ambulance should be accompanied by a member of staff who should remain until the child's parent(s) arrives. Generally staff should not take children to hospital in their own car. However, in an emergency, it may be the best course of action. 

The member of staff should be accompanied by another adult and have public liability vehicle insurance.

Medication should be checked regularly for expiry dates. Any out of date medication or any which is not needed for the child any longer must be returned to the parents/guardians for the child.

DISPOSAL OF NAPPIES AND MEDICAL WASTE
All medical waste inc nappies etc must be disposed of in a yellow Clinical Waste Disposal Bag. Arrangements for the supply and removal of these bags can be made through any sanitary waste operative. Sharps and associated hazardous waste such as used epi-pens should be placed in a special yellow Sharps box. Once this is full the Manager can arrange for disposal.

All nappies, gloves, wipes etc. should be placed in a yellow plastic bag in a nappy bin, which should then be securely fastened. This bag should be placed in a yellow waste skip outside.

GENERAL INFORMATION ABOUT MEDICAL CONDITIONS

Much of the information presented in this section is derived from the following sources
DfES/DOH Guidance "SUPPORTING PUPILS WITH MEDICAL NEEDS"
CAF Directory 2004

According to the DfES/DOH
"The medical conditions in children which most commonly cause concern in schools are asthma, diabetes, epilepsy and severe allergic reaction (anaphylaxis). This guidance provides some basic information about these conditions but it is beyond its scope to provide more detailed medical advice and it is important that the needs of pupils are assessed on an individual base. "83

Direct quotes from the DfES/DOH guidance are followed by a paragraph number e.g. "83" above.
This section includes guidance on the following conditions
•	ADHD
•	Anaphylaxis
•	Asthma
•	Brittle bones
•	Diabetes
•	Epilepsy
•	HIV/AIDS
•	ME
•	Perthes disease
•	Soiling

ADHD 
What is ADHD
ADHD is an impairment of either activity or attention or both.

What are the signs and symptoms?

The problems present as a child who is always on the go, does not settle to anything, has poor concentration, poor ability to organise activities or engage in tasks requiring sustained mental effort, or who cannot stay still and cannot wait for others.
There are three main subtypes:
•	Mainly inattentive
•	Mainly hyperactive
•	Combined
The first is sometimes referred to as ADD. If severe, the combined version is sometimes referred to as "hyperkinetic disorder".

In order to be clear that the problem is not situation specific the symptoms need to be present in more than one setting. Assessment, often using rating scales and questionnaires such as Connor's Scales, is therefore usually includes behaviour at home and at school.

Management strategies including medication and control

Treatments include stimulant medication, behavior management and therapy and in some cases, dietary exclusion.

Risk assessment

Medication administration and storage

Main source CAF Directory 

Anaphylaxis 
What is Anaphylaxis?
Anaphylaxis is an extreme allergic reaction requiring urgent medical treatment. When such severe allergies are diagnosed, the children concerned are made aware from a very early age of what they can and cannot eat and drink, in the majority of cases, they go through the whole of their school lives without incident. The most common cause is food - in particular nuts, fish, dairy products. Wasp and bee stings can also cause allergic reaction. In its most severe form the condition can be life-threatening, but it can be treated with medication. This may include antihistamine, adrenaline inhaler or adrenaline injection, depending on the severity of the reaction. 

What are the signs and symptoms?
•	Allergic Reactions
•	metallic taste or itching in the mouth
•	Swelling of the face, throat, tongue and lips
•	Difficulty in swallowing
•	Flushed complexion
•	Abdominal cramps and nausea
•	A rise in heart rate
•	Collapse or unconsciousness
•	Wheezing or difficulty breathing 
•	Each pupil's symptoms and allergens will vary and will need to be discussed when drawing up the health care plan. 

Call an ambulance immediately particularly if there is any doubt about the severity of the reaction or if the pupil does not respond to the medication. 

Management Strategies including Medication and control
Medication and Control
Management is by:-

1.	The avoidance of the allergen(s). 

     Avoidance of the offending allergen may be achieved by not providing any food products to the child by the school, so that foods are only brought in from home. This will be necessary for children where it has not been possible to identify the allergen or where a number of allergens exist. For other children, for whom a specific allergen has been found (e.g. peanut or eggs) it may be possible, at the request of the parent or career, and at the schools discretion, for foods to be provided to the child by the school. For this to be safe the school will need to have appropriate policies and procedures (see appended documentation) that are regularly checked.

2.	Oral administration of a fast-acting antihistamine for less severe cases.

3.	By the emergency injection of adrenaline (EpiPen) in cases where a severe reaction develops.

In the most severe cases of anaphylaxis, people are normally prescribed a device for injecting adrenaline. The device looks like a fountain pen and is pre-loaded with the correct dose of adrenaline and is normally injected into the fleshy part of the thigh. The needle is not revealed and the injection is easy to administer. It is not possible to give too large a dose using this device. In cases of doubt it is better to give the injection than to hold back. Responsibility for giving the injection should on a purely voluntary basis and should not, in any case, be undertaken without training from an appropriate health professional. 116
For some children, the timing of the injection may be crucial. This needs to be clear in the health care plan and suitable procedures put in place so that swift action can be taken in an emergency. The pupil may be old enough to carry his or her own medication but, if not, a suitable safe yet accessible place for storage should be found. The safety of other pupils should also be taken into account. If a pupil is likely to suffer a severe allergic reaction all staff should be aware of the condition and know who is responsible for administering the emergency treatment. 

Parents will often ask for the school to ensure that their child does not come into contact with the allergen. This is not always feasible, although schools should bear in mind the risk to such pupils at break and lunch times and in cookery, food technology and science classes and seek to minimise the risks whenever possible. It may also be necessary to take precautionary measures on outdoor activities or school trips. 

Despite all precautions, occasional allergic reactions are likely to occur. It is, therefore, necessary to have a contingency plan to manage any significant adverse event. This must be underpinned with consents from parents, who should be involved in any agreement with the school staff and the Education Department. Training must be offered to as many staff as possible on how to manage such an event. This protocol attempts to cover most eventualities and must be agreed with all parties concerned.

Injected adrenaline (EpiPen) is the treatment of choice in cases where a severe reaction occurs to the allergen. The need to use adrenaline must have been indicated by a Consultant Pediatrician and/or a Paediatric Immunologist. The School Doctor and Nurse form the liaison between the Education and Health Service (Acute).

Guidelines for Patients/Parents for the Administration of Adrenaline using the
EpiPen 7 Auto-Injector 

The onset of an anaphylactic reaction is usually abrupt, with signs and symptoms described below progressing rapidly within minutes.
•	Swollen lips
•	Urticarial rash (Nettle rash/hives), pale pink and raised and intensely itchy
•	Difficulty is swallowing and/or a feeling of a lump in the throat 
•	Difficulty in breathing, leading to loss of consciousness (faint)

If you/your child develops two or more of these symptoms, the following action should be taken immediately. Rapid action is of the utmost importance.

1)	Send someone to call for a Paramedic Ambulance.
2)	If the patient has collapsed, lie them onto their side in the recovery position.
3)	Remove the EpiPen from the carton and pull off the grey safety cap.
4)	Place the black tip on the patient's thigh, at right angles to the leg.
5)	Press hard into the thigh until the Auto-Injector mechanism functions and hold in place for at least 10 seconds.
6)	Remove the Epipen7 from the thigh and note the time.
7)	Massage the injection area for several seconds.
8)	Ensure that a Paramedic Ambulance has been called (if this has not already been done).
9)	Stay with the patient.
10)	N.B. Step 3-7 may be repeated with a second dose Epipen7 if you have been instructed to do so by a Doctor.

Remember, EpiPen’s are not a substitute for medical attention if an anaphylactic reaction occurs and you give the adrenaline injection.

YOU MUST SEEK MEDICAL ADVICE AS SOON AS POSSIBLE

Main source DfES/DOH Guidance "SUPPORTING PUPILS WITH MEDICAL NEEDS"

Emergency Treatment in Nursery

This contingency plan requires that 	 be treated if a severe allergic reaction occurs. The symptoms of a severe allergic reaction will be covered in detail in the training session that is provided to nursery staff by health staff. They usually consist of a combination breathing difficulty, rash or skin swelling, faint feeling or collapse.

It has to be emphasised that, if in doubt, it is safer to give the treatment when it is not needed, rather than withhold it. Staff are not expected to make medical decisions, but to administer treatment in good faith, acting in a lifesaving situation.

The treatment will be administered by any member of staff who has volunteered and has received training in administering the correct types of injections. Such staff will be covered by Toddle In's indemnity.

If a second dose has been-prescribed by the doctor then two separate injection pens have to be available at all times, one near the vicinity of the child (the most appropriate method of attaining this proximity can be best determined by the nursery, taking into account the need for easy access balanced against the dangers of inappropriate access to needles and syringes), the other in the office, in case a repeat dose is necessary. The parent, through the family doctor or Pediatrician, should be responsible for the provision of the adrenaline, keeping it updated and for notifying any change of dose.

DOSE:
	
Expiry date:

Signed:       Parent

Manager

Medical Adviser

Date:

Asthma 
What is Asthma?
People with asthma have airways which narrow as a reaction to various triggers. The triggers vary between individuals but common ones include viral infections, cold air, grass pollen, animal fur and house dust mites. Exercise and stress can also precipitate asthma attacks in susceptible people. The narrowing or obstruction of the airways causes difficulty in breathing and can be alleviated with treatment.

What are the signs and symptoms?

Asthma attacks are characterised by coughing, wheeziness and difficulty in breathing, especially breathing out. The affected person may be distressed and anxious and, in severe attacks, the pupil's skin and lips may become blue. 

About one in seven children are diagnosed with asthma at some time and about one in twenty children have asthma which requires regular medical supervision. 

Management Strategies including Medication and Control 
Medication and Control
There are several medications used to treat asthma. Some are for long term prevention and are normally used out of school hours and others relieve symptoms when they occur (although these may also prevent symptoms if they are used in anticipation of a trigger, e.g. exercise). 

Most pupils with asthma will relieve their symptoms with medication using an inhaler. It is good practice to allow children with asthma to take charge of and use their inhaler from an early age, and many do. 

A small number of children, particularly the younger ones, may use a spacer device with their inhaler with which they may need help. In a few severe cases, children use an electrically powered nebulizer to deliver their asthma medication. 

Each pupil's need and the amount of assistance they require will differ. 

Children with asthma must have immediate access to their reliever inhalers when they need them. Pupils who are able to use their inhalers themselves should usually be allowed to carry with them. If the child is too young or immature to take personal responsibility for their inhaler, staff should make sure that it is stored in a safe but readily accessible place, and clearly marked with the pupil's name. Inhalers should also be available during physical education and sports activities or school trips. 

It is helpful if parents provide schools with a spare inhaler for their child's use in case the inhaler is left at home accidentally or runs out. Spare reliever inhalers must be clearly labelled with the pupil's name and stored safely. 

Common Concerns
The medication of any individual pupil with asthma will not necessarily be the same as the medication of another pupil with the same condition. Although major side effects are extremely uncommon for the most frequently used asthma medications, they do exist and may sometimes be made more severe if the pupil is taking other medication. 

Pupils should not take medication which has been prescribed for another pupil. If a pupil took a puff of another pupil's inhaler there are unlikely to be serious adverse effects. However, schools should take appropriate disciplinary action if inhalers are misused by the owner of other pupils. 

Pupils with asthma should be encouraged to participate as fully as possible in all aspects of school life, although special consideration may be needed before undertaking some activities.
They must be allowed to take their reliever inhaler with them on all offered activities. Physical activity will benefit pupils with asthma in the same way as other pupils. they may, however, need to take precautionary measures and use their reliever inhaler before any physical exertion. 

Pupils with asthma should be encouraged to undertake warm up exercise before rushing into sudden activity especially when the weather is cold. They should not be forced to take part if they feel unwell. 

The health care plan should identify the severity of a pupil's asthma, individual symptoms and any particular triggers, such as exercise or cold air. 

If a pupil is having an asthma attack, the person in charge should prompt them to use their reliever inhaler if they are not already doing so. It is also good practice to reassure and comfort them whilst, at the same time, encouraging them to breathe slowly and deeply. The person in charge should not put his/her arm around the pupil, as this may restrict breathing. The pupil should sit rather than lie down. If the medication has had no effect after 5-10 minutes or if the child appears very distressed, is unable to talk and is becoming exhausted, then medical advice must be sought and/or ambulance called.

Main source DfES/DOH Guidance “Supporting pupils with medical needs”.

Diabetes 
What is Diabetes?
Diabetes is a condition where the person's normal hormonal mechanisms do not control their blood sugar levels. About one in 700 school-age children has diabetes. Children with diabetes normally need to have daily insulin injections, to monitor their blood glucose level and to eat regularly. 

What are the signs and symptoms?
Hypoglycemic Reaction
Staff should be aware that the following symptoms, either individually or combined, may be indicators or a hypo in a pupil with diabetes:
•	Hunger
•	Sweating
•	Drowsiness
•	Pallor
•	Glazed eyes
•	Shaking
•	Lack of concentration
•	Irritability 

Each pupil may experience different symptoms and this should be discussed when drawing up the health care plan. 

If a pupil has a hypo, it is important that a fast acting sugar, such as glucose tablets, a glucose rich gel, a sugary drink or a chocolate bar, is given immediately. Slower acting starchy food, such as a sandwich or two biscuits and a glass of milk, should be given once the pupil has recovered, some 10-15 minutes later. If the pupil's recovery takes longer, or in cases of uncertainty, call an ambulance. 

Greater than usual need to go to the toilet or to drink, tiredness and weight loss may indicate poor diabetic control, and schools will naturally wish to draw any such signs to the parents' attention. 

Management Strategies including 
Medication and control
The diabetes of the majority of school aged children is controlled by two injections of insulin each day. It is unlikely that these will be given during school hours. Most children can do their own injections from a very early age and may simply need supervision if very young, and also a suitable, private place to carry it out. 

Children with diabetes need to ensure that their blood glucose levels remain stable and may monitor their levels using a testing machine at regular intervals. They may need to do this during the school lunch break or more regularly if their insulin needs adjusting. Most pupils will be able to do this themselves and will simply need a suitable place to do so. 

Pupils with diabetes must be allowed to eat regularly during the day. This may include eating snacks during class-time or prior to exercise. Schools may need to make special arrangements for pupils with diabetes if the school has staggered lunchtimes. If a meal or snack is missed, or after strenuous activity, the pupil may experience a hypoglycemic episode (a hypo) during which his or her blood sugar level falls too low a level. Staff in charge of physical education classes or other physical activity sessions should be aware of the need for pupils with diabetes to have glucose tablets or a sugary drink to hand. 

Main source DfES/DOH Guidance "SUPPORTING PUPILS WITH MEDICAL NEEDS"

Epilepsy 
What is epilepsy?

People with epilepsy have recurrent seizures, the great majority of which can be controlled by medication. Around one in 130 children in the UK has epilepsy and about 80% of them attend mainstream schools. Parents may be reluctant to disclose their child's epilepsy to the school. A positive school policy will encourage them to do so and will ensure that both the pupil and school staff are given adequate support. 

Not all pupils with epilepsy experience major seizures (commonly called fits). For those who do, the nature, frequency and severity of the seizure will vary greatly between individuals. Some may exhibit unusual behaviour (for example, plucking at clothes, or repetitive movements), experience strange sensations, or become confused instead of, or as well as, experiencing convulsions and/or loss of consciousness. 

What are the signs and symptoms?
Seizures may be partial (where consciousness is not necessarily lost, but may be affected), or generalised (where consciousness is lost). An example of some types of generalised seizures are: -

•	Tonic Clonic Seizures
During the tonic phase of a tonic clonic seizure the muscles become rigid and the person usually falls to the ground. Incontinence may occur. The pupil's pallor may change to a dusky blue colour. Breathing may be labored during the seizure. During the clonic phase of the seizure there will be rhythmic movements of the body which will gradually cease. Some pupils only experience the tonic phase and others only the clonic phase. The pupil may
feel confused for several minutes after a seizure. Recovery times can vary - some require a few seconds, where others need to sleep for several hours.

•	Absence Seizures
These are short periods of staring or blanking out and are non-convulsive generalised seizures. They last only a few seconds and are most often seen in children. A pupil having this kind of seizure is a momentarily completely unaware of anyone/thing around him/her, but quickly returns to full consciousness without falling or loss of muscle control. These seizures are so brief that the person may not notice that anything has happened. Parents and teachers may think that the pupil is being inattentive or is daydreaming.

•	Partial Seizures
Partial seizures are those in which the epileptic activity is limited to a particular area of the brain.

•	Simple Partial Seizures (when consciousness is not impaired)
This seizure may be presented in a variety of ways depending on where in the brain the epileptic activity is occurring.

•	Complex Partial Seizures (when consciousness is impaired)
This is the most common type of partial seizure. During a temporal lobe complex partial seizure the person will experience some alteration in consciousness. They may be dazed, confused and detached from their surroundings. They may exhibit what appears to be strange behaviour, such as plucking at their clothes, smacking their lips or searching for an object. 100

Management Strategies including Medication and control
Medication and Control

The symptoms of most children with epilepsy are well controlled by modern medication and seizures are unlikely during the school day. The majority of children with epilepsy suffer fits for no known cause, although tiredness and/or stress can sometimes affect a pupil's susceptibility. Flashing or flickering lights, video games and computer graphics, and certain geometric shapes or patterns can be a trigger for seizures in some pupils. Screens and/or different methods of lighting can be used to enable photosensitive pupils to work safely on computers and watch TVs. Parents should be encouraged to tell schools of likely triggers so that action can be taken to minimise exposure to them. 

Pupils with epilepsy must not be unnecessarily excluded from any school activity. Extra care and supervision may be needed to ensure their safety in some activities such as swimming or working in science laboratories. Off-site activities may need additional planning, particularly overnight stays. Concern about any potential risks should be discussed with pupils and their parents, and if necessary, seeking additional advice from the GP, pediatrician or school nurse/doctor. 

Some children with tonic clonic seizures can be vulnerable to consecutive fits which, if left uncontrolled, can result in permanent damage. These children are usually prescribed Diazepam for rectal administration. Teachers may naturally be concerned about agreeing to undertake such an intimate procedure and it is important that proper training and guidance is given. For advice on intimate/invasive treatment see Chapter 4. Diazepam causes drowsiness so pupils may need some time to recover after its administration. For information on the administration of rectal Diazepam see Form 7. 

When drawing up health plans, parents should be encouraged to tell schools about the type and duration of seizures their child has, so that appropriate safety measures can be identified and put in place. 

Nothing must be done to stop or alter the course of a seizure once it has begun except when medication is being given by appropriately trained staff. The pupil should not be moved unless he or she is in a dangerous place, although something soft can be placed under his or her head. The pupil's airway must be maintained at all times. The pupils should not be restrained and there should be no attempt to put anything into the mouth. Once the convulsion has stopped, the pupil should be turned on his or her side and put into the recovery position. Someone should stay with the pupil until he or she recovers and re-orientates. 

Call an ambulance is the seizure lasts longer than usual or if one seizure follows another without the person regaining consciousness, or where there is any doubt. 

Risk assessment
Main source DfES/DOH Guidance "SUPPORTING pup[ils at school with medical conditions"
Dec 2010
HIV/Aids 
What is HIV/Aids?

HIV is the human immunodeficiency virus, which results in progressive destruction of the immune system. As a result of this an infected individual becomes susceptible to a number of different infections and if untreated is liable to become increasingly ill.

If an individual develops one or more of the complications associated with a deteriorating immune system they may be diagnosed as having Aids - Acquired Immune Deficiency Syndrome.

HIV can be transmitted in a number of ways including unprotected sexual intercourse, administration of contaminated blood products and contact with infected needles.

HIV infected women can also pass it on to their unborn children, in utero, at the time of birth or after through breast milk.

No children have been infected through blood since 1986 when measures were taken to screen blood and to treat it to inactivate any virus.

What are the signs and symptoms?
Children with HIV may be prone to infections and malignancies.

Management Strategies including Medication and Control
The outlook for children with the virus has improved dramatically with retroviral medications being developed.

Apart from taking medication such children can lead normal lives.

It is a disease where several members of the family may be infected and this will present a range of social, legal, schooling, employment and bereavement issues. These will require multi-agency support.

Risk assessment
Main source CAF Directory 

M.E.  
What is ME?

ME stands for myalgic encephalomyelitis. It has also been referred to as post-viral fatigue syndrome, chronic fatigue syndrome, epidemic neuromyasthenia and chronic fatigue and immune dysfunction syndrome. According to the World Health Organisation it is a neurological disease.

What are the signs and symptoms?

Common symptoms include:
•	Persistent or relapsing fatigue unrelieved by rest or sleep
•	Cognitive dysfunction: impairments in short-term memory, concentration and attention span, inability to name common objects (anomia)
•	Muscle pain (present in approximately 75% of cases) and course of twitching muscles.
•	Tiredness after exercise characterised by a prolonged recovery time, usually accompanied by muscle pain and slowing of speed in processing cognitive tasks
•	Unrefreshing sleep (excessive sleep in the early phases followed by a broken sleep pattern later)
•	Light headedness, palpitations and/or fainting with sudden changes in position, especially in adolescents and young patients
•	Altered skin sensations of pain and reversal of thermal sensations
•	Attacks of nervousness, anxiety and/or sweats (especially at nighttime)
•	Daily headache of a new type or pattern
•	Multi- joint pain (without redness or swelling)
•	Recurrent sore throats and enlarged neck glands Management Strategies including Medication and control

Soiling
What is Soiling?

Soiling is the inappropriate passing of faeces after the age at which bowel control is usually achieved (3-4 years of age). The term is usually applied to the accidental passing of faeces onto clothing and is usually associated with bedwetting.

Causes include slowness in developing bowel control, long standing constipation, poor toilet training and psychological stress. Soiling is usually distressing to the child who may attempt to hide clothes.

Encopresis is the deliberate passing of faeces in appropriate places. It usually improves with 
time and is rare after the age of 10.

What are the signs and symptoms?

Management Strategies including Medication and control

Soiling should be checked by a doctor to ensure there are no physical causes before instigating any training programme or addressing it as a psychological problem.
Soiling caused by constipation usually responds well to treatment.
Main source BMA Complete Family Health Encyclopedia.

This policy was adopted on	Signed on behalf of the nursery	Date for review	
[Insert date]		[Insert date]	

Manual Handling

At Toddle In we recognise that staff need to carry out manual handling especially in relation to lifting children. A variety of injuries may result from poor manual handling and staff must all be aware and adhere to the nursery’s manual handling policy. We instruct all staff in correct handling techniques and expect them to follow these to minimise the risks of injury.

We know that lifting and carrying children is different to carrying static loads and therefore our manual handling training reflects this. All staff will receive training in manual handling within their first year of employment and will receive ongoing training as appropriate.

Preventing injuries
As with other health and safety issues, we recognise that the most effective method of prevention is to remove or reduce the need to carry out hazardous manual handling. Wherever possible, we review the circumstances in which staff have to carry out manual handling and re-design the workplace so that items do not need to be moved from one area to another. 

Where manual handling tasks cannot be avoided, for example lifting children when changing nappies, we carry out a risk assessment by examining the tasks and deciding what the risks associated with them are, and how these can be removed or reduced by adding control measures.

Our manual handling assessment considers the following:
•	The tasks to be carried out
•	The load to be moved (including moving children) 
•	The environment in which handling takes place
•	The capability of the individual involved in the manual handling.

We expect staff to use the following guidance when carrying out manual handling in order to reduce the risk of injury. 

Planning and procedure
•	Think about the task to be performed and plan the lift
•	Consider what you will be lifting, where you will put it, how far you are going to move it and how you are going to get there
•	Never attempt manual handling unless you have read the correct techniques and understood how to use them
•	Ensure that you are capable of undertaking the task – people with health problems and pregnant women may be particularly at risk of injury
•	Assess the size, weight and centre of gravity of the load to make sure that you can maintain a firm grip and see where you are going
•	Assess whether you can lift the load safely without help. If not, get help or use specialist moving equipment e.g. a trolley. Bear in mind that it may be too dangerous to attempt to lift some loads
•	If more than one person is involved, plan the lift first and agree who will lead and give instructions
•	Plan your route and remove any obstructions. Check for any hazards such as uneven/slippery flooring
•	Lighting should be adequate
•	Control harmful loads – for instance, by covering sharp edges or by insulating hot containers 
•	Check whether you need any Personal Protective Equipment (PPE) and obtain the necessary items, if appropriate. Check the equipment before use and check that it fits you
•	Ensure that you are wearing the correct clothing, avoiding tight clothing and unsuitable footwear
•	Consider a resting point before moving a heavy load or carrying something any distance.

Carrying children
•	If the child is old enough, ask them to move to a position that is easy to pick up, and ask them to hold onto you as this will support you and the child when lifting 
•	Do not place the child on your hip, carry them directly in front of you in order to balance their weight equally
•	Wherever possible, avoid carrying the child a long distance
•	Where a child is young and is unable to hold onto you, ensure you support them fully within your arms
•	Avoid carrying anything else when carrying a child. Make two journeys or ask a colleague to assist you
•	If a child is struggling or fidgeting whilst you are carrying them, stop, place them back down and use reassuring words to calm the child before continuing 
•	Students and pregnant staff members will not carry children. 

Position
Stand in front of the load with your feet apart and your leading leg forward. Your weight should be even over both feet. Position yourself, or turn the load around, so that the heaviest part is next to you. If the load is too far away, move toward it or bring it nearer before starting the lift. Do not twist your body to pick it up.

Lifting
Always lift using the correct posture: 
•	Bend the knees slowly, keeping the back straight
•	Tuck the chin in on the way down
•	Lean slightly forward if necessary and get a good grip
•	Keep the shoulders level, without twisting or turning from the hips
•	Try to grip with the hands around the base of the load
•	Bring the load to waist height, keeping the lift as smooth as possible.

Moving the child or load
•	Move the feet, keeping the child or load close to the body
•	Proceed carefully, making sure that you can see where you are going
•	Lower the child or load, reversing the procedure for lifting
•	Avoid crushing fingers or toes as you put the child or load down
•	If you are carrying a load, position and secure it after putting it down 
•	Make sure that the child or load is rested on a stable base and in the case of the child ensure their safety in this new position
•	Report any problems immediately, for example, strains and sprains. Where there are changes, for example to the activity or the load, the task must be reassessed.

The task
•	Carry children or loads close to the body, lifting and carrying the load at arm’s length increases the risk of injury
•	Avoid awkward movements such as stooping, reaching or twisting
•	Ensure that the task is well designed and that procedures are followed
•	Try never to lift loads from the floor or to above shoulder height. Limit the distances for carrying
•	Minimise repetitive actions by re-designing and rotating tasks
•	Ensure that there are adequate rest periods and breaks between tasks
•	Plan ahead – use teamwork where the load is too heavy for one person.

The environment
•	Ensure that the surroundings are safe. Flooring should be even and not slippery, lighting should be adequate, and the temperature and humidity should be suitable
•	Remove obstructions and ensure that the correct equipment is available.

The individual
•	Never attempt manual handling unless you have been trained and given permission to do so
•	Ensure that you are capable of undertaking the task – people with health problems and pregnant women may be particularly at risk of injury.
•	Where applicable and age/stage appropriate encourage children to use ladders up to the changing table for nappy changes rather than lifting. Where this is not appropriate always follow the lifting process
•	Use cots with a drop downside and avoid bending to lift babies from their cot. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Maternity/Paternity/Adoption Policy

Maternity rights
This section is for pregnant employees and new mothers. It details their rights, which fall into three main categories:
•	Paid time off for antenatal care
•	Maternity leave
•	Maternity benefits.

Ante-natal care
You are entitled to be paid your normal rate of pay for any appointments during working hours related to antenatal care. In order to receive payment an appointment card must be produced confirming the appointment and you will be expected to return to work after keeping your appointment wherever possible.

When a certificate confirming pregnancy is issued, this must be handed in as soon as possible.

Ordinary maternity leave
You are entitled to 26 weeks ordinary maternity leave and have the right to return to work in your previous job. These rights apply regardless of length of service or the number of hours worked.

If you work full time you have the right to return to your full time position but you do not have the right to return part time. However, your employer will discuss any request for part time work and on request consider offering part time work. Requests should be made in writing to your employer, giving as much notice as possible.

You can start your ordinary maternity leave at any time from the 11th week before the expected week of childbirth (EWC) and there is a two-week compulsory maternity leave period following the birth (four weeks for factory workers). For all maternity leave purposes “childbirth” is either a live birth before the end of the 24th week of pregnancy or a live or still birth after the 24th week of pregnancy.

Throughout the ordinary maternity leave period, all your terms and conditions of employment are maintained with the sole exception of pay.

Additional maternity leave
Additional maternity leave starts at the end of the ordinary maternity leave period and ends 26 weeks later. As with ordinary maternity leave, all your terms and conditions of employment are maintained throughout this period with the sole exception of pay.

Notification
The notice periods detailed below must be complied with in order to safeguard your rights.

You must notify your employer in writing by the 15th week before the EWC of the following:
•	That you are pregnant,
•	The EWC,
•	The date on which you intend to start your maternity leave.

You must also provide a certificate (normally a form MAT B1) stating the EWC.
Your employer will then write to you within 28 days to confirm your date of return to work. You can change the date on which you intend to start your maternity leave by giving your employer at least 28 days written notice.

Returning to work
If you take the full entitlement to maternity leave your return date will be the date previously notified to you by your employer. If you wish to return early you must give your employer eight weeks’ written notice of your early return date. Your early return may be delayed if this procedure is not followed.

If you intend to return to work at the end of your maternity leave but fail to do so, your employer’s normal rules regarding absence will apply.

Maternity benefits
Although you do not need any qualifying service or to work a minimum number of hours to be entitled to maternity leave or the right to return to work, in order to qualify for Statutory Maternity Pay (SMP) from your employer, you need to have the following:

•	At least 26 weeks continuous service at the end of the 15th week before the EWC (this is known as the “qualifying week” for maternity pay purposes)
•	Average earnings above the National Insurance lower earnings limit during the eight weeks before the qualifying week.

If you meet these conditions you are entitled to a maximum of 39 weeks SMP which is calculated as:

•	Six weeks at 90% of average weekly earnings
•	33 weeks at the lesser of the lower rate of SMP or 90% of average weekly earnings.

If you do not qualify for SMP you may be entitled to Maternity Allowance (MA).

Sickness absence during pregnancy
If you are absent from work because of a pregnancy related illness or reason at any time during the four weeks before your EWC, the ordinary maternity leave period begins on the first day of absence. If the pregnancy related absence began before the fourth week, then the ordinary maternity leave period begins at the start of the fourth week.

If you are absent from work and the illness is not pregnancy related, the maternity leave period will begin on the date you have previously notified.

If you are absent from work in the weeks leading up to your maternity leave it may affect the higher rate of SMP (90% of normal pay) because it is based on your average earnings in the eight weeks prior to the qualifying week.

Adoption rights
This section is similar to the previous section but deals with employee rights on the adoption of a child, which fall into three main categories:
•	Paid time off to attend pre-adoption appointments
•	Adoption leave
•	Adoption benefits.

Pre-adoption appointments
If you are the primary or sole adopter and you have been advised that a child is due or expected to be placed with you for adoption you are entitled to be paid your normal rate of pay for up to five pre-adoption appointments during working hours. The appointments must have been made by or at the request of the adoption agency and in order to receive payment an appointment card must be produced confirming each appointment. The maximum time off for each appointment is six and a half hours and you will be expected to return to work after keeping your appointment wherever possible.

Ordinary adoption leave
If you are the adoptive parent who has elected to take adoption leave you have the right to 26 weeks ordinary adoption leave, which includes two weeks’ compulsory adoption leave. You can start your adoption leave as soon as the child is placed with you for adoption or if pre-notified up to 14 days before that date.

You are entitled to return to work in your previous job after the ordinary adoption leave period. If you work full time you have the right to return to your full time position but you do not have the right to return part time. However, your employer will discuss any request for part time work and on request consider part time work. Requests should be made in writing to your employer, giving as much notice as possible.
Throughout the ordinary adoption leave, all your terms and conditions of employment are maintained with the sole exception of pay.

Additional adoption leave
If you are entitled to ordinary adoption leave, additional adoption leave starts at the end of the ordinary adoption leave period and ends 26 weeks later. As with ordinary  adoption leave, all your terms and conditions of employment are maintained throughout this period with the sole exception of pay.

Notification
The notice periods detailed below must be complied with in order to safeguard your rights.

You must notify your employer in writing of the following no later than seven days after being matched with a child for adoption:

•	The date of placement of the child for adoption,
•	The date on which you intend to start your adoption leave.

You must also provide an Adoption Certificate from the approved adoption agency.
Your employer will then write to you within 28 days to confirm your date of return to work. You can change the date on which you intend to start your adoption leave by giving your employer at least 28 days’ written notice.

Returning to work
If you take the full entitlement to adoption leave your return date will be the date previously notified to you by your employer. If you wish to return early you must give your employer eight weeks’ written notice of your early return date. Your early return may be delayed if this procedure is not followed.

If you intend to return to work at the end of your adoption leave but fail to do so, your employer’s normal rules regarding absence will apply.

Adoption benefits
Although you do not need any qualifying service or to work a minimum number of hours to be entitled to adoption leave or the right to return to work, in order to qualify for Statutory Adoption Pay (SAP) from your employer, you need to have the following:

•	At least 26 weeks continuous service at the end of the week in which the child was matched with you for adoption
•	Average earnings above the National Insurance lower earnings limit during the eight weeks before the week in which the child was matched with you for adoption.

If you meet these conditions you are entitled, subject to special rules where the adoption is disrupted or where the child reaches age 18, to a maximum of 39 weeks SAP, calculated as:
•	Six weeks at 90% of average weekly earnings,
•	33 weeks at the lesser of the lower rate of SAP or 90% of average weekly earnings.

In order to be paid SAP, you should notify your employer in writing of the following no later than 28 days before the date on which you wish your SAP period to begin:

•	The name and address of the approved adoption agency
•	The date on which the child is expected to be placed for adoption and where the child has already been placed for adoption, the date of placement
•	The date on which you were informed that the child was to be placed with you for adoption.

Paternity rights (birth)
Ante-natal appointments
You are entitled to accompany the child’s mother on up to two ante-natal appointments without pay during working hours. This is on condition that you have or expect to have responsibility for the upbringing of the child and that you are the biological father of the child or are married to or are the partner of the child’s mother. The maximum time off for each appointment is six and a half hours and you will be expected to return to work after keeping your appointment wherever possible.

Ordinary paternity leave
If you have at least 26 weeks continuous service at the end of the 15th week before the EWC, you are entitled to choose to take either one week or two consecutive weeks of ordinary paternity leave if you meet the following conditions:

•	You have or expect to have responsibility for the upbringing of the child
•	You are the biological father of the child or are married to or are the partner of the child’s mother.

You cannot start your ordinary paternity leave until the child is born and it must end within 56 days beginning with the date on which the child is born or the first day of the EWC, whichever is the later. You must give prior notice of the day you intend to start your ordinary paternity leave, which can be:
•	The day on which the child is born
•	A day which you specify as a number of days after the day on which the child is born
•	A pre-determined date, which must be later than the first day of the EWC.

Throughout the ordinary paternity leave, all your terms and conditions of employment are maintained with the sole exception of pay.

Paternity benefits
If you are entitled to ordinary paternity leave and your average earnings were above the National Insurance lower earnings limit during the eight weeks up to and including the 15th week before the EWC, you are entitled to be paid Statutory Paternity Pay (SPP). SPP is paid during the entire ordinary paternity leave period and is the lesser of:
•	the standard rate of SPP or
•	90% of average weekly earnings.

Notification
To safeguard your rights to ordinary paternity leave and pay you must complete Form SC3 by the 15th week before the EWC. You can change the date on which you intend to start your ordinary paternity leave by completing a new Form SC3 at least 28 days before the original leave date.

Paternity rights (adoption)
Pre-adoption appointments
If you are the primary adopter’s partner and you have been advised that a child is due or expected to be placed with you, you are entitled to attend up to two pre-adoption appointments without pay during working hours. The appointments must have been made by or at the request of the adoption agency and the maximum time off for each appointment is six and a half hours. You will be expected to return to work after keeping your appointment wherever possible.

Ordinary paternity leave
If you have at least 26 weeks continuous service at the end of the week in which the child’s adopter is matched with the child for a UK adoption, you are entitled to choose to take either one week or two consecutive weeks of ordinary paternity leave if you meet the following conditions:
•	You are not taking adoption leave in respect of the child
•	You have or expect to have responsibility for the upbringing of the child
•	You are married to or are the partner of the child’s adopter.

You cannot start your ordinary paternity leave before the day the child is placed with the adopter and it must end within 56 days beginning with the date of placement. You must give prior notice of the day you intend to start your ordinary paternity leave, which can be:

•	The day on which the child is placed with the adopter
•	A day which you specify as a number of days after the day on which the child is placed with the adopter
•	A pre-determined date, which must be later than the date on which the child is expected to be placed for adoption.

Throughout the ordinary paternity leave, all your terms and conditions of employment are maintained with the sole exception of pay.

Paternity benefits
If you are entitled to ordinary paternity leave and your average earnings were above the National Insurance lower earnings limit during the eight weeks before the week in which the child was matched for adoption, you are entitled to be paid Statutory Paternity Pay (SPP). SPP is paid during the entire ordinary paternity leave period and is the lesser of:
•	the standard rate of SPP or
•	90% of average weekly earnings.

Notification
To safeguard your rights to ordinary paternity leave and pay you must complete a Form SC4 no later than seven days after the date on which the adopter is notified of having been matched with the child for adoption. You can change the date on which you intend to start your ordinary paternity leave by completing a new Form SC4 at least 28 days before the original leave date.

Shared parental rights (birth)
Introduction
Many parents will be able to share leave in the year after their child’s birth and take leave in a more flexible way by stopping and starting their shared parental leave, taking their leave at the same time, and returning to work between periods of leave.

To qualify for shared parental leave you must have at least 26 weeks continuous service at the end of the 15th week before the EWC and still be in employment the week before you take the shared parental leave. In addition, you must share the main responsibility for the care of the child that the shared parental leave and pay relates to with the other parent and meet an ‘employment and earnings’ test.

Opting into shared parental leave and pay
If the mother and her partner agree, the mother can curtail her current maternity leave and ‘convert’ what remains of the leave period into shared parental leave (SPL). The mother must do this by giving formal notice to her employer and, if you are the mother, we have a form that can be completed to provide the required information. At least eight weeks’ notice must be given to curtail maternity leave, at which time the mother and her partner must also give their respective employers an indication of how they intend to take the shared parental leave and pay.

