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R M Colvin Ltd – Trading as Little Cherubs Nursery School, we or us
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SCHOOL POLICIES - SAFEGUARDING
Hereunder you will find some of our policies in detail for your perusal.
IF A CHILD IS NOT COLLECTED Or If A PERSON COLLECTING IS NOT FIT TO COLLECT A CHILD POLICY
In the event that a child remains uncollected by an authorised adult who is also fit to collect the child (i.e. not under the influence of alcohol or drugs) at the end of the session or the school day and we have made sure that the parent/carer has not already called or informed school of tardiness, the setting puts into practice agreed procedures. These ensure that an experienced practitioner who is known to the child cares for the child safely. Check the card box with children’s detail and also the communication notebook in their yellow bag for any information about changes to the normal collection routines. If no information is available we will telephone the person who is supposed to have picked child up. If we cannot get hold of person, telephone the other parent, i.e dad if mum was supposed to pick up, or mum, then dad if nanny was supposed to pick up. Go through all authorised contacts on card. If none can be contacted, we telephone emergency contact no. given for that child. A telephone message should be left with every one of these people, if possible. Should we still be unsuccessful in locating any of these persons, the child will remain with the teachers until the school is packed up. We shall make sure child is not made to panic and calm them down or distract them and comfort them if they become distressed. The child does not leave the premises with anyone other than those named on the card or notebook. Under no circumstances do staff go to look for the parent, nor do they take the child home with them. There will always be 2 members of staff left with the child at all times. If no one collects the child after one hour of the session end and there is no one who can be contacted to collect the child, we contact our local authority children’s social services team. Social Services Department, Town Hall, Hornton St, W8, tel: 020 73612473. If a child were taken away by a social worker, we would leave a note on school door asking parent/carer to contact school manager on school mobile or social services directly. Social care will aim to find the parent or relative and if they are unable to do so, the local authority will look after the child.
A full written report of the incident is recorded in the child’s file.
The same procedure is applied if the authorised adult is under the influence of alcohol or drugs.
IF A CHILD IS MISSING OR LOST POLICY
Children’s safety is maintained as the highest priority at all times both on and off premises. Every attempt is made through carrying out the outings procedure and the exit/entrance procedure to ensure the security of the children is maintained at all times. In the unlikely event of a child going missing, our missing child procedure is followed. If after this the child is not found, the parents/carer is contacted and the missing child is reported to the police.
Child going missing on the premises
As soon as it is noticed that a child is missing, the key person/staff alerts the setting manager and lets them know where child was last seen.
The setting manager will carry out a thorough search of the building and outdoor space.
The register is checked to make sure no other child has also gone astray.
Doors and gates are checked to see if there has been a breach of security whereby a child could wander out.
If the child is not found, the parent is contacted and the missing child is reported to the police.
The manager talks to the staff again about when and where the child was last seen and records this. The manager records the incident and carries out an investigation.
Child going missing on an outing
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.
The nursery manager is contacted immediately and the incident is reported.
The nursery manager contacts the police and reports the child as missing.
The nursery manager contacts the parent, who makes their way to the nursery or outing venue as agreed with the nursery manager. The nursery is advised as the best place, as by the time the parent arrives the child may have been returned to the nursery. Staff take the remaining children back to the nursery.
In an indoor venue, the staff contact the venue’s security who will handle the search and contact the police if the child is not found.
The manager or designated staff member may be advised by the police to stay at the venue until they arrive.
The incident needs to be recorded and the manager carries out an investigation.
Staff keep calm and do not let the other children become anxious or worried.
The nursery manager speaks with the parent(s).
The manager carries out a full investigation taken written statements from all the staff and parents (if any) in the room or who were on the outing.
The key person/staff member writes an incident report detailing:
The date and time of the report
What staff/parents/children were in the group/outing and the name of the staff/parents designated responsible for the missing child When the child was last seen in the group/outing
What has taken place in the group or outing since the child went missing 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 adults concerned. 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 the RIDDOR arrangements Incident Contact Centre Tel:
03453009923 (see the Reporting of Accidents and Incidents policy) and also to OFSTED tel no. 0300
1231231, National Business Unit, OFSTED, Piccadilly Gate, Store Street, Manchester M1 2WD
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 carer 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. Nursery Managers 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 nursery manager. When dealing with a distraught and angry parent, there should always be two members of staff, one of whom is the manager and the other the nursery owner. 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 nursery owner will use their discretion to decide what action to take. Staff must not discuss any missing child incident with the press without taking advice.