The mother’s notice to curtail maternity leave will normally be accompanied by a notice of entitlement to take shared parental leave and a request for a period of shared parental leave and pay. Once notice to curtail maternity leave has been given, it can only be withdrawn in very limited circumstances. However, if the mother gives notice to curtail her maternity leave before the child is born, she has up to six weeks after the birth to change her mind. If the mother revokes her curtailment notice, she remains on maternity leave and can give a new notice to curtail her maternity leave at a later date.

Taking shared parental leave
Before you can take shared parental leave and pay you must provide your employer with a notice of your entitlement to shared parental leave and pay, and this must be accompanied by a ‘declaration’ from your partner. This is a ‘one off’ notice and, if you are the mother, you will already have given this notice with your notice to curtail your maternity leave. If you are the mother’s partner we have a form that can be completed to provide the required information. The total number of weeks of SPL available is 52 weeks minus the maternity leave that the mother has already taken (including the compulsory maternity leave period). The leave must be taken in whole weeks (part- weeks count as whole weeks), and it must be taken before the child’s first birthday.

All your terms and conditions of employment are maintained throughout the SPL period with the sole exception of pay and, if your combined total of maternity/paternity and SPL does not exceed 26 weeks, you are entitled to return to work in your previous job. If you work full time you have the right to return to your full time position but you do not have the right to return part time. However, your employer will discuss any request for part time work and on request consider part time work. Requests should be made in writing to your employer, giving as much notice as possible.

Notification
You are allowed three ‘notifications’ to take a period of SPL. A minimum of eight weeks’ notice must be given before each period of leave, and the mother’s first notice to take SPL will usually be included as part of the notice to curtail maternity leave.

If your notice is for a continuous period of SPL, for example six weeks off, it cannot be refused. If however your notice is for a discontinuous period of leave, for example six weeks comprising three weeks of SPL, three weeks in work, then three weeks of SPL, this can be refused. The first two weeks of the eight week notice period are to enable you and your employer to discuss this type of request and to try to reach agreement on the pattern of leave.

If agreement cannot be reached you have until the 15th day after you submitted your request (i.e. the day after the discussion period expires) to either let the request stand or to withdraw the request. If you let the request stand your employer can insist that the SPL is taken as a period of continuous leave (in the above example as a continuous period of six weeks). You then have five days in which to decide the start date for the period of continuous leave, otherwise it will start on the date of the first period you previously notified. Alternatively, you can withdraw the request and it will not count as one of your three notifications.

If you want to change the dates of a previously notified period of SPL and your employer agrees to this, then the change does not count as a formal ‘notification’. If, however, your employer does not agree to the change you can submit a formal notification of the change (giving at least eight weeks’ notice). Your employer will have to accept this notification, but the change will count as one of your three ‘notifications’.

Statutory Shared Parental Pay
If you qualified for SMP, MA or SPP you will also qualify for Statutory Shared Parental Pay (SSPP). The total number of weeks of SSPP available is 39 weeks minus the number of weeks of SMP already paid to the mother. SSPP is paid at the lesser of:
•	The standard rate of SSPP or
•	90% of average weekly earnings.

As there will be more weeks of SPL available than weeks of SSPP, employees who claim SSPP will be required to sign a declaration stating the total pay available and the total pay received.

Shared parental rights (adoption)
Introduction
Many parents will able to share leave in the year after the adoption and take leave in a more flexible way by stopping and starting their shared parental leave, taking their leave at the same time, and returning to work between periods of leave.

To qualify for shared parental leave you must have at least 26 weeks continuous service at the end of the week in which the adopter is notified of having been matched with a child for adoption and still be in employment the week before you take the shared parental leave. In addition, you must share the main responsibility for the care of the child that the shared parental leave and pay relates to with the other parent and meet an ‘employment and earnings test’.

Opting into shared parental leave and pay
If the primary adopter and their partner agree, the primary adopter can curtail their current adoption leave and ‘convert’ what remains of the leave period into shared parental leave (SPL). The primary adopter must do this by giving formal notice to the employer and if you are the primary adopter, we have a form that can be completed to provide the required information. At least eight weeks’ notice must be given to curtail adoption leave, at which time the primary adopter and their partner must also give their respective employers an indication of how they intend to take the shared parental leave and pay.

The primary adopter’s notice to curtail adoption leave will normally be accompanied by a notice of entitlement to take shared parental leave and a request for a period of shared parental leave and pay. Once notice to curtail adoption leave has been given, it can only be withdrawn in very limited circumstances.

Taking shared parental leave
Before you can take shared parental leave and pay you must provide your employer with a notice of your entitlement to shared parental leave and pay, and this must be accompanied by a ‘declaration’ from your partner. This is a ‘one off’ notice and, if you are the primary adopter, you will already have given this notice with your notice to curtail your adoption leave. If you are the secondary adopter/adopter’s partner we have a form that can be completed to provide the required information. The total number of weeks of SPL available is 52 weeks minus the adoption leave that the primary adopter has already taken (including the compulsory adoption leave period). The leave must be taken in whole weeks (part-weeks count as whole weeks), and it must be taken during the first year following the adoption.

All your terms and conditions of employment are maintained throughout the SPL period with the sole exception of pay and if your combined total of adoption/paternity and SPL does not exceed 26 weeks, you are entitled to return to work in your previous job. If you work full time you have the right to return to your full time position but you do not have the right to return part time. However, your employer will discuss any request for part time work and will, on request consider part time work. Requests should be made in writing to your employer, giving as much notice as possible.

Notification
You are allowed three ‘notifications’ to take a period of SPL. A minimum of eight weeks’ notice must be given before each period of leave, and the primary adopter’s first notice to take SPL will usually be included as part of the notice to curtail adoption leave.

If your notice is for a continuous period of SPL, for example six weeks off, it cannot be refused. If however, your notice is for a discontinuous period of leave, for example six weeks comprising three weeks of SPL, three weeks in work, then three weeks of SPL, this can be refused. The first two weeks of the eight week notice period are to enable you and your employer to discuss this type of request and to try to reach agreement on the pattern of leave.

If agreement cannot be reached you have until the 15th day after you submitted your request (i.e. the day after the discussion period expires) to either let the request stand or to withdraw the request. If you let the request stand your employer can insist that the SPL is taken as a period of continuous leave (in the above example as a continuous period of six weeks). You then have five days in which to decide the start date for the period of continuous leave, otherwise it will start on the date of the first period you previously notified. Alternatively, you can withdraw the request and it will not count as one of your three notifications.

If you want to change the dates of a previously notified period of SPL and your employer agrees to this, then the change does not count as a formal ‘notification’. If, however, your employer does not agree to the change you can submit a formal notification of the change (giving at least eight weeks’ notice). Your employer will have to accept this notification, but the change will count as one of your three ‘notifications’.

Statutory Shared Parental Pay
If you qualified for SAP or SPP you will also qualify for Statutory Shared Parental Pay (SSPP). The total number of weeks of SSPP available is 39 weeks minus the number of weeks of SAP already paid to the primary adopter. SSPP is paid at the lesser of:
•	The standard rate of SSPP or
•	90% of average weekly earnings.

As there will be more weeks of SPL available than weeks of SSPP, employees who claim SSPP will be required to sign a declaration stating the total pay available and the total pay received.

Parental leave
Parents of children born or placed for adoption on or after 15th December 1999 are entitled, on completion of one year’s service with the Company, to take unpaid parental leave. The right applies to mothers and fathers and to a person who has legal parental responsibility. Parents who already have at least one year’s service are able to start taking parental leave when the child is born or adopted and the remainder are able to start taking parental leave as soon as they have completed one year’s service.

Parents are entitled to 18 weeks’ leave for each child, to be taken before the child reaches age 18. Parents must give 21 days’ written notice to take parental leave and it must be taken in blocks or multiples of one week (part weeks, including single days or part days, count as whole weeks) up to a maximum of four weeks in any one year. Parents of disabled children for whom a disability living allowance has been awarded have the additional flexibility to take leave in days without them being counted as whole weeks, although part days count as full days.

Leave can be postponed by the Company for up to six months where the business  cannot cope, except when a father gives the above advance notice to take leave immediately after the date when the child is born or when the partner of a primary adopter gives the above advance notice to take leave immediately after the date when the child is placed for adoption.

Time off for dependants
You will be allowed to take reasonable time off work without pay to deal with an emergency involving a dependant. The amount of time off allowed will depend on the circumstances.

For example, if a dependant is ill or injured, reasonable time off will be given to deal with the emergency – this does not mean that you will be allowed to take time off to look after the dependant personally.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Medication 
 
EYFS: 3.58 – 3.61	

At Toddle In we promote the good health of children attending nursery and take necessary steps to prevent the spread of infection (see sickness and illness policy).  While 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 medication as part of maintaining their health and well-being or when they are recovering from an illness.

If a child requires medicine we will obtain information about the child’s needs for this and will ensure this information is kept up to date. 

We follow strict guidelines when dealing with medication of any kind in the nursery and these are set out below. 
In many cases, it is possible for children’s GP’s to prescribe medicine that can be taken at home in the morning and evening. As far as possible, administering medicines will only be done where it would be detrimental to the child’s health if not given in the setting. If the child is prescribed anti-biotics we advise that they stay at home for the first 24 hours. If the child has not had a medication before, it is advised that the parent keeps the child at home for the first 48 hours to ensure no adverse effect as well as to give time for the medication to take effect. 

These procedures are written in line with current guidance in ‘Managing Medicines in Schools and Early Years Setting’.  The manager is responsible for ensuring all staff understand and follow these procedures.

Room staff must ensure that parent consent forms have been completed, that medicines are stored correctly and that records are kept according to procedures. 

Procedures
Medication prescribed by a doctor, dentist, nurse or pharmacist
(Medicines containing aspirin will only be given if prescribed by a doctor)
•	Children taking prescribed medication must be well enough to attend the setting 
•	Prescription medicine will only be given when prescribed by the above and for the person named on the bottle for the dosage stated
•	Medicines must be in their original containers with their instructions printed in English 
•	Those with parental responsibility for any child requiring prescription medication should hand over the medication to the most appropriate member of staff who will then note the details of the administration on the appropriate form and another member of staff will check these details
•	Those with parental responsibility must give prior written permission for the administration of each and every medication. However, we will accept written permission once for a whole course of medication or for the ongoing use of a particular medication under the following circumstances:
1.	The written permission is only acceptable for that brand name of medication and cannot be used for similar types of medication, e.g. if the course of antibiotics changes, a new form will need to be completed
2.	The dosage on the written permission is the only dosage that will be administered. We will not give a different dose unless a new form is completed
3.	Parents must notify us IMMEDIATELY if the child’s circumstances change, e.g. a dose has been given at home, or a change in strength/dose needs to be given. 
•	The nursery will not administer a dosage that exceeds the recommended dose on the instructions unless accompanied by written instructions from a relevant health professional such as a letter from a doctor or dentist
•	The parent must be asked when the child has last been given the medication before coming to nursery; and the staff member must record this information on the medication form. Similarly, when the child is picked up, the parent or guardian must be given precise details of the times and dosage given throughout the day. The parent’s signature must be obtained at both times
•	At the time of administering the medicine, a senior member of staff will ask the child to take the medicine or offer it in a manner acceptable to the child at the prescribed time and in the prescribed form. (It is important to note that staff working with children are not legally obliged to administer medication)
•	If the child refuses to take the appropriate medication, then a note will be made on the form
•	Where medication is “essential” or may have side effects, discussion with the parent will take place to establish the appropriate response.

Non-prescription medication (these will not usually be administrated)
•	The nursery will not administer any non-prescription medication containing aspirin
•	The nursery will only administer non-prescription medication for a short initial period, dependant on the medication or the condition of the child. After this time medical attention should be sought
•	If the nursery feels the child would benefit from medical attention rather than non-prescription medication, we reserve the right to refuse nursery care until the child is seen by a medical practitioner 
•	If a child needs liquid paracetamol or similar medication during their time at nursery, such medication will be treated as prescription medication with the *onus being on the parent to provide the medicine/*nursery providing one specific type of medication should parents wish to use this 
•	On registration, parents will be asked if they would like to fill out a medication form to consent to their child being given a specific type of liquid paracetamol or anti-histamine in particular circumstances such as an increase in the child’s temperature or a wasp or bee sting. This form will state the dose to be given, the circumstances in which this can be given e.g. the temperature increase of their child, the specific brand name or type of non-prescription medication and a signed statement to say that this may be administered in an emergency if the nursery CANNOT contact the parent
•	An emergency nursery supply of fever relief (e.g. Calpol) and anti-histamines (e.g. Piriton) will be stored on site. This will be checked at regular intervals by the designated trained first aider to make sure that it complies with any instructions for storage and is still in date  
•	If a child does exhibit the symptoms for which consent has been given to give non-prescription medication during the day, the nursery will make every attempt to contact the child’s parents. Where parents cannot be contacted then the nursery manager will take the decision as to whether the child is safe to have this medication based on the time the child has been in the nursery, the circumstances surrounding the need for this medication and the medical history of the child on their registration form. 
•	Giving non-prescription medication will be a last resort and the nursery staff will use other methods first to try and alleviate the symptoms (where appropriate). The child will be closely monitored until the parents collect the child
•	For any non-prescription cream for skin conditions e.g. Sudocrem, prior written permission must be obtained from the parent and the onus is on the parent to provide the cream which should be clearly labelled with the child’s name
•	If any child is brought to the nursery in a condition in which he/she may require medication sometime during the day, the manager will decide if the child is fit to be left at the nursery. If the child is staying, the parent must be asked if any kind of medication has already been given, at what time and in what dosage and this must be stated on the medication form 
•	As with any kind of medication, staff will ensure that the parent is informed of any non-prescription medicines given to the child whilst at the nursery, together with the times and dosage given
•	The nursery DOES NOT administer any medication unless prior written consent is given for each and every medicine.
•	
•	Only prescribed medication is administered. It must be in-date and prescribed for the current condition. NB Children’s paracetamol (un-prescribed) is administered only in the case of a high temperature or teething. This is to prevent febrile convulsion. After receiving a signed consent form from a parent, Calpol or an equivalent, may be administered only if a child is teething or suffering from a high temperature, which has not been reduced by other methods i.e. removal of clothes, cold compress on face, fresh air, lots of drinking water. A form needs to be filled in stating the last time the child had any Calpol, the dosage and time to be given. Calpol can only be given in other circumstances if prescribed or accompanied by a doctor's letter. The parent will be telephoned beforehand even if a consent form has been completed, in order to advise them of the situation. If a child does need liquid paracetamol during the day and the parents cannot be contacted then the nursery manager will take the decision as to whether the child is safe to have this medication based on the time the child has been in the nursery, the circumstances surrounding the need for this medication and the medical history of the child on their registration form.
•	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:
•	full name of child;
•	name of medication and strength;
•	last dose
•	dosage to be given in the setting;
•	signature, printed name of parent and date.

The administration is recorded accurately each time it is given (by a member of staff who is qualified to Level 3 standard at least) and is signed by that staff member and witnessed by another member of staff. 

Injections, pessaries, suppositories
As the administration of injections, pessaries and suppositories represents intrusive nursing, we will not administer these without appropriate medical training for every member of staff caring for this child. This training is specific for every child and not generic. The nursery will do all it can to make any reasonable adjustments including working with parents and other professionals to arrange for appropriate health officials to train staff in administering the medication.  

Storage of medicines
•	Children's prescribed medicines are stored in their original containers, are clearly labelled with the child’s name, dosage and dates. All prescription medications should have the pharmacist’s details and notes attached to show the dosage needed and the date the prescription was issued. This will all be checked, along with expiry dates, before staff agree to administer medication.  This medication is stored safely in a refrigerator (e.g. antibiotics) or in a green/blue box clearly labeled with the child’s name and photo e.g. inhalers and EpiPen’s. The boxes are inaccessible to the children but in easy reach of the staff at all times .
•	The child’s key person or co-keyperson is responsible for ensuring medicine is handed back at the end of the day to the parent.
•	For some conditions, medication may be kept in the setting. Key persons check that any medication held to administer on an as and when required basis, or on a regular basis, is in date and returns any out-of-date medication back to the parent.
•	If the administration of prescribed medication requires medical knowledge, individual training is provided for the relevant member of staff by a health professional.
•	If rectal diazepam is given another member of staff must be present and co-signs the record book.
•	No child may self-administer. Where children are capable of understanding when they need medication, for example with asthma, they should be encouraged to tell their key person what they need. However, 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 on 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 medical or social care personnel may need to be involved in the risk assessment.
•	Parents 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 basic understanding of the condition as well as how the medication is to be administered correctly. The training needs for staff is part of the risk assessment.
•	The risk assessment includes vigorous activities and any other nursery activity that may give cause for concern regarding an individual child’s health needs.
•	The risk assessment includes arrangements for taking medicines on outings and the child’s GP’s advice is sought 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 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. 
•	Children on regular medication will have their medication stored in a green/blue box in the office or staff room, clearly marked with the child's name and photograph. Health care plans are also compiled for these children.
•	Although it is the responsibility of the parents to check that up to date medicine is supplied to the nursery, the setting also has procedures in place to check that expiry dates are current and to inform parents of any medicines which are due to expire. If parents do not then replace this medication, Toddle In will not be held responsible for any consequences resulting in this.
•	the parent or guardian should give prior written permission for the administration of each and every medication, however we will except written permission once for a whole course of medication or for the ongoing use of a particular medication under the following circumstances:
o	the written permission is only acceptable for that brand name of medication and cannot be used for similar types of medication, e.g. if the course of antibiotics, a new form will need to be completed
o	the dosage on the written permission is the only dosage that will be administered. We will not give a different dose unless a new form is completed
o	parents should notify us IMMEDIATLEY if the child’s circumstances change, e.g. a dose has been given at home, or a change in strength / does needs to be given 

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, name of the medication, Inside the box is a copy of the consent form and a card to record when it has been given, with the details as given above.
•	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, name of the medication. Inside the box is a copy of the consent form signed by the parent.
•	As a precaution, children should not eat when travelling in vehicles 
•	This procedure is read alongside the outings and Inclusion of Pupils with medical needs procedure.

Medication should never be left in the children's bags but must always be handed over to a member of staff with clear instructions of when and how it is to be administered e.g. with water, before meals.

Staff medication
All nursery staff have a responsibility to work with children only where they are fit to do so. Staff must not work with children where they are infectious or too unwell to meet children’s needs. This includes circumstances where any medication taken affects their ability to care for children, for example, where it makes a person drowsy. 

If any staff member believes that their condition, including any condition caused by taking medication, is affecting their ability they must inform their line manager and seek medical advice. *The nursery manager/person’s line manager/registered provider will decide if a staff member is fit to work, including circumstances where other staff members notice changes in behaviour suggesting a person may be under the influence of medication. This decision will include any medical advice obtained by the individual or from an occupational health assessment.   

Where staff may occasionally or regularly need medication, any such medication must be kept in the person’s locker/separate locked container in the staff room or nursery room where staff may need easy access to the medication such as an asthma inhaler. In all cases it must be stored out of reach of the children. It must not be kept in the first aid box and should be labelled with the name of the member of staff.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

GUIDELINES FOR GIVING MEDICINE
3.60 3.61

WRITTEN PERMISSION FROM THE PARENT OR GUARDIAN MUST ALWAYS BE OBTAINED BEFORE YOU GIVE ANY MEDICINE TO A CHILD

When giving a child medicine:

•	Always check the label on the bottle and the instructions. If it has been prescribed by the doctor check that it is for the child, is within date and follow the instructions exactly.

•	Shake the bottle before measuring the dose. Always pour any medicine with the label uppermost so that the instructions remain legible if the medicine runs down the side of the bottle.

•	Put a bib on a baby and have some baby wipes or a flannel close at hand to wipe clean. Cradle the baby as if bottle-feeding, with her head tilted back.

•	Use a 5ml-medicine spoon to measure the dose, whether it be 2.5ml or 5ml. If using a dropper, measure the dose spoon first and then suck it up with the dropper.

•	Spoon or squeeze the dose into the child's mouth.

•	Antibiotics may be prescribed for any infection or to prevent secondary infection. (These sometimes cause diarrhea). NB. Some antibiotics may need to be kept in a fridge.

•	At the time of administering the medicine a senior member of staff will ask the child to take the medicine or offer it in a manner acceptable to the child at the prescribed time and in the prescribed form. (It is important to note that staff working with children are not legally obliged to administer medication). If the child refuses to take the appropriate medication then a note should be made on the form

Injections, pessaries, suppositories

As the administration of injections, pessaries and suppositories represents intrusive nursing, they should not be administered by any member of staff unless appropriate medical training is given to each member of staff caring for this child. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Mobile Phone and Electronic Device Use 

This policy refers to all electronic devices able to take pictures, record videos, send or receive calls and messages. This includes cameras, mobile telephones, tablets and any recording devices including smartwatches. More and more devices are technically, capable of connecting us to the outside world. We will adapt the policy to include all devices we deem required to safeguard children. 
Re – Fit bits: ones that receive calls and messages are not allowed but ones that only count steps are. 

Mobile phones and other devices that accept calls, messages and video calling
At Toddle In we promote the safety and welfare of all children in our care. We believe our staff should be completely attentive during their hours of working to ensure all children in the nursery receive good quality care and education.

To ensure the safety and well-being of children we do not allow staff to wear personal smartwatches and/or fit bits during working hours. 

This policy should be used in conjunction with our online safety policy to ensure children are kept safe when using the nursery devices online

Staff must adhere to the following: 

•	Mobile phones can only be used on a designated break and then this must be away from the children
•	Mobile phones should be stored safely in the staff room or the nursery office at all times during the hours of your working day
•	No personal device is allowed to be connected to the nursery Wi-Fi at any time 
•	The use of nursery devices, such as tablets, must only be used for nursery purposes 
•	The nursery devices will not have any social media or messaging apps on them with the exception of Famly and Business suite.
•	Any apps downloaded onto nursery devices must be done only by management. This will ensure only age appropriate and safe apps will be accessible to staff or children using them
•	Passwords / passcodes for nursery devices must not be shared or written down 
•	During outings, staff will use their personal mobile phones for contact reasons only. Photographs must not be taken of the children on any personal phones or any other personal information storage device. Only nursery owned devices will be used to take photographs or film videos
•	Nursery devices will not be taken home with staff and will remain secure at the setting when not in use. If a device is needed to be taken home due to unforeseen circumstances then the person taking this device home must ensure it is securely stored and not accessed by another other individual and returned to nursery as soon as practically possible

Parents’ and visitors’ use of mobile phones and smartwatches 
Whilst we recognise that there may be emergency situations which necessitate the use of a mobile telephone, in order to ensure the safety and welfare of children in our care and share information about the child’s day.  However parents and visitors are kindly asked to refrain from using their mobile telephones whilst in the nursery or when collecting or dropping off their children.

If you are found to be using your phone inside the nursery premises you will be asked to finish the call or take the call outside. 

We do this to ensure all children are safeguarded and the time for dropping off and picking up is a quality handover opportunity where we can share details about your child. 

Visitors are requested to leave their mobile phones or smart watches in the safety of the office or other designated area where they will be locked away safely. 

Parents are requested not to allow their child to wear or bring in devices that may take photographs or record videos or voices. This includes smart watches with these capabilities, such as Vtech. This ensures all children are safeguarded and also protects their property as it may get damaged or misplaced at the nursery. Any children who arrive at nursery with any of these devices will be expected to leave them in the office. 

Photographs and videos 
We recognise that photographs and video recordings play a part in the life of the nursery. We ensure that any photographs or recordings (including CCTV) taken of children in our nursery are only done with prior written permission from each child’s parent and only share photos with parents in a secure manner. We obtain this when each child is registered and we update it on a regular basis to ensure that this permission still stands. 

We ask for individual permissions for photographs and video recordings for a range of purposes including: use in the child’s learning journey; for display purposes; for promotion materials including our nursery website, brochure and the local press; and for security in relation to CCTV and the different social media platforms we use. We ensure that parents understand that where their child is also on another child’s photograph, but not as the primary person, that may be used in another child’s learning journey. 

If a parent is not happy about one or more of these uses, we will respect their wishes and find alternative ways of recording their child’s play or learning.  

Staff are not permitted to take any photographs or recordings of a child on their own information storage devices e.g. cameras, mobiles, tablets or smartwatches and may only use those provided by the nursery. The nursery manager will monitor all photographs and recordings to ensure that the parents’ wishes are met and children are safeguarded. 

Photographs or videos recorded on nursery mobile devices will be transferred to the correct storage device to ensure no images are left on these mobile devices.

Parents, and children, are not permitted to use any recording device or camera (including those on mobile phones or smartwatches) on the nursery premises without the prior consent of the manager. 

During special events, e.g. Christmas or leaving parties, staff may produce group photographs to distribute to parents on request. In this case we will gain individual permission for each child before the event. This will ensure all photographs taken are in line with parental choice. We ask that photos of events such as Christmas parties are not posted on any social media websites/areas without permission from parents of all the children included in the picture.

Applicable for settings using Online Learning Journals only
We use tablets in the rooms to take photos of the children and record these directly on to their electronic learning journeys. We ensure that these devices are used for this purpose only and do not install applications such as social media or messaging sites on to these devices. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Menopause Policy

Toddle In Nursery recognises that women in our setting may be experiencing symptoms of peri-menopause or menopause. We understand this is a natural part of the aging process and it affects women in different ways. As an employer, we wish to provide a range of appropriate support.
Symptoms associated with menopause include hot flushes, palpitations, sweats, sleep disturbance, fatigue, poor concentration, irritability, depression, anxiety and skin irritation, This period of hormone change can last for a period from four to eight years. 
It is recognised that some symptoms can affect performance at work, trying to manage symptoms in the workplace without support can lead to increased levels of stress. 

Key principles – 
•	We recognise our role in supporting women during this stage of life.
•	Staff who are experiencing symptoms are encouraged to discuss their needs with management. 
•	Any discussions which take place will be treated with sensitivity and will be kept confidential 
•	We will accommodate reasonable adjustments to the working environment and working patterns where possible.
•	Additional advice is available from peninsula when required.  

We aim to ensure that affected staff- 
•	Are able to ask for confidential support and adjustments so they can continue to be successful in their roles. 
•	Are better placed to manage their symptoms in the workplace.
•	Understand we are committed to support their needs during this time.

Manager’s responsibility –
•	Confirm in writing any agreements made.
•	Regular supervisions with staff to ensure their needs are continually being met.
•	Seek additional advice where necessary.
•	Ensure any conversations are kept strictly confidential.
•	Sign post relevant sources of support.
•	Ensure no one experiences less favourable treatment as a result of the menopause.
•	Flexibility around taking breaks or increased shorter breaks during the working day.
•	Facilitating a more comfortable working environment eg. Adjusting temperature/ lighting.
•	Review allocation of work and responsibilities if symptoms are negatively affecting performance. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Modern Slavery and Human Trafficking Policy

Legislation

The Modern Slavery Act received Royal Assent on 26 March 2015. The act consolidates slavery and trafficking offenses and introduces tougher penalties and sentencing rules. 

Background

Child trafficking and modern slavery is becoming a more frequent form of child abuse. Children are recruited, moved, transported and then exploited, forced to work or are sold on. 

Modern slavery is a term that covers:
•	Slavery
•	Servitude and forced or compulsory labour
•	Human trafficking.

Victims of modern slavery are also likely to be subjected to other types of abuse such as physical, sexual and emotional abuse. This policy should be used alongside the following policies to ensure all children, staff, parents and visitors are fully safeguarded: 
•	Safeguarding and child protection
•	Whistleblowing 
•	Equality and inclusion 

For an adult or child to have been a victim of human trafficking there must have been:
•	Action (e.g. recruitment, transportation, transfer, harboring or receipt of a child for the purpose of exploitation)
•	Means (threat or use of force, coercion, abduction, abuse of power or vulnerability) There does not need to be “means” for children as they are not able to give informed consent
•	Purpose (e.g. sexual exploitation, forced labour or domestic servitude, slavery, financial exploitation, illegal adoption, removal of organs).

Procedure: 
When a concern is raised about slavery or trafficking then we will follow our safeguarding procedure. If the child (or adult) is at risk of immediate harm then the police will be called, otherwise the local authority will be contacted and the referral process will be followed as per the safeguarding procedure. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Multiple Birth Families Policy

At Toddle In we aim to ensure that all families are included and supported fully, no matter how big or small. There are more and more multiple births occurring in the UK, twins, triplets and even more. As a nursery we accommodate all families and work together with parents to ensure all children are treated as individuals and supported to make the best progress they can. 

Twins, triplets and other multiple birth children will have unique relationships with their sibling, different to any other relationship in the nursery so we will take this into consideration with all aspects of care and early learning. 

To this end we will: 

•	Acknowledge multiple birth relationship as special and to be celebrated as well as enabling children to develop as individuals 
•	Explore each child’s preferences, interests, needs and starting point
•	Complete separate forms for each child to discover their routines (where age appropriate), specific requirements, dietary needs etc. 
•	Recognise each child and call them by name. Differences will be recognised and tuned into to enable each child to be seen as an individual
•	Create “all about me” books for each child, including photos and special features 
•	Recognise and celebrate all individual achievements 
•	Report back on each child separately at the end of the day to the parents 
•	Consider separation if this is beneficial for their development. Parents, and where appropriate the children, will be involved in the decision for when, where and how this may occur (e.g. focused activities, outdoor play) 
•	Arrange parental consultations for each child.  Each child will be compared against the peer group or against typical developmental benchmarks not compared to their sibling. Each child will receive the same time during the consultation as any other child in the setting
•	Not expect each child to behave in the same manner, excel in the same areas or enjoy the same activities. If one child is not achieving at the expected rate then we would investigate the reasons why
•	Ensure all staff are able to identify each child and know their name.  

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Nappy Changing

EYFS: 3.86	

At Toddle In we aim to support children’s care and welfare on a daily basis in line with their individual needs. All children need contact with familiar, consistent carers to ensure they can grow confidently and feel self-assured. Wherever possible, each child’s key person will change nappies according to the child’s individual needs and requirements.  

We will enable a two-way exchange between parents and key persons so that information is shared about nappy changing and toilet training in a way that suits the parents and meets the child’s needs. Parents will be engaged in the process of potty training and supported to continue potty training with their child at home.

We will use appropriate designated facilities for nappy changing which meet the following criteria:
•	Facilities are separate to food preparation and serving areas and children’s play areas
•	Changing mats have a sealed plastic covering and are frequently checked for cracks or tears. If cracks or tears are found, the mat is discarded. 
•	Clean nappies are stored in a clean dry place; soiled nappies are placed in a ‘nappy sack’ or plastic bag before being placed in the bin. Bins are regularly emptied and placed in an appropriate waste collection area. 
•	Each child should have their own creams and lotions for any non-prescription cream for skin conditions e.g. Sudocrem. These are supplied by the parent/guardian and must be clearly labelled with the child’s name. Prior written permission is obtained from the parent. When applying creams for rashes, a gloved hand is used. Parents are asked to provide their own nappies and any creams etc required, as the nursery is unable to stock all the brands required and this helps to reduce the likelihood of cross contamination. However, a basic store of nappies will be available in case an individual supply runs out. Each child is supplied with their own box in which to store their own items. Parents will be informed when a supply is running low or any nappies used from nursery’s supply need ‘reimbursing’.

Staff changing nappies will:
•	Use a wipeable apron and pair of gloves for each nappy change and always wash hands before and after using gloves
•	Clean disinfect and dry mats thoroughly after each nappy change; disposable towels/roll must be discarded after each nappy change
•	Ensure they have all the equipment they need and access to fresh water before each nappy change.
•	Young children are encouraged to take an interest in using the toilet; they may just want to sit on it and talk to a friend who is also using the toilet.
•	They should be encouraged to wash their hands and have soap and hand drying facilities to hand. They should be allowed time for some play as they explore the water and the soap.
•	Older children in the preschool room access the toilet when they have the need to and are encouraged to be independent. Children should only access the toilet individually and should be accompanied by a member of staff in other circumstances.

We wish to ensure the safety and welfare of the children whilst being changed and safeguard against any potential harm, as well as ensuring the staff member involved is fully supported and able to perform their duties safely and confidently. We aim to support all parties through the following actions: 
•	Ensuring that the nappy changing area is warm, inviting and stimulating and change this area regularly to continue to meet children’s interests
•	Ensuring all staff undertaking nappy changing have suitable enhanced DBS checks
•	Training all staff in the appropriate methods for nappy changing
•	When changing a nappy, the infant should be placed on the changing mat/table. A CHILD SHOULD NEVER BE LEFT UNATTENDED WHILST ON THE CHANGING TABLE. Baby powder should NEVER be used. Baby wipes should be used to clean the infant (unless otherwise instructed by the parent) and the infant should be wiped from front to back to prevent infection. Where necessary or if instructed by parents, a thin layer of cream should be applied in line with the instructions displayed in the changing area. Cream should not be ‘plastered’ on, as this can create a barrier and prevent the skin from breathing. A clean nappy should then be put on.
•	Making sure staff do not change nappies whilst pregnant until a risk assessment has been discussed and conducted; and that students only change nappies with the support and close supervision of a qualified member of staff
•	Conducting thorough inductions for all new staff to ensure they are fully aware of all nursery procedures relating to nappy changing 
•	Ensuring hygiene procedures are followed appropriately, e.g. hands washed before and after nappies are changed and changing mats cleaned before and after each use
•	Following up procedures through supervision meetings and appraisals to identify any areas for development or further training
•	Working closely with parents on all aspects of the child’s care and education as laid out in the parent and carers as partner’s policy. This is essential for any intimate care routines which may require specialist training or support. If a child requires specific support, the nursery will arrange a meeting with the parent to discover all the relevant information relating to this to enable the staff to care for the child fully and meet their individual needs
•	Ensuring all staff have an up-to-date understanding of child protection and how to protect children from harm. This includes identifying signs and symptoms of abuse and how to raise these concerns as set out in the child protection policy
•	Balancing the right for privacy for the children with the need for safeguarding children and adults by making sure intimate care routines do not take place behind closed doors
•	Operating a whistleblowing policy to help staff raise any concerns relating to their peers or managers and helping staff develop confidence in raising concerns as they arise in order to safeguard the children in the nursery
•	Conducting working practice observations of all aspects of nursery operations to ensure that procedures are working in practice and all children are supported fully by the staff. This includes all intimate care routines
•	Conducting regular risk assessments of all aspects of nursery operations including intimate care and reviewing the safeguards in place. The nursery has assessed all the risks relating to intimate care routines and has placed appropriate safeguards in place to ensure the safety of all involved.

Timings

Staff should check all the nappies of children in their care at regular intervals throughout the day and change them immediately if wet or soiled. NB If young children are left in wet or soiled nappies/’pull ups’ in the setting this may constitute neglect and will be a disciplinary matter. Settings have a ‘duty of care’ towards children’s personal needs.

At Toddle In, nappies are checked and changed immediately if wet or soiled and also checked at fixed times. The fixed times are:
Tots Room: 
10.30am
1.30pm
4.30pm
In addition to these times, nappies should also be checked and changed if necessary after a feed and before and after sleeps.

No child is excluded from participating in our setting who may, for any reason, not yet be toilet trained and who may still be wearing nappies or equivalent. We work with parents towards toilet training, unless there are medical or other developmental reasons why this may not be appropriate at the time.

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

TOILET TRAINING

Toilet training should be approached in a relaxed, unhurried manner. If the potty is introduced too early or if a child is forced to sit on it for long periods of time, they may rebel and the whole issue of toilet training can become a battleground. Toilet training can be over in a few days or may take some months. The decision when to start toilet training must lie with the child's parents.

When assisting in toilet training at Toddle In, the following points should be considered:

•	The nursery should find out how toilet training is managed in the child's home and whether any special words are used; for example there may be a special word used for urine or the potty.

•	Sticker charts and praise are used to encourage successful transition from nappies to potties and toilets.

•	Always praise children when they succeed and do not show disapproval when they don't. They may themselves be upset by any accident.

•	Staff should offer the potty regularly so that the child becomes used to the idea of a routine and get used to the signs that the child needs to use it.

•	Encourage good hygiene right from the start. Wipe the child's bottom (wipe a girls from front to back to prevent infection); wash or help the child to wash their hands after every visit to the potty. Always wear disposable gloves

•	Boys need to learn to stand in front of the toilet and aim at the bowl before passing urine. 
Putting a piece of toilet paper in the bowl gives the child something to aim at.

There will inevitably be occasions when children have an 'accident', especially in the potty training stage. Staff are encouraged to help children when they have an accident by:

•	Not appearing bothered and letting the child know that this is not a big problem - just something that happens from time to time
•	Reassure the child by using a friendly tone of voice and offering a cuddle if they seem distressed.
•	Be discreet - deal with the matter swiftly. Wash and change them out of view of others and with the minimum of fuss.

Soiled clothes should be rinsed off in the sluice located in the upstairs toilets and then put into the washing machine on a suitable wash cycle. They should then be put in the spin dryer to dry. If however, parental consent has not been given for the laundering of clothes, the items should be placed into a carrier bag, tied tightly and placed on the child's peg.

If an older child wants to manage the incident themselves, encourage them to do so but also check tactfully afterwards that they have managed.

Pre-school children are encouraged to go to the toilet themselves, wipe themselves clean and wash their hands in preparation for starting school when independent toileting is required.

Signs of illness or  abnormality
When staff help children to use the potty or the toilet, staff should always be alert to any problems they may have. All observations should be recorded in the sickness book and reported to the child's parents and the manager. Some signs to look for are:

•	Diarrhea - some nursery age children are prone to bouts of diarrhea, which are not usually a sign of infection but a result of the immaturity of the nervous system affecting
•	the speed of digestion
•	Constipation - a child may have difficulty and feel pain when passing a motion.
•	Pain when passing urine - this may be caused by a bladder infection and will require treatment.
•	Rashes around the nappy/genital area - nappy rash or thrush may cause red spots around the area.
•	Threadworm – white pieces of cotton like fibres in the stools
•	Bruising or other marks - These could indicate abuse (See Safeguarding children Policy)

If any parent or member of staff has concerns or questions about nappy changing procedures or individual routines, please see the manager at the earliest opportunity.
 
This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY ON NOISE

It is recognised that working with young children can be a noisy and stressful job. 

Arrangements will be made for all staff to have regular breaks during the working day.

The noise level in a nursery can be very loud at times, with children shouting, crying or participating in noisy activities. Where a member of staff feels that the noise level is getting out of hand steps should be taken to reduce it. This may be done by sitting the children down and reading them a story or by offering quiet activities. Another alternative may be to split the children into smaller groups and to offer more focused activities.

The children will in any event be expected to have a variety of experiences and to participate in both "noisy" and "quiet" activities during their time in the nursery.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

NURSERY EDUCATION GRANT POLICY

All 3 year olds (the term after their third birthday), 4 year olds, and some eligible 9 month upwards, are entitled to a free education place of 15 hours per week. Dependant on eligibility criteria, some may receive 30 funded hours. The grant amount is dependent on the sessions attended. 

Depending on the child’s grant sessions and any additional wraparound care, these amounts can be spread out over a varying number of weeks within each term. Any child attending less than 15 hours per week will receive a pro rata amount for the number of sessions attended.
Parents will be asked to complete a form confirming that their child attends this setting for the sessions stated and are not claiming funding at any other settings. Parents will also be asked to provide a copy of their child’s date of birth.

Parents of children aged 9 months plus will also be asked to fill out an EYPP registration form. The funding is based on the ‘free school dinners’ criteria and will allow the nursery to apply for extra funding for resources to support children’s learning.

The nursery claims the grant on behalf of parents and once funding is received from the local authority it is paid directly to the nursery. 

Parents are invited to ask at the office for further information and details of how to check eligibility and claim for 30 funded hours.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

OFFICE HEALTH AND SAFETY

At Toddle In we take the welfare of our employees seriously and put safeguards in place to help protect the health and safety of all employees. This includes any staff who are required to undertake office duties as part of their role including sitting at a computer. 

We carry out risk assessments to assess any health and safety risks to employees carrying out office duties and provide appropriate equipment for their role.   

Staff using computers can help to prevent health problems in the office by:
•	Sitting comfortably at the correct height with forearms parallel to the surface of the desktop and eyes level with the top of the screen
•	Maintaining a good posture
•	Avoiding repetitive and awkward movements by using a copyholder and keeping frequently used items within easy reach
•	Changing position regularly
•	Using a good keyboard and mouse technique with wrists straight and not using excessive force
•	Making sure there are no reflections or glare on screens by carefully positioning them in relation to sources of light
•	Adjusting the screen controls to prevent eyestrain
•	Keeping the screen clean
•	Reporting to their manager any problems associated with use of the equipment
•	Planning work so that there are breaks away from the workstation.

Seating and posture for typical office tasks:
•	Good lumbar support from the office seating
•	Seat height and back adjustability
•	No excess pressure on underside of thighs and backs of knees
•	Foot support provided if needed
•	Space for postural change, no obstacles should be under the desk
•	Forearms approximately horizontal
•	Minimal extensions, flexing or straining of wrists
•	Screen height and angle should allow for comfortable head position
•	Space in front of keyboard to support hand/wrists during pauses in typing.

If an employee requires additional support, please let the manager know as soon as possible.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Online/E-Safety Policy

Our nursery is aware of the growth of internet use and the advantages this can bring. However, it is also aware of the dangers and strives to support children, staff and families in using the internet safely. Our E-safety policy operates at all times and is under the umbrella of the Safeguarding policy.

The E-Safety policy is in relation to electronic devises of all types being used in our setting. Our policy includes the use of internet, photos and mobile phones and tablets in the setting and on outings.

Keeping Children Safe in Education states “The breadth of issues classified within online safety is considerable, but can be categorised into three areas of risk:
•	content: being exposed to illegal, inappropriate or harmful material;
•	contact: being subjected to harmful online interaction with other users; and
•	conduct: personal online behaviour that increases the likelihood of, or causes,
harm.”

Aim
Our aim is to begin the learning process with the children on how to be E-Safe, to recognise when information or material is inappropriate or makes them feel uncomfortable and how to ask for help.

To ensure the safe use of technology to enhance the learning for the children.

The Designated Safeguarding Lead is ultimately responsible for online safety concerns. All concerns need to be raised as soon as possible to Leanne Birtwistle, Kaela Hollins-Wilkinson or Charlotte Goodwin. 

Procedure
The internet is now regarded as an essential resource to support teaching and learning.

Internet use should be carefully planned and targeted with a regulated and managed environment to show the children the benefits of accessing information from around the world to enhance their learning.

Use of internet at nursery
Our staff are permitted to use the internet on the nursery computers/tablets providing it is for the educational benefit of the children. This can be gathering information, images, videos or to use an age appropriate learning programme for the children.
Children who access the devices will learn appropriate internet use and staff will guide them with online activities that will support their learning.
The internet is also used by the nursery to upload observations/photos to Famly to track the children’s learning and to allow effective planning and to communicate with parents
Staff may access their internet for personal use via their phones in their own time and only during their breaks. 
The internet access at nursery will be tailored especially for educational use and will include appropriate filtering. The nursery manager will ensure that the appropriate filters are applied to PC’s, tablets and nursery mobile phones in the nursery and also review the sites accessed.
A member of staff will observe the children when they are using the internet and ensure that it is appropriate.
Use of E-mails – This can be used by staff for work purposes from the nursery computer but only sent through the nursery’s email account (hello@toddleinprivatenursery.com). This address must not be used for personal e-mail.

The use of photographs
On a child’s entry to the nursery, all parents/carers will be asked to sign the permissions in our welcome pack to use their child’s photo in the following ways:
•	For the nursery Facebook page.
•	For general media appearances e.g. local/national media.
•	For the nursery website.
•	For nursery prospectus and other printed publications or displays away from the nursery building
•	For displays in the rooms and around the nursery building.
This content is considered valid for the entire period that your child attends nursery unless there is a change in the child’s circumstances. We will keep a list of the children for whom permission has not been granted and all staff will be provided with this information. Parents/carers may withdraw permission at any time by speaking to a member of management in the office.
To safeguard all children in our setting photos are only taken on the nursery’s camera/tablets and not individuals cameras or phones. 

Mobile phones – Outings
When we go off premises for an outing or visit we advise at least two members of staff to take their personal mobiles to ensure contact can be made if needed.  
The nursery telephone number should be given out and stored on the nursery mobile phone to be used in case of an emergency (01282 866100).

Within the nursery we aim to keep children (and staff) safe online by: 
•	Ensuring we have appropriate antivirus and anti-spyware software on all devices and update them regularly 
•	Ensuring content blockers and filters are on all our devices, e.g. computers, laptops and any mobile devices
•	Keeping passwords safe and secure in the nursery office.
•	Ensure management monitor all internet activities in the setting
•	Locking away all nursery devices at the end of the day 
•	Ensuring no personal social media or messaging apps are installed on nursery devices 
•	Management reviewing all apps or games downloaded to tablets to ensure all are age appropriate for children and safeguard the children and staff 
•	Using approved devices to record/photograph in the setting
•	Never emailing personal or financial information
•	Reporting emails with inappropriate content to the internet watch foundation (IWF www.iwf.org.uk)
•	Ensuring children are supervised when using internet devices
•	Using tracking software to monitor suitability of internet usage (for older children)
•	Not permitting staff or visitors access to the nursery Wi-Fi 
•	Integrating  online safety into nursery daily practice by discussing computer usage ‘rules’ deciding together what is safe and what is not safe to do online
•	Talking to children about ‘stranger danger’ and deciding who is a stranger and who is not, comparing people in real life situations to online ‘friends’
•	Provide training for staff at least annually in online safety and understanding how to keep children safe online. We encourage staff to complete an online safety which can be found on Noodle
•	We abide by an acceptable use policy; ensuring staff only use the work ICT equipment for matters relating to the children and their education and care. No personal use will be tolerated
•	Under no circumstances should any member of staff, either at work or in any other place, make, deliberately download, possess, or distribute material they know to be illegal, for example child sexual abuse material
•	Children’s screen time is monitored to ensure they remain safe online and have access to material that promotes their development. We will ensure that their screen time is within an acceptable level and is integrated within their programme of learning
•	The nursery is aware of the need to manage our digital reputation, including the appropriateness of information and content that we post online, both professionally and personally. This is continually monitored by the setting’s  management.

All electronic communications between staff and parents should be professional and take place via the official nursery communication channels, e.g. the setting’s email addresses and  telephone numbers and fed back to management immediately. This will be monitored regularly by management also. This is to protect staff, children and parents. 

If any concerns arise relating to online safety then we will follow our safeguarding policy and report all online safety concerns to the DSL. 

The DSL will make sure that: 
•	All staff know how to report a problem and when to escalate a concern, including the process for external referral if they feel it is needed
•	All concerns are logged, assessed and actioned upon using the Nursery’s Safeguarding procedure
•	Any complaints about the inappropriate use to the internet or other technologies will be handled through the complaints policy and procedure.
•	Parents are supported to develop their knowledge of online safety issues concerning their children by sending relevant information via Famly.
•	Parents are offered support to help them talk about online safety with their children using appropriate resources 
•	Parents are signposted to appropriate sources of support regarding online safety at home and are fully supported to understand how to report an online safety concern.
•	The Professionals Online Safety Helpline (0344 381 4772 or helpline@saferinternet.org.uk) is shared with all staff and used if any concerns arise
•	Refer to https://www.gov.uk/government/publications/safeguarding-children-and-protecting-professionals-in-early-years-settings-online-safety-considerations/safeguarding-children-and-protecting-professionals-in-early-years-settings-online-safety-considerations-for-managers to ensure all requirements are met in order to keep children and staff safe online
•	Share https://www.gov.uk/government/publications/safeguarding-children-and-protecting-professionals-in-early-years-settings-online-safety-considerations/safeguarding-children-and-protecting-professionals-in-early-years-settings-online-safety-guidance-for-practitioners with the wider team to help them to keep themselves safe online, both personally and professionally 

This policy was adopted on	Signed on behalf of the nursery	Date for review	
			
OUTDOOR PLAY
 
EYFS  3.8.3	

At Toddle In we are committed to the importance of daily outdoor play and the physical development of all children regardless of their age and stage of development. We provide outdoor play in all weathers. Where possible and appropriate, we make outdoor activities accessible to children with learning difficulties and disabilities to ensure inclusive use of the outdoor area.

We recognise that children need regular access to outdoor play in order to keep fit and healthy, develop their large and fine motor skills, experience learning in a natural environment and access sunlight in order to absorb vitamin D more effectively. 

The outdoor areas, both within the nursery grounds and in the local community have a wealth of experiences and resources which help children to develop in a variety of ways, including independence, exploration and investigative skills, risk taking and self-esteem, all of which support children to develop skills now and for the future. 

We ensure all areas are safe and secure through close supervision and the use of robust risk assessments and safety checks. Before the outdoor areas are used, a member of staff should check all the grounds which the children may have access to, for any potential hazards, such as broken glass or syringes. Should any hazards be found, the manager should be informed who will arrange for safe disposal of the materials, The Council should be contacted for syringe disposal, whilst any broken glass can be swept up by a member of staff, using the dustpan and brush marked for outdoor use.

STAFF SHOULD NEVER ATTEMPT TO PICK UP SYRINGES OR GLASS WITH THEIR HANDS 

On leaving the building a member of staff should log that the outdoor area has been checked and is safe to play in. It should also be noted how many children and staff are outside and the time at which they left and returned to the building.

In the summer we limit the time that the children are outside, avoiding the sun is at its strongest. We ask that parents bring their child with a hat and provide sun-cream with a high protection factor which can be stored in their tray/box.

In the winter we ask that children have warm clothing suitable for outside play. The staff ratio in the playgrounds is the same as within the rooms.

Sandpits should be brought indoors or covered overnight to prevent contamination from animals, such as cats. They should also be checked regularly for hazardous litter such as sharp sticks or broken glass, and insects.

Children must be supervised at all times and remain in the boundaries of the play area.

The play area is divided into two parts by fencing. The smaller area is suitable for the 0-3's whilst the larger area is equipped for the 3-5 year old’s.

Staff should position themselves around the playground in order to maximize the children’s safety at all times. 

Where possible and appropriate, we plan and encourage play that helps children understand and manage risks. This type of play allows children to explore and find their own boundaries in a safe environment with supportive practitioners. Staff are informed of the importance of safety procedures and are trained appropriately to ensure these procedures are followed effectively. 

We plan all outdoor play opportunities and outings to complement the indoor activities and provide children with purposeful activities that support and follow individual children’s interests. There is a balance of both adult-led and child-initiated opportunities to enable children to learn and practice new skills, knowledge and behaviours. 

We use this policy alongside the following policies to ensure the safety and welfare of children throughout their time outside:
•	Health and Safety
•	Sun Care 
•	Caring for Babies and Toddlers
•	Lost Child Policy 
•	Parents and Carers as Partners  
•	Supervision of Children 
•	Safeguarding and Child Protection
•	Outings.  

This policy was adopted on	Signed on behalf of the nursery	Date for review	

OUTINGS AND VISIT
EYFS 3.88 – 3.91

At Toddle In we offer children a range of local outings including walks and visits off the premises. We believe that planned outings and visits complement and enhance the learning opportunities inside the nursery environment and extend children’s experiences. We always seek parents’ permission for children to be included in such outings.

For all outings the following procedures must be followed: 

GUIDELINES FOR NURSERY STAFF
From time to time nursery children are taken on outings, as these can be an important way to enhance the learning curriculum of young children and help them to understand the world around them. These excursions can include an outing to the local park, library or shops or may be a more major outing such as to a farm or a trip to the seaside. In order to ensure that nursery outings are planned and carried out with safety in mind, the following guidelines must be followed:

PROCEDURES:
Visits and outings are carefully planned using the following guidelines, whatever the length or destination of the visit:

PHONE CONTACT
Contact by mobile phone should always be possible. At least one phone should be taken on outings (one per group if the whole outing group intends to separate). Numbers should be left available at the nursery and all remaining nursery staff informed of these numbers.

RATIOS:
Staffing ratios will be increased. The increase in ratios will be dependent on the nature of the outing and the age of the children but will always comply with legal requirements. Additionally, where possible parents should be encouraged to join in as they can be responsible for their own children and allow staff to concentrate on the other children. Exceptions are as follows:
Ratios: Adult/Child
	1:1	For a child with behavioural difficulties or a child whose needs warrant additional support.
	1:1	For swimming

PREPARATION
Permission to take a child on an outing should be obtained from the parent/career who signs a consent form for local outings (on admission to the nursery).

Parents/carers must give further written consent for all other outings. The Nursery Manager should prepare a letter telling parents/carers when and where their children will be going and what form of transportation will be used. The letter should state what time the children would be leaving the nursery and the expected time of return. Parents/carers should then give their written consent. Under no circumstances should a child be included in the outing without first obtaining written permission from the parent/career.

A pre-visit checklist, full risk assessment and outings plan will always be carried out by a senior member of staff before the outing to assess the risks or hazards which may arise for the children, and identify steps to be taken to remove, minimise and manage those risks and hazards. We will endeavor to visit the venue prior to the visit. This will ensure that the chosen venue is appropriate for the age, stage and development of the children

Risk assessment/outings plan
The full risk assessment and outing plan will be displayed for parents to see before giving consent. This plan will include details of:
•	The name of the designated person in charge - the outing leader 
•	The name of the place where the visit will take place
•	The estimated time of departure and arrival
•	The number of children, age range of children, the ratio of staff to children, children’s individual needs and the group size  
•	The equipment needed for the trip, i.e. first aid kit, mobile phone, coats, safety reins, pushchairs, rucksack, packed lunch etc. 
•	Staff contact numbers 
•	Method of transportation and travel arrangements (including the route)
•	Financial arrangements
•	Emergency procedures
•	The name of the designated first aider and the first aid provision
•	Links to the child’s learning and development needs.

For all specific outings a member of staff should take the nursery mobile phone with her/him so that the group is contactable.

ABOUT THE VENUE
•	Consider carefully where you are going and what the children will be doing.
•	Find out information about the venue beforehand and if possible, visit in advance. Make sure you are aware of all rules, regulations and arrangements.
•	Make arrangements to ensure that the needs of the children and adults with disabilities are met.
•	Check if any special clothing or footwear is needed.
•	Find out about the First Aid arrangements. 

FIRST AID
•	Careful consideration must be given in the planning of any outing to the need to take any First Aid equipment and qualified First Aiders. This will depend on the length of the outing and the availability of immediate and appropriate assistance. First Aid support must normally be taken on group trips outside the immediate locality. In the event of an accident, staff will assess the situation. If required, the group will return to nursery immediately and parents will be contacted to collect their child. In the event of a serious accident an ambulance will be called at the scene, as well as parents being contacted. One member of staff will accompany the child to the hospital, and the rest of the group will return to the nursery.

MEDICATION
Check out which children are on medication and bring written instructions with you for its proper administration. Decide in, advance, who has responsibility for giving children any medication.

Copies of registration sheets containing contact numbers, allergies, etc. must also be taken. 

RESPONSIBILITIES
During the course of planning for any excursion, identify who will be responsible for what. If parents are going on the outing, come to an agreement beforehand as to what their role will be regarding their own children.

Talk to the children in advance about the safety rules, especially regarding activities such as crossing a road, swimming etc.

•	Regular headcounts will be carried out throughout the outing. Timings of headcounts will be discussed in full with the nursery manager prior to the outing

OUTINGS LOG
A list of names of both staff and children should be left with the Nursery Managers. 

There should be a clear understanding as to where the group is going and at what time the group will be returning. Should there be a delay in returning, someone in the group must contact the designated person so that arrangements can be made for informing parents. The outing group leader must also have a written list of the children taking part in the outing. Contact telephone numbers should also be listed.

Children should wear identity badges to indicate the name of the nursery they are with and the telephone number. This label must be displayed on the child in a manner, which is visible and is not easily removed by the child.
Each adult must be clear whom they are responsible for. The group leader must ensure that a head count is made before leaving the nursery, regularly during the outing and then again just before leaving the outing site.

TRANSPORT
•	All staff members shall inform parents in advance of any visits or outings involving the transportation of children away from the nursery
•	The arrangements for transporting children will always be carefully planned and where necessary additional people will be recruited to ensure the safety of the children. This is particularly important where children with disabilities are concerned
•	All vehicles used in transporting children are properly licensed, inspected and maintained
•	Drivers of vehicles are adequately insured
•	All vehicles used are fitted to the supplier’s instructions with sufficient numbers of safety restraints appropriate to the age/weight of the children carried in the vehicle. Any minibuses/coaches are fitted with 3-point seat belts
•	When we use a minibus, we check that the driver is over 21 years of age and holds a Passenger Carrying Vehicle (PCV) driving license. This entitles the driver to transport up to 16 passengers
•	When children are being transported, we maintain ratios. 

When planning a trip or outing using vehicles, records of vehicles and drivers including licenses, MOT certificates and business use insurance are checked. If a vehicle is used for outings the following procedures will be followed:
•	=Ensure seat belts, child seats and booster seats are used-
•	Ensure the maximum seating is not exceeded
•	All children will be accompanied by a registered member of staff
•	No child will be left in a vehicle unattended
•	Extra care will be taken when getting into or out of a vehicle
•	The vehicle will be equipped with a fire extinguisher and emergency kit containing warning triangle, torch, blankets, wheel changing equipment etc.

GENERAL
A completed trip register together with all parent and staff contact numbers will be taken on all outings
•	All staff will be easily recognisable by other members of the group; they will wear the nursery uniform and high visibility vests/jackets. Children will also wear high visibility vests printed with the nursery name.
•	Adequate spare clothing should be available
•	Toilet facilities must be provided for the children at regular intervals.
•	Food and drinks must be provided at similar times to those in the nursery and additional drinks should be offered if the weather is warm or if energetic exercise is part of the day.
•	Supplies of tissues, wipes etc should be carried

MAJOR OUTINGS
If a Company coach is used, ensure that all legal and good practice requirements are met. Ensure that the vehicle is properly insured and that the coach driver is properly qualified.
A designated person at the nursery must be informed in advance with details of the outing and the type of transportation that will be used; -
•	How many people (children and adults)
•	Estimated leaving and returning times
•	How to contact parents/carers (or emergency contact) in case of accidents or incidents
•	How group can be contacted in case of emergency
•	Plan of action should the group be late back

PROCEDURE FOR LOST/MISSING CHILDREN
In the unlikely event of a child missing or lost, the following action will be taken immediately:
•	As soon as it is noticed that a child is missing, staff on the outing ask children to stand with their designated person and carry out a headcount to ensure that no other child has gone astray.  One staff member searches the immediate vicinity but does not search beyond that. On site security will also be informed.
•	Ensure the safety of the remaining children with regard to appropriate supervision and security. All staff will be aware of the procedure when a child goes missing and supply information to support the search, e.g. a recent photograph and a detailed description of clothing
•	The organiser will be informed immediately and all staff present will be informed. Some staff will be deployed to start an immediate thorough search of the area, ensuring that all other children remain supervised, calm and supported throughout
•	If appropriate, on-site security will also be informed and a description given
•	The designated person in charge will immediately inform the police
•	The designated person in charge will then inform the nursery who will contact the child’s parents giving details of what has happened. If the whole nursery is on an outing, all contact details will be taken on the trip by the person in charge
•	During this period, staff will be continually searching for the missing child, whilst other staff maintain the safety and welfare of the remaining children
•	It will be the designated person in charge or the manager’s responsibility to ensure that there are adequate staff to care for the children and get them back safe, a member of staff to meet the police and someone to continue the search (this may mean contacting relief staff)
•	Any incidents must be recorded in writing as soon as practicably possible including the outcome, who was lost, time identified, notification to police and findings
•	In the unlikely event that the child is not found, the nursery will follow the local authority and police procedure
•	Ofsted must be contacted and informed of any incidents
•	With incidents of this nature parents, carers, children and staff may require support and reassurance following the traumatic experience. Management will provide this or seek further support where necessary
•	In any cases with media attention staff will not speak to any media representatives 
•	Post-incident risk assessments will be conducted following any incident of this nature to enable the chance of this reoccurring being reduced.

The investigation
•	Staff keep calm and do not let the other children become anxious or worried.
•	The setting leader together with the owner, speaks with the parent(s).
•	The owner carries out a full investigation taking written statements from all the staff in the room or who were on the outing.
•	The key person/staff member writes an incident report detailing:
o	The date and time of the report.
o	What staff/children were in the group/outing and the name of the staff designated responsible for the missing child.
o	When the child was last seen in the group/outing.
o	What has taken place in the group or outing since the child went missing.
o	The time it is estimated that the child went missing.
•	A conclusion is drawn as to how the breach of security happened.
•	If the incident warrants a police investigation, all staff co-operate fully.  In this case, the police will handle all aspects of the investigation, including interviewing staff.  Children’s Social Care may be involved if it seems likely that there is a child protection issue to address.
•	The incident is reported under RIDDOR arrangements (see the Reporting of Accidents and Incidents policy); the local authority Health and Safety Officer may want to investigate and will decide if there is a case for prosecution.
•	In the event of disciplinary action needing to be taken, Ofsted is informed.
•	The insurance provider is informed.

PLEASE REMEMBER
Ensure that a head count is made before leaving the nursery, regularly during the outing and then again before leaving the outing site. If the group is broken up into subgroups a designated person in charge must be assigned and that person is responsible for counting the children at regular intervals.

Managing people

•	Missing child incidents are very worrying for all concerned.  Part of managing the incident is to try to keep everyone as calm as possible.
•	The staff will feel worried about the child, especially the key person or the designated career responsible for the safety of that child for the outing.  They may blame themselves and their feelings of anxiety and distress will rise as the length of time the child is missing increases.
•	Staff may be the understandable target of parental anger and they may be afraid.  Setting leaders need to ensure that staff under investigation are not only fairly treated but receive support while feeling vulnerable.
•	The parents will feel angry, and fraught.  They may want to blame staff and may single out one staff member over others; they may direct their anger at the setting leader.  When dealing with a distraught and angry parent, there should always be two members of staff, one of whom is the setting leader and the other should be the chairperson of the management committee or representative, or the proprietor. No matter how understandable the parent’s anger may be, aggression or threats against staff are not tolerated, and the police should be called.
•	The other children are also sensitive to what is going on around them.  They too may be worried.  The remaining staff caring for them need to be focused on their needs and must not discuss the incident in front of them.  They should answer children’s questions honestly but also reassure them.
•	In accordance with the severity of the final outcome, staff may need counselling and support. If a child is not found, or is injured, or worse, this will be a very difficult time. The chairperson or proprietor will use their discretion to decide what action to take.
•	Staff must not discuss any missing child incident with the press without taking advice.

Should people go off alone during an outing, please ensure the clarity of the meeting point and the time.

At the conclusion of each outing the staff in charge of the outing will complete a review of the outing, noting the following:
•	Any particular problems with transport (e.g., coach arriving late, no seat belts etc)
•	Any particular problems with the venue (e.g., nowhere to shelter during rain)
•	Any particular problems with specific children (illness, distress, etc)
•	Educational benefits of the visit
•	Comments from parents
•	Recommendations for future visits.
Prior to each outing the teacher in charge of the outing will refer back to the reviews and take accounts of comments when preparing for the next outing.

In the event of an emergency (including a terrorist attack) 
In the event of an emergency whilst out on a visit, we encourage staff to find a safe haven and remain there until the danger passes. Each outing will have a detailed risk assessment, which covers all these risks and is planned ahead. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

PARENT INFORMATION POLICY
EYFS 3.92 – 3.99

Through both the completion of the registration form and through regular discussion with parents we seek to gain information from parents on all the topics listed below.

We recognise that just as children change, so family circumstances and family views change, and therefore this list will be reviewed regularly in order to ensure that it is fully up to date.

The registration/update form should include:.
•	Child's name
•	Date of Birth
•	Date of start/update:
•	Emergency contact details inc. addresses and telephone numbers
•	Any special dietary requirements.
•	Any skin or hair care issues.
•	Any special words that the child uses or responds to, or which have a special meaning for the child.
•	The child's sleep routine, and any particular problems that the child has with sleep.
•	Family member's names and names used by the child for other members of the family.
•	Family religion.
•	Any language difficulties, noting also the situation if English is not the child's first language.
•	Health and medical situation, including any allergies, inoculations and/or recent illnesses.
•	Arrangements for collection.
•	Arrangements for payment of fees.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

PARENTS AND CARERS AS PARTNERS

EYFS: 1.1  1.13   2.1 – 2.12    3.12    3.66…3.75   3.77    3.97   3.98    3.99    3.100	

The nursery recognises that working in partnership with parents is of major value and importance to the nursery in enabling it to provide a happy, caring and stable environment for children and their parents. We aim to form a good relationship with parents so that information regarding their children (be it developmental, social or health related) can be exchanged easily and comfortably by nursery staff and parents. . We welcome parents as partners and support a two-way sharing of information that helps establish trust and understanding. We are committed to supporting parents in an open and sensitive manner to include them as an integral part of the care and early learning team within the nursery.

The key person system supports engagement with all parents and will use strategies to ensure that all parents can contribute to their child’s learning and development. Parents contribute to initial assessments of children’s starting points on entry and they are kept well informed about their children’s progress. Parents are encouraged to support and share information about their children’s learning and development at home. The key person system ensures all practitioners use effective, targeted strategies and interventions to support learning that match most children’s individual needs.

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 also aim to support parents in their own continuing education and personal development.

Some parents are less well represented in early years settings; these include fathers, parents who live apart from their children but who still play a part in their lives as well as working parents. In carrying out the following procedures, we will ensure all parents are included.

When we refer to ‘parents’ we mean both mothers and fathers; these include both natural or birth parents as well as step-parents and parents who do not live with their children but have contact with them and play a part in their lives. ‘Parents’ also includes same sex parents as well as foster parents.

‘Parental responsibility’ is all the rights, duties, powers and responsibilities and authority which by law a parent of a child has in relation to the child and his property

Procedures
•	Welcome all parents into the nursery at any time and provide an area where parents can speak confidentially with us as required
•	Welcome nursing mothers. The nursery will make available a private area whenever needed to offer space and privacy to nursing mothers
•	Maintain regular contact with parents to help us to build a secure and beneficial working relationship for their children
•	Recognise and support parents as their child’s first and most important educators and to welcome them into the life of the nursery
•	Generate confidence and encourage parents to trust their own instincts and judgement regarding their own child
•	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 and procedures through access to written information and through regular informal communication. We check to ensure parents understand the information that is given to them. A detailed parent prospectus will be provided and our full policy documents will be available to parents at all times in the office.
•	We inform all 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 parents have access to their children's written developmental records.
•	Provide opportunities and support for all parents to contribute their own skills, knowledge and interests to the activities of the nursery including signposting to relevant services, agencies and training opportunities
•	We inform parents about relevant conferences, workshops and training.
•	We consult with parents about the times of meetings to avoid excluding anyone.
•	We provide information about opportunities to be involved in the setting in ways that are accessible to parents with basic skills needs, or those for whom English is an additional language. ensuring nursery documentation and communications are provided in different formats to suit each parent’s needs, e.g. Braille, multi-lingual, electronic communications 
•	We welcome the contributions of parents; in whatever form these may take.
•	We inform all parents of the systems for registering queries, complaints or suggestions and check to ensure these 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.
•	Inform parents about the range and type of activities and experiences provided for children, the daily routines of the setting, the types of food and drinks provided for children and events through *regularly distributed newsletters/*the nursery website 
•	Operate a key person system to enable parents to establish a close, working relationship with a named practitioner and to support two-way information sharing about each child’s individual needs both in nursery and at home. Parents are given the name of the key person of their child and their role when the child starts
•	Inform parents on a regular basis about their child’s progress and involve them in shared record keeping. Parents’ evenings will be held at least once a year. The nursery will consult with parents about the times of meetings to avoid excluding anyone
•	Actively encourage parents to contribute to children’s learning through sharing observations, interests and experiences from home. This may be verbally, sharing photographs or in written form
•	Agree the best communication method with parents e.g. email, face-to-face, telephone and share information about the child’s day, e.g. food eaten, activities, sleep times etc. 
•	Consider and discuss all suggestions from parents concerning the care and early learning of their child and nursery operation
•	Share information about the Early Years Foundation Stage, young children's learning in the nursery, how parents can further support learning at home and where they can access further information
•	Provide a written contract between the parent(s) and the nursery regarding conditions of acceptance and arrangements for payment
•	Respect the family’s religious and cultural backgrounds and beliefs and accommodate any special requirements wherever possible and practical to do so
•	Inform parents how the nursery supports children with special educational needs and disabilities
•	Find out the needs and expectations of parents. We will do this through regular feedback via questionnaires, suggestion system and encouraging parents to review working practices. We will evaluate any responses and publish these for parents with an action plan to inform future, policy and staff development.

The list below shows ways in which we will try to achieve a strong working partnership with parents:
1.	The proprietor or member of staff in charge is always available for discussion with parents. Arrangements can be made for more private discussions at agreed times.
2.	Information regarding the children's activities throughout the day is always available to parents on a daily basis either by verbal communication or in the child's own daily information sheets.
3.	Activity/topic plans will be on show in the nursery for parents to view/read.
4.	Regular newsletters will be issued to keep parents up to date with information about the nursery, e.g. new developments or staff changes. A parent notice board is displayed in the reception area and outside each room.
5.	A T.V. is on display in reception which runs DVDs of some of the children’s activities whilst at nursery.
6.	If we have any concerns about a child's wellbeing during the day every effort will be made to contact the parents or their emergency contact.
7.	When possible, to further encourage the children's development, parents will be asked to send in objects from home, e.g. photographs, old boxes and cartons, for topic work.
8.	Parents are requested to keep us informed of any changes to personal circumstances which may have an effect upon a child, e.g. change of address, telephone number, doctor, emergency contact.
9.	Parents are also requested to keep us informed of any circumstances which could have an effect on a child's emotional wellbeing, e.g. bereavement, separation or illness in the family.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Parents – Conflict Resolution and Aggressive Behaviour Policy 

At Toddle In we believe that we have a strong partnership with our parents and an open door policy to discuss any matters arising (if applicable). 

If as a parent you have any concerns or issues you wish to raise with the nursery then please follow the complaints procedure. 

In the case of a parent emailing, calling or using social media to complain the nursery will direct them to the correct procedure for raising a complaint. 

We have a zero tolerance on abusive calls, emails, social media contact and face to face confrontation.
 
Abusive Calls
The call taker receiving an abusive call will ask the caller to follow the complaints policy. If the abuse continues the call taker will end the call. Any abusive calls will be logged with an outline of the conversation.

Abusive Emails
The responder will ask the parents to come into the setting to speak in person, as per our complaints policy. If the emails persist the manager may seek legal action. All emails will be kept as evidence until the matter is resolved.

Social Media
If slanderous or abusive messages appear on any social media sites we will address these immediately with a request to follow our complaints procedure. We will endeavor to resolve any issue raised through our complaints procedure. If slanderous/abusive messages continue we will seek legal action against the complainant.

In the event that any person inside the nursery starts to act in an aggressive manner at the nursery, our policy is to:
•	Direct the person away from the children and into a private area, such as the office (where appropriate)  
•	Ensure that a second member of staff is in attendance, where possible, whilst continuing to ensure the safe supervision of the children
•	Remain calm and professional in order to calm the aggressive person, making it clear that we do not tolerate aggressive or abusive language or behaviour 
•	If the aggressive behaviour continues or escalates we will contact the police in order to ensure the safety of our staff team, children and families
•	If the person calms down and stops the aggressive behaviour a member of staff will listen to their concerns and try to resolve the issue
•	Following an aggressive confrontation an incident form will be completed detailing the time, reason and any action taken 
•	Any aggressive behaviour from a parent could result in the withdrawal of a place for the child/ren. Parents will be informed, by the management team , in writing within 3 days of any incident that involved aggressive or threatening behaviour to their staff
•	Management will provide support and reassurance to any staff member involved in such an incident 
•	Management will  signpost parents to organisations/professionals that can offer support if applicable.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

PARENT/CARER CODE OF CONDUCT

Conduct

Toddle In Nursery believes communication is key to avoiding misunderstandings and potentially volatile situations. We encourage a culture of polite consideration toward others using acceptable verbal and nonverbal language. At no time will aggressive or offensive behavior be acceptable from anyone whatever the circumstance may be.

No parent or adult is permitted to swear or use inappropriate language with Toddle In Nursery at any time, whether in the presence of a child or not. Such language is considered offensive and will not be tolerated. If I parent or adult feels frustrated or angry, it is more appropriate to verbally express the frustration or anger using non-offensive language.

We have a ‘zero-tolerance’ for any parent/carer raising their voice, using intimidating or threatening behavior towards a member of staff or other parents/carers. If such behavior occurs, the police and other appropriate authorities will be contacted immediately and action may be taken. Parents must be responsible for and in control of their behavior at all times.

Toddle In Nursery does not condone corporal punishment of children, and such acts are not permitted within the setting. While verbal reprimands may be appropriate sometimes, it is not appropriate for parents to verbally abuse their child. Doing so may cause undue embarrassment or emotional distress. Parents are always welcome to discuss a behavior issue with members of staff and are encouraged to seek advice and guidance regarding appropriate and effective behavior management strategies.

Breach of Code of Conduct

Any breach of code of conduct will be treated promptly and take very seriously.

Should staff be presented with a difficult or volatile situation and they feel that an individual is at immediate risk of harm, the police will be contacted and their assistance requested to help deal with the situation. Appropriate action will be taken following advice from the police.

If we are unable to meet your needs, or our standards do not meet your requirement we respect your right to use alternative facilities.

Any person who choose to ignore, or not respect Toddle In Nursery’s values will have their childcare services terminated with immediate effect.

I/we have read and am in agreement with Toddle In Nursery’s Code of Conduct..

Signed: ………………………………………………………………………………………

Child’s Name: ……………………………………………………………………………

Date: …………………………………………………………

PARTNERSHIPS WITH OTHER AGENCIES

Policy Statement

We work in partnership with local and national agencies to promote the well-being of all children.

Procedures

•	We work in partnership or in tandem with, local and national agencies to promote the well-being of children.

•	Procedures are in place for sharing of information about children and families with other agencies. 

•	Information shared by other agencies with us is regarded as third party information. This is also kept in confidence and not shared without consent from that agency.

•	When working in partnership with staff from other agencies, we make those individuals welcome in the setting and their professional roles are respected.

•	We follow the protocols for working with agencies, for example on child protection.

•	Staff from other agencies do not have unsupervised access to the child they are visiting in the setting and do not have access to any other child(ren) during their visit.

•	When necessary we consult with local and national agencies who offer a wealth of advice and information that help us develop understanding of issues facing us and who can provide support and information for parents. For example, ethnic/cultural organisations, drug/alcohol agencies, welfare rights advisors or organisations promoting childcare and education, or adult education.

•	All information sharing will operate in line with the GDPR guidance.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

PAYMENT POLICY INCLUDING PROCEDURE FOR NON PAYMENT OF FEES 

It is the aim of this setting to provide first class quality childcare delivered by trained and experienced staff using resources that will develop and meet the needs of the individual child in our care. For this to happen we ask that parents/carers must pay their fees on time and in full as per the terms of the contract.

Firstly, if a parent/career is having difficulty paying fees on time, we would ask that you talk to management as soon as possible and we will endeavor to assist you in any way we can.

In all cases fees are payable monthly in advance, and cover all sessions for which the child is enrolled - including bank holiday sessions (except Good Friday, Easter Monday, Christmas Day, Boxing Day, New Year’s Eve and New Year’s Day when we are closed and therefore do not charge), family holidays and periods of absence. 

Invoices for the month ahead are issued at the end of each previous month. Fees are due on or before the 14th of the month by either cash, bank transfer, credit/debit cards. Additional costs for consumables eg meals and snacks and extra curricular activities, are not mandatory and parents have the choice to opt out.

However, if any fees are not paid on time the following steps will be taken:

If payment is not received by the due date, verbal contact will be made with the parent/career to remind them that the fees are due. Arrangements need to be made to pay the outstanding fees within the next 5 days.

If the debt remains unpaid after the 5 days then a written letter will be handed to the parent/sent to the home address advising that the fees must be paid within the next 5 days. Any fees outstanding after this 75 day period will be liable to a £20 administration fee.

If fees are still unpaid after this time then the setting reserves the right to disallow the child’s attendance and to take legal action to recover in full the debt along with any additional charges incurred by the nursery in the collection of outstanding fees including, but not limited to, our internal administration charges, interest on fees and solicitors costs/disbursements.

Should a late payment be made, the Management reserve the right to add an additional £20 to the following months fees, to cover administration and banking costs.

By adopting this method of payment, any disputes between the nursery and the parent over the late payment (or in extreme cases) non-payment of fees are avoided.

The nursery has a duty to ensure that children do not suffer as a result of such a dispute and that their education is not disrupted. Therefore the nursery has evolved this policy of handling such situations.

Should your child leave nursery with fees owing, Toddle In Private Nursery will also seek to recover the remaining balance through a debt collector or the courts, should voluntary payments not be forthcoming.

On a child leaving the nursery with outstanding fees, we are also obliged to contact other settings in the area to inform them of this and so please be aware that it may be difficult to secure further childcare.
Please be aware that non-payment of fees will, in some circumstances, involve the sharing of personal information with outside agencies.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

PERSONNEL

At Toddle In we aim to have a high quality staff team that act at all times in the best interests of children’s safety and welfare. To achieve this we have a range of policies to support the recruitment, development and retention of staff.

The nursery’s policies in respect of personnel are governed by the following:
•	The best interests of the children, their welfare, safety, care and development
•	The requirements of the Early Years Foundation Stage 
•	The needs of the children, including maintaining continuity of care
•	Compatibility between all members of staff and the building of a good team spirit
•	Consideration of the advancement of each member of staff both by internal and external training to help them achieve their maximum potential
•	Equal pay for work of equal value
•	Compliance with the current legislation including the principles of the Equality Act 2010 and all current legislation governing discrimination.

We will ensure: 
•	The provision of a person specification and job description for every member of staff prior to an interview
•	All interviews will follow our recruitment procedures to ensure safe and fair and non-discriminatory recruitment occurs
•	The provision of a statement of terms and conditions and contract for every member of staff in employment (contract to be received by new employee within two months of commencement of employment) 
•	Prior to commencement of employment, the successful applicant shall be provided with an offer letter (conditional on an enhanced Disclosure and Barring Service (DBS) clearance) with the induction procedure and any details of other information relevant for their first day of work 
•	New members of staff will be provided with copies of all the policies and procedures and we will ensure their understanding and adherence to these over an induction period
•	Discrimination or harassment of any member of staff relating to sex, race, sexual orientation, gender, gender reassignment, age, religion or belief and disability will not be acceptable. This includes unwanted verbal or physical third party harassment by those not employed by the nursery.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY ON PHOTOGRAPHY, CAMERAS AND RECORDING DEVICES

Upon having a child accepted for the nursery, parents are asked to agree to the child being photographed on occasion by staff or individuals validated by the nursery. This enables the nursery to proceed with the taking of photographs for the child’s records of achievement, publicity shots, and at special occasions such as Christmas.

Every parent has the right to refuse this request, in which case the child must not be photographed by any member of staff, by a parent, or by any outsider without the express permission for that occasion of the parent with whom the nursery has a contract.

Where pictures are made available to the press or television, they will not be released with the names of the child unless the contracting parent gives express permission for this to be done.

Where picture is taken of the whole nursery, for example when Santa visits, the parents of children who have opted out of having their child photographed, will be contacted to allow them to rescind their decision.

Parents are not permitted to use any recording device or camera on the nursery premises without the prior consent of the manager.

Some of the photos are stored on the central computer but only accessed by key staff.

Staff are not permitted to take photographs or recordings of a child on their own devices and only use those provided by the nursery.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

PHYSICAL ENVIRONMENT POLICY
3.79 – 3.80
Interior
 
•	The nursery has a policy of improving the interior decoration of the nursery, increasing
levels of light and heat, which can have a major impact on the behaviour of children.
•	Research has suggested that at least 50% of nursery central heating systems at some time during the year produce heat and humidity levels that are outside the normally acceptable limits for working environments. As such, the nursery will monitor light and heat daily throughout the year and take appropriate action.
•	Any faults, damage or other problems should report to a senior member of staff and recorded in the maintenance log. It should then be dealt with as soon as possible by an appropriate person, whether this is a senior member of staff or an outside agency.

Installation of warning devices 
•	The nursery will keep a record of any report of after hour's entry into the nursery grounds and will seek to encourage local residents to report anything observed. If the level of incidents rises, the nursery will install a dummy or live security camera, (now installed Feb 2009)  Destroyed during Dec 2013 break in – awaiting installation of proper system)
•	Where the record of incidents shows it to be required, warning signs will be installed such as "cameras are in use 24 hours a day", or "security teams patrol at night" to warn off potential intruders who have nothing to do with the nursery, (installed Feb 2009)

Internal security 
•	All staff are responsible for locking cupboards and storerooms designated their responsibility, reporting broken locks or missing keys within two hours of discovery and checking other security features in the nursery.
•	Designated staff have keys and one of these staff must take responsibility for a final tour of inspection on leaving the building - unless others so designated (such as the cleaning team) are still in the building.
•	It is considered an unacceptable breach of professional behaviour to leave out items which should be locked away, or to fail to lock doors, cupboards, windows, etc.or to switch off heaters.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

PREVENT DUTY AND RADICALISATION POLICY

EYFS: 3.4 -3.36 3.9 – 3.10	

Extremism – the Prevent Duty 

Working Together to Safeguard Children (2018) defines extremism. It states “Extremism goes beyond terrorism and includes people who target the vulnerable – including the young – by seeking to sow division between communities on the basis of race, faith or denomination; justify discrimination towards women and girls; persuade others that minorities are inferior; or argue against the primacy of democracy and the rule of law in our society.
Extremism is defined in the Counter Extremism Strategy 2015 as the vocal or active opposition to our fundamental values, including the rule of law, individual liberty and the mutual respect and tolerance of different faiths and beliefs. We also regard calls for the death of members of our armed forces as extremist”

Under the Counter-Terrorism and Security Act 2015 we have a duty to refer any concerns of extremism to the police (In Prevent priority areas the local authority will have a Prevent lead who can also provide support). 

This may be a cause for concern relating to a change in behaviour of a child, family member or adult working with the children in the setting, comments causing concern or actions that lead staff to be worried about the safety of a child in their care.  

Alongside this we will be alert to any early signs in children and families who may be at risk of radicalisation, on which we will act and document all concerns when reporting further. 

The NSPCC states that signs of radicalisation may be:

•	isolating themselves from family and friends
•	talking as if from a scripted speech
•	unwillingness or inability to discuss their views
•	a sudden disrespectful attitude towards others
•	increased levels of anger
•	increased secretiveness, especially around internet use.

We will tackle radicalisation by:
•	Training all staff to understand what is meant by the Prevent Duty and radicalisation 
•	Ensuring staff understand how to recognise early indicators of potential radicalisation and terrorism threats and act on them appropriately in line with national and local procedures
•	Make any referrals relating to extremism to the police (or the Government helpline) in a timely way, sharing relevant information as appropriate 
•	Ensure our nursery is an inclusive environment, tackle inequalities and negative points of view and teach children about tolerance through British Values
•	Using the Government document Prevent Duty Guidance for England and Wales

This policy was adopted on	Signed on behalf of the nursery	Date for review	

QUALITY PROVISION POLICY

At Toddle In we aim to provide high quality care and education for all children. High quality care leads directly to better outcomes for children and this is what we are all aiming for. 

As part of our quality practice we will do the following to ensure children receive the best care and education: 

•	Ensure high expectations for children to realise the best outcomes
•	Ensure all staff know what is meant by quality practice and how to deliver it
•	Create a quality vision that all staff can follow
•	Deliver high quality practice and teaching that makes a difference on a daily basis to children’s outcomes
•	Ensure a solid understanding of the importance of pedagogy and child development amongst all practitioners 
•	Value continuous professional development in all staff and access a variety of training and development to support the needs of the children in the nursery
•	Evaluate the effectiveness of training and link to the outcomes for children 
•	Ensure all staff are confident in their roles and have the training they need to be able to perform these roles
•	Conduct regular supervision meetings with all team members to ensure all staff are supported to be the best they can be
•	Use peer on peer observations to share, discuss and improve practice across the setting
•	Monitor all practice and feedback ideas for improvement 
•	Ensure all planning, observation, assessment and next steps are linked to each individual child’s needs and interests and are evaluated for effectiveness 
•	Undertake a quality programme to ensure all quality is embedded throughout the nursery
•	Engage with families and carers and link across the home learning environment and other carers to provide consistency of care and education 
•	Operate a robust and embedded evaluation process across the whole setting that includes all parties such as practitioners, children, parents and external partners. We tackle poor performance using our staff procedures to ensure high quality remains forefront at all times. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

RACIAL HARRASSMENT POLICY

We have the duty to create and implement strategies in the nursery to prevent and address racism.  Such strategies include:
•	that the nursery records all racist incidents
•	that all recorded incidents are reported to the children’s parents/carers, and when appropriate to the registering authority.

Parents have a right to know when racism occurs and what actions the nursery will take to tackle it.

In the Race Relations Act 1976 Section 71 there is a statement of the duty to ‘promote harmony and good relations between different groups in society.  We have a statutory responsibility to monitor, review and eliminate racial discrimination.

Definition of racial harassment
‘Violence which may be verbal or physical and which includes attacks on property and people because of their race, nationality, ethnic origins – when the victim believes that the perpetrator was acting on racial grounds and/or there is evidence of racism’ – (Commission for Racial Equality).

Incidents may involve a small or large number of persons; they may vary in their degree of offence and may not even recognise the incident has racial implications; or at the other extreme their behaviour may be quite deliberate and blatant.

Examples of racial harassment:
•	physical assault against a person or group of people
•	derogatory name calling, insults and racial jokes
•	racist graffiti and other written insults
•	provocative behaviour such as wearing racist badges and insignia and the distribution of racist literature
•	threats against a person or group of people because of their colour or race
•	discriminatory comments including ridicule made in the course of discussions 
•	patronising words or actions.

Procedure
1.	all staff in the nursery should be constantly aware and alert of any racial harassment taking place
2.	they must intervene firmly and quickly to prevent all forms of racial harassment; this may include harassment from parents.  Any allegation should be taken seriously and reported to the nursery manager
3.	each incident should be investigated and recorded in detail as accurately as possible. This record should be available for inspection by staff, inspectors and parents where appropriate, on request
4.	the nursery manager is responsible for ensuring that incidents are handled appropriately and sensitively and entered in the record book.  Any pattern of behaviour should be indicated. Perpetrator/victim’s initials may be used in the record book as information on individuals is confidential to the nursery
5.	where an allegation is substantiated following an investigation, the parents of the child/ren who are perpetrators and victims should be informed of the incident and of the outcome
6.	continued racial harassment may lead to exclusion but such steps should only be taken when other strategies have failed to modify behaviour
7.	adults found to be perpetrators must be reported immediately to the manager and where such adults are employees and such allegations are substantiated after investigation, appropriate disciplinary action shall be taken which can include dismissal. 

Racial harassment needs to be recorded to ensure that:
•	strategies are developed to prevent future incidents
•	patterns of behaviour are identified
•	persistent offenders are identified
•	effectiveness of nursery policies are monitored
•	a secure information base is provided to enable the nursery to respond to comments about racial incidents.

Nursery staff
All staff should be alert and seek to overcome any ignorant or offensive behaviour based on fear or dislike of racial distinctions that children, staff or parents may express in nursery.

An atmosphere must be created where the victims of any form of racial harassment have confidence to report such behaviour, and that subsequently they feel positively supported by the staff and management of the nursery.

It is incumbent upon all members of staff to ensure that they do not express any views or comments that are racist.  Nor must staff appear to endorse such views by failing to counter behaviour, which is prejudicial in a direct manner.  A sensitive and informed approach must be used to counter any racial harassment perpetrated out of ignorance

This policy was adopted on	Signed on behalf of the nursery	Date for review	

RECORD RETENTION POLICY

Policy Statement

There are record keeping systems in place that meet legal requirements; means of storing and sharing that information take place within the framework of the Data Protection Act and the Human Rights Act. This policy and procedure are taken in conjunction with the Confidentiality Policy and our procedures for information sharing. This policy is subject to the laws relating to data protection and document retention.  

Procedures
Children’s records
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 playrooms 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, and 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 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.  These are kept in a secure place.

Other records
•	Issues to do with the employment of staff, whether paid or unpaid, remain confidential to the people directly involved with making personnel decisions.
•	Students are advised of our confidentiality policy and are required to respect it.

Provider records

Policy Statement
We keep records 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.

Our records are regarded as confidential on the basis of sensitivity of information, such as with regard to employment records and these are maintained with regard to the framework of the Data Protection Act and the Human Rights Act.

This policy and procedure are taken in conjunction with the Confidentiality and Information Sharing policy.

Procedures
•	All records are the responsibility of the owner/manager who ensures 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 confidentially.

The following records must be kept on the premises at all times:
•	Name, home address and date of birth of each child registered at the nursery.
•	Name, home address and telephone number of a parent of each child so registered.
•	Name, home address and phone number of every person living on or employed on the premises.
•	Details of any person who will be in unsupervised contact with children at any time (including for example the member of staff who will stay behind in the event of a child not being collected by a parent on time).
•	Daily record of children on the premises, and their hours of attendance.
•	Record of any accidents.
•	Record of any medicines supplied to children at the request of parents.
•	Procedures for and record of any fire or accident.
•	Procedures to be followed in the event of a parent failing to collect a child at any time.
•	Procedures to follow in the event of a child being lost.
•	Record of any complaints from a parent about the service offered by the nursery.
•	Procedures for the protection of children in the event of an allegation of abuse or neglect.
•	Copy of the standard contract with parents.
•	Parental consent forms.
•	Staff rotas and cover for staff illness.
•	Qualifications of everyone employed in the facility.
•	Planning permission documents.
•	Environmental health and fire officer reports.
•	Maintenance and cleaning of premises and equipment log. Gas and electrical safety check.
•	Menu and record of food intake.
•	Collection of children procedures in the event of an emergency.
•	Employers Liability Certificate.

We are required under legislation to keep certain records about children, parents and also staff members. Due to this legislation we are required to keep this information for a set amount of time. 

Further details of these retention periods are provided by Lancashire County Council and can be referred to in the office and at the back of this policy folder.

This policy will be reviewed annually and amended according to any change in law/legislation.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY AND PROCDURE FOR HANDLING STAFF REDUNDANCIES

1.	INTRODUCTION
The Company Director/Manager is responsible for determining the size and nature of the staffing establishment at Toddle In. The personnel needs of a Toddle In will vary from time to time and the Company Director/Manager has a responsibility for managing this process so as to minimise any adverse effects either through shortages or surpluses of staff. 

It is recognised that nurseries may regularly make adjustments as a result of slight fluctuations in child numbers. Sometimes the resulting staffing implications are easily resolved and it may not always be necessary to apply the full procedures outlined here, although the principles of communication and consultation will apply.

The overall needs of the nursery are paramount when reorganisation or other circumstances necessitate the reduction in the number of people employed at the nursery. The Company Director will however aim to avoid the redundancy of any individual, whether voluntary or compulsory.

Under the Employment Rights Act 1996 the definition of redundancy is when an employee will be dismissed by reason of redundancy if the dismissal is "attributable wholly or mainly to":
A)	"The fact that the employer has ceased or intends to cease the business for the purposes of which the employee is or was employed, or has ceased, or intends to cease, to carry on that business in the place where the employee is or was so employed". For example, the closure of a school.

B)	"The fact that the requirements of that business for the employees to carry out the work of a particular kind in the place where he/she is or was so employed, have ceased or diminished or are expected to cease or diminish". For example, the restructuring of a department resulting in the reduction in the number of staff needed to provide the service.

This policy and procedure will apply to all staff at risk of redundancy regardless of length of service or type of contract. It should be noted however that redundancy payments will only apply to those employees who have more than 2 year's continuous service at the date of termination. This service may be as a result of a number of consecutive fixed term contracts or unbroken service in the form of a permanent contract.

Where fixed term contracts are due to end at the same time as redundancies are anticipated to take effect, the employees on the fixed term contracts should be treated in exactly the same way as permanent employees. That is they should be offered the same support and consultation and be subject to the same selection criteria. They should also be allowed the same opportunity to appeal a decision to end their contract. The only exception will be where an employee has been given a fixed term contract pending a review of staffing needs and that employee has less than 12 months continuity of employment.

Early identification of the potential need to reduce staffing numbers is essential and can often be achieved through forward planning. Projections of future child numbers and financial resources will assist the Company Director in this task. Likewise, projections of staff losses through retirement, and resignations will give some indication of the potential mismatch between present and future resources.

Where a reduction in staffing is required, this policy sets out Toddle In's recommended procedures to be followed, to ensure the fair treatment of individuals affected by such a situation.

All staff at risk of redundancy will be given the opportunity to discuss their own concerns at one to one meetings with the Company Director. Employees are entitled to bring a colleague to anyone to one meeting.

2.	AVOIDING REDUNDANCIES 
Toddle In will endeavor to avoid compulsory redundancies wherever possible.

Measures for avoiding compulsory redundancies will include a mixture of the following as deemed to be appropriate:
•	natural wastage
•	terminating employment of casual staff and staff employed via agencies
•	seeking volunteers for early retirement and/or voluntary redundancy
•	redeployment and, if possible, retraining, to other parts of the nursery
•	reduction or elimination of overtime working
•	restrictions on recruitment
•	considering volunteers for part-time working
•	short time working
•	trying to make savings in other areas

3.	CONSULTATION
A consultation will be held between each individual and the Company Director and Nursery Manager. The following points will be discussed and confirmed in writing:
•	the reasons for redundancies
•	the numbers of employees involved
•	any suggestions for avoiding the redundancies
•	how you plan to select employees for redundancy
•	how you will carry out redundancies
•	how you will work out redundancy payments

Consultation may not necessarily end in agreement, but it must be properly carried out with a view to reaching agreement, including ways of avoiding the redundancies or minimising their effect. After the initial consultations, a further meeting should be held to consider points raised by employees. A final decision will be made within 10 working days of this final meeting and all final details will be confirmed in writing.

4.	SELECTION
Where a need for redundancies has been identified, a ring fence will be established around a pool of employees from which redundancies will be made.

Wherever possible, compulsory redundancies will be avoided by offering redundancy to those who volunteer. On occasions, due to financial or time constraints, the seeking of volunteers for redundancy may not be a viable option open to management.

Consideration of applications must take into account the needs of the service and volunteers who are not essential for the continued running will receive priority consideration. Management reserves the right to reject volunteers if service delivery will suffer. A detailed explanation of the reasons for any requests being declined will be given to employees by management.

Selection according to merit will be the next stage of the process.

Since the need to maintain a balanced, skilled and experienced workforce after the redundancies is paramount, individuals who have to be selected for redundancy will normally be selected using merit criterion, taking into account disciplinary and attendance records where appropriate. A selection criteria for redundancy will be devised to ensure that those employees who best meet the future needs of the organisation are retained.

Selection criteria must be fair and objective and should not discriminate against staff on the grounds of gender, race, colour, marital status, national or ethnic origin, nationality, disability, sexuality, age, religion, status or number of hours worked. The list below sets out examples of criteria which have been used in other circumstances. These are not mutually exclusive and with the exception of curriculum needs are not in priority order.

The precise selection criteria will vary according to each redundancy situation but the list below indicates the types of criteria, which the nursery may wish to apply. The selection criteria may include some or all of the following, but the list is not exhaustive:
•	management and organizational needs of the nursery e.g. staff/child ratio's, qualified/unqualified staff ratio's etc.
•	Qualifications/training
•	Experience
•	Skills/knowledge/aptitudes
•	Productivity
•	Flexibility
•	Future skills requirement
•	Attendance record
•	Disciplinary record
•	Performance
•	Physical skills
•	Others e.g. ability to work required rota system, possession of driving license etc.

In some cases management may wish to weight the criteria to reflect their relative importance to the future requirements of the posts that will remain.

When attendance records are to be used Toddle In management will carefully assess the reasons for and extent of absences.

Absences relating to pregnancy and maternity will be discounted. Any absences agreed by Nursery management e.g. unpaid leave, compassionate leave, etc. will also be discounted.

Where both disciplinary record and attendance are being taken into account, care will be taken not to penalise an employee by 'double counting', i.e. a disciplinary warning for absence would be an example of 'double count

Where performance is a criterion, assessments will be undertaken by at least two people who are able properly to assess the individual to ensure objectivity.

When dealing with a redundancy situation it is essential to ensure that all staff who are on long term sick leave or maternity leave, are consulted and kept informed. It is automatically unfair to select a woman for redundancy on the grounds of her pregnancy.

6.	ISSUING OF NOTICE
Individual employees selected as redundant will be served the appropriate notice to terminate their employment. When determining an employee's weekly pay for the purposes of calculating his/her redundancy package, Toddle In will calculate the redundancy payment due to each employee as laid down in the Employment Rights Act 1996. This will depend on his or her age and length of service (up to twenty years). This determines the number of weeks pay due, which is then subject to a limit on weekly pay.

To calculate the number of weeks pay due, you should use the following amounts -
•	0.5 week's pay for each full year of service where age during year less than 22
•	week's pay for each full year of service where age during year is 22 or above, but less than 41 1.5 weeks' pay for each full year of service where age during year is 41+

Payment in lieu of outstanding holiday entitlement or contractual notice will also be made.

7.	APPEAL
All employees will have the right to appeal against dismissal for redundancy and to exercise this right. Any appeal should be made in writing, detailing the grounds on which it is made, addressed to the Company Director to arrive within 5 working days of the determination. Employees who appeal will have the right to be accompanied by a work colleague.

8.	RIGHT TO TIME OFF TO SEEK OTHER EMPLOYMENT
Employees under notice of redundancy will be given reasonable time off to seek alternative employment.

MODEL LETTER TO EMPLOYEES

Dear

It appears that the staffing needs of the nursery for the near future may result in a reduced number of staff being 

required. This is due to 	

It is not anticipated that natural wastage alone will enable the nursery to reach the necessary staffing levels required in this 

establishment.

An initial meeting is to be held at the nursery on	 . The purpose of the meeting is to inform staff of the situation 

and to explore fully the alternative ways of addressing the situation.

The Company is formally giving notice of its intention to institute the procedures for voluntary, and if necessary, 

compulsory reduction of staff.

The nursery currently employs 	 staff and the Company has assessed that from ------- it may only require ---------- such staff.

At this stage I would ask you to consider the possibility of voluntary early retirement or redundancy. Any such enquiry 

will be treated in strictest confidence and does not at this stage commit either you or Company to agreeing to this course of 

action.

Arrangements will be made for further discussion with you to enable a final decision to be made. Staff willing to consider 

these possibilities should let Charlotte Goodwin know by --------

In the event of natural wastage, voluntary early retirement or redundancy or some other development which removes the need 

for the reduction to be implemented, this procedure will of course be terminated. Meanwhile I can assure you that any 

expression of interest in voluntary early retirement or redundancy will not render you more liable for selection if it is necessary 
to implement compulsory procedures.

Yours sincerely

This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY ON RELIGIOUS FESTIVALS

The nursery is not associated with any specific religion and may draw children from a variety of faiths or from families that profess no faith.

In view of this, the nursery recognizes some celebrations such as Easter and Christmas and will also participate in activities based around other festivals such as Diwali and the Chinese New Year but will not emphasise the religious significance of any of these events.

Whilst not encouraging any particular faiths and beliefs, we believe that such activities introduce children to the concept of different beliefs in society and encourages them to accept these differences.

A popular traditional festival, although of no religious significance, is Halloween, which the nursery may base some topic work around. However, we appreciate that some parents/carers may prefer their children not to participate in events associated with this tradition and would ask them to inform the nursery of this, approaching this time of the year.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

RISK ASSESSMENT POLICY

EYFS: 3.91	

This setting believes that the health and safety of children is of paramount importance.  We make our setting a safe and healthy place for children, parents, staff and volunteers by assessing and minimising the hazards and risks to enable the children to thrive in a healthy and safe environment.

At Toddle In we promote the safety of children, parents, staff and visitors by reviewing and reducing any risks.
 
Risk assessments
Risk assessments document the hazards/aspects of the environment that needs to be checked on a regular basis, who could be harmed, existing controls, the seriousness of the risk/injury, any further action needed to control the risk, who is responsible for what action, when/how often will the action be undertaken, and how this will be monitored and checked and by whom. 

The nursery carries out written risk assessments regularly as and when required. These are regularly reviewed and cover potential risks to children, staff and visitors at the nursery. When circumstances change in the nursery, e.g. a significant piece of equipment is introduced; we review our current risk assessment or conduct a new risk assessment dependent on the nature of this change. 

All outings away from the nursery are individually risk assessed and adequately staffed with paediatric first aid trained practitioners. For more details refer to the visits and outings policy. 

In general, the risk assessment processes follow five steps as follows:
•	Identification of risk: Where is it and what is it? 
•	Who is at risk: Childcare staff, children, parents, cooks, cleaners etc?
•	Assessment as to the level of risk as high, medium, low. This is both the risk of the likelihood of it happening, as well as the possible impact if it did.
•	Control measures to reduce/eliminate risk: What will you need to do, or ensure others will do, in order to reduce that risk?
•	Monitoring and review: How do you know if what you have said is working, or is thorough enough? If it is not working, it will need to be amended, or maybe there is a better solution.

Procedures
Our risk assessment process covers adults and children and includes:
•	checking for and noting hazards and risks indoors and outside, and in our premises and for activities;
•	assessing the level of risk and who might be affected;
•	deciding which areas need attention; and
•	developing an action plan that specifies the action required, the time-scales for action, the person responsible for the action and any funding required.

We maintain lists of health and safety issues, which are checked daily before the session begins as well as those that are checked on a weekly and termly basis when a full risk assessment is carried out.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

SAFE AND HEALTHY NURSERY

At Toddle In we are committed to providing a workplace which supports and encourages a healthy staff team through staff training, health and safety awareness and supervisions.

Dress code
Staff must follow our dress code at all times. The dress code is detailed in [please state policy or procedure].

Staff breaks
It is the responsibility of the nursery manager to ensure that all staff working six hours or more take a break of 20 minutes, 30 minutes or 60 minutes dependant on hours worked and ensuring that ratios are maintained. 

Staff under 18 require a break of 30 minutes in circumstances where they work 4.5 hours a day. All breaks should be taken away from an employee’s normal work area (where this is applicable).

Personal hygiene
Staff must follow the personal hygiene code at all times and encourage children to adopt the same good personal hygiene code themselves. 

All hands must be washed before handling food, after using the toilet or toileting children, after playing outside, wiping noses, messy play activities and after contact with animals. 

After noses have been wiped the tissue must be disposed of hygienically and hands should be washed. 

Cleaning 
The nursery is committed to providing a safe, happy and healthy environment for children to play, grow and learn. Cleanliness is an essential element of this practice. The nursery will be cleaned daily and regular checks will be made to the bathrooms. These will be cleaned at least daily (more if necessary i.e. at lunch time). The nappy changing facility will be cleaned after every use and potties will be cleaned out after every use. Any mess caused throughout the day will be cleaned up as necessary to ensure that a hygienic environment is provided for the children in our care.

Kitchen
Staff are made aware of the basic food hygiene standards through appropriate training and this is reviewed every three years.
•	Fridges to be cleaned out weekly
•	Microwave to be cleaned after every use
•	Oven to be cleaned out regularly and recorded
•	Freezers to be cleaned out every three months and recorded 
•	All cupboards to be cleaned out monthly 
•	Fridge and freezer temperatures must be recorded first thing in the morning by the manager/cook and last thing at night
•	All food to be covered at all times in and out of the fridge and dated to show when each product was opened
•	Care must be taken to ensure that food is correctly stored in fridges
•	When re-heating food, it should be over 75°C, checked with the probe thermometer and recorded, then cooled down before serving. Food prepared on the premises must be checked with the probe thermometer before serving 
•	Food served but not used immediately should be appropriately covered and placed in the fridge/freezer within 60 minutes. If this is not followed, food should be discarded immediately
•	All opened packets to be dated when opened and placed in an airtight container e.g. baby food, raisins, cereal etc.
•	Blended food should be placed in suitable airtight containers, named and dated
•	Surfaces to be cleaned with anti-bacterial spray  
•	Only appropriate coloured kitchen cloths to be used (please follow the chart on the wall). These must be washed daily on a hot wash
•	Windows protected by fly guards to be opened as often as possible along with the vents
•	All plugs to be pulled out of their sockets at the end of each day and switches switched off where practicable (with the exception of the fridge and freezer)
•	Children must NOT enter the kitchen except for supervised cooking activities
•	Doors/gates to the kitchen to be kept closed/locked at all times.

Baby room 
•	Bottles of formula milk will only be made up as and when the child needs them. These should be cooled to body temperature (37°C) and tested with a sterilised thermometer to ensure they are an appropriate temperature for the child to drink safely 
•	Following the Department of Health guidelines, we will only use recently boiled water to make formula bottles (left for no longer than 30 minutes to cool). We will not use cooled boiled water and reheat 
•	Bottles and teats will be thoroughly cleaned with hot soapy water and sterilised after use (they will not be washed in the dishwasher)
•	Content of bottles will be disposed of after two hours
•	A designated area is available for mothers who wish to breastfeed their babies or who wish to express milk
•	Labelled mother’s breast milk will be stored in the fridge
•	If dummies are used they will be cleaned and sterilised. This also applies to dummies which have been dropped
•	All dummies will be stored in separate labelled containers to ensure no cross-contamination occurs
•	Sterilisers will be washed out daily.

Nursery
•	Staff must be aware of general hygiene in the nursery and ensure that high standards are kept at all times
•	Regular toy washing rotas must be established in all rooms and recorded. Toys should be washed with sanitising fluid
•	Floors should be cleaned during the day when necessary. Vacuum cleaner bags (where used) should be changed frequently 
•	Staff are requested to use the appropriate coloured mop for the task or area (see chart on wall) and mop heads should be washed in a separate wash at least weekly
•	Face cloths should be washed on a hot wash after every use and not shared between children 
•	Low/highchairs must be cleaned thoroughly after every use. Straps and reins must be washed weekly or as required 
•	Every child should have its own cot sheet which should be washed at the end of every week or whenever necessary
•	All surfaces should be kept clean and clutter free 
•	Children must always be reminded to wash their hands after using the bathroom and before meals. Staff should always encourage good hygiene standards, for example, not eating food that has fallen on the floor
•	Children should learn about good hygiene routines and why they need to wash their hands, wipe their noses and cover their mouths when coughing.

Staff rooms
•	It is the responsibility of every member of staff to ensure that their staff room is kept clean and tidy
•	Fridges must be cleaned out weekly
•	Microwave to be cleaned after every use 
•	Surfaces to be wiped down daily
•	All implements used for lunch or break to be washed and tidied away.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

SAFEGUARDING

To meet with the following requirements and for more information, Toddle In have a thorough safeguarding policy in place, which is in line with the EYFS 2024 and Lancashire Safeguarding Partnership. All parents who place their child in our care must be aware of this policy and our duty to follow it. If you wish to read the policy in full, please ask at the office.

Safeguarding Information for Parents
 (This information can also be found in our brochure and welcome pack)

EYFS: Section 3	

At Toddle In we work with children, parents, external agencies and the community to ensure the welfare and safety of children and to give them the very best start in life. Children have the right to be treated with respect, be helped to thrive and to be safe from any abuse in whatever form. Here at Toddle In Nursery, all staff must take the necessary steps to safeguard and promote the welfare of children in our care, in accordance with the welfare requirements of the Early Years Foundation Stage Statutory Framework.

This means that in practice, the setting complies with the policies and procedures from the Lancashire Safeguarding Children Board and ensures that all adults working with and looking after children in the provision are able to put procedure into practice. We ensure all staff, students and volunteers have the necessary knowledge and skills to carry out their duties and have sufficient understanding of how this policy and procedures support them in promoting and safeguarding the welfare of children. This is achieved through recruitment and induction processes and by offering ongoing training and support to all staff, appropriate to their specific role. 

We support the children within our care, protect them from maltreatment and have robust procedures in place to prevent the impairment of children’s health and development. In our setting we strive to protect children from the risk of radicalisation and we promote acceptance and tolerance of other beliefs and cultures (please refer to our inclusion and equality policy for further information). Safeguarding is a much wider subject than the elements covered within this single policy, therefore this document should be used in conjunction with the nursery’s other policies and procedures. 

This policy works alongside these other specific policies to cover all aspects of child protection: 

•	Online safety				
•	Human Trafficking and Modern Slavery
•	Prevent Duty and Radicalisation
•	Domestic Violence, Honour Based Violence (HBV) and Forced Marriages 
•	Looked After Children
•	Whistleblowing
•	Supervision of Staff and Visitors/volunteers
•	Supervision of children
•	Handling DBS Information
•	Managing Confidential Information
•	Parents as Partners
•	Lockdown policy
•	Inclusion and equality 
•	Late collection
•	Lone working
•	Mobile phone and electronic devises
•	Nappy changing
•	Behaviour
•	Safe recruitment and suitability of staff
•	Intimate care
•	Social networking policy
•	SEND policy
•	Staff behaviour
•	Young worker

Legal framework 
•	EYFS foundation stage statutory Framework 2024
•	Criminal Justice and Court Services Act 2000
•	Information Sharing 2024
•	The Children Act (England and Wales 1989)
•	Children Act 2004
•	Childcare Act 2006 
•	Safeguarding Vulnerable Groups Act 2006
•	Children and Social Work Act 2017
•	The Statutory Framework for the Early Years Foundation Stage (EYFS) 2017 
•	Working together to safeguard children 2023 
•	Lancashire Safeguarding Partnership
•	Keeping children safe in education 2019
•	The Human Rights Act 1998
•	The Domestic Abuse Act 2021
•	The Equality Act 2010
•	Data Protection Act 2018 
•	What to do if you’re worried a child is being abused 2015
•	Counter-Terrorism and Security Act 2015.
•	Prevent Duty Guidance 2024

Definition of safeguarding
Safeguarding and promoting the welfare of children, in relation to this policy is defined as: 
•	Protecting children from maltreatment
•	Preventing the impairment of children’s health or development 
•	Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care
•	Taking action to enable all children to have the best outcomes.

Policy intention
This policy applies to all our children whether living with their families, in state care, or living independently (Working together to safeguard children).

Safeguarding and promoting the welfare of children, in relation to this policy, is defined as: 
•	Providing help and support to meet the needs of children as soon as problems emerge
•	Protecting children from maltreatment, whether that is within or outside the home, including online
•	Preventing impairment of children’s mental and physical health or development 
•	Ensuring that children grow up in circumstances consistent with the provision of safe and effective care
•	Promoting the upbringing of children with their birth parents, or otherwise family network through a kinship care arrangement, wherever possible and where this is in the best interests of the children
•	Taking action to enable all children to have the best outcomes in line with the outcomes set out in the Children’s Social Care National Framework.
•	Create an environment to encourage children to develop a positive self-image
•	Provide positive role models and develop a safe culture where staff are confident to raise concerns about professional conduct
•	Support staff to notice the softer signs of abuse and know what action to take
•	Encourage children to develop a sense of independence and autonomy in a way that is appropriate to their age and stage of development
•	Provide a safe and secure environment for all children
•	Promote tolerance and acceptance of different beliefs, cultures and communities
•	Help children to understand how they can influence and participate in decision-making and how to promote British values through play, discussion and role modelling
•	Always listen to children
•	Provide an environment where practitioners are confident to identify where children and families may need intervention and seek the help they need
•	Share information with other agencies as appropriate.

The nursery is aware that abuse does occur in our society and we are vigilant in identifying signs of abuse and reporting concerns. Our practitioners have a duty to protect and promote the welfare of children. Due to the many hours of care we are providing, staff may often be the first people to identify that there may be a problem. They may well be the first people in whom children confide information that may suggest abuse or to spot changes in a child’s behaviour which may indicate abuse. 

Our prime responsibility is the welfare and well-being of each child in our care. As such we believe we have a duty to the children, parents and staff to act quickly and responsibly in any instance that may come to our attention. This includes sharing information with any relevant agencies such as local authority services for children’s social care, health professionals or the police. All staff will work with other agencies in the best interest of the child, including as part of a multi-agency team, where needed.

The nursery aims to:

•	Keep the child at the centre of all we do 
•	Ensure staff are trained right from induction to understand the child protection and safeguarding policy and procedures, are alert to identify possible signs of abuse (including the signs known as softer signs of abuse), understand what is meant by child protection and are aware of the different ways in which children can be harmed, including by other children through bullying or discriminatory behaviour
•	Be aware of the increased vulnerability of children with Special Educational Needs and Disabilities (SEND) and other vulnerable or isolated families and children 
•	Ensure that all staff feel confident and supported to act in the best interest of the child, share information and seek the help that the child may need
•	Ensure that all staff are familiar and updated regularly with child protection training and procedures and kept informed of changes to local/national procedures, including thorough annual safeguarding newsletters and updates
•	Make any child protection referrals in a timely way, sharing relevant information as necessary in line with procedures set out by the Lancashire safeguarding Partnership
•	Ensure that information is shared only with those people who need to know in order to protect the child and act in their best interest 
•	Keep the setting safe online using appropriate filters, checks and safeguards, monitoring access at all times
•	Ensure that children are never placed at risk while in the charge of nursery staff
•	Identify changes in staff behaviour and act on these as per the Staff conduct Policy
•	Take any appropriate action relating to allegations of serious harm or abuse against any person working with children or living or working on the nursery premises including reporting such allegations to Ofsted and other relevant authorities
•	Ensure parents are fully aware of child protection policies and procedures when they register with the nursery and are kept informed of all updates when they occur  
•	Regularly review and update this policy with staff and parents where appropriate and make sure it complies with any legal requirements and any guidance or procedures issued by the Lancashire Safeguarding Partnership.

We will support children by offering reassurance, comfort and sensitive interactions. We will devise activities according to individual circumstances to enable children to develop confidence and self-esteem within their peer group and support them to learn how to keep themselves safe.

Contact telephone numbers
Local authority children’s social care team 0300 123 6720
Local authority Designated Officer (LADO) 01772 536694
Local Authority referral team 0300 123 6720 
Local Authority Out of Hours Team 0845 602 1043/ 01204 337777/ 0800 470 8090
NSPCC 020 7825 2505

Ofsted 0300 123 1231
Emergency police 999
Non-emergency police 101 
Child exploitation and online protection (online contact only)
DfE Counter-extremism helpline 02073407264
Government helpline for extremism concerns 0800 789 321

Designated Safeguarding Lead (DSL)/safeguarding Lead Practitioner (SLP)
The DSL has overall responsibility for the Safeguarding children and child protection policy and procedures. It is their role to ensure that the policy and procedures are implemented to safeguard and promote the welfare of children. They are responsible for coordinating safeguarding and child protection training for staff across the organisation.

There is always at least one designated person on duty during the opening hours of the setting. The designated persons receive comprehensive training in line with the local authority (Early years safeguarding training – Lancashire County Council) at least every two years and update their knowledge on an ongoing basis, but at least once a year. They in turn support the ongoing development and knowledge of the staff team with regular safeguarding updates. 

Designated Safeguarding Lead/Safeguarding Lead Practitioner	Charlotte Goodwin and Leanne Birtwistle	
Deputy Designated Safeguarding Lead	Alisa Durrant and Kaela Hollins-Wilkinson	

In the unlikely event of the DSL or Deputy DSL absence and to ensure immediate action can be taken, contact the Lancashire Safeguarding Partnership (LSP) 0300 123 6720

The role of the DSL/SLP:
•	Monitor and update the Safeguarding children and child protection policy and procedures in line with new legislation and to ensure it is effective. This will be done by making sure that everyone understands the correct procedures during their individual annual review, termly supervisions, peer and room observations, through our Question of the Day, staff meetings and thorugh conversations with staff
•	Ensure updates and new legislation are reflected in our services as soon as they are known
•	Act as a source of support, advice and expertise for all staff, students, volunteers, children and parents who have child protection concerns
•	Ensure detailed, accurate, secure written records of concerns and referrals
•	Review all written safeguarding reports
•	Assess information provided promptly, carefully and refer as appropriate to external agencies
•	Provide signposting to other organisations
•	Consult with statutory child protection agencies and regulatory bodies where required
•	Make formal referrals to statutory child protection agencies or the police, as required.

In addition, the DSL/SLP is required to:
•	Keep up-to-date with good practice and national requirements for safeguarding and child protection 
•	Provide information on safeguarding and child protection for the setting
•	Raise awareness of any safeguarding and child protection training needs and implement where necessary 
•	Retain up-to-date knowledge of the role of the local safeguarding partnership arrangements and local child protection procedures. 

The DSL/SLP does not investigate whether or not a child has been abused or investigate an allegation or disclosure. Investigations are for the appropriate authorities, usually the police and social services.

Sharing low-level concerns
On occasion, staff may become aware of inappropriate, problematic or concerning behaviour relating to a child or family member  in our care  but does not meet the threshold for significant harm. This may be classed as a ‘low-level’ concern, although this does not mean that it is insignificant. 

See Low-level concerns policy for full details.

We define a low-level concern as:
•	Any concern, no matter how small, that an adult working with children may have acted in a way that is inconsistent with our Staff behaviour policy, including inappropriate behaviour outside of work
•	A concern that may be a sense of unease or a ‘nagging doubt’ and does not meet the harm threshold or is serious enough to refer to the MASH Team

We encourage a culture of openness, trust and transparency, with clear values and expected behaviour, monitored and reinforced by all staff.  All concerns or allegations, however small, will be shared and responded to. All concerns will be shared with the DSL, or other nominated person, as in our reporting procedures. We encourage concerns to be shared with parents and their response recorded as soon as reasonably practicle and preferably within 24 hours of becoming aware of it. However, it is never too late to share a low-level concern.

It is not expected that staff will be able to determine whether the behaviour in question is a concern, complaint or allegation before sharing the information. If the DSL is in any doubt as to whether the information meets the harm threshold, they will consult the Lancashire Safeguarding Officer (Catherine Isherwood 07909 001430). We retain all records of low-level concerns regarding children in our care on a monitoring sheet in a separate low-level concerns file (monitoring file), with separate concerns regarding a single individual kept as a chronology.

Early help 
Early help means providing support as soon as the need emerges, at any point in a child’s life. Staff at Toddle In Nursery recognise that any professional can provide early help. Any pupil or family may benefit from early help, but staff will be alert to the potential need specifically for early help for pupils who:
 • Are disabled, have certain health conditions, or have specific additional needs 
• Have SEND, regardless of whether they have a statutory EHC plan 
• Have mental health needs 
• Are young carers.
 • Show signs of being drawn into anti-social or criminal behaviour, including gang involvement and association with organised crime groups or county lines
 • Are frequently missing or going missing from care or from home
 • Are at risk of modern slavery, trafficking, or sexual or criminal exploitation
 • Are at risk of being radicalised 
• Is misusing drugs or alcohol
 • Have family members in custody, or are affected by parental offending 
• Are in a family circumstance presenting challenges for them, such as drug and alcohol misuse, adult mental health problems, or domestic abuse 
• Have returned home to their family from care
 • Are at risk of HBA, such as FGM or forced marriage. 
• Are privately fostered.
 • Are displaying harmful sexual behaviours which may pose a risk to other children and themselves 
• Show any other early signs of abuse, neglect any other identified reason not listed above that requires extra support or intervention to improve outcomes for families and children
• Have experienced bereavement.
 • Viewing problematic or inappropriate online content or developing inappropriate relationships online. The DSL will take the lead where early help is appropriate and consent has been gained. This includes liaising with other agencies and setting up an inter-agency assessment as appropriate. The local early help process will be followed as required to help provide the right, effective support at the right time. Early Help Assessment - information for professionals - Lancashire County Council Staff may be required to support other agencies and professionals in an early help assessment, in some cases acting as the lead practitioner. Any such cases will be kept under constant review assessing the impact of the support. We therefore ensure that:
 • All staff and volunteers can identify the risk factors that indicate a family or pupil may benefit from Early Help and can follow school procedures to share this with the DSL 
• DSLs will undertake a Family Early Help Assessment, when appropriate, to identify what Early Help is required 
• DSLs will signpost and refer to appropriate support agencies
 • DSLs will lead on TAF meetings where is it appropriate for them to do so 
• DSLs will follow the local safeguarding processes and refer to Working Well with Children and Families in Lancashire guidance using the Continuum of Need.

Monitoring children’s attendance – In effect from September 2025
As part of our requirements under the statutory framework we are required to monitor and record children’s attendance patterns to ensure they are consistent and no cause for concern. We ask parents to inform the nursery prior to their children taking holidays or days off, and all incidents of sickness absence should be reported to the nursery the same day so the nursery management are able to account for a child’s absence.

If a child has not arrived at nursery within one hour of their normal start time, the parents will be contacted to ensure the child is safe and healthy. If the parents are not contactable then the emergency contacts numbers listed will be used to ensure all parties are safe. Management will work their way down the emergency contact list until contact is established and we are made aware that all is well with the child and family. 

If contact cannot be established then we would assess if a home visit were required to establish all parties are safe.  If contact is still not established, we would assess if it would be appropriate to contact relevant authorities, including the police, in order for them to investigate further.

Where a child is part of a child protection plan, or during a referral process, any absences will immediately be reported to the Local Authority children’s social care team to ensure the child remains safe and well. 

Operation Encompass

Definition of significant harm
The Children Act 2004 introduced the concept of significant harm as ‘the threshold that justifies compulsory intervention in family life in the best interests of children’. It gives LAs a duty to make enquires to decide whether they should take action to safeguard or promote the welfare of a child who is suffering, or likely to suffer, significant harm. 

Whilst there are no absolute criteria to rely on when judging what constitutes significant harm, consideration should be given to:
•	The severity of the ill-treatment, including the degree of harm
•	The extent and frequency of abuse and/or neglect
•	The impact this is likely to have, or is having, on the child involved.

This may be a single traumatic event, such as a violent assault, suffocation or poisoning, or it can be a combination of events (both acute and long-standing) that impairs the physical, intellectual, emotional, social or behavioural development of the child. 

Definitions of abuse and neglect
Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused within a family, institution or community setting by those known to them or, more rarely, a stranger. 

Perpetrators of abuse can be an adult, or adults, another child or children. 
(What to do if you’re worried a child is being abused: Advice for practitioners and Working together to safeguard children)

The signs and indicators listed below may not necessarily indicate that a child has been abused, but can help to indicate that something may be wrong, especially if a child shows a number of these symptoms, or any of them to a marked degree.

Indicators of child abuse

•	Failure to thrive and meet developmental milestones
•	Fearful or withdrawn tendencies
•	Unexplained injuries to a child or conflicting reports from parents or staff 
•	Repeated injuries 
•	Unaddressed illnesses or injuries
•	Significant changes to behaviour patterns.	

Softer signs of abuse as defined by National Institute for Health and Care Excellence (NICE) include: 

Emotional states: Fearful, withdrawn, low self-esteem.

Behaviour: Aggressive, habitual body rocking.

Interpersonal behaviours: 
•	Indiscriminate contact or affection seeking
•	Over-friendliness to strangers including healthcare professionals
•	Excessive clinginess, persistently resorting to gaining attention
•	Demonstrating excessively 'good' behaviour to prevent parent disapproval
•	Failing to seek or accept appropriate comfort or affection from an appropriate person when significantly distressed
•	Coercive controlling behaviour towards parents
•	Lack of ability to understand and recognise emotions
•	Very young children showing excessive comforting behaviours when witnessing parental or carer distress.	

What to do if you’re worried a child is being abused (advice for practitioners) 2015. Refer to The Graded Care Profile part of the Lancashire Multi Agency Neglect Strategy
The signs and indicators listed below may not necessarily indicate that a child has been abused but will help us to recognise that something may be wrong, especially if a child shows a number of these symptoms or any of them to a marked degree 
If a concern is raised anonymously and we have no contact details, we will treat the concern as valid and follow the procedures as above. If a malicious call is suspected, the procedures will still be followed: a child may be in danger. The Information Commissioners Office (ICO) will be contacted to ensure permitted data sharing. 

Emotional abuse
Action should be taken if the staff member has reason to believe that there is a severe, adverse effect on the behaviour and emotional development of a child, caused by persistent or severe ill treatment or rejection.

This may include extremes of discipline where a child is shouted at or put down on a consistent basis, lack of emotional attachment by a parent, or it may include parents or carers placing inappropriate age or developmental expectations upon them. Emotional abuse may also be imposed through the child witnessing domestic abuse and alcohol and drug misuse by adults caring for them.  

The child is likely to show extremes of emotion with this type of abuse. This may include shying away from an adult who is abusing them, becoming withdrawn, aggressive or clingy in order to receive their love and attention. This type of abuse is harder to identify as the child is not likely to show any physical signs. 

Neglect
Action should be taken if the staff member has reason to believe that there has been any type of neglect of a child (for example, by exposure to any kind of danger, including cold, starvation or failure to seek medical treatment, when required, on behalf of the child), which results in serious impairment of the child's health or development, including failure to thrive.

Signs may include a child persistently arriving at nursery unwashed or unkempt, wearing clothes that are too small (especially shoes that may restrict the child’s growth or hurt them), arriving at nursery in the same nappy they went home in or a child having an illness or identified special educational need or disability that is not being addressed by the parent. A child may also be persistently hungry if a parent is withholding food or not providing enough for a child’s needs. 

Neglect may also be shown through emotional signs, e.g. a child may not be receiving the attention they need at home and may crave love and support at nursery. They may be clingy and emotional. In addition, neglect may occur through pregnancy as a result of maternal substance abuse. 

If a child starts to talk to an adult about potential abuse it is important not to promise the child complete confidentiality. This promise cannot be kept. It is vital that the child is allowed to talk openly and disclosure is not forced or words put into the child’s mouth. As soon as possible after the disclosure details must be logged accurately. 

It may be thought necessary that through discussion with all concerned the matter needs to be raised with the local authority children’s social care team and Ofsted. Staff involved may be asked to supply details of any information/concerns they have with regard to a child. The nursery expects all members of staff to co-operate with the local authority children’s social care, police, and Ofsted in any way necessary to ensure the safety of the children.

Staff must not make any comments either publicly or in private about the supposed or actual behaviour of a parent or member of staff.  

Softer signs of abuse as defined by Lancashire Safeguarding board include: 
•	Low self-esteem
•	Wetting and soiling
•	Recurrent nightmares
•	Aggressive behaviour
•	Withdrawing communication
•	Habitual body rocking
•	Indiscriminate contact or affection seeking
•	Over-friendliness towards strangers
•	Excessive clinginess
•	Persistently seeking attention.

Peer on peer abuse 
We are aware that peer on peer abuse does take place, so we include children in our policies when we talk about potential abusers. This may take the form of bullying, physically hurting another child, emotional abuse, or sexual abuse. We will report this in the same way as we do for adults abusing children and will take advice from the appropriate bodies on this area. 

Physical abuse 
Action needs to be taken if staff have reason to believe that there has been a physical injury to a child, including deliberate poisoning, where there is definite knowledge or reasonable suspicion that the injury was inflicted or knowingly not prevented. These symptoms may include bruising or injuries in an area that is not usual for a child, e.g. fleshy parts of the arms and legs, back, wrists, ankles and face. 

Many children will have cuts and grazes from normal childhood injuries. These should also be logged and discussed with the nursery manager or room leader. 

Children and babies may be abused physically through shaking or throwing. Other injuries may include burns or scalds. These are not usual childhood injuries and should always be logged and discussed with the designated safeguarding lead (DSL) and/or nursery manager.

Female genital mutilation
This type of physical abuse is practiced as a cultural ritual by certain ethnic groups and there is now more awareness of its prevalence in some communities in England including its effect on the child and any other siblings involved. This procedure may be carried out shortly after birth and during childhood as well as adolescence, just before marriage or during a woman’s first pregnancy and varies widely according to the community. Symptoms may include bleeding, painful areas, acute urinary retention, urinary infection, wound infection, septicemia, incontinence, vaginal and pelvic infections with depression and post-traumatic stress disorder as well as physiological concerns. If you have concerns about a child relating to this area, you should contact children’s social care team in the same way as other types of physical abuse. There is a mandatory duty to report to police any case where an act of female genital mutilation appears to have been carried out on a girl under the age of 18, we will ensure this is followed in our setting. 

Breast Ironing
Breast ironing also known as "breast flattening" is the process where young girls' breasts are ironed, massaged and/or pounded down through the use of hard or heated objects in order for the breasts to disappear or delay the development of the breasts entirely. It is believed that by carrying out this act, young girls will be protected from harassment, rape, abduction and early forced marriage. Although this is unlikely to happen to children in the nursery due to their age, we will ensure any signs of this in young adults or older children are followed up using the usual safeguarding referral process. 

Fabricated illness
This is also a type of physical abuse. This is where a child is presented with an illness that is fabricated by the adult carer. The carer may seek out unnecessary medical treatment or investigation. The signs may include a carer exaggerating a real illness or symptoms, complete fabrication of symptoms or inducing physical illness, e.g. through poisoning, starvation, inappropriate diet. This may also be presented through false allegations of abuse or encouraging the child to appear disabled or ill to obtain unnecessary treatment or specialist support. 

Sexual abuse
Sexual abuse involves forcing, or enticing, a child to take part in sexual activities. Sexual abuse does not necessarily involve a high level of violence and includes whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse. 

Sexual abuse can take place online and technology can be used to facilitate offline abuse. Adult males are not the sole perpetrators of sexual abuse; women also commit acts of sexual abuse, as do other children. This policy applies to all children up to the age of 18 years.

Action must be taken if staff witness symptoms of sexual abuse including a child indicating sexual activity through words, play or drawing, having an excessive preoccupation with sexual matters or having an inappropriate knowledge of adult sexual behaviour, or language, for their developmental age. This may include acting out sexual activity on dolls or toys or in the role-play area with their peers, drawing pictures that are inappropriate for a child, talking about sexual activities or using sexual language or words.

Additional signs of emotional and physical symptoms are shown below.

Emotional signs	Physical signs	
•	Being overly affectionate or knowledgeable in a sexual way inappropriate to the child's age or stage of development
•	Personality changes, such as becoming insecure or clingy 
•	Regressing to younger behaviour patterns, such as thumb sucking or bringing out discarded cuddly toys
•	Sudden loss of appetite or compulsive eating
•	Being isolated or withdrawn
•	Inability to concentrate
•	Lack of trust or fear of someone they know well, such as not wanting to be alone with a carer
•	Becoming worried about clothing being removed.	•	Bruises
•	Bleeding, discharge, pains or soreness in their genital or anal area
•	Sexually transmitted infections
•	Pregnancy.

If sexual abuse is suspected, then any concerns must be reported in line with our safeguarding procedures.	

Action needs be taken if the staff member has witnessed an occasion(s) where a child indicated sexual activity through words, play, drawing, had an excessive preoccupation with sexual matters or had an inappropriate knowledge of adult sexual behaviour or language. This may include acting out sexual activity on dolls/toys or in the role play area with their peers, drawing pictures that are inappropriate for a child, talking about sexual activities or using sexual language or words. The child may become worried when their clothes are removed, e.g. for nappy changes. 

The physical symptoms may include genital trauma, discharge and bruises between the legs or signs of a sexually transmitted disease (STD). Emotional symptoms could include a distinct change in a child’s behaviour. They may be withdrawn or overly extroverted and outgoing. They may withdraw away from a particular adult and become distressed if they reach out for them, but they may also be particularly clingy to a potential abuser so all symptoms and signs should be looked at together and assessed as a whole. 

If a child starts to talk openly to an adult about abuse they may be experiencing the procedure below will be followed:

Procedure:
•	The adult should reassure the child and listen without interrupting if the child wishes to talk
•	The observed instances will be detailed in a confidential report 
•	The observed instances will be reported to the nursery manager or DSL
•	The matter will be referred to the local authority children’s social care team (see reporting procedures).

Child sexual exploitation (CSE) 
Working Together to Safeguard Children defines CSE as “…a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact; it can also occur through the use of technology.”

We will be aware of the possibility of CSE and the signs and symptoms this may manifest as. If we have concerns we will follow the same procedures as for other concerns and we will record and refer as appropriate. 

Adult sexual exploitation 
As part of our safeguarding procedures we will also ensure that staff and students are safeguarded from sexual exploitation.

Child Criminal Exploitation (CCE)
CCE is where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child into any criminal activity. The victim may have been criminally exploited even if the activity appears consensual. CCE does not always involve physical contact; it can also occur through the use of technology.

Other examples include children being forced to work in cannabis factories, being coerced into moving drugs or money across the country forced to shoplift or pickpocket, or to threaten other young people. Signs and symptoms of CCE are similar to those for CSE.

If CSE or CCE is suspected, then any concerns must be reported in line with our safeguarding procedures.	

County Lines
The National Crime Agency (NCA) defines county lines as gangs and organised criminal networks involved in exporting illegal drugs from big cities into smaller towns, using dedicated mobile phone lines or other form of ‘deal line.’ Customers live in a different area to the dealers, so drug runners are needed to transport the drugs and collect payment. 

Perpetrators often use coercion, intimidation, violence (including sexual violence) and weapons to ensure compliance of victims. A child is targeted and recruited into county lines through schools, further and higher educational institutions, pupil referral units, special educational needs schools, children’s homes and care homes.

Signs and symptoms include:
•	Changes in dress style
•	Unexplained, unaffordable new things (for example, clothes, jewellery, cars etc.)
•	Missing from home or school and/or significant decline in performance
•	New friends with those who don't share any mutual friendships with the victim, gang association or isolation from peers or social networks
•	Increase in anti-social behaviour in the community including weapons
•	Receiving more texts or calls than usual
•	Unexplained injuries
•	Significant changes in emotional well-being
•	Being seen in different cars or taxis driven by unknown adults
•	A child being unfamiliar with where they are.

Cuckooing
Cuckooing is a form of county lines crime. In this instance, the drug dealers take over the home of a vulnerable person in order to criminally exploit them by using their home as a base for drug dealing, often in multi-occupancy or social housing properties.

Signs and symptoms include:
•	An increase in people, particularly unknown people, entering or leaving a home or taking up residence
•	An increase in cars or bikes outside a home
•	A neighbour who hasn't been seen for an extended period
•	Windows covered or curtains closed for a long period
•	Change in resident's mood and/or demeanour (for example, secretive, withdrawn, aggressive or emotional)

•	Substance misuse and/or drug paraphernalia
•	Increased anti-social behaviour.

If cuckooing is suspected, then any concerns must be reported in line with our safeguarding procedures.	

Child trafficking and modern slavery
Child trafficking and modern slavery is when children are recruited, moved, transported and then exploited, forced to work or are sold. 

For a child to have been a victim of trafficking there must have been:
•	Action: recruitment, transportation, transfer, harbouring or receipt of a child for the purpose of exploitation
•	Purpose: sexual exploitation, forced labour or domestic servitude, slavery, financial exploitation, illegal adoption, removal of organs.

Modern slavery includes slavery, servitude and forced or compulsory labour and child trafficking. Victims of modern slavery are also likely to be subjected to other types of abuse such as physical, sexual and emotional abuse. 

Signs and symptoms for children include: 
•	Being under control and reluctant to interact with others
•	Having few personal belongings, wearing the same clothes every day or wearing unsuitable clothes 
•	Being unable to move around freely
•	Appearing frightened, withdrawn, or showing signs of physical or emotional abuse.

If child trafficking or modern slavery are suspected, then any concerns must be reported in line with our safeguarding procedures.	

Forced marriage
A forced marriage is defined as ‘a marriage in which one, or both spouses, do not consent to the marriage but are coerced into it. Duress can include physical, psychological, financial, sexual and emotional pressure.’

Where incidents of forced marriage are shared by our own staff, students or volunteers, we will respect confidentiality at all times and not share information without their permission. However, we will share this information without permission in cases of child protection, or where we believe there is an immediate risk of serious harm to the person involved.

If it is suspected that a forced marriage is being planned, then any concerns must be reported in line with our safeguarding procedures.	

Honour based abuse (HBA)
HBA is described as ‘incidents or crimes which have been committed to protect or defend the honour of the family and/or the community, including female genital mutilation (FGM), forced marriage, and practices such as breast ironing.’ (Keeping children safe in education). Such abuse can occur when perpetrators perceive that a relative has shamed the family and/or community by breaking their ‘honour’ code. It is a violation of human rights and may be domestic, emotional and/or sexual abuse such as being held against their will, threats of violence or actual assault. It often involves wider family networks or community pressure and so can include multiple perpetrators.

Signs and symptoms of HBA include:
•	Changes in how the child dresses or acts, such as not ‘western’ clothing or make-up
•	Visible injuries, or repeated injury, with unlikely explanations
•	Signs of depression, anxiety or self-harm
•	Frequent absences
•	Restrictions on friends or attending events.

Where incidents of HBA are shared by our own staff, students or volunteers, we will respect confidentiality at all times and not share information without their permission. However, we will share this information without permission in cases of child protection, or where we believe there is an immediate risk of serious harm to the person involved.

If honour based abuse is suspected, then any concerns must be reported in line with our safeguarding procedures.	

Child abuse linked to faith or belief (CALFB)
Child abuse linked to faith or belief (CALFB) can happen in families when there is a concept of belief in: 
•	Witchcraft and spirit possession, demons or the devil acting through children or leading them astray (traditionally seen in some Christian beliefs) 
•	The evil eye or djinns (traditionally known in some Islamic faith contexts) and dakini (in the Hindu context)
•	Ritual or multi-murders where the killing of children is believed to bring supernatural benefits, or the use of their body parts is believed to produce potent magical remedies
•	Use of belief in magic or witchcraft to create fear in children to make them more compliant when they are being trafficked for domestic slavery or sexual exploitation
•	Children’s actions are believed to have brought bad fortune to the family or community.

If CALFB is suspected, then any concerns must be reported in line with our safeguarding procedures.	

Extremism and radicalisation
Under the Counter-Terrorism and Security Act 2015, there is a duty ‘to help prevent the risk of people becoming terrorists or supporting terrorism’. This includes safeguarding learners from extremist ideologies and radicalisation to prevent them from being drawn into terrorism. This is known as the Prevent Duty. 

Children can be exposed to different views and receive information from various sources and some of these views may be considered radical or extreme. Radicalisation is the way a person comes to support or be involved in extremism and terrorism; usually it’s a gradual process so those who are affected may not realise what’s happening. Radicalisation is a form of harm.  
The process may involve:
•	Being groomed online or in person
•	Exploitation, including sexual exploitation
•	Psychological manipulation
•	Exposure to violent material and other inappropriate information
•	The risk of physical harm or death through extremist acts.

For further information visit The Prevent Duty website.

If radicalisation or extremism is suspected, then any concerns must be reported in line with our safeguarding procedures. This includes reporting concerns to the police.	

Online safety
While the growth of internet and mobile device use brings many advantages, the use of technology has become a significant component of many safeguarding issues such as child sexual exploitation and radicalisation.
There are four main areas of risk associated with online safety:
•	Content - being exposed to illegal, inappropriate or harmful material such as pornography, fake news, racist or radical and extremist views
•	Contact - being subjected to harmful online interaction with other users such as commercial advertising or adults posing as children or young adults
•	Conduct - personal online behaviour that increases the likelihood of, or causes, harm, such as making, sending and receiving explicit images and online bullying
•	Commerce - risks such as online gambling, inappropriate advertising, phishing and or financial scams. 

Report online safety concerns to the DSL and to the Child Exploitation and Online Protection Centre (CEOP): https://www.ceop.police.uk/Safety-Centre/  
Inappropriate content received via email must be reported to the DSL and to the Internet Watch Foundation (IWF): https://www.iwf.org.uk/en/uk-report/ 	

Up skirting/down blousing
Up skirting and down blousing are criminal offences. They involve taking pictures of someone’s genitals, buttocks or other intimate images under their clothing without them knowing, either for sexual gratification or in order to humiliate, or distress, the individual. 

If up skirting or down blousing is suspected, then any concerns must be reported in line with our safeguarding procedures.	

Responding to and recording disclosures 
Staff, volunteers or students may receive a safeguarding disclosure. See the guidance below for responding to and reporting disclosures of abuse.

Responding to a child’s disclosure of abuse - what to do and say
•	Stay calm and listen carefully
•	Try not to look shocked and reassure them that this is not their fault
•	Find an appropriate opportunity to say that the information will need to be shared and do not promise to keep the information shared a secret
•	Allow the child to continue at their own pace
•	Only ask questions for clarification and avoid asking any questions that may suggest a particular answer
•	Reassure the child that they have done the right thing, let them know what you will do next and with whom the information will be shared 
•	Record the disclosure in writing using the child’s own words as soon as possible, but not while the child is talking
•	Includes the date and time, any names mentioned and to whom the information was given
•	Sign and date the record, store it securely and refer the disclosure to the setting DSL and/or manager.	

Recording a case of disclosure or suspicions of abuse in the community
If you observe a concern or receive a disclosure, make an objective record. Where possible include:
•	Child's name and address 
•	Age of the child and date of birth
•	Setting name and address
•	Date and time of the observation or disclosure
•	Details of the concern using factual information, including the exact words, if relevant
•	Accurate details of the observation, including actions of the child or adult involved 
•	Accurate details of an injury or wound seen, including position and size 
•	The names of any other person present at the time 
•	Name of the person completing the report 
•	Name of the person to whom the concern was shared, with date and time.	
Discuss the record with the setting DSL or manager and follow the procedures. We expect all members of staff and stakeholders to co-operate with relevant agencies to ensure the safety of children. 

	Staff member role
on receiving information that causes a safeguarding concern	DSL/SLP role
on receiving information that causes a safeguarding concern	
Step 1	•	Contact the DSL/SLP immediately. This must be a verbal conversation to ensure the concern is clearly understood and action is taken
•	If the DSL/SLP is unavailable, contact the Deputy DSL, Local Safeguarding Officer, NSPCC, social services or police until you are able to have a verbal conversation 
•	For children who arrive at nursery with an existing injury, an ‘incident outside nursery’ form will be completed. If there are queries or concerns regarding the injury or information given, follow these procedures	•	If it is believed a child is in immediate danger, contact the police 	
Step 2	•	Write an objective report including:
•	Child's name and address
•	Age and date of birth
•	Date, time and location of the observation or disclosure
•	Exact words spoken by the child (as close to word-for-word as possible) and non-verbal communication
•	Outline of the concern 
•	Exact position and type of any injuries or marks seen
•	Exact observation of any incident or concern reported and the names of any other person present at the time
•	Any known confidentiality issues
•	Signature and date of person making the report and the DSL or other nominated individual receiving the report	•	Sign and date report received from staff member
•	Securely store the information according to the nursery procedures
•	If the safeguarding concern relates to a child, contact the Local Authority children’s social care team, report concerns and seek advice immediately, or as soon as it is practical to do so 
•	If the safeguarding concern relates to an allegation against an adult working or volunteering with children, contact the Local Authority Designated Officer (LADO) and request a confirmation email of the report, then report the concern to Ofsted
•	A full investigation into any allegation will be carried out by the appropriate professionals to determine how this will be handled
•	Note any actions requested by LADO / Ofsted and follow any instructions received	
Step 3	•	If you feel the report is not being taken seriously or are worried about an allegation getting back to the person in question, then it is your duty to inform the Local Authority children’s social care team yourself directly
•	Follow all instructions from the Local Authority children’s social care team and/or Ofsted, co-operating where required	•	If appropriate, discuss the concerns or incidents with parent(s), unless it is believed that this would place the child at greater risk of harm
•	Record all discussions (remember parents will have access to these records on request in line with GDPR and data protection guidelines)
•	Follow all instructions from the Local Authority children’s social care team and/or Ofsted, co-operating where required
•	Record information and actions taken 	
Step 4		•	If the DSL/SLP is not the owner/manager and there is an allegation against a member of staff, then the  owner/manager must be informed as they have a duty of care for their employees 	
Step 5		•	If the Lancashire children’s social care team have not been in contact within the timeframe set out in Working Together to Safeguard Children, it must be followed up 
•	Never assume that action has been taken	
Step 6	•	Safeguarding procedures will be reviewed to ensure the process has been applied in line with the policy	

Informing parents – Information Sharing 2024
Parents are normally the first point of contact. If a suspicion of abuse is recorded, parents are informed at the same time as the report is made, except where the guidance of the local authority children’s social care team/police does not allow this. This will usually be the case where the parent or family member is the likely abuser or where a child may be endangered by this disclosure. In these cases the investigating officers will inform parents.

Confidentiality
All suspicions, enquiries and external investigations are kept confidential and shared only with those who need to know. Any information is shared in line with guidance from the local authority and Information Sharing 2024

Support to families
The nursery takes every step in its power to build up trusting and supportive relations among families, staff, students and volunteers within the nursery.

The nursery continues to welcome the child and the family whilst enquiries are being made in relation to abuse in the home situation. Parents and families will be treated with respect in a non-judgmental manner whilst any external investigations are carried out in the best interest of the child.

Confidential records kept on a child are shared with the child's parents or those who have parental responsibility for the child, only if appropriate in line with guidance of the local authority with the proviso that the care and safety of the child is paramount. We will do all in our power to support and work with the child's family.

Allegations against adults working or volunteering with children (see whistleblowing policy)
If an allegation is made against a member of staff, student or volunteer or any other person who lives or works on the nursery premises regardless of whether the allegation relates to the nursery premises or elsewhere, we will follow the procedure below. 

The allegation should be reported to the senior manager on duty. If this person is the subject of the allegation then this should be reported to the DSL deputy manager instead. 

The Local Authority Designated Officer (LADO) and Ofsted will then be informed immediately in order for this to be investigated by the appropriate bodies promptly: 
•	The LADO will be informed immediately for advice and guidance
•	If as an individual you feel this will not be taken seriously or are worried about the allegation getting back to the person in question then it is your duty to inform the LADO/OFSTED yourself directly
•	A full investigation will be carried out by the appropriate professionals (LADO, Ofsted) to determine how this will be handled 
•	The nursery will follow all instructions from the LADO and Ofsted and ask all staff members to do the same and co-operate where required
•	Support will be provided to all those involved in an allegation throughout the external investigation in line with LADO support and advice
•	The nursery reserves the right to suspend any member of staff during an investigation 
•	All enquiries/external investigations/interviews will be documented and kept in a locked file for access by the relevant authorities
•	Unfounded allegations will result in all rights being reinstated
•	Founded allegations will be passed on to the relevant organisations including the local authority children’s social care team and where an offence is believed to have been committed, the police. 
•	Founded allegations will be dealt with as gross misconduct in accordance with our disciplinary procedures and may result in the termination of employment, Ofsted will be notified immediately of this decision. 
•	If the incident meets the threshold the nursery will also notify the Disclosure and Barring Service (DBS) to ensure their records are updated
•	All records will be kept until the person reaches normal retirement age or for 21 years and 3 months years if that is longer. This will ensure accurate information is available for references and future DBS checks and avoids any unnecessary reinvestigation 
•	The nursery retains the right to dismiss any member of staff in connection with founded allegations following an inquiry
•	Counselling will be available for any member of the nursery who is affected by an allegation, their colleagues in the nursery and the parents.

Looked after children 
As part of our safeguarding practice we will ensure our staff are aware of how to keep looked after children safe. In order to do this we ask that we are informed of: 
•	The legal status of the child (e.g. whether the child is being looked after under voluntary arrangements with consent of parents or on an interim or full care order)
•	Contact arrangements for the biological parents (or those with parental responsibility)
•	The child’s care arrangements and the levels of authority delegated to the carer by the authority looking after him/her
•	The details of the child’s social worker and any other support agencies involved
•	Any child protection plan or care plan in place for the child in question.

Please refer to the Looked After Children policy for further details. 

Staff Training, Staffing and volunteering
Our policy is to provide a secure and safe environment for all children. We only allow an adult who is employed by the nursery to care for children and who has an enhanced clearance from the Disclosure and Barring Service (DBS) before they start working at Toddle In to be left alone with children. We will obtain enhanced criminal records checks (DBS) for all volunteers and students. 

Within the first week of induction all staff will receive a copy of this Safeguarding Policy so they have all the necessary knowledge and skills to safeguard and promote the welfare of children. All staff will attend child protection training provided by the local authority (Early years safeguarding training – Lancashire County Council) and receive initial basic child protection training during their induction period. This will cover the following areas
 • What is meant by the term safeguarding.
 • The main categories of abuse, harm and neglect. 
• The factors, situation and actions that could lead or contribute to abuse, harm or neglect. 
• How to work in ways that safeguard children from abuse, harm and neglect.
 • How to identify signs of possible abuse, harm and neglect at the earliest opportunity. These may include:
 • Significant changes in children's behaviour. 
• A decline in children’s general well-being. 
• Unexplained bruising, marks or signs of possible abuse or neglect.
 • Concerning comments or behaviour from children.
 • Inappropriate behaviour from practitioners, or any other person working with the children. This could include inappropriate sexual comments; excessive one-to-one attention beyond what is required through their role; or inappropriate sharing of images. 
• Any reasons to suspect neglect or abuse outside the setting, for example in the child’s home or that a child may experience emotional abuse or physical abuse because of witnessing domestic abuse or coercive control or that a girl may have been subjected to (or is at risk of) female genital mutilation.
 • How to respond, record and effectively refer concerns or allegations related to safeguarding in a timely and appropriate way. • The setting’s safeguarding policy and procedures.
 • Legislation, national policies, codes of conduct and professional practice in relation to safeguarding.
 • Roles and responsibilities of practitioners and other relevant professionals involved in safeguarding. 
 Training for the designated safeguarding lead (DSL) should take account of any advice from the local safeguarding partners or local authority on appropriate training courses (https://klancashiresafeguardingpartnership.org.uk/). In addition to the areas set out in paragraph 2, training for the DSL must cover the elements listed below: 
• How to build a safe organisational culture.
 • How to ensure safe recruitment. 
• How to develop and implement safeguarding policies and procedures.
 • If applicable, how to support and work with other practitioners to safeguard children.
 • Local child protection procedures and how to liaise with local statutory children's services agencies and with the local safeguarding partners to safeguard children.
 • How to refer and escalate concerns (including as described at paragraph 3.9 of the EYFS). 
• How to manage and monitor allegations of abuse against other staff. 
• How to ensure internet safety. 
During induction staff will be given contact details for the LADO (local authority designated officer), the local authority children’s social care team and Ofsted to enable them to report any safeguarding concerns, independently, if they feel it necessary to do so. All staff are expected to keep their safeguarding and knowledge up to date and report any concerns they have. Staff are enrolled on the Noodlenow! Training programme with a list of mandatory courses and courses of interest to enhance their CPD.

We have named persons within the nursery who take lead responsibility for safeguarding and co-ordinate child protection and welfare issues, known as the Designated Safeguarding Leads (DSL), there is always at least one designated person on duty during all opening hours of the setting. 
These designated persons will receive comprehensive training at least every two years and update their knowledge on an ongoing basis, but at least once a year. 

The nursery DSL/SLP’s liaise with the Lancashire children’s social care team, undertakes specific training, including a child protection training course, and receives regular updates to developments within this field. They in turn support the ongoing development and knowledge update of all staff on the team. 

Although, under the EYFS, we are only required to have one designated lead for safeguarding, for best practice and to ensure cover at all times, we have two/three designated leads in place. This enables safeguarding to stay high on our priorities at all times. There will always be at least one designated lead on duty at all times our provision is open. This will ensure that prompt action can be taken if concerns are raised.

Staffing

•	We provide adequate and appropriate staffing resources to meet the needs of all children
•	Applicants for posts within the nursery are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974. Candidates are informed of the need to carry out checks before posts can be confirmed. Where applications are rejected because of information that has been disclosed, applicants have the right to know and to challenge incorrect information
•	We give staff members, volunteers and students regular opportunities to declare changes that may affect their suitability to care for the  children. This includes information about their health, medication or about changes in their home life such as child protection plans for their own children 
•	This information is also stated within every member of staff’s contract 
•	We request DBS checks prior to enrollment and  using the DBS update service (with staff consent) we re-check staff’s criminal history and suitability to work with children termly
•	We abide by the requirements of the EYFS and any Ofsted guidance in respect to obtaining references and suitability checks for staff, students and volunteers, to ensure that all staff, students and volunteers working in the setting are suitable to do so
•	We ensure we receive at least two written references BEFORE a new member of staff commences employment with us
•	All students will have enhanced DBS checks conducted on them before their placement starts 
•	Volunteers, including students, do not work unsupervised
•	We abide by the requirements of the Safeguarding Vulnerable Groups Act 2006 and the Childcare Act 2006 in respect of any person who is disqualified from providing childcare, is dismissed from our employment, or resigns in circumstances that would otherwise have led to dismissal for reasons of child protection concern 
•	We have procedures for recording the details of visitors to the nursery and take security steps to ensure that we have control over who comes into the nursery so that no unauthorised person has unsupervised access to the children
•	All visitors/contractors will be supervised whilst on the premises, especially when in the areas the children use
•	As a staff team we will be fully aware of how to safeguard the whole nursery environment and be aware of potential dangers on the nursery boundaries such as drones or strangers lingering. We will ensure the children remain safe at all times
•	The Staff Behaviour Policy sits alongside this policy to enable us to monitor changes in behaviours that may cause concern. All staff sign up to this policy too to ensure any changes are reported to management so we are able to support the individual staff member and ensure the safety and care of the children is not compromised
•	All staff have access to and comply with the whistleblowing policy which will enable them to share any concerns that may arise about their colleagues in an appropriate manner
•	Signs of inappropriate staff behaviour may include inappropriate sexual comments; excessive one-to-one attention beyond the requirements of their usual role and responsibilities; or inappropriate sharing of images. This is not an exhaustive list, any changes in behaviour must be reported and acted upon immediately
•	All staff will receive regular supervision meetings where opportunities will be made available to discuss any issues relating to individual children, child protection training and any needs for further support
•	We use peer on peer and manager observations in the setting to ensure that the care we provide for children is at the highest level and any areas for staff development are quickly highlighted. Peer observations allow us to share constructive feedback, develop practice and build trust so that staff are able to share any concerns they may have. Any concerns are raised with the designated lead and dealt with in an appropriate and timely manner
•	The deployment of staff within the nursery allows for constant supervision and support. Where children need to spend time away from the rest of the group, the door will be left ajar or other safeguards will be put into action to ensure the safety of the child and the adult.

We also operate a Phones and Other Electronic Devices and Social Media policy which states how we will keep children safe from these devices whilst at nursery. This also links to our Online Safety policy. 

Our nursery has a clear commitment to protecting children and promoting welfare. Should anyone believe that this policy is not being upheld, it is their duty to report the matter to the attention of the DSL/SLP at the earliest opportunity. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Safety Checks 

EYFS: 3.79 3.80	

At Toddle In we make sure the nursery is a safe environment for children, parents, staff and visitors by carrying out safety checks on a regular basis in accordance with the timescales set out in the nursery checklists. These include daily checks of the premises, indoors and outdoors, and all equipment and resources before the children access any of the areas. The checks are recorded to show any issues and solutions.   

This policy should be read in conjunction with the fire safety, risk assessments, visits and outings and the equipment and resources policies. 

All staff should be aware of potential hazards in the nursery environment and monitor safety at all times. 

Risk assessments
Risk assessments document the hazard, who could be harmed, existing controls, the seriousness of the risk/injury, any further action needed to control the risk, who is responsible for what action, when/how often will the action be undertaken, and how will this be monitored and checked and by whom. 

The nursery carries out written risk assessments at least annually. These are regularly reviewed and cover potential risks to children, staff and visitors at the nursery. When circumstances change in the nursery, e.g. a significant piece of equipment is introduced; we review our current risk assessment or conduct a new risk assessment dependent on the nature of this change. 

All staff are trained in the risk assessment process to ensure understanding and compliance. 

All outings away from the nursery are individually risk assessed. For more details refer to the visits and outings policy. 

Hints and tips
Please refer to the Risk Assessment Matrix located in the office for further support with the risk assessment process The Steps to Risk Assessment publication and risk assessment templates can be downloaded from the Health and Safety Executive’s website at www.hse.gov.uk

Electrical equipment 
•	All electrical cables are kept out of the reach of children wherever possible and shielded by furniture where they need to be at floor level
•	Electrical sockets are all risk assessed and any appropriate safety measures are in place to ensure the safety of the children. 

Mains information
Locations of:
•	Water stop tap: cupboard behind kitchen door
•	Gas point: cupboard in reception
•	Fuse box: various
•	Main electricity box: 2-3 room

Dangerous substances
All dangerous substances including chemicals MUST be kept in locked areas out of children’s reach. All substances must be kept in their original containers with their original labels attached. Safety Data Sheets (Control of Substances Hazardous to Health (COSHH)) and risk assessments must be kept for all substances and the appropriate personal protection taken and used e.g. gloves, apron and goggles. 

Hot drinks and food
Hot drinks must only be consumed in the staff room. No canned drinks, sweets or crisps are to be kept or consumed in the nursery rooms. 

Transport and outings
The nursery has a comprehensive documented policy relating to outings, which incorporates all aspects of health and safety procedures including the arrangements for transporting and the supervision of children when away from the nursery.

Room temperatures
•	Staff should be aware of room temperatures in the nursery and should ensure that they are suitable at all times and recorded on the appropriate sheet. There is a thermometer in each room to ensure this is monitored 
•	Staff must always be aware of the dangers of babies and young children being too warm or too cold
•	Temperatures should not fall below 18C in the baby rooms and 16C in all other areas
•	Where fans are being used to cool rooms, great care must be taken with regard to their positioning. 

Water supplies
•	A fresh drinking supply is available and accessible to all children, staff and visitors
•	All hot water taps accessible to children are thermostatically controlled to ensure that the temperature of the water does not exceed 40C.

Gas appliances 
•	All gas appliances are checked annually by a registered Gas Safety Register engineer
•	Carbon monoxide detectors are fitted.
The checklists used in nurseries include: 

Checklists 	Who checks	How often – see office for next dates	
PAT	John Riley	Annually	
Fire extinguishers/blankets	Killblaze	Annually	
Fire Alarm/Emergency lighting	Staff
Killblaze	Weekly
Annually	
Burglar alarm	Brian Doult	Annually	
Lift	Foulds Lifts	Annually	
COSHH	H & S Co-ordinator	Ongoing	
Heating/boiler	Roger Whalley	Annually	

This policy was adopted on	Signed on behalf of the nursery	Date for review	

School Collection Policy

EYFS: 3.57 3.89	

As part of our out of school service we offer a school collection service. In order to keep children safe and secure during this transition we will abide by the following procedures: 

•	A full risk assessment will always be carried out by a senior member of staff to assess the risks or hazards which may arise for the children, and identify steps to be taken to remove, minimise and manage those risks and hazards
•	The risk assessment will be based on the usual route and an alternative route in case the usual route is inaccessible 
•	The staff will have a register which will be completed on collection of the children and again once they have returned to the setting
•	Children will be paired up to walk back to the setting 
•	Head counts will happen periodically during the walk back to the setting, the frequency is decided in the risk assessment
•	We provide appropriate staffing levels for school pickups dependent on an assessment of the safety and the individual needs of the children
•	All staff will be easily recognisable by other members of the group; they will wear the nursery uniform and high visibility vests/jackets 
•	At least one member of staff will hold a valid and current paediatric first aid certificate and this will be increased where risk assessment of proposed activity deems it necessary
•	A fully charged mobile phone will be taken as a means of emergency contact
•	In the event of an accident, staff will assess the situation. A member of staff will be available from nursery to assist with any accidents/incidents. In the event of a serious accident an ambulance will be called to the scene, and parents will be contacted. One member of staff will accompany the child to the hospital, and the rest of the group will return to the nursery
•	The safeguarding policy will be followed in the case of a disclosure during the journey to the setting.

Risk assessment
The full risk assessment will be displayed for parents to see before giving consent. This plan will include details of:
•	The name of the designated person in charge 
•	The estimated time of departure and arrival
•	The number of children, age range, ratio of staff to children, children’s individual needs and the group size  
•	The equipment needed, i.e. first aid kit, mobile phone
•	Staff contact numbers 
•	Method of transportation and travel arrangements (including the route)
•	Emergency procedures
•	Weather conditions, e.g. snow, hot weather 
•	The name of the designated first aider and the first aid provision.

Lost children
In the event of a child being lost, the Lost Child Procedure will be followed. Any incidents or accidents will be recorded in writing and Ofsted will be contacted and informed of any incidents.

If a child runs off or leaves the main group for any reason a staff member will only follow if the safety of the other children in the group is not compromised. If the staff are unable to follow or catch up with the child then the police will be called immediately, followed by the child’s emergency contacts. The main nursery will be contacted following this and asked to assist where possible. 

The safety of all children is paramount at all times. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY ON THE SECURE STORAGE, HANDLING, USE, RETENTION AND DISPOSAL OF
DBS DISCLOSURES AND DISCLOSURE INFORMATION 
EYFS 3.18 3.92 – 3.95

General Principles 
As an organisation using the Disclosure and Barring Service (DBS) to help assess the suitability of applicants for positions of trust, Toddle In complies fully with the Code of Practice regarding the correct handling, use, storage, retention and disposal of Disclosures and Disclosure information. It also complies fully with its obligations under the Data Protection Act 1998 and other relevant legislation pertaining to the safe handling, use, storage, retention and disposal of Disclosure information and has a written policy on these matters, which is available to those who wish to see it on request.

Storage and Access 
Disclosure information should be kept securely, in lockable, non-portable, storage containers with access strictly controlled and limited to those who are entitled to see it as part of their duties or on a computer database which is password protected.

Handling 
In accordance with Section 124 of the Police Act 1997, Disclosure information is only passed to those who are authorised to receive it in the course of their duties. We maintain a record of all those to whom Disclosure or Disclosure information has been revealed and it is a criminal offence to pass this information to anyone who is not entitled to receive it.

Usage 
Disclosure information is only used for the specific purpose for which it was requested and for which the applicants full consent has been given.

Retention 
Once a recruitment (or other relevant) decision has been made, we do not keep the Disclosure information for any longer than is necessary. This is generally for a period of up to six months, to allow for the consideration and resolution of any disputes or complaints. If, in very exceptional circumstances, it is considered necessary to keep Disclosure information for longer than six months, we will consult the CRB about this and will give full consideration to the data protection and human rights of the individual before doing so. Throughout this time, the usual conditions regarding the safe storage and strictly controlled access will prevail. 

Disposal 
Once the retention period has elapsed, we will ensure that any Disclosure information is immediately destroyed by secure means, i.e. by shredding, pulping or burning. While awaiting destruction, Disclosure information will not be kept in any insecure receptacle (e.g. waste bin or confidential waste sack). We will not keep any photocopy or other image of the Disclosure or any copy or representation of the contents of a Disclosure. However, notwithstanding the above, we may keep a record of the date of issue of a Disclosure, the name of the subject, the type of Disclosure requested, the position for which the Disclosure was requested, the unique reference number of the Disclosure and the details of the recruitment decision taken.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Separated Family 

At Toddle In we recognise that when parents separate it can be a difficult situation for all concerned. We understand that emotions may run high and this policy sets out how we will support the all parties in within the nursery including our staff team. The key person will work closely with the parents to build close relationships which will support the child’s/children’s emotional wellbeing and report any significant changes in behaviour to the parent. Parents will be signposted to relevant services and organisation for support for the whole family.

Parental responsibility 
While the law does not define in detail what parental responsibility is, the following list sets out some of the key features of someone holding parental responsibility. These include:
•	Providing a home for the child
•	Having contact with and living with the child
•	Protecting and maintaining the child
•	Disciplining the child
•	Choosing and providing for the child's education
•	Determining the religion of the child
•	Agreeing to the child's medical treatment
•	Naming the child and agreeing to any change of the child's name
•	Accompanying the child outside the UK and agreeing to the child's emigration, should the issue arise
•	Being responsible for the child's property
•	Appointing a guardian for the child, if necessary
•	Allowing confidential information about the child to be disclosed.  

England 
If the parents of a child are married to each other at the time of the birth, or if they have jointly adopted a child, then they both have parental responsibility. Parents do not lose parental responsibility if they divorce, and this applies to both the resident and the non-resident parent.

This is not automatically the case for unmarried parents. According to current law, a mother always has parental responsibility for her child. However, a father has this responsibility only if he is married to the mother when the child is born or has acquired legal responsibility for his child through one of these three routes:
•	By jointly registering the birth of the child with the mother (From 1 December 2003)
•	By a parental responsibility agreement with the mother
•	By a parental responsibility order, made by a court. 

Nursery registration 
During the registration process we collect details about both parents including who has parental responsibility, as this will avoid any future difficult situations.  
We request these details on the child registration form. If a parent does not have parental responsibility or has a court order in place to prevent this, we must have a copy of this documentation for the child’s records. 

If a child is registered by one parent of a separated family, we request disclosure of all relevant details relating to the child and other parent such as court orders or injunctions. This will make sure we can support the child and family fully in accordance with the policy set out below.  

We will: 
•	Ensure the child’s welfare is paramount at all times they are in the nursery
•	Comply with any details of a court order where applicable to the child’s attendance at the nursery where we have seen a copy/have a copy attached to the child’s file
•	Provide information on the child’s progress, e.g. learning journeys, progress checks within the nursery, to both parents where both hold parental responsibility
•	Invite both parents to nursery events, including parental consultations and social events where both hold parental responsibility
•	Ensure any incident or accident within the nursery relating to the child is reported to the person collecting the child 
•	Ensure that all matters known by the staff pertaining to the family and the parent’s separation remain confidential
•	Ensure that no member of staff takes sides regarding the separation and treats both parents equally and with due respect
•	Not restrict access to any parent with parental responsibility unless a formal court order is in place. We respectfully ask that parents do not put us in this position. 

We ask parents to: 
•	Provide us with all information relating to parental responsibilities, court orders and injunctions 
•	Update information that changes any of the above as soon as practicably possible
•	Work with us to ensure continuity of care and support for your child 
•	Not involve nursery staff in any family disputes, unless this directly impacts on the care we provide for the child
•	Talk to the manager/key person away from the child when this relates to family separation in order to avoid the child becoming upset. This can be arranged as a more formal meeting or as an informal chat
•	Not ask the nursery to take sides in any dispute. We will only take the side of your child and this will require us to be neutral at all times. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

SEND Policy
EYFS: 3.76 3.98 3.99

Introduction
This policy complies with the statutory requirement laid out in the Special Educational Needs and Disability Code of Practice and has been written with reference to the following guidance and documents:
-Equality Act 2010: advice for settings
-SEND code of Practice
-Early Years Guide to the 0-25 SEND code of practice
-Statutory Framework for the Early Years Foundation Stage
-Safeguarding Policy
-Access Action Plan
-Provision Mapping
-Behaviour Management Policy
-Local Offer
-Admission Policy
-Medication Policy
-Graduated response
-SALT Road Map
“Extracts taken from Local offer”
“Extracts taken from other policies” (These policies are available on request)
“Extracts taken from the code of practice”
SENDCO
Charlotte Goodwin
Toddle In Private Nursery
Brook Street, off North Valley Rd
Colne
Lancashire
BB8 9AG
01282 866100
The named SENDCO part of the management team and is a qualified teacher.
This policy was developed through the use of relevant requirements and through Toddle In’s procedure of SEND. It was developed by Charlotte Goodwin (SENDCO). It is shared with staff on employment and is available for all parents/carers and families on request.
It complies with the Toddle In’s provision mapping.
Aims and Objectives
At Toddle In, we believe that all children should have the opportunity to learn and achieve at their own pace and we recognise that all children have different learning styles and require varied support to help them achieve. As a setting we aim to raise the aspirations of and expectations for all children with SEND. We provide focus on outcomes for children and not just hours of provision/support.
“Practitioners are sensitive and knowledgeable about the developmental needs of children in their care. When planning and resourcing activities, practitioners are easily able to differentiate enabling all children to be involved.”
The emphasis of our SEND policy is on the early identification of any needs a child may have, and on offering an appropriate learning environment in which we provide a range of differentiated activities to meet all individual needs. Toddle In recognises that small achievable targets allow children with and without SEND to reach their learning outcomes.
Provision mapping is used to support all practice within the setting and clearly identifies the changes in provision to meet the needs of all children. Practitioners observe and monitor all children’s development and record achievements as appropriate. If a child is placed on the Code of Practice, staff will liaise closely with the SENDCO on mapping provision designed to meet the child’s needs.
“Provision mapping is used to identify ways in which we support all children in the setting. Wave one identifies what we provided for all children, wave 2 identifies what input we use for children that require a small amount of help and wave 3 identifies the input that is required for children with significant needs and that require more intensive intervention.”
We will liaise with other professionals to ensure we are offering effective provision for all children with special educational needs. The named SENDCO will offer advice to practitioners to help overcome any difficulties and to achieve outcomes. The named SENDCO will seek advice from other professionals and complete relevant referrals to ensure that outcomes are appropriate to the child’s needs and are achievable.
“The settings SENDCO will be notified and will guide and advise the key person.”
Toddle In has adopted a graduated response approach to meeting needs with four stages of action: assess, plan, do and review. We also follow the Lancashire Road Map For Early Years Settings. Parents/Carers are fully involved in the graduated response approach.
“A Targeted learning plan may be developed, together with the parents/carers to target areas of concern and to support the child.”
We use a process of self-evaluation to create our own setting provision map which details adjustments we make to meet the needs of all our children.
 Identifying Special Educational Needs
The EYFS guidance material supports practitioners in implementing the statutory requirements of the EYFS. It allows practitioners to review children’s progress, to consider ways to support and strengthen their learning and development and to identify any areas where the child may be at risk of delay. It is important that practitioners use the EYFS to help identify any difficulties and plan appropriate support to help the child achieve essential outcomes. Our setting also uses the Early Years SEND Toolkit for Assessment Tracking and Target Setting provided by Lancashire Specialist Teacher Support Service to help break down certain milestones in the 3 prime areas. This supports key workers/SENDCO when completing Targeted Learning Plans for specific children. We also refer to the “Top Tips” help sheets provided the Lancashire SEND team to support children with various needs.
The code of practice states that “Special educational provision should be matched to the child’s identified SEND”
Cognition and learning, communication and interaction, physical, sensory and social, mental and emotional health are the four broad areas of need and support. The purpose of identification is to work out what action needs to be taken rather than where a child will fit as individual children will often cut across all these areas and child’s needs change over time.
Toddle In identifies children by considering the needs of the whole child. By using the EYFS we aim to help children achieve in all areas of the EYFS as well as focussing on special educational needs.
Many others factors may impact on children’s progress and attainment such as
-Disability
-Attendance and Punctuality
-Health and Welfare
-EAL
-Being a looked after child
-Being a child of Serviceman/women
-Being a Traveller
These factors are not SEND. Although when a child is identified as needing intervention that is ‘additional to or different from’ that which is available in wave 1 provision this will be recorded using an SEND support plan.
A Graduated Approach to SEND support
Toddle In operates a graduated approach to SEND support. Practitioners support children through wave 1 provision, providing a wide range of resources and activities to offer quality learning opportunities.
“Each child is allocated a key person who will work closely with your child and family. Each child has a record of achievement which is created by the key person and tracks information about the child’s progress across the early year’s foundation stage”
Practitioners use regular observation and assessment to cater for a child’s current developmental needs following an initial baseline assessment. This enables practitioners to provide learning for individual needs and current interests. All practitioners are responsible and accountable for the progress and development of children in their key groups including where children access support from specialist staff i.e. SENDCO
Provision mapping is used to identify provision in all waves, across all age groups. It demonstrates how practitioners adapt practice to aid all children to meet their full potential. Provision mapping enables the setting to monitor the quality of care across all waves of provision. Practitioners complete relevant training to ensure that high quality provision is offered within all areas.
Children are only identified as having SEND if they do not make adequate progress once they have had all the intervention/adjustments and good quality personalised early years practice.
The code of practice states that “High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEND.”
High quality early years care is differentiated for individual children as the first step to responding to possible additional needs. When a practitioner identifies that a child is not making adequate progress in specific areas, small achievable targets should be created to enable the child to make steady progress.
Toddle In offers a ridged assessment process that enables practitioners to identify children’s specific learning needs and to ensure that “gaps” in children’s learning identified and are carefully planned for. Following our assessment process, practitioners can clearly identify when children may need to access wave 2 provision and along with the SENDCO can make suitable targets and arrangements to cater for the child’s individual need.
“The settings SENDCO will be notified and will guide and advise the key person”
On identifying areas of need the allocated key person, the SENDCO and the parents/carers may create a targeted learning plan. This will consist of small achievable steps that enable the child to make steady progress in areas of need. The setting adopts an “assess-plan-do-review” cycle. Assessments are completed in line with wave 1 provision and appropriate learning opportunities are planned for the individual child. This is recorded within the child’s learning story and on short term planning. On identification of specific need TLP’s are created and implemented. TLP’s will be reviewed within a 6-8 week time limit. At this stage it may be appropriate to add the child to the code of practice record.
“The key person will action the TLP with immediate effect and will ensure that it is reviewed within 6 and 8 weeks, to allow identification of the child’s progress.”
Toddle In uses provision mapping to outline the environment, practice and resources used in each wave of provision.
On entry to the setting practitioners observe all children and create a baseline assessment in line with the EYFS. This baseline is not rigid and can be re visited as many times as needed to ensure that it offers a true reflection of the child’s development. Practitioners then gather observations and photos to demonstrate the child’s learning and achievement. Appropriate next steps are used to further the child’s learning and to offer appropriate challenges. Records of achievement are used to evidence the child’s learning and display the child’s progress. At present we use Famly which is an online record of achievement where key workers update each child’s progress and development. Parents access this App and are encouraged to upload their own experiences from home or make comments on the published stories. Development is tracked against an EYFS progress tracker as well as a termly summery which allows areas of need to be identified. The termly summery is shared with parents/carers which ensures that parents/carers can share their views on the child’s development.
The code of practice states “The EYFS framework also requires practitioners to review children’s progress and share a summery with parents”
TLP’s are reviewed between 6-8 weeks and targets are made using the EYFS as well as practitioners and parents/carers knowledge of the child. These targets can be reviewed earlier if needed. Once the TLP is reviewed it may be necessary to involve outside agencies dependent on the child’s progress. This is a decision to be made by the keyworker, the SENDCO and the parents/carers.
“After a TLP is reviewed, the key person will decide whether the child needs continued support or whether the concerns have subsided. Parents/carers will be involved in the reviewing of the targeted learning plan.”
A request for involvement will be made with parent/carer permission to the Specialist Teacher Support Team and a visit will be arranged. An allocated specialist teacher will offer advice and support to the setting and the parents/carers.
A request for involvement can be made to the Portage Team for children who require support 0-3 years. A request for involvement to the Specialist Teacher Support team Early years Panel following a child’s 3rd birthday. This involves gathering information from the TLP’s, the keyworker, the specialist teacher support team and other outside agencies. It other reports as well as parents/carers views and the child’s view. This referral can support the need for an ECHP if needed.
If after a period of time, the child begins to respond well to support put in place and makes appropriate progress, it may no longer be necessary to continue to plan in smaller steps. The child may no longer need to access provision different to wave 1. At this point, with agreement from all involved, including parents, the child may exit the code of practice record.
Supporting children and families
For more information about our setting and our inclusion procedure please see our Local offer at www.lancashire.gov.uk/SEND or on our nursery website http://www.toddleinprivatenursery.com/sen/our-local-offer-3/local-offer-2/ .
Toddle In maintains excellent links with outside agencies such as Specialist Teachers, Speech Therapists, local children’s centre, paediatricians, educational psychologists and health visitors. The
Practitioners seek advice from these agencies to ensure support, advice and recommendations are suitable to the child and family’s needs.
On entry to the setting information about the child is collected through admissions forms and initial meetings with parents/carers. From these additional arrangements may need to be discussed e.g. number of sessions, staff ratios, access and physical environment. We welcome all children into the setting and aim to respond appropriately to each child’s background and individual needs. We ask parents/carers to give as much notice and information as possible if a child is disabled or has special educational needs and disabilities. This allows the setting to ensure all measures can be put into place and ensures that we can provide the most effective care possible.
If a child attends more than one setting or is leaving our setting to go to school, arrangements are made to ensure all appropriate information is passed on and that the new setting is fully aware of the child’s needs, progress so far and current targets and approaches. Information is passed on through a SEND support plan or in some cases Educational Healthcare Plan (EHCP). Alongside this additional meetings can be made in addition to the CAF/TAF process. As a setting we acknowledge the importance of information sharing and ensure that parents/carers agree to information sharing.
The code of practice states “To support the transition, information should be shared by the current setting with the receiving setting or school. The current setting should agree with the parents the information to be shared as part of this planning process”
Supporting children at the setting with medical conditions
Medical needs can present a significant barrier to participation and achievement therefore our setting is committed to identifying and addressing these barriers thereby contributing to the inclusion and well-being of children and young people.
The extract below is taken from our inclusion policy of supporting children with medical needs.
“This policy provides general guidance regarding the administration of medicines and the implementation of medical care within settings. The policy is supplemented by general information about the following medical conditions:
· Epilepsy
· MRSA
· ADHD
· Anaphylaxis
· Asthma
· Diabetes
· Brittle bones
· Perthes disease
· ME
· Soiling
· HIV/Aids
· Tube feeding
· Communicable diseases
This is not an exhaustive list and children with other medical conditions may also require an Individual Health Care Plan in nursery to manage their condition. If a child enters nursery with a condition not on this list your first point of contact should be your Health Visitor
who can advise on procedures.”
Any child with medical needs will require an individual health care plan. We recognise our responsibility of safety and that each practitioner should be fully aware of the child’s medical needs and what is expected of them. Toddle In will work closely with other professionals and parents in order to help provide a suitable environment for children with medical needs.
Monitoring and evaluation of SEND
Toddle In is committed to offering outstanding practice in all areas of the setting. We use many ways to evaluate all systems within the setting and to ensure that improvements are made where necessary. Practitioners hold regular room meetings to address any issues and to offer suggestions to improve their practice within a set age bracket. Along with this we hold regular staff meetings to discuss more general issues about the setting. All rooms’ complete development plans which evidence the changes and improvements that are made. Our setting provides parents/carer meetings, questionnaires and suggestions boxes and welcome any opinions or suggestions offered by parents/carers.
All policies are reviewed annually by Charlotte Goodwin (Nursery Proprietor)
Training and resources
Toddle In is committed to providing staff with training sufficient to ensure that they will be able to successfully undertake their duties. Where staff may need specialist training to aid a child with SEND, our setting would ensure that all appropriate staff received the training.
Staff are deployed fairly around the setting on a ratio basis and we ensure that level 3 qualified practitioners are distributed evenly.
Practitioners ensure that resources are suitable and that any equipment or resources meets the needs of all individual children. Where necessary practitioners will talk with parents and professionals about any need for additional equipment.
The SENDCO has received adequate training in speech and language development and autism.
Roles and responsibilities
Named Officers
SENDCO – Charlotte Goodwin
Safeguarding Lead Practitioners - 
Leanne Birtwistle
Charlotte Goodwin
Kaela Hollins-Wilkinson
Alisa Durrant
Looked after Children Co-ordinator - Charlotte Goodwin
Officer for Medical Needs Pupils – Leanne Birtwistle
(All Staff)
Behaviour Management Officer- Lindsey Bibby/Alisa Durrant
Equalities named co-ordinator - Leanne Birtwistle
Parental Involvement Co-ordinator- Leanne Birtwistle
First Aid Officer – Kaela Hollins-Wilkinson
The role of the SENDCO is to ensure all practitioners understand their responsibilities to children with SEND and to ensure that practitioners fully understand the settings approach to identifying and meeting SEND. The SENDCO offers support and advice to practitioners and ensures that parents/carers are closely involved and supported throughout. The SENDCO ensures that parents/carers are supported in giving an input into actions set and that their insights inform actions taken by the setting. The role of the SENDCO is to liaise with professionals or agencies outside of the setting ensuring that advice and recommendations are used within the setting. The SENDCO ensures that the SEND policy is reviewed and shared with all the practitioners.
The setting has a strong link with the Inclusion Disability Support Service Learner Support Team.
The setting will seek advice and guidance from area SENDCO’s where needed to ensure the setting is offering the correct support to SEND children and families.
Storing and managing information
Our policy on managing confidential information states that “Documents which contain personal data should be treated as confidential. This means that access to them should be restricted to certain named individuals (e.g. the designated person for child protection; key workers etc.) who must understand their obligation to handle such information in a responsible manner. “
Toddle In identifies that we have a legal duty to keep personal information confidential. However the law permits the sharing of confidential information where necessary to safeguard a child or young person.
In some cases information needs to be shared with outside agencies and/or other settings i.e. school. Toddle In will ensure that parents/carers agree to this information being shared and that it is only shared with relevant people.
Children’s records will be kept for 25 years unless special intervention has been required in which case the time will be extended to 45 years.
This policy will be reviewed annually by the SENDCO.
Accessibility
The Equality Act 2010, places a duty on all settings to ensure they make reasonable adjustments and do not treat disabled individuals less favourably.
It is responsibility of the proprietor to make any relevant changes to ensure accessibility to the setting.
Toddle In has an access action plan available on request that is reviewed annually unless it is necessary to amend before this time.
Dealing with complaints
The designated person for dealing with complaints is Leanne Birtwistle (Setting Manager).
The extract below is taken from the settings complaints policy.
“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 manager.
· Most complaints should be resolved amicably and informally at this stage.
Stage 2
· If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complaint in writing to the setting manager and the owner.
· The setting stores written complaints from parents in complaints file.
· When the investigation into the complaint is completed, the setting manager meets with the parent to discuss the outcome.
· When the complaint is resolved at this stage, the summative points are logged in the Complaints log.
Stage 3
· If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the setting manager and the owner. The parent should have a friend or partner present if required and the manager should have the support of the proprietor/other senior manager, present.
· An agreed written record of the discussion 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 in the Complaints log.
Stage 4
· If at the stage three meeting the parent and setting cannot reach agreement, an external mediator is invited to help to 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.
· Staff or volunteers within the Pre-school Learning Alliance, Teacher Team or NDNA are appropriate persons to be invited to act as mediators.
· The mediator keeps all discussions confidential. S/he can hold separate meetings with the setting personnel and the parent, if this is decided to be helpful. The mediator 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 them, the parent and the setting staff 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.
The role of the Office for Standards in Education, Early Years Directorate (Ofsted) and the Local Safeguarding Children Board
· Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the setting's registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Welfare Requirements of the Early Years Foundation Stage are adhered to.
· The email/ number for Ofsted with regard to a complaint is:
Enquiries@ofsted.gov.uk
Telephone: 03001231231
· These details are displayed on our setting's notice board.
· If a child appears to be at risk, our setting follows the procedures of the Local Safeguarding Children Board in our local authority.”
Records of complaints and outcomes are recorded in the complaints log and are available to parents and Ofsted on request.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

SITE SECURITY, INTRUDERS AND THREATS OF VIOLENCE POLICY

Many schools and nurseries today face a dilemma of striking a balance between being open and welcoming places for parents, children and the community, whilst providing a safe and secure environment.

The legal obligations owed to staff and children are clear. Every employer is required by law to assess the risks to the health and safety of employees and others and to take steps to eliminate or reduce those risks. This applies just as much to risks arising out of poor security arrangements, such as dangers from intruders, as to risks from unsafe premises or equipment.

This means that we are bound to examine our security arrangements, take the steps needed to improve security, and keep our arrangements under review. All reviews of our security arrangements should be firmly based upon the principles of risk assessment.

Toddle In is not a public place to which anyone can have access - anyone entering without permission is a trespasser and a variety of approaches are available to dealing with trespassers under the law. The first thing we must do is make clear exactly who has authority to be on the premises.

Some people will have "implied" authority to be present if they would normally be expected to be allowed on the premises - in particular staff, children and parents. Nobody's implied authority to be present can be regarded as extending to circumstances when they are causing a disturbance.

Other people, including visitors, would need specific authority to be present if they are not to be regarded as possible trespassers.

A notice in the reception area directs all visitors to present themselves at the office and sign in and out in the Nursery's Visitors Book.

Special legal provisions govern steps to be taken against trespassers in schools/nurseries. Section 547 of the 1996 Education Act provides that trespassers who are making a nuisance or disturbance and refusing to leave school premises are committing a criminal offence. 

"Nuisance or disturbance" has a wide interpretation and includes, for example, riding motorbikes or exercising animals in such a way as to disturb the normal running of the setting. Such trespassers cannot be arrested but they can be removed by a police officer. They can also be prosecuted and fined up to £500 or, if under 16, their parents can be bound over.

We strongly advise that staff should not take on responsibility for removing intruders themselves. The recommended course of action is:
•	advise trespassers that they are on the premises without authority and ask them to leave;
•	if they ignore the warning, advise them that the police will be called;
•	call the police and arrange for a police officer to come and remove them from the premises (serious incidents should of course be reported to the police at once.) 

In addition, of course, the general criminal law applies where other criminal offences are being committed. Anyone committing an arrestable criminal offence, such as threatening behaviour, causing a breach of the peace, assault or committing criminal damage can be arrested and prosecuted.

Finally, the nursery may take action under civil law. Injunctions can be sought against persistent trespassers and these can, for example, prohibit named individuals from coming onto setting grounds or within a certain distance of the setting. Anyone causing loss or damage can also be sued by the nursery.
External doors will be kept locked at all times except when being used for access to and from the outdoor play area. Staff are required to check that all doors have been re-closed and locked after breaks.
Toddle In is fitted with an intruder alarm which will be checked on a regular basis. Outdoor lighting is also fitted above the main entrance and is left on overnight to deter potential trespassers and also provide better vision of the premises for passersby.

Furthermore we will endeavor to maintain site security at Toddle In by:
•	Mending all fences/walls/gates as soon as possible, once the damage has been noticed.
•	Ensuring that all external doors and windows are also well maintained.
•	Keeping on top of graffiti.
•	Arranging visits from the Crime Prevention Officer / Community Support Officer to receive any information and recommendations

This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY ON SELF ESTEEM

The nursery recognises that staff in the nursery can have a major part to play in the raising of self-esteem in the children that we see.

It is our continuing aim to:
•	Make all the children feel valued.
•	Ensure that all the children feel included all the time.
•	Enable the children to share their experiences with each other and with staff.
•	Display a range of positive images and objects, which reveal people in non-stereotypical roles.
•	Celebrate diversity within the setting and to use resources that reflect diversity -including books, dolls and role-play.
•	Help children to appreciate and value each other.

In order to implement this policy it is important that our staff themselves have a high self-esteem and also believe completely in what the nursery is doing, in the way that it is providing nursery education for children in our area.

If any member of staff reveals through actions or attitude a lack of positive feeling for herself or for our work then the proprietor or member of staff in charge of the nursery will invite the member of staff to discuss the situation and seek to resolve this issue through discussion.

While the nursery is very aware that its members of staff will themselves be encountering 
issues in daily life which may cause problems and discomfort, the nursery must insist that the 
undertaking of the role of working in this nursery requires a positive attitude and approach on all occasions.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY ON SAFETY CHECKS AND MAINTENANCE OF TOYS AND EQUIPMENT

Toys should be checked regularly and any broken or damaged toys mended or discarded.

Equipment should be checked for objects which stick out and could cut a child or cause clothing to become entangled e.g. screws or bolts on play equipment.

Indoor sandpits should be regularly cleaned and the sand should be sifted on a weekly basis to check for any foreign objects.

Water trays should be changed each day.

Metal equipment such as bikes, prams etc., should be checked for rust and/or broken hinges or sticking out screws.

Wooden equipment, such as wooden blocks, should be checked for splinters and rough edges. Any which are damaged such be removed and reported to a supervisor.

Plastic toys and equipment should be checked for splits and cracks when being cleaned. 

Plastic toys such as Duplo, should be cleaned regularly with an antibacterial cleaning agent.

Tables should be disinfected on a daily basis.

Climbing frames and fixed play equipment are to be maintained in line with Wicksteed's recommended inspection process at regular intervals (see maintenance log).

ALL TOYS AND PLAYTHINGS WHICH ARE USED REGULARLY BY CHILDREN SHOULD BE CHECKED FOR SAFETY AT ALL TIMES.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

SETTLING IN

We aim for children to feel safe, stimulated and happy in the nursery and to feel secure and comfortable with staff. We also want parents/carers to have confidence in both their children's wellbeing and their role as active partners, with the child being able to benefit from what the nursery has to offer.

We aim to help parents and other carers to help their children settle quickly and easily by giving consideration to the individual needs and circumstances of children and their families. 

The nursery staff will work in partnership with parents/carers to settle their child into the nursery environment by adopting the following practises:

•	Before a child starts to attend the setting, we use a variety of ways to provide his/her parents with information. These include written information (including our prospectus and policies), displays about activities available within the setting, information days and evenings and individual meetings with parents.
•	We ask that parents provide the complete information from the welcome pack before the child begins their sessions.
•	Before a child is enrolled, we provide opportunities for the child and his/her parents to visit the setting,  planning settling in visits and introductory sessions (lasting approximately 1-2 hours).  These will be provided free of charge over a one or two week period dependent on individual needs, age and stage of development. Settling in visits and introductory sessions are key to a smooth transition and to ensure good communication and information sharing
•	We allocate a key person to each child and his/her family before she/he starts to attend; the key person welcomes and looks after the child and his/her parents at the child's first session and during the settling-in process.
•	When a parent registers their child, we explain the process of settling-in with his/her parents and jointly decide on the best way to help the child to settle into the setting.
•	Younger children may take longer to settle in, as will children who have not previously spent time away from home. Children who have had a period of absence may also need their parent to be on hand to re-settle them.
•	We judge a child to be settled when they have formed a relationship with their key person; for example the child looks for the key person when he/she arrives, goes to them for comfort, and seems pleased to be with them. The child is also familiar with where things are and is pleased to see other children and participate in activities.
•	When parents leave, we ask them to say goodbye to their child and explain that they will be coming back, and when.
•	We recognise that some children will settle more readily than others but that some children who appear to settle rapidly are not ready to be left. We use various strategies to meet the differing settling needs of these children.
•	reassuring parents/carers whose children seem to be taking a long time settling into the nursery
•	respecting the circumstances of all families, including those who are unable to stay for long periods of time in the nursery and reassure them of their child’s progress towards settling in
•	children will not be taken on an outing from the nursery until he/she is completely settled.
•	We reserve the right not to accept a child into the setting without a parent or career if the child finds it distressing to be left. This is especially the case with very young children.
•	Within the first four to six weeks of starting we discuss and work with the child's parents to start to create their child's record of achievement.

It is of paramount importance to Toddle In that all children in the nursery should be treated with great care and consideration. A new child should feel comfortable, cared for and integrated into the life of the nursery as quickly as possible.

During the first two sessions the parents or carers have the option of:
•	Staying with their child if they wish.
•	Staying with their child for part of the time.
•	Leaving the child for the whole time.

We can give advice on this if asked by parents or carers but it is our preference that parents/carers should do what, in their experience, is best for their child. We fully appreciate that this can be a difficult time for both adult and child.

It is our policy that, so far as is possible, nursery sessions should run in the normal way when a parent or career is present. The parent or career should be able to see the regular pattern of what happens during the day, how the staff cope with anything unexpected and in particular they should be able to see the level of care received by all children in the nursery.

When a child starts nursery we are happy to receive telephone calls from parents or carers at all times. We fully understand that parents and carers are concerned about that child's welfare and are likely to feel upset at leaving him or her in someone else's care. We will aim to alleviate these fears but if a child is very upset it is our policy to tell the caller, thus giving the caller the option of calling again to see if there is still a problem.

If a child remains very upset it is the policy of this nursery to call the parent or career and discuss our concern.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

SLEEPING / REST POLICY
EYFS 3.84

When registering their child at Toddle In, parents will inform the nursery of any sleeping patterns of their child /children. These habits will be adhered to as closely as possible throughout the child's time at nursery.

If a baby has an unusual sleeping routine or position that we would not use in the nursery i.e. babies sleeping on their tummies, we will explain our policy to the parents and ask them to sign a form to say they have requested we carry out a different position or pattern on the sleeping babies’ form. We recognise parents’ knowledge of their child in regard to sleep routines and will, where possible, work together to ensure each child’s individual sleep routines and well-being continues to be met.

However, staff will not force a child to sleep or keep them awake against his or her will. They will also not usually wake children from their sleep. Staff will discuss any changes in sleep routines at the end of the day and share observations and information about children’s behaviour when they do not receive enough sleep. 

The safety of babies’ sleeping is paramount. We adopt a policy of practice recommended by The Cot Death Society to minimise the risk of Sudden Infant Death. 

This includes:
 Babies are placed on their backs to sleep, but when babies can easily turn over from the back to the stomach, they can be allowed to adopt whatever position they prefer to sleep 
 Babies/toddlers will never be put down to sleep with a bottle to self-feed
 Babies/toddlers will be monitored visually when sleeping. Checks are recorded every 5 minutes for under 2’s and every 15 minutes for over 2’s and children under 6 months will be constantly supervised by an adult.
 When monitoring, the staff member will look for the rise and fall of the chest and if the sleep position has changed

We provide a safe sleeping environment by: 
 Monitoring the room temperature
 Using clean, light bedding/blankets and ensuring babies are appropriately dressed for sleep to avoid overheating 
 Only having safety-approved cots or other suitable sleeping equipment (i.e. Mats) that are compliant with British Standard regulations, and mattresses are used in conjunction with a clean fitted sheet
 Not cluttering cots with soft toys, although comforters will be given where required 
 Keeping all spaces around cots and beds clear from hanging objects i.e. hanging cords, blind cords, drawstring bags 
 Ensuring every baby/toddler is provided with clean bedding 
 Should a baby fall asleep while being nursed by a practitioner they will be transferred to a safe sleeping surface to complete their rest

Infants in the 0-2 room will be able to sleep at any time in the cots (depending upon their individual routines as advised by parents). A sleep log is next to the cot room and is to be completed by staff, noting the time they go to sleep and the time they get up. Each child is to be checked at 5 minute intervals and this should also be noted on the sleep log.

Children in the 2-3 and 3-5 areas will be provided with sleep mats any time they require a nap. Generally the 2-3 year old’s sleep after lunch and are checked at 15 minute intervals, which again is noted by staff.

Quiet areas are available on both floors of the nursery.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

(NO) SMOKING/VAPING POLICY
EYFS 3.28

At Toddle In Nursery we are committed to promoting children’s health and well-being. This is of the upmost importance for the nursery. 
Smoking has proved to be a health risk and therefore in accordance with legislation, the nursery operates a strict no smoking policy within its building and grounds other than designated area for smoking. It is illegal to smoke in enclosed places. 
All persons must abstain from smoking while on the premises. This applies to staff, students, parents, carers, contractors and any other visitors to the premises. 
Staff accompanying children outside the nursery, are not permitted to smoke. We also request that parents accompanying nursery children on outings refrain from smoking while caring for the children. 
Staff must not smoke whilst wearing nursery uniform as it is essential that staff are positive role models to children and promote a healthy lifestyle, along with presenting a professional impression to others. 
If staff choose to smoke during their unpaid lunch break they must not smoke in the nursery, buildings, or grounds and this includes doorways, entrances, walkways, playgrounds or car park. We ask that where you choose to smoke is not visible to the public as can have a negative impact on the setting.
We also request that staff cover or remove their uniforms and ensure that they do not have contact with children for a full fifteen minutes upon their return to the building; thorough hand washing must also take place. Please consider cleaning your teeth to freshen and remove the smell of cigarettes from your breath and spraying with perfume/deodorant.
These measures will be monitored by management and anyone not adhering to the rules will be subject to discipline procedures.  
This policy also applies to electronic cigarettes.
We respect that it is a personal choice to smoke, although as an organisation we support healthy lifestyles and therefore we can help staff and parents to stop smoking by sourcing: 
•	Factsheets and leaflets 
•	Finding out information of local help groups 
•	Provide details of the NHS quit smoking helpline - www.smokefree.nhs.uk 
•	Offer information regarding products that are available to help stop smoking Offer in-house support. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

SOCIAL NETWORKING

 

Social media is becoming a large part of the world we live in and as such at Toddle In we need to make sure we protect our children by having procedures in place for safe use. 

This policy includes (but is not limited to) the following technologies:
•	Social networking sites e.g. Facebook, Twitter, Instagram, Snapchat etc
•	Blogs
•	Discussion forums
•	Collaborative online spaces
•	Media sharing services e.g. You Tube

We use Facebook  to share pictures of the activities the children have accessed at nursery. In order to safeguard children we will: 
•	Ensure all children in the photographs or posts have the correct permissions in place from their parent / carer
•	Monitor comments on all posts and address any concerns immediately.

Staff use of social media
We require our staff to be responsible and professional in their use of social networking sites in relation to any connection to the nursery, nursery staff, parents or children. We feel that restrictions need to be placed on staff when they access social networking sites. The nursery has a high reputation to upkeep and comments made on sites such as ‘Facebook’ could have an impact on how parents using the nursery view the staff. 

•	When using social networking sites such as Facebook staff must:
o	Not make comments relating to their work or post pictures in work uniform
o	Not send private messages to any parents/family members
o	If a parent asks questions relating to work via social networking sites, then staff should reply asking them to come into the setting or contact the manager 
o	Ensure any posts reflect their professional role in the community (e.g.  no inappropriate social event photos or inappropriate comments i.e. foul language)
o	Report any concerning comments or questions from parents to the manager/safeguarding lead
o	Follow the staff behaviour policy 
o	Not post anything that could be construed to have any impact on the nursery’s reputation or relate to the nursery or any children attending the nursery in any way
•	No photographs taken within the nursery, or at any nursery events with the children, are to be posted for public viewing. (This excludes those photographs taken by staff for learning journals, for display in the settings or on the website or nursery FB page if parental permission is given).
•	No public discussions are to be held or comments made on social media sites regarding the nursery, children, staff or business (except appropriate use for marketing fund raising events) or that could be constructed to have any impact on the nursery’s reputation or that would offend any member of staff or parent using the nursery.
•	In order to ensure professional boundaries childcare staff, students or volunteers are recommended not to accept personal invitations to be friends from parents, carers and other professionals that use the nursery unless they know them in a personal capacity. If staff choose to allow parents to view their page on social networking sites then this relationship must remain professional at all times
•	We will act in the best interest of the whole community and honour our duty of care to our children.

Any member of staff, student or volunteer found to be posting remarks or comments that breach confidentiality or that is deemed to be of a detrimental nature to the nursery or other employees, or posting / publishing photographs of the setting, may face disciplinary action in line with the Nursery disciplinary procedures set out in the staff handbook and may lead to dismissal.  Students will be asked to leave immediately.

Any comment deemed to be inappropriate will be reported to Charlotte Goodwin, nursery owner and the Registered Person.

All electronic communications between staff and parents should be professional and take place via the official nursery communication channels, e.g. work emails and phone numbers. This is to protect staff, children and parents. 

Parents and visitors’ use of social networking
We promote the safety, confidentiality and welfare of all staff and children and as a setting, , we expect the same of parents/carers. We would therefore like parents to work alongside the setting to maintain the privacy and security of all staff, children and volunteers.

We therefore ask parents and visitors not to post, publicly or privately, information about any child on social media sites such as Facebook, Instagram and Twitter. We ask all parents and visitors to follow this policy to ensure that information about children, images and information do not fall into the wrong hands.

We, therefore, require that parents:
•	Demonstrate courtesy and respect for staff, other parents and children when comments are placed on social networking sites.
•	Use appropriate language when discussing the nursery
•	Address any issues or concerns regarding the nursery directly with the manager or the child’s key person.
•	Not to use social network sites to make derogatory comments or post photographs which could bring staff into disrepute, including making comments about children, parents and staff members.
•	Not to post photographs of other people’s photographs on social network sites without permission.

We ask parents not to: 
•	Send friend requests to any member of nursery staff 
•	Screen shot or share any posts or pictures from the nursery on social media platforms (these may contain other children in the pictures)
•	Post any photographs to social media that have been supplied by the nursery with other children in them (e.g. Christmas concert photographs or photographs from an activity at nursery).

We ask parents to: 
Share any concerns regarding inappropriate use of social media through the official procedures (please refer to the partnership with parents policy, complaints procedures and grievance policy). 

Should it come to our attention that inappropriate comments regarding the nursery have been made on a public forum, which may be deemed as harmful to the settings reputation, nursery reserves the right to terminate the child’s place with immediate effect. In certain cases, legal advice may be sought and further action may result.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Special Consideration for Employees 

At Toddle In we recognise that certain employees such as young persons, new and expectant mothers and persons with a disability may require special consideration.

Legal requirements
The nursery follows the legal requirements set out in The Management of Health and Safety at Work Regulations 1992 and the Equality Act 2010. Our Health and Safety Policy has regard to any employees requiring special consideration at the commencement of employment and during the course of it. The following procedure is followed. 

Procedure
The nursery manager:
•	Assesses any employee requiring special consideration in conjunction with the individual on induction to the nursery or when their condition or disablement comes to light
•	Carries out any risks assessments relating to the occupation of such workers
•	Agrees with the worker any necessary special measures such as training and supervision, arrangements, modifications and medical surveillance
•	Carries out further assessments and reviews at least annually, or if and when any changes to the special circumstances or environment occur.

Disabilities
If you are disabled or become disabled, we encourage you to tell us about your condition so that we can consider what reasonable adjustments or support may be appropriate.

Part-time and fixed-term work
Part-time and fixed-term employees should be treated the same as comparable full-time or permanent employees and enjoy no less favorable terms and conditions (on a pro-rata basis where appropriate), unless different treatment is justified.

This policy was adopted on	Signed on behalf of the nursery	Date for review	
			
Staff Behaviour Policy

At Toddle In we take the safety and welfare of our children and staff seriously. This policy ensures staff behave in an appropriate manner to act as a role model for and protect all children in their care. Within this policy we will also ensure that any changes to staff behaviours or ways of working are closely monitored, discussed and supported to ensure all children are safeguarded throughout their time here. 

Expected staff behaviour 
Within our nursery we expect our staff to:
•	Put our children first, their safety, welfare and ongoing development is the most important part of their role
•	Behave as a positive role model for the children in their care by remaining professional at all times and demonstrating caring attitudes to all
•	Work as part of the wider team, cohesively and openly
•	Be aware of their requirements under the EYFS Statutory Framework and the nursery policies and procedures designed to keep children safe from harm whilst teaching children and supporting their early development
•	React appropriately to any safeguarding concerns quickly and concisely in accordance to the nursery / Local authority procedures and training received 
•	Not share any confidential information relating to the children, nursery or families using the facility  
•	Maintain the public image of the nursery and do nothing that will pull the setting into disrepute 
•	Ensure that parental relationships are professional and external social relationships are not forged. If a relationship exists prior to the child starting at the setting, discussions with management will be held to ensure the relationship remains professional.
•	Adhere to the Mobile Phone and Other Electronic Device and Social Networking policy  
•	Report to management immediately any changes in personal life that may impact on the ability to continue the role. These may include (but not limited to) changes in police record, medication, any social service involvement with their own children.

Monitoring staff behaviour
Within the nursery we: 
•	Conduct regular peer observations using all staff and management, during which we will look at interactions with children and their peers
•	Have regular supervisions with all staff in which ongoing suitability will be monitored and recorded
•	Use a whistleblowing policy that enables team members to discuss confidentially any concerns about their colleagues   
•	Operate staff suitability forms and clauses in staff contracts to ensure any changes to their suitability to work with children are reported immediately to management
•	Ensure all new staff members are deemed suitable with the appropriate checks as detailed in the safeguarding policy.

Some behaviours that may cause concern and will be investigated further: 
•	Change in moods
•	Sudden change in religious beliefs / cultural beliefs (may be a sign of radicalisation) 
•	Changes in the way of acting towards the children or the other members of the team (becoming more friendly and close, isolation, avoidance, agitation etc.) 
•	Sudden outbursts
•	Becoming withdrawn 
•	Secretive behaviours
•	Missing shifts, calling in sick more often, coming in late
•	Standards in work slipping 
•	Extreme changes in appearance.

Procedures to be followed: 
If we have a concern about changes in staff behaviour within the nursery, an immediate meeting will be called with the individual and a member of management to ascertain how the person is feeling. We will aim to support the staff wherever possible and will put support mechanisms in place where appropriate.  

Ultimately we are here to ensure all staff are able to continue to work with the children as long as they are suitable to do so, but if any behaviours cause concern about the safety or welfare of the children then the procedure in the child protection/safeguarding policy will be followed as in the case of allegations against a team member and the Local Authority Designated officer (LADO) will be called. 

All conversations, observations and notes on the staff member will be logged and kept confidential. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

SAFE RECRUITMENT OF STAFF

EYFS: 3.13 	

At Toddle In we are vigilant in our recruitment procedures aiming to ensure all people working with children are suitable to do so. We follow this procedure each and every time we recruit a new member to join our team. 
Legal requirements 
•	We abide by all legal requirements relating to safe recruitment set out in the Statutory Framework for the Early Years Foundation Stage (EYFS) and accompanying regulations 
•	We also follow any requirements or guidance given by the Disclosure and Barring Service (DBS) in relation to carrying out checks; and abide by the employer’s responsibilities relating to informing the DBS of any changes to the suitability of their staff, whether this member of staff has left the nursery or is still under investigation. Please refer to the child protection/safeguarding policy for further information.  
Advertising 
Job adverts are prepared by the management team
Our job adverts comply with equality law. In particular, we don’t use wording that could discourage applications from some groups in society.
We may decide to advertise a vacancy internally and/or externally. Where we do decide to advertise internally we will endeavor to ensure that employees who are absent because of long term sickness or maternity leave (for example) are told about the vacancy and are given the same opportunities as their colleagues to apply.
We advertise vacancies in places that are accessible to as wide a pool of potentially interested candidates as possible.
Your job application
If you need information such as an application form, job description or person specification in an accessible format (large print for example) please ask us. All positions will be subject to DBS. We wont ask you about your health before making a job offer unless necessary:
•	Need to know about any reasonable adjustments that should be made  to the recruitment process
•	Need to establish if you would be able to carry out an intrinsic part of the job
•	Have to ask health or disability-related questions because of a legal requirement
Shortlisting and interview stage
•	We shortlist all suitable candidates against a pre-set specification and ensure all applicants receive correspondence regardless of whether they are successful in reaching the interview stage or not
•	All shortlisted candidates will receive a job description, a person specification, an equal opportunities monitoring form and a request for identification prior to the interview
•	The manager and deputy will decide the most appropriate people for the interview panel. There will be at least two people involved are both are involved in the overall decision making
•	At the start of each interview all candidates’ identities will be checked using, for example, their passport and/or photocard driving license. All candidates will be required to prove they are eligible to work in the UK. The interview will also cover any gaps in the candidate’s employment history
•	All candidates reaching the interview stage are questioned using the same set criteria and questions. These cover specific areas of childcare, including safeguarding the children in their care, planning suitable activities to enhance the child’s development and their understanding of the legal frameworks applied to childcare and used in the nursery. The questions will be value based and will ensure the candidate has the same values as the nursery with regards to the safety and welfare of the children in their care
•	Candidates will be given a score for their answers including a score for their individual experience and qualifications 
•	Every shortlisted candidate will be asked to take part in a supervised practical exercise which will involve spending time in a particular age group in the nursery interacting with the children, staff and where appropriate parents 
•	The manager and deputy will then select the most suitable person for this position based on these scores and their knowledge and understanding of the early years framework as well as the needs of the nursery
•	Every candidate will receive communication from the nursery stating whether they have been successful or not. Unsuccessful candidates are offered feedback. 
Starting work
•	The successful candidate will be offered the position subject to at least two references from previous employment or, in the case of a newly qualified student, their tutor and a professional reference. These references will be taken up BEFORE employment commences. Where possible at least one reference from a childcare employment. 
References
•	Must be compleed by a senior person with appropriate authority.
•	Electronic references must originate from a legitimate source
•	If content is vague the referee must be contacted to provide sufficient information.
•	Must be addressed to the relevant staff member
•	Referees must hold relevant safeguarding information for new staff member. 
•	Must not accept open references e.g. to whom it may concern. 
•	Must not rely on applicants to obtain their reference.
•	Ensure any references are from the applicant’s current employer, training provider or education setting and have been completed by a senior person with appropriate authority. 
•	Not accept references from a family member.
•	 Obtain verification of the individual’s most recent relevant period of employment where the applicant is not currently employed. 
•	 Secure a reference from the relevant employer from the last time the applicant worked with children (if not currently working with children). If the applicant has never worked with children, then ensure a reference is from their current employer, training provider or education setting. 
•	 Ensure electronic references originate from a legitimate source. 
•	 Contact referees to clarify content where information is vague or insufficient information is provided. 
•	Compare the information on the application form with that in the reference and take up any discrepancies with the applicant. 
•	Establish the reason for the applicant leaving their current or most recent post, and ensure any concerns are resolved satisfactorily before appointment is confirmed.

•	The successful candidate will be asked to provide proof of their qualifications, where applicable. All qualifications will be checked and copies taken for their personnel files where applicable 
•	Prior to employment but after the job has been offered a health check questionnaire will be given to the employee and its results will be taken into account in making an overall decision about suitability. The nursery reserves the right to take any further advice necessary in relation to a person’s physical and mental fitness to carry out their role. Please see the absence management policy for more details about how the nursery manages health problems including access to medical records
•	All new starters, other than those who have registered for the continuous updating service (see below), will be subject to an enhanced Disclosure and Barring Service (DBS) check. We will need receipt of this before the member of staff commences work in the nursery.
•	An additional criminals records check (or checks if more than one country) should also be made for anyone who has lived or worked abroad
•	The nursery will record and retain details about the individual including staff qualifications, identity checks carried out and the vetting process completed. This will include the disclosure and barring service reference number, the date the disclosure was obtained and details of who obtained it. The nursery will not retain copies of the disclosure itself once the employment decision is taken
•	There may be occasions when a DBS check is not clear but the individual is still suitable to work with children. This will be treated on an individual case basis and at the manager’s/owner’s discretion taking into account the following: 
o	seriousness of the offence or other information
o	accuracy of the person’s self-disclosure on the application form
o	nature of the appointment including levels of supervision
o	age of the individual at the time of the offence or other information
o	the length of time that has elapsed since the offence or other information
o	relevance of the offence or information to working or being in regular contact with children.
•	If the individual has registered on the DBS system since 17 July 2013, managers may use the update service with the candidate’s permission instead of carrying out an enhanced DBS check
•	New starters are required to sign (either application form, contract or separate form) to state that they have no criminal convictions, court orders or any other reasons that disqualify them from working with children or unsuitable to do so
•	All new members of staff will undergo an intensive induction period during which time they will read and discuss the nursery policies and procedures and be assigned a ‘mentor/ buddy’ who will introduce them to the way in which the nursery operates
•	During their induction period all new staff will receive training on how to safeguard children in their care and follow the Safeguarding Children/Child Protection policy and procedure, emergency evacuation procedures, equality policy and health and safety issues 
•	The new member of staff will have regular meetings with the manager and their mentor during their induction period to discuss their progress. 
 Ongoing support and checks
•	All staff are responsible for notifying the manager in person if any there are any changes to their circumstances that may affect their suitability to work with children (staff suitability status will also be checked through an annual ‘staff suitability questionnaire’). This includes any incidents occurring outside the nursery. Staff will face disciplinary action should they fail to notify the manager immediately
•	All members of staff will update a health questionnaire on an annual basis to ensure management have a good knowledge of any changes that may require support or additional resources to aid them to carry out their day-to-day duties. This will also be discussed at staff supervisions/review meetings. Management may require this more regularly where health circumstances change. There are more details about how the nursery deals with any health problems in the absence management policy
•	The nursery manager will review any significant changes to an individual’s circumstances that may suggest they are no longer suitable to work with children and take appropriate action to ensure any unsuitable or potentially unsuitable employee does not have unsupervised contact with children until the matter is resolved. Please see the Disciplinary Policy for further details
•	Every member of staff will have two meetings a year with the manager: a formal appraisal and a more informal review. This will provide an opportunity for the manager and member of staff to discuss training needs for the following six months as well as evaluate and discuss their performance in the previous six months
•	The manager, deputy and room leaders will be responsible for any support the staff team may have between these reviews. This includes mentor support, one-to-one training sessions, ongoing supervision, work-based observations and constructive feedback
•	The nursery will provide appropriate opportunities for all staff to undertake professional development and training to help improve the quality of experiences provided for children
This policy was adopted on	Signed on behalf of the nursery	Date for review	
			
STAFF DEVELOPMENT AND TRAINING

EYFS: 3.29 – 3.35	

At Toddle In we value our staff highly. We believe that personal and professional development is essential for maintaining the delivery of high-quality care and learning for children in their early years. It underpins all aspects of positive interactions and activities planned for children. 

In the interests of the nursery, the children, their families and the individual we give every staff member the opportunity to develop their skills to their maximum and to broaden their knowledge and skills in caring for children. A comprehensive and targeted programme of professional development ensures practitioners are constantly improving their understanding and practice. High-quality professional supervision is provided, based on individual performance related targets, consistent and sharply focused observation and evaluations of the impact of staff’s practice. 

Depending on the training body delivering the courses, some courses will be held in work time and therefore staff will be paid for attendance on these at their normal rate of pay. 

However, some courses will be delivered out of hours, e.g. in the evenings or at weekends. If staff choose to attend such courses, they will be paid or taken as time in lieu.

Transport costs will be met by the Company for travel to and from a training venue. This will comprise bus or train journeys or if travelling by car at the current rate per mile.

All training courses will be paid for by Toddle In Private Nursery but should a member of staff not attend a course which they have registered for and which has been paid for by Toddle In Private Nursery, the company reserves the right to claim the cost of the course back from that employees wage. Please see contract and training agreement for further information.

The nursery operates a staff development plan whereby staff may be asked to move to work in a different room. This gives them the opportunity to work with the different age groups; the chance to develop new skills, the opportunity to suggest improvements and ways these may be implemented.

Organisation and Planning

The Training Team (the proprietor, Manager and Deputy) will be the main body responsible for organising, planning and monitoring quality. To facilitate the development of staff we:
•	Coach, mentor, lead and offer encouragement and support to achieve a high level of morale and motivation
•	Promote teamwork through ongoing communication, involvement and a no blame culture to enhance nursery practice
•	Provide opportunities for delegation based on skills and expertise to offer recognition and empower staff
•	Encourage staff to contribute ideas for change within the nursery and hold regular staff meetings and team meetings to develop these ideas. Regular meetings are also held to discuss strategy, policy and activity planning
•	Encourage staff to further their experience and knowledge by attending relevant external training courses
•	Encourage staff to pass on their knowledge to those who are less experienced and share knowledge from external training with small groups of staff within the nursery
•	Provide regular in-house/online training relevant to the needs of the nursery
•	Carry out regular termly supervision meetings with all staff. These provide opportunities for staff to discuss any issues particularly concerning children’s development or well-being including child protection concerns, identify solutions to address issues as they arise and receive coaching to improve their personal effectiveness. 
•	Staff appraisals are carried out annually monthly where objectives and action plans for staff are set out, while also identifying training needs according to their individual needs
•	Develop a training plan that sets out the aims and intended outcomes of any training, addressing both the qualification and continuous professional development needs of the nursery and individual staff 
•	Carry out training need analyses for all individual staff on a regular basis
•	Promote a positive learning culture within the nursery
•	Offer annual team building training
•	Carry out full evaluations of all training events and use these to evaluate the training against the aims set to enable the development of future training programmes to improve effectiveness and staff learning
•	Provide inductions to welcome all new staff and assign a ‘work buddy’ to coach, mentor and support new staff
•	Offer ongoing support and guidance - different people have different abilities and aptitudes for learning, training methods and styles should be sufficiently varied within any particular training to allow all participants reasonable chance of success. Staff learning styles are completed by individual staff and kept on file to be accessed and considered when providing in house training. 
•	Offer varied information sources including membership of local and national organisations, resources, publications and literature to all staff.

We ensure that a minimum of 50% of staff are qualified to Level 3 (or equivalent) or above in childcare and education or Early Years Educator. Where necessary staff will be supported to achieve a suitable level 2 qualification in Math’s and English (as defined by the Department for Education on the Early Years Qualifications List) for the completion of the Early Years Educator.

We strongly promote continuous professional development and all staff have individual training records and training plans to enhance their skills and expertise, which are based on discussions at supervision meetings and appraisal meetings. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	
			
SUPERVISIONS
 
EYFS: 3.34 – 3.35	

At Toddle In we implement a system of supervision for all of our staff following their induction and probation period. Supervision is part of the nursery’s overall performance management system and promotes a culture of mutual support, teamwork and continuous improvement. It encourages the confidential discussion of sensitive issues including the opportunity for staff and their managers to:  
•	Discuss any issues – particularly concerning children’s development or well-being, including child protection concerns 
•	Identify solutions to address issues as they arise
•	Receive coaching to improve their personal effectiveness
•	Develop their own skills in order to progress in their role
•	Discuss any concerns relating to changes in personal circumstances that might affect an individual’s ability/suitability to work with children.

The supervision of staff is ongoing, and according to individual needs. A questionnaire will be sent out termly to highlight any issues. Any issues can be discussed in a meeting with management to come up with solutions. 

There should always be something that a member of staff can discuss, e.g. a particular child’s development, strengths or concerns. However, if there are times where staff may be struggling to identify areas to discuss in a supervision we will ask them to identify three things they have enjoyed about their job/done well since the last supervision and one thing they have least enjoyed/requires further improvement. They will be asked to complete this prior to supervision (as set out in their responsibilities).

There may be times when supervision may be increased for members of the team as and when needed, i.e. if they have particular concerns about a child or if they are going through personal circumstances at home, for new starters, staff returning after long-term illness, on request from staff.

It is the responsibility of the manager to plan time to ensure that all staff have supervisions. At Toddle In supervision is carried out by the manager/deputy. If for any reason a supervision is cancelled a new date will be rearranged within 7 days.

All members of staff responsible for carrying out supervisions are trained and supported prior to carrying these out.

Supervision meetings also offer regular opportunities for members of staff to raise any changes in their personal circumstances that may affect their suitability to work with children. This should include any incidents resulting in a reprimand, caution or prosecution by the police, any court orders or changes to their health.]. These changes are recorded as a declaration on the individual member of staff’s supervision form and appropriate action is taken, where applicable, in line with the safeguarding/child protection and disciplinary procedure.

Staff have a responsibility to ensure that they are available for supervision meetings and that the necessary paperwork is complete. Information shared in supervision sessions is confidential. The supervision process will be evaluated once/twice a year through staff feedback and is used as part of the overall performance monitoring system at the nursery.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY ON STAFF APPRAISAL

Staff appraisal will take place in April each year and will consist of a one to one meeting between the member of staff and the nursery manager/proprietor.

Prior to the meeting each member of staff will be given a staff appraisal form inviting them to consider the following pointers which can be discussed in the meeting:

Have there been any changes since your last appraisal that would affect your current DBS? (including changes to health, medication/drugs (prescribed or illegal) or changes to your disqualification by association disclaimer?).

What have you accomplished, over and above the minimum requirements of your job description since working here? Have you made any changes or introduction of new systems for example, to make your job or the company more efficient/effective?

List any difficulties you feel you have in carrying out your work. Have there been any obstacles outside your own control, which have prevented you from performing effectively?

Please comment on your:
•	Timekeeping
•	Time off e.g. sickness
•	Dress code
•	Enthusiasm for the job

What parts of the job do you think you?
•	Do best
•	Do less well
•	Have some difficulty with
•	Fail to enjoy

How do you think your relationships are with?
•	Other staff
•	The children
•	The parents
•	Your employer

Have you any skills, aptitude or knowledge not fully utilised in your job? If so, what are they and how do you feel they could be used
	
What training have you undertaken this year? What training (if any) do you feel you need to help improve your performance or develop you professionally?
What further support (if any) do you feel you need?

Are there any other areas of the setting or roles within which you are interested?

In what direction do you see your career developing?

Are there any other points you would like to discuss at your appraisal?

The nursery manager will bring forward any issues that are felt relevant to the work of this particular member of staff and will make notes on the discussion which arises. A written copy of the notes will be given to the member of staff shortly after the meeting.

If as a result of the meeting specific action is considered relevant, a date for this action to be completed will be set, and the member of staff will be informed of this. Where necessary a date for a further meeting will also be set.

Copies of staff appraisal notes will be kept locked in the appropriate file.

A less formal 'chat' will be held in October to discuss the above points and any other areas which may be deemed necessary but at this time, written notes will not be taken.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

SUPERVISION OF CHILDREN AND RATIOS
EYFS – 3.41 3.42 – 3.57

It is the aim of this nursery to provide the highest standard of care and we therefore employ staff with a range of qualifications and experience, and from a range of backgrounds.

The staff are the most important resource of any nursery. They do a very demanding job and continually try to improve the standard of service.

The nursery’s policies in respect of personnel are governed by the following:

•	the best interests of the children, their welfare, safety, care and development
•	the requirements of the Statutory Framework for the Early Years Foundation Stage and Ofsted’s Early Years Directorate 
•	meeting the needs of the children including maintaining continuity of care
•	compatibility between all members of staff and the building of a good team spirit
•	consideration of the advancement of each member of staff both by internal and external training to help them achieve their maximum potential
•	equal pay for work of equal value
•	compliance with the current legislation including the principles of the Employment Act 2008, the Employment Rights Act 1996 and all current legislation governing discrimination
•	the provision of a personnel specification and job description for each member of staff
•	the provision of a statement of terms and conditions for each member of staff
•	when recruiting members of staff, the applicant should be made aware of the policies and procedures, especially those relating to discrimination and equal opportunities
•	prior to commencement of employment the successful applicant shall be provided with an offer letter (conditional on an enhanced Criminal Record Bureau clearance) with the job description and induction procedure
•	harassment of any member of staff that can be classed as sexual, racial, age, religious, homophobic or political belief related will not be acceptable.  This includes unwanted verbal or physical advances - the key factor in assessing harassment is whether it is unwanted.

We provide a staffing ratio in line with the Welfare requirements of the Early Years Foundation Stage to ensure that children have sufficient individual attention and to guarantee care and education of a high quality.  Our staff are appropriately qualified and we carry out checks for criminal and other records through the Criminal Records Bureau in accordance with statutory requirements. All new staff are also supervised for a period of time before they are allowed to work unsupervised.

Procedures
Ratios 
•	To meet this aim we use the following ratios of adult to children:
o	children under two years of age: 1 adult : 3 children;
o	children aged two years of age: 1 adult : 4 children; and
o	children aged three to seven years of age: 1 adult : 8 children.

•	A minimum of two staff/adults are on duty at any one time.
•	We use a key person approach to ensure that each child has a named member of staff with whom to form a relationship and who plans with parents for the child's well-being and development in the setting. The key person meets regularly with the family for discussion and consultation on their child's progress.
•	We hold regular room/staff meetings to undertake curriculum planning and to discuss children's progress, their achievements and any difficulties that may arise from time to time.
•	Trainees and work experience students under the age of 17, are supervised at all times and are not counted in the staffing ratios. However, if Management is satisfied that a trainee over the age of 17 is competent and responsible, and they hold a valid paediatric first aid qualification they may be included in the staffing ratios.

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 and contracts 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 Criminal Records Bureau 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.

Changes to staff
•	We inform Ofsted of any changes in the person responsible for our setting.

Training and staff development
•	Our setting leader and deputy hold a Level 3 qualification in childcare 
•	Over half of our staff hold a Level 3 Certificate in childcare or higher qualification.
•	Remaining staff hold a level 2/level 1 Certificate in childcare or are on apprenticeships
•	We provide regular training to all staff - whether paid staff or volunteers - through various agencies and NOODLENOW
•	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.

Managing staff absences and contingency plans for emergencies
It is the policy of this nursery to ensure that there are always sufficient staff to give the children the care and attention which they need and in particular that staff numbers do not fall below the recommended staff: child ratios set by Ofsted. For this reason we follow the following principles:
•	The number of permanent staff is where possible, in excess of requirements. In particular the proprietor/member of staff in charge is always supernumerary and can be called on to take over a position in the event of staff absence.
•	The nursery has a standby list of people who can be called on to fill in if' necessary in the event of staff absence. The people on the standby list are all police checked and may already work in the nursery on a part time basis.
•	In all year round settings, 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 the contract of employment.
•	We have contingency plans to cover staff absences, as follows:
-	Reorganize staff and children within the setting, including making use of super numerate staff
-	Contact existing staff who are part time or having a day off
-	Contact other local settings for relief staff
-	Contact colleges for extra students

This policy was adopted on	Signed on behalf of the nursery	Date for review	

STAFF WELL BEING POLICY
Introduction 
Toddle In Nursery as employer has a duty to ensure the health, safety and welfare of its employees as far as reasonably practicable. 
It is also required to have in place measures to mitigate as far as practicable factors that could harm employees’ physical and mental well-being, which includes work-related stress. 
This duty extends only to those factors which are work-related and within the nursery’s control. 
This policy accepts the Health and Safety Executive definition of work-related stress as “the adverse reaction a person has to excessive pressure or other types of demand placed on them”. 
There is an important distinction between ‘reasonable pressures’ which stimulate and motivate and ‘stress’ where an individual feels they are unable to cope with excessive pressures or demands placed upon them. 
This policy recognises that there are many sources of work related stress and that stress can result from the actions or behaviours of managers, employees or students. 
The Health and Safety Executive have produced a number of Management Standards which cover the primary sources of stress at work that, if not properly managed, are associated with poor health and well-being, lower productivity and increased sickness absence. 
These are: 
• Demands – i.e. workload, work patterns and the work environment. 
• Control – i.e. how much say the person has in the way they do their work. 
• Support – i.e. the encouragement, sponsorship and resources provided by the organisation, line management and colleagues. 
• Relationships – i.e. promoting positive working to avoid conflict and dealing with unacceptable behaviour. 
• Role – such as whether people understand their role within the organisation and whether the organisation ensures that they do not have conflicting roles. 
• Change – such as how organisational change (large or small) is managed and communicated within the organisation. 
The nursery’s performance on well-being and stress management will be assessed in the context of the HSE Management Standards. 

Statement of Intent 
The nursery’s management team acknowledge the potential impact that work has on an individual’s physical and mental health, and that there is a persuasive business case as well as a moral and legal duty for taking steps to promote employee well-being as far as reasonably practicable. 
The management team are committed to fostering a culture of co-operation, trust and mutual respect, where all individuals are treated with dignity, and can work at their optimum level. 
The management team recognise that work-related stress has a negative impact on employees’ well-being, and that it can take many forms and so needs to be carefully analysed and addressed at an organisational level. 
The Staff Well-being policy expands upon the nursery’s Health and Safety policy, setting out how the nursery will promote the well-being of employees by:
• Creating a working environment where potential work-related stressors as far as practicable are avoided, minimised or mitigated through good management practices, effective Human Resources policies and staff development. 
• Increasing managers’ and employees’ awareness of the causes and effects of stress. 
• Developing a culture that is open and supportive of people experiencing stress or other forms of mental ill-health. 
• Developing the competence of managers so that they manage staff effectively and fairly. 
• Engaging with staff to create constructive and effective working partnerships both within teams and across the nursery. 
• Establishing working arrangements whereby employees feel they are able to maintain an appropriate work life balance. 
• Encouraging staff to take responsibility for their own health and well-being through effective health promotion programmes and initiatives. 
• Encouraging staff to take responsibility for their own work and effectiveness as a means of reducing their own stress and that of their colleagues. 
Responsibilities for implementing the Staff Well-being policy 
The Management Team will: 
• Support steps taken to develop a culture of co-operation, trust and mutual respect within the nursery. 
• Champion good management practices within the nursery, which discourages assumptions about long term commitment to working hours of a kind likely to cause stress and which enables employees to maintain a reasonable “work life balance”. 
• Promote effective communication and ensure that there are procedures in place for consulting and supporting employees on changes in the organisation, to management structures and working arrangements at both a nursery-wide and departmental level.
• Encourage initiatives and events that promote health and well-being. 
The Management Team will: 
• Advise employees of the ‘in house’ counselling service available
• Treat individuals reporting to them with consideration and dignity, and will promote a culture of mutual respect in the teams they manage. They will not permit unacceptable behaviour and will take decisive action when issues are brought to their attention. 
• Ensure that there is good communication within their team and there are opportunities for individuals to raise concerns about their work, seeking advice from staff and the Health and Safety Coordinator at an early stage where concerns are raised. 
• Attend training as appropriate in order to increase their awareness of the causes and effects of work-related stress. 
• Co-operate with all staff to ensure that risk assessments are undertaken for roles or working practices that may give rise to work-related stress. 
• Encourage their staff to participate in events and initiatives undertaken by the nursery to promote well-being and more effective working. 
• Take action in the interests of all their colleagues where performance by a member of staff may cause stress to their colleagues. 
Employees will: 
• Treat colleagues and all other persons with whom they interact during the course of their work with consideration, respect and dignity. 
• Co-operate with the nursery’s efforts to implement the Well-being policy, attending briefings and raise their own awareness of the causes and effects of stress on health.
Raise concerns with their line manager if they feel there are work issues that are causing them stress and having a negative impact on their well-being. 
• Take responsibility for their own health and well-being by adopting healthy lifestyles.
 • Take responsibility for their own development skills as one of the means to enable them to work effectively in their team and so reduce of the risk of stress. 
• Take responsibility for working effectively in their assigned roles, thus helping to avoid causing stress to their colleagues. 
The Management Team will: 
• Provide advice to all staff on best practice in relation to human resource management, developing policies and procedures as required. 
• Ensure that there are arrangements in place for communicating the content of the nursery’s human resource management policies, procedures and toolkits to all staff. 
• Develop arrangements to enable all staff to achieve the necessary competencies in relation to the good management practices set out in the Knowledge, Skills and Behaviours framework. 
• Ensure there are arrangements in place to support individuals experiencing stress, referring them to the nursery’s HR Health advisers where appropriate. 
• Ensure there are arrangements in place to support problems with employee performance. 
• Collate information which will enable the nursery to measure its performance in relation to stress management and employee well-being, such as: 
• Sickness absence data 
• Staff turnover, exit interviews 
• Number of self referrals to the counsellor service 
• Number of referrals to the Occupational Health contractor 
• Numbers of grievance and harassment cases. 
• Seek the views of employees on the effectiveness of the nursery’s Well-being policy and stress management arrangements using staff surveys and other appropriate questionnaires.
The management team will: 
• Ensure that the Well-being policy is kept under review and updated as appropriate 
• Develop training and briefings to increase awareness of the causes and effects of work-related stress among managers and other employees. 
• Provide a well being kit in the office. Eg. Tissues, teabags, coffee .. 
• Organise in conjunction with the nursery’s employees, appropriate events and initiatives to promote health and well-being. Including employee of the month, social events etc. 
The management team will: 
Assess the effectiveness of the well-being policy and the measures taken to implement it, developing anual staff questionnaires in relation to well-being and work related stress. Arrangements for well-being and stress prevention through good management practices 
These include the following: 
• Recruitment and selection procedures. 
• Clear success profiles and person specifications to ensure that the ‘right’ person is recruited for the job. 
• Agreed knowledge, skills and behaviours for managers, to be cascaded through to all levels of management and supervision.
Training and Development procedures to ensure that individuals have the necessary skills and competencies to undertake the tasks/duties required of them. 
• Promotion and reward procedures. 
• Managing performance procedures 
• Capability and absence management & return to work procedures to ensure that individuals are supported back into work following illness. 
• Suitable adaptations for disability. 
• Harassment and anti-bullying procedures. 
• Procedures for communicating with employees on the work of the nursery and issues affecting their work. 
Communicating the Well-being policy and measures taken by the nursery to manage work related stress. 
The Staff Well-being policy will be held in the Nursery Policies file in the office. The Policy will be shared via staff meetings The contents of the policy will be covered during general induction training sessions for employees and specific training on stress awareness. 
Monitoring and reviewing the Well-being policy 
The Well-being policy will be reviewed annually by the management team

This policy was adopted on	Signed on behalf of the nursery	Date for review	

STAFF WORKING WITH OWN CHILDREN/CLOSE RELATIONS

At Toddle In we understand the potential stresses of staff returning to work after having a baby or working in the same environment as your child or a close relation. We wish to support all employees in this position and request the member of staff meet with the nursery manager and room leader, where appropriate, to discuss the needs of all parties. 

We believe our staff should remain neutral and treat all children with the same regard. It is generally not appropriate for staff to care for their own children or those of a close relative whilst working in the nursery. 

However, we recognise that this may not always be possible. We will also try to accommodate the wishes of any staff member with a child or close relative in the nursery and come to an agreement which suits us all. This agreement is based on the following principles: 
•	Where staff work in the same room as their child or close relation, there is an agreed set of guidelines between the nursery and the member of staff setting out the expectations of working with their child/close relation. These include a clear statement that during their time at nursery the child is in the care of the nursery and it is the nursery that retains responsibility for the child and their care 
•	Where this agreement is not working or is impacting on the care of the child or other children in the room, the manager and member of staff will reassess the situation 
•	Staff caring for another staff member’s child will treat them as they would any other parent/child. No special treatment will be offered to any child or parent who has connections with the nursery.

Where the manager assesses that the agreement is not working and/or there is an impact on the care of the children in the room because of the staff member’s relationship with their child or close relation: 
•	The manager will consider moving the staff member and not the child. This will enable the child to be in the appropriate age/stage group and to continue to forge consistent relationships with other children in this group
•	Where the staff member is in another room, there will be an agreement between the staff member, manager and room leader about contact with the child during the nursery day. Although we do not want to restrict a parent seeing their child, we must consider the room routine and the upset a visit may cause the child when their parent leaves the room again
•	If there are staff shortages resulting in the movement of staff, the staff member will be placed in a different room to that of their child or close relation, wherever possible
•	Where a staff member’s baby requires breastfeeding, the nursery will adapt the above guidelines to suit both the baby’s and mother’s needs. Cover will be provided during this time. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY ON STRESS

Note. Claims against employers for stress caused at work are rising fast. Because this is an unknown area for many nurseries, additional background information is provided at this point in relation to this policy.

Background 

Some stress in the lives of everyone is helpful. Indeed some commentators point out that a person with zero stress is probably asleep.

In many aspects of life we recognise immediately that stress, in the form of heightened awareness and heightened levels of adrenaline and other chemicals in the blood, is a positive part of completing a job. The intention of a stress policy is not to eliminate stress from the workplace, nor to reduce it to the lowest possible level, but to ensure that it exists at a level commensurate with balancing the good health and wellbeing of the members of the nursery, and the expectation of heightened awareness and performance by members of the nursery in undertaking their work.

An overload of stress can be an exceedingly debilitating illness which can cause long term damage to the individual who suffers from it. We owe it to ourselves, our colleagues and our children to ensure that no one in this nursery suffers from such levels of stress that they suffer such long-term debilitation.

Aims 

OUR AIMS IN RECOGNISING STRESS AS A FACTOR in education are that all members of staff in the nursery will:
•	experience levels of stress that are not inappropriate with the maintenance of good health.
•	have the opportunity to relax regularly so that they may experience varied levels of stress during the working day.
•	have the opportunity to feel positive and proud about their work and the work  of the nursery so that they can feel that the stress that they have experienced has been worthwhile.
•	have the opportunity to relax out of nursery hours without constantly worrying about their work and the work of the nursery.
•	develop a responsible attitude and understanding towards their own stress levels so that they can take action, or seek help and support, long before stress becomes a critical issue within their lives.
•	develop a responsible attitude and understanding towards the stress levels of colleagues so that they can support and help colleagues who appear to be suffering from undue levels of stress.
•	develop a responsible attitude and understanding towards signs of stress in children which may be an indication of abuse or neglect.

Principles of Stress Management
WE SEE STRESS MANAGMENT as a process of co-operative teamwork and welcome and encourage the involvement others. It involves looking at:
•	The amount of work a person is expected to undertake
•	The satisfaction derived from that work
•	The way in which that person's work is valued by others
•	The amount of time given to a person in which to undertake that work 
•	The esteem in which that person is held by others
•	The individual's self-esteem
•	An understanding of the stress that is involved in caring for young children 
•	An understanding of how stress levels can vary between individuals throughout the nursery.

Responsibilities 
ALL MEMBERS OF THE NURSERY COMMUNITY (teaching and non-teaching staff and parents) work towards the nursery's aims by:
•	esteeming the staff, children and all other members of the community as individuals and respecting their rights, values and beliefs
•	fostering and promoting good relationships and a sense of belonging to the nursery community
•	providing a well ordered environment in which all are fully aware of behavioural expectations
•	offering equal opportunities in all aspects of nursery life and recognising the importance of different cultures
•	encouraging, praising and positively reinforcing good relationships, behaviours and work
•	working as a team, supporting and encouraging one another

STAFF work towards the nursery's stress control aims by:
•	recognising and being constantly aware of the needs of each individual child according to ability and aptitude
•	ensuring that learning is progressive and continuous and always rewarded
•	being good role models - punctual, well prepared and organised
•	having a high personal self-esteem and working hard to develop and maintain the self-esteem of the children
•	having a positive attitude to change and the development of their own expertise
•	working collaboratively with a shared philosophy and commonality of practice
•	appreciating the work of other members of staff and being positive in their support for each other

PARENTS work toward the nursery's aims of reducing stress in children by:
•	ensuring that children attend nursery in good health, regularly and punctually
•	providing support for the discipline within the nursery
•	being realistic about their children's abilities and offering encouragement and praise
•	participating in discussions concerning their child's progress and attainments
•	ensuring early contact with the nursery to discuss matters which affect       a child's happiness, progress and behaviour.

Procedures 
In order continually to enhance self-esteem and thus reduce the buildup of stress, the work of all staff both individually and as a community is noted and appreciated privately and publicly through:
•	staff meetings in which achievements are noted and commended
•	individual one-to-one discussions between the owner/manager of the nursery and a member of staff
•	letters to parents
•	press releases and communications with the mass media and local community

Strategies for Ensuring Progress and Continuity 
Stress will not go away, and a review of the level of stress within the nursery must be a continuous process. As part of this process the following principles are adopted:
•	Open discussion of stress as an issue is arranged regularly in general staff meetings and within one-to-one meetings between the manager and members of staff.
•	No complaint from any member of staff concerning stress is ever ignored or set aside or answered in platitudes. Every stress issue raised is taken seriously and a solution found.
•	There are many self-esteem programmes available on the market and one of these will be chosen and implemented.
Above all the nursery recognises that stress problems can be debilitating for years to come for those who suffer them, but that they can be overcome with careful attention to the way in which all members of the community work together.

Monitoring of stress 
•	Records of absence through illness and the reason for the illness are kept. Appropriate monitoring of sickness absence is recognised as an essential early warning measure of increased stress.
•	Clear guidelines are given to staff to report absences on the first day of any absence and beyond. The nursery ensures that a phone line is always clear to allow staff to report in.
•	Regular contact is maintained with absent staff and an agreement on the date and form of the next contact is always made.
•	When a member of staff returns to work after an absence of any length a return to work interview takes place. The interview follows the clear guidelines set out for this meeting and all information gathered is recorded.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

STUDENTS POLICY

At Toddle In  we are committed to sharing good practice with those wishing to pursue a career in childcare. We welcome students to join our staff team and gain work experience within our nursery. We will accept a maximum 4 student(s) at a time as more students than this places undue pressure on staff. We do, however, accept small groups or occasional placements when research or studies are being carried out that will be of benefit to childcare.

We will only offer placements to students who are associated with a recognised child-related course, or on occasions, pupils from local secondary schools on work experience. We offer placements only after discussions with the appropriate tutors and the establishment of close links with the college, training provider or school.

We expect all students to visit the nursery for an interview, followed by their student induction and nursery tour. At this time, students will have the opportunity to read and discuss relevant health and safety policies, receive a copy of the Student Handbook and sign their contract in readiness for their first day. 

Our policy for those on placements is as follows:
•	All students will have an enhanced Disclosure and Barring Service (DBS) check before their placement begins 
•	All students are assigned to a senior member of staff who will supervise their work and explain the health, safety and fire requirements of the nursery
•	Students will be supervised at all times by the member of staff assigned to them and will not be left alone with the children. They will only change nappies under supervision
•	Students will be supported to understand nursery policies and procedures
•	We require students to keep to our confidentiality policy
•	It is expected that during the student’s placement, their tutor will visit the nursery or have verbal communication with the Student Co-ordinator to receive feedback about the student’s progress
•	Students will be offered support and guidance throughout their placement and given constructive, honest feedback in respect of their performance. Staff will respect individual students’ needs and abilities 
•	An accurate evaluation of ability and performance for both students and training providers will be provided and the nursery will support students who are experiencing difficulties with action plans if needed
•	To maintain parent partnerships, parents will be informed when students are present in the nursery e.g. via the parent noticeboard. Wherever possible this will be accompanied by a recent photograph of the student
•	All students on placement must adhere to the same codes of conduct as permanent staff including time-keeping and dress codes
•	All students are encouraged to contribute fully to the nursery routine and to spend some time in every area. 

In some cases, we may include students on long term placements (aged 17 and over) and staff working as apprentices in early education (aged 16 and over) in our staff: child ratios. This will be the discretion of the manager and only will only occur when the manager is satisfied the student/apprentice is competent and responsible and has a relevant qualification in paediatrics first aid

This policy was adopted on	Signed on behalf of the nursery	Date for review	

SUN CARE POLICY

At Toddle In we are committed to ensuring that all children are fully protected from the dangers of too much sun/UV rays. Severe sunburn in childhood can lead to the development of malignant melanoma (the most dangerous type of skin cancer) in later life. 

We follow guidance from the weather and UV level reports and use the following procedures to keep children safe and healthy in the sun:
•	Key persons will work with the parents of their key children to decide and agree on suitable precautions to protect children from burning, including those with more sensitive skin types and those that may be more tolerant to the sunshine, e.g. black and/or Asian colouring 
•	Children must have a clearly labelled sun hat which will be worn at all times whilst outside in sunny weather. 
•	Children must have their own labelled high factor sun cream with prior written consent for staff to apply. This enables children to have sun cream suitable for their own individual needs. Staff must be aware of the expiry date and discard sunscreen after this date
•	Parents are requested to supply light-weight cotton clothing for their children suitable for the sun, with long sleeves and long legs 
•	Children’s safety and welfare in hot weather is the nursery’s prime objective so staff will work closely with parents to ensure all appropriate cream and clothing is provided
•	Staff will make day-to-day decisions about the length of time spent outside depending on the strength of the sun; children will not be allowed in the direct sunlight between 11.00am – 3.00pm on hot days
•	Children will always have sun cream applied before going outside in the hot weather and at frequent intervals during the day
•	Children are encouraged to drink cooled water more frequently throughout sunny or warm days and this will be accessible both indoors and out 
•	Children are made aware of the need for sun hats, sun cream and the need to drink more fluids during their time in the sun 
•	Shade will be provided to ensure children are able to still go out in hot weather, cool down or escape the sun should they wish or need to.

Vitamin D
Sunlight is important for the body to receive vitamin D. We need vitamin D to help the body absorb calcium and phosphate from our diet. These minerals are important for healthy bones, teeth and muscles.

Our body creates vitamin D from direct sunlight on our skin when we are outdoors. Most people can make enough vitamin D from being out in the sun daily for short periods with their hands or other body parts uncovered. Sun cream will stop the ultraviolet B (UVB) rays from reaching your skin, so part of your body should be uncovered and not have sun cream on. At nursery we find the right balance to protecting children from sunburn as well as allowing the skin to access the sun for the vitamin D benefits, e.g. hands will be left without sun cream but children will be fully monitored to ensure no hands are burnt. 
The benefits will be discussed with parents and their wishes will be followed with regard to the amount of sun cream applied. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

SUPERVISION OF CHILDREN POLICY

EYFS: 3.42 – 3.56	

At Toddle In we aim to protect and support the welfare of the children in our care at all times. The nursery manager is responsible for all staff, students and relief staff receiving information on health and safety policies and procedures in the nursery in order to supervise the children in their care suitably. 

Supervision
We ensure that children are supervised adequately at all times, whether children are in or out of the building through:
•	Making sure that every child is always within the sight and/or hearing of a suitably vetted member of staff. Monitoring staff deployment across the setting regularly to ensure children’s needs are met 
•	Ensuring children are fully supervised at all times when using water play/paddling pools as we are aware that children can drown in only a few centimetres of water
•	Taking special care when children are using large apparatus e.g. a climbing frame, and when walking up or down steps/stairs
•	Staff will support children to identify, minimise and manage risks in their play
•	Making sure staff recognise and are aware of any dangers relating to bushes, shrubs and plants when on visits/outdoors 
•	Supervising children at all times when eating; monitoring toddlers and babies closely and never leaving babies alone with a bottle. Babies are always bottle fed by a member of staff
•	Supervising sleeping babies/children and never leaving them unattended
•	Never leaving babies/children unattended during nappy changing times 
•	Supervising children carefully when using scissors or tools, including using knives in cooking activities where this is required 
•	Increasing staff: child ratios during outings to ensure supervision and safety (please refer to Outings policy)
•	Strictly following any safety guidelines given by other organisations or companies relating to the hire of equipment or services e.g. hire of a bouncy castle and a member of staff MUST supervise the children at all times.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

PROCEDURES FOR ENSURING SUPERVISION OF STAFF

All students, volunteers and visitors must be supervised at all times. This includes volunteers, work experience people, trades people and new staff. Until clearance has been given by the DBS a new member of staff cannot begin working at Toddle In

The setting manager is responsible for ensuring all staff are registered to work on the premises. Checks are carried out via an enhanced DBS clearance and verified by the inspection body.

All nursery staff will be informed of staff awaiting enhanced DBS clearance.

New staff, volunteers, students and visitors will not
•	be left unsupervised whilst caring for children
•	take children for toilet visits unless supervised by registered staff
•	change nappies whilst unsupervised
•	be left unsupervised during outdoor play
•	be left alone in a room with children
•	administer medication
•	administer first aid.

Whilst ensuring all the above are adhered to, we still recognise that it is vital that the staff member awaiting an enhanced disclosure is made to feel part of the team and participate fully in every other aspect of the nursery day.

Appropriate cover must be obtained to ensure these conditions are adhered to at all times.

Agency staff

Any staff supplied by an agency should be vetted and checked by the Agency. Before we use any agency we must have on file a letter (not a circular or advertisement) addressed to the nursery specifically, in which the Agency states that, for all staff who will be offered to us, it has:
•	DBS checked the individuals and cleared them for working with children.
•	Checked references and all other documentation from previous employers. No comment has at any time been made to suggest that this might not be a suitable person to work with children.
•	Validated all qualifications which the individual claims to have.

It is a requirement of our trading with any Agency that the Agency takes full responsibility for the appropriateness of any of its staff to work with children.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

SUPERVISION OF VISITORS POLICY

At Toddle In we aim to protect the children in our care at all times. This includes making sure any visitors to the nursery are properly identified and supervised.

All visitors must sign the visitors’ book on arrival and departure. Where applicable, visitors’ identity should be checked, e.g. Ofsted inspectors or colleagues attending in a professional capacity such as speech and language therapists. Visitors are informed of any relevant policies including the fire evacuation procedure and mobile phone, camera and other recording devices policy including use of smartwatches where applicable.   

All visitors are given and should wear a visitor’s badge to identify themselves to staff and parents within the nursery. A member of staff must accompany visitors in the nursery at all times while in the building; at no time should a visitor be left alone with a child unless under specific circumstances arranged previously with the manager. 

Security
•	Staff must check the identity of any visitors they do not recognise before allowing them into the main nursery. Visitors to the nursery must be recorded in the Visitors’ Book and accompanied by a member of staff at all times while in the building
•	The manager must ensure all contractors accessing the nursery whilst children are present are CRB checked and not left alone in any area that children may use. 
•	All external doors must be kept locked at all times and external gates closed. All internal doors and gates must be kept closed to ensure children are not able to wander
•	Parents, visitors and students are reminded not to hold doors open or allow entry to any person, whether they know this person or not. Staff within the nursery should be the only people allowing external visitors and parents entry to the nursery
•	The nursery will under no circumstances tolerate any form of harassment from third parties, including visitors, towards others, including children, staff members and parents. The police may be called in these circumstances. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

TRANSITIONS POLICY

At Toddle In recognise that young children will experience many transitions in their early years; some of these planned and some unplanned. We are sensitive to the impact of such changes to children and this policy sets out the ways in which we support children going through these transitions. 

Some examples of transitions that young children and babies may experience are: 
•	Starting nursery
•	Moving between different rooms within the nursery
•	Starting school or moving nurseries
•	Family breakdowns
•	New siblings 
•	Moving home
•	Death of a family member or close friend
•	Death of a family pet.

Staff are trained to observe their key children and to be sensitive to any changes in their behaviour and personality. We respectfully ask that parents inform us of any changes in the home environment that may impact on their child so staff can be aware of the reasons behind any potential changes in the child’s behaviour. 

Starting nursery
We recognise that starting nursery may be difficult for some children and their families. We have a settling in policy to support the child and their family: 
•	Children and parents are encouraged to visit for as long as practical before the child begins nursery 
•	Parents are encouraged to stay until the child is ready to separate 
•	Separation is increased steadily over a period of days/weeks as appropriate for the needs of the child 
•	Information is shared about the child’s interests  
•	A key worker system is in place 
•	Parents are given regular information about their children both informally/formally throughout the year and at   parent’s meetings which the parents can request at any time throughout the year.

Moving rooms procedure 
Within nursery, children must eventually move to another group. This transition must be managed sensitively in order to avoid distressing the child. When a child is ready to move to a different room in the nursery, we follow the process set out below and work with the parents to ensure this is a seamless process in which the child is fully supported at all stages. This may include a handover meeting between the existing key person, new key person and parents.

•	During nursery sessions, the child will be taken for visits of increasing length to the new group to enable them to feel comfortable in their new surroundings. This will be planned in advance of the move and the parent or career will be informed so that they can be involved in settling the child and getting to know the new staff. The time of the move will not merely depend on the child's age but also on their stage of development - physical, social and emotional.
•	The child’s key person will go with the child on these initial visits to enable a familiar person to be present at all times
•	We do try to consider friendship groups when moving children but cannot guarantee to move friends together due to ages/stages of development.
•	In the majority of cases, transition from the Tots to the Toddlers will begin from 18-22 months onwards and a transition from the Toddlers to the Tykes from 34 months onwards.
•	Parents will be kept informed of all visits and the outcomes of these sessions e.g. through photographs, discussions or diary entries
•	Only when the child has settled in through these taster sessions will the permanent room move take place. If a child requires more support this will be discussed between the key person, parent, manager and room leader of the new room to agree how and when this will happen. This may include moving their key person with them on a temporary basis.
•	A form will be completed by staff in a child's former group, giving any relevant information, such as changes in toileting habits, and passed on to the next age group.

Starting school or moving childcare providers
Starting school is an important transition and some children may feel anxious or distressed. We will do all we can to facilitate a smooth move and minimise any potential stresses. This following process relates to children going to school. However wherever possible, we will adapt this process to support children moving to another childcare provider e.g. childminder or another nursery.
•	Notices are posted from each primary advising of enrolment dates 
•	We provide a variety of resources that relate to the school, e.g. uniform to dress up in, a role play area set up as a school classroom, photographs of all the schools the children may attend. This will help the children to become familiar with this new concept and will aid the transition
•	We invite school representatives into the nursery to introduce them to the children
•	Where possible we use other ways to support the transition to school, e.g. inviting previous children from the nursery who have moved on to school to come back and talk to the children about their school experiences
•	Nursery provides parents with ‘Helpful hints to aid the transition to school’ booklet
•	Children are involved in a Graduation Ceremony to celebrate their time at nursery and look forward to a new beginning.
•	Each key person will talk about the school with their key children who are due to move to school and discuss what they think may be different and what may be the same. They will talk through any concerns the child may have and initiate activities or group discussions relating to any issues to help children overcome these 
•	We produce a comprehensive report on every child starting school to enable teachers to have a good understanding of every child received. This will include their interests, strengths and level of understanding and development in key areas. This will support continuity of care and early learning. This is shared with parents.

Other early years providers
Where children are attending other early years settings or are cared for by a childminder we will work with them to share relevant information about children’s development. Where a child is brought to nursery or collected from nursery by a childminder we will ensure that key information is being provided to the child’s parent by providing the information directly to the parent via email or telephone.

Family breakdowns
We recognise that when parents separate it can be a difficult situation for all concerned. We have a separated families policy that shows how the nursery will act in the best interest of the child. 

Moving home and new siblings
We recognise that both these events may have an impact on a child. Normally, parents will have advance notice of these changes and we ask parents to let us know about these events so we can support the child to be prepared. The key person will spend time talking to the child and providing activities that may help the child to act out any worries they have, e.g. through role play, stories and discussions. 

Bereavement
We recognise that this may be a very difficult time for children and their families and have a separate policy on bereavement which we follow to help us offer support to all concerned should this be required. 
If parents feel that their child requires additional support because of any changes in their life, we ask that you speak to the nursery manager and the key person to enable this support to be put into place. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

VOLUNTEERS POLICY

At Toddle In we recognise the immense benefits that volunteers bring to the nursery. In return we hope to give volunteers an opportunity to share their skills in a different environment and to undertake new experiences.

Status of volunteers
A volunteer is not an employee and will not have a contract of employment with the nursery. We will, however, insist that the volunteer follows all nursery procedures in the same manner as a paid employee to ensure consistency, safety and quality of care and early learning for the children. Volunteers will be supervised at all times. 

Enhanced Disclosure and Barring Service (DBS) check
All volunteers will have suitability checks conducted in the same way as paid employees. This will include an enhanced DBS check. These checks will be conducted before any volunteer starts their time within the nursery and will also include two written references.

Training
Volunteers will be offered training and/or support as appropriate. We will provide any training and support required for the role, including child protection, paediatric first aid (where applicable) and health and safety training. The purpose of this is to enable the volunteer to be supported and enhance their development in their voluntary role within our team.  

Policies and procedures
Volunteers are expected to comply with all the nursery’s policies and procedures. The volunteer’s induction process will include an explanation of this.

Confidentiality
Volunteers should not disclose information about the nursery, staff, children and families as stated in the confidentiality policy and should follow the nursery confidentiality procedure at all times.

Volunteer's induction pack
On commencing their volunteer work, the volunteer will be given a pack containing:
•	General information about the nursery
•	A copy of the volunteering policy
•	A confidentiality statement which will require reading, signing and returning to the nursery manager
•	Details of access to all nursery relevant policies and procedures.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Volunteer Agreement
	
Our mission is to support the delivery of quality care and early learning for children.
Toddle In encourages and welcomes volunteers. This agreement sets out the relationship between a volunteer and the organisation.

This agreement is binding in honour only. It is not intended by the parties to be a legally binding agreement, nor is it intended to create an employment relationship between us. 

Referees
We require you to provide two referees. We may also require you to be checked by the Disclosure and Barring service.

Your role as a volunteer
The task that you will be asked to undertake as a volunteer are: 

What you can expect from us
Toddle In will provide you with [delete from or add to the list as appropriate]:
•	An introduction to the organisation and your volunteering role within it
•	Training and support related to your responsibilities as a volunteer. We hope that you will take advantage of this to improve and maintain your skills
•	You will be allocated a member of staff who will offer regular supervision with you
•	A review of your volunteering role after [three/six] months. This will normally be carried out by your supervisor
•	Personal liability insurance to cover you while you are fulfilling authorised volunteer work
•	Injury insurance for injuries incurred while fulfilling your authorised volunteer work
•	Reimbursement of your expenses. The organisation does not want you to be disadvantaged financially as a result of your volunteering. It will therefore provide you with your travel and subsistence expenses in line with our Finance Regulations.

All expenses must be submitted using the prescribed form, with receipts, to the manager. Expenses claims submitted by 4th of month will be paid on 15th of the same month.

What we expect from you
We will discuss with you the amount of time that you are willing to commit to volunteering. If, for any reason, you will not be available, we would be grateful if you could let us know as soon as possible. 

Confidentiality
In the course of your volunteering you will come across confidential information about the organisation, its staff, its clients and third parties. You must respect this confidentiality and not use the information for your own benefit or disclose the information, except where required or permitted to do so by law.

Policies
You will abide by Toddle In’s Safeguarding, Health and Safety, Equal Opportunities Anti-Bribery and Whistleblowing policies. These can be found in the office

Ideas and problems
You may have ideas for the better performance of your duties or of ways in which we can meet our objectives as an organisation. Please discuss these with your supervisor. You may run into problems when performing your duties. You should discuss any complaint or problems with your supervisor.
Your supervisor will discuss with you any issues that he/she may have with your work.

Termination
Either you or the organisation can terminate this agreement with or without notice at any time.

I agree to abide by the terms of this volunteer agreement.

Signed ………………………………………………….    Date …………………………….

Name……………………………………………………

Signed ………………………………………………….    Date …………………………….

 On behalf of [insert nursery name] ……………        Name………………………..
WELL BEING IN NURSERY POLICY

Well-being is a broad term that covers how you feel about yourself and your life. It encompasses the physical, emotional (and mental), social and spiritual areas of a person. Under the EYFS this is covered in the children’s personal, social, emotional development and physical development. Both of which are prime areas of learning. 

Physical well-being covers everything physical to do with the body: 
•	Growth and development
•	Moving and keeping physically fit
•	Caring for your health (e.g. washing, cleaning teeth, etc.)
•	Eating a balanced and nutritious diet
•	Rest and appropriate sleep patterns. 

Mental and emotional well-being includes: 
•	Acknowledging, expressing and coping with feelings and emotions
•	Thought processes 
•	Reducing stress and anxiety.
Social well-being includes: 
•	Relationships
•	Family (close and extended)
•	Friends
•	The feeling of belonging and acceptance 
•	Compassion and caring approaches. 

Spiritual well-being can cover the following: 
•	Value and beliefs held
•	Personal identity and self-awareness.

At Toddle In we ensure that all children, families, staff and visitors are welcomed and we are an inclusive setting. We support all to embrace their spiritual well-being and celebrate key events with them. 

Children’s physical well-being is supported through our carefully planned curriculum programme which supports all types of play inside and outside. We provide nutritionally balanced meals for the children and support our staff to make healthy choices in regard to their physical health. 

Personal hygiene is supported in children of all ages, explaining the reasons for hand washing, tooth brushing and other routines. 
Children are provided with quiet and calming areas for rest, sleep and relaxation. This enables them to recharge their batteries and supports both their physical and mental well-being. 

We support children to make strong attachments with their key person as well as forge relationships with their peers in order to support their social wellbeing. We offer opportunities and resources for children to play singly, in pairs, small groups and large groups to support this area of development. 

Children’s mental and emotional wellbeing is supported. We provide activities in which children are able to recognise and express their emotions, including emotional literacy.   This enables us to provide support for children who may be experiencing big emotions they can’t cope with just yet. We support children’s self-regulation through carefully planned activities and resources. This includes supporting children to manage their own emotions and behaviours using rules and boundaries created by the children themselves. Staff use the promoting positive behaviour policy to ensure consistency. 

Staff are able to recognise when a child may need support with their emotions and provide this one to one or in a small group, whichever is more appropriate. Teaching children to recognise and manage their emotions at a young age will support them throughout their life.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

WHISTLEBLOWING POLICY (also refer to next page – “Ofsted’s Whistleblower hotline”)
EYFS 3.7 – 3.8

Toddle In Nursery aim to have a stimulating and team building environment for all staff.

Likewise, staff at Toddle In Nursery are committed to achieving high standards.

The staff and owner of Toddle In seek to run all aspects of nursery business and activity with full regard for high standards of conduct and integrity. In the event that members of staff or parents, of the nursery community at large become aware of activities which give cause for concern, Toddle In has established the following whistleblowing policy, or code of practice, which acts as a framework to allow concerns to be raised confidentially and provides for a thorough and appropriate investigation of the matter to bring it to a satisfactory conclusion.

Throughout this policy, the term whistleblower denotes the person raising the concern or making the complaint. 

Toddle In is committed to tackling fraud and other forms of malpractice and treats these issues seriously. Toddle In recognises that some concerns may be extremely sensitive and has therefore developed a system which allows for the confidential raising of concerns within the nursery environment but also has recourse to an external party outside the management structure of the nursery.

If a matter arises in the Nursery that an individual (referred to as the ‘whistleblower’) this could be a member of staff or student, thinks that another member of staff has acted in a way that has been a breach of their professional conduct, e.g. if a member of staff acts in a unacceptable manner towards an individual child, parent or member of staff, then it is that individual’s duty to report the matter immediately to the Manager.

If the complaint is about the Manager then the complaint should be brought to the Owner’s attention immediately.

If the complaint is about a member of the owner, the matter must be brought to the attention of LADO (Lancashire safeguarding partnership 01772 536 694) AND OFSTED (03001231231) Staff can also call 0800 0280285 8am-8pm 

The whistleblower may prefer to raise the matter in person, by telephone or in written form marked private and confidential and addressed to one of the above named individuals. All matters will be treated in strict confidence and anonymity will be respected wherever possible.

Toddle In is committed to creating a climate of trust and openness so that a person who has a genuine concern or suspicion can raise the matter with full confidence that the matter will be appropriately considered and resolved.

Toddle In encourages the whistleblower to raise the matter internally in the first instance to allow those staff and in positions of responsibility and authority and the owner, the opportunity to right the wrong and give an explanation for the behaviour or activity.

Toddle In has its own procedures for dealing with such matters and will ensure every effort to respect the confidentiality of the whistleblower. Toddle In, after a thorough investigation, will ensure appropriate action is taken and relevant bodies are informed as appropriate.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

Safeguarding children: Ofsted’s whistleblower hotline
What is whistleblowing?
Whistleblowing is the term used for an employee raising concerns about practices and procedures in their workplace.
Every organisation – be it a business or public body – may face the risk of misconduct in their workplace. When this happens, usually the first people to realise or suspect will be those who work in or with the organisation.
We want you to be able to contact us easily, so that we know about your concerns as soon as possible. To do this we have set up a pilot whistleblower hotline for circumstances where children and young people are affected or at risk. 
When to contact our whistleblower hotline
There may be times when council employees and those working with young children will want to report to us concerns about practices and procedures for the safeguarding of children and young people. 

How is whistleblowing different to complaining?
Whistleblowing is very different from making a complaint.
If you are someone who wishes to complain about a service you use that we inspect or regulate, we will deal with your concerns through our normal complaints procedure. For further information please go to the how to complain section available via the navigation on the left.
Before you contact our hotline
If you have a concern you may wish to contact us. However, we suggest that you first read your employer’s whistleblowing policy and then raise your concerns with your employer.
If your employer does not have a whistleblowing policy or if you are still not sure how to raise your concerns with your employer or someone else, we suggest you first get advice from the independent whistleblowing charity Protect. 
You can get free, confidential advice from Protect. If you have witnessed wrongdoing at work and are unsure about what to do, a Protect adviser can help you to decide whether and/or how to raise your concern. You can call on 020 3117 2520  
Also you can contact of LADO (Lancashire safeguarding partnership 01772 536 694) AND OFSTED (03001231231)

This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY ON WORK EXPERIENCE

This setting recognises that qualifications and training make an important contribution to the quality of the care and education provided by early years settings. As part of our commitment to quality, we offer placements to students undertaking early years qualifications and training. We also offer placements for school pupils on work experience.

We aim to provide for students on placement with us, experiences that contribute to the successful completion of their studies and that provide examples of quality practice in early years care and education.

Procedures:
•	We require students on qualification courses to meet the 'suitable person' requirements of Ofsted and have DBS checks carried out.
•	We require schools placing students under the age of 17 years with the setting to vouch for their good character.
•	We supervise students under the age of 17 years at all times and do not allow them to have unsupervised access to children. 
•	Student staff employed by the setting may be included in the ratios if they are deemed competent and aged 17 or over and have a relevant paediatric first aid qualification.
•	We take out employers' liability insurance and public liability insurance, which covers both trainees and voluntary helpers.
•	We co-operate with students' tutors in order to help students to fulfil the requirements of their course of study.
•	We provide students, at the first session of their placement, with a short induction on how our setting is managed, how our sessions are organised and our policies and procedures.
•	We communicate a positive message to students about the value of qualifications and training.
•	We make the needs of the children paramount by not admitting students in numbers that hinder the essential work of the setting.
•	We ensure that trainees and students placed with us are engaged in bona fide early years training, which provides the necessary background understanding of children's development and activities.
•	The student agrees to sign and comply with the company's confidentiality agreement and health and sickness agreement.

At the end of the placement the nursery will ask the student to complete a satisfaction questionnaire on the experience which will include reference to any particular strengths and weaknesses of the setting.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

POLICY ON WORKING TOGETHER AND SHOWING RESPECT FOR STAFF AND CHILDREN

It is our aim to provide a friendly and respectful working environment for all our staff and children. To implement this all members of staff must undertake to:

1.	Work together at all times and help each other out as much as possible.

2.	Never talk derogatorily about a member of staff to anyone behind that persons back.

3.	Sort out problems promptly so that they are not allowed to fester.

4.	Treat other staff in the manner in which they themselves would like to be treated.

5.	Show all staff and children equal care and attention.

6.	Ensure that all children in their care receive lots of love and cuddles.

7.	Ensure that no child is singled out for special attention or lack of it.

8.	Ensure that they do not discuss a child's appearance, development, behaviour or the feelings of the staff in a negative manner in front of that child or other children.

This policy was adopted on	Signed on behalf of the nursery	Date for review	

YOUNG WORKER POLICY

At Toddle In we support young workers and apprentices as we foster and shape the workforce of the future. At times there may be students on placement within the nursery.  

The EYFS (2025) sets out the requirements for young people working in a setting and we will adhere to these requirements at all times.

Any student aged 17 or over who is attending our setting on a long term placement will be monitored and assessed to determine their competence levels. If we believe that they are demonstrating the high levels of competence and responsibility we expect from our staff and they have a DBS certificate and hold a relevant paediatric first aid qualification then we may consider including them in our staff ratios.

Apprentices aged 16 and over who is attending our setting on a long term placement and undertaking early education training, will be monitored and assessed to determine their competence levels. If we believe that they are demonstrating the high levels of competence and responsibility we expect from our staff they have a DBS certificate and hold a relevant paediatric first aid qualification then we may consider including them in our staff ratios.

Any young person in the setting under the age of 18 is considered a child by law, therefore we will be vigilant towards their safety and well-being. We will provide each young person with a mentor/buddy within the setting that can support their well-being. Any safeguarding concerns will be dealt with according to our safeguarding policies procedures. 

Within our nursery we expect our young staff to:
•	Read, understand and adhere to all policies 
•	Take part in our ongoing staff suitability procedures. Declare any reasons why their suitability to work with children may change during their placement
•	Share any safeguarding concerns they may have with their buddy/mentor or the safeguarding officer 
•	Maintain a high standard of work, behaviour, appearance and attendance whilst with the nursery
•	Undertake a full induction conducted by the nursery
•	Access training as required by the management 
•	If studying whilst with the setting, undertake all tasks required by the tutor to keep up to date with the course. If your coursework falls behind at any point your placement in the setting will be at risk
•	Ensure that the nursery environment is safe and secure for all children at all times and report any issues as they arise
•	Help with the day to day running of the nursery by undertaking tasks as determined by the supervisors and management
•	Take part in staff meetings and all staff training as required by the nursery. 

This policy was adopted on	Signed on behalf of the nursery	Date for review	

STAFF ABSENCE 

INTRODUCTION
The efficiency of the company can be affected by our employees not attending work on a regular basis as agreed in their terms and conditions of employment. Long term and/ or sporadic absence can create difficulty for the company.

PROCEDURE

Sporadic absences – 
•	when the level of absence is considered to be too high, your manager will arrange a meeting to discuss your absences. At this stage you manager may decide to take further advice from your GP or other medical professional or an occupational advisor.
•	At the meeting your manager will discuss any possible underlying health reasons for the absence, any other reasons for the absences, an improvement in attendance is required, how further attendance will be monitored and a date set for further meeting to discuss and review attendance, doctors certificate may be requested for all future absences irrelevant of their length, disciplinary action may take place at this point. 
•	If there is no improvement in the above the process will be repeated in line with our disciplinary procedures and show attendance not improve significantly then this could lead to your dismissal.

Long term absence/ underlying health conditions –
•	If you have been absent for a continuous period of four weeks or longer, or upon investigation it is determined that you have an underlying health condition which is affecting your ability to attend work regularly, your manager may request a medical report to determine what help, support or reasonable adjustments maybe necessary to aid your attendance at work.
•	A meeting will be arranged with you and your manager to discuss the report and ascertain if and when you may be fit to return to work and if so what, if any, reasonable adjustments may be necessary to facilitate this return.
•	It may be necessary to hold regular meetings over a period of time to consider how your illness or condition is progressing.
•	Whilst it is the company’s aim to offer support and help to enable you to return to work. If no solution can be found to facilitate a return to work within an acceptable timescale, the company may have to consider termination of employment on the grounds of incapacity.   

This policy was adopted on	Signed on behalf of the nursery	Date for review