This policy was adopted at a meeting of Little Cherubs Nursery School
Safeguarding children and child protection
(Including managing allegations of abuse against a member of staff)
Our setting will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life. Our safeguarding policy is based on the three commitments listed hereunder:-
We carry out the following procedures to ensure we meet the three commitments.
Key commitment 1
We are committed to building a ‘culture of safety’ in which children are protected from abuse and harm in all areas of our service.
Staff and volunteers
Our designated person who co-ordinates and oversees child protection issues is Mylene Colvin.
Telephone number 07810712241.
We ensure all staff and parents are made aware of our safeguarding policies and procedures.
We provide adequate and appropriate staffing resources to meet the needs of children.
Applicants for posts within the setting are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974.
Candidates are informed of the need to carry out ‘enhanced disclosure’ checks with the Criminal Records Bureau 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 abide by Ofsted requirements in respect of references and Criminal Record Bureau checks for staff and volunteers, to ensure that no disqualified person or unsuitable person works at the setting or has access to the children.
Volunteers do not work unsupervised.
We abide by the Protection of Vulnerable Groups Act requirements in respect of any person who is dismissed from our employment, or resigns in circumstances that would otherwise have lead to dismissal for reasons of child protection concern.
We have procedures for recording the details of visitors to the setting.
We take security steps to ensure that we have control over who comes into the setting so that no unauthorised person has unsupervised access to the children.Key commitment 2
We are committed to responding promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in
‘What to do if you’re worried a child is being abused’ (HMG 2006)
Keeping Children Safe in Education (2018)
Working Together to Safeguard Children (2018)
Responding to suspicions of abuse
We acknowledge that abuse of children can take different forms – physical, emotional, and sexual, as well as neglect.
When children are suffering from physical, sexual or emotional abuse, or may be experiencing neglect, this may be demonstrated through things they say (direct or indirect disclosure) or through changes in their appearance, their behaviour, their play.
Where such evidence is apparent, the child’s key person makes a dated record of the details of the concern and discusses what to do with the setting leader or manager who is acting as the ‘designated person’. The information is stored on the child’s personal file.
Where such evidence is apparent, the child’s key person makes a dated record of the details of the concern and discusses what to do with the setting leader or manager who is acting as the ‘designated person’. The information is stored on the child’s personal file.
We refer concerns to the local authority children’s social care department tel. (020 73612473) and co-operate fully in any subsequent investigation.
NB in some cases this may mean the police or another agency identified by the local Safeguarding children’s board.
We take care not to influence the outcome through the way we speak to the children or how we ask certain questions. We communicate with the child in a way that is appropriate to their age, understanding and preference.
Recording suspicions of abuse and disclosures
Where a child makes comments to a member of staff that gives cause for concern (disclosure), observes signs or signals that gives cause for concern, such as significant changes in behaviour; deterioration in general well-being; unexplained bruising, marks or signs of possible abuse or neglect that member of staff;
These records are signed and dated and kept in the child’s personal file which is kept securely and confidentially.
Making a referral to the local authority social care team We follow the guidelines in the ‘What to do if you’re worried a child is being abused’ (HMB 2006). Our local Social Services Department is at, Town Hall, W8, Tel: 020 7361 2473. We may also call local social workers, Isabelle Friedlander 0207 5984457 or Chris Luke 0207 3614184 for confidential advice. This may include a child whom we believe is or may be at risk of, suffering significant harm. We follow up in writing within 48 hours and make sure acknowledgement is received –1-3 days later or ring back. When we make referral, we agree with recipient of the referral what the child and parents will be told, by whom and when.
Parents are normally the first point of contact unless the parent is the likely abuser.
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 Safeguarding Children Board does not allow this. This will usually be the case where the parent is the likely abuser. In these cases the investigating officers will inform parents.
Liaison with other agencies
We work within the Local Safeguarding Children Board Guidelines.
We have a copy of ‘What to do if you’re worried a child is being abused’ for parents and staff and all staff are familiar with what to do if they have concerns.
We have procedures for contacting the local authority on child protection issues, including maintaining a list of names, addresses and telephone numbers of social workers, to ensure that it is easy, in any emergency, for the setting and social services to work well together.
We notify the registration authority (OFSTED) tel. No. 03001231231, National Business Unit,
OFSTED, Piccadilly Gate, Store Street, Manchester M1 2WD
For any incident or accident and any changes in our arrangements, which may affect the wellbeing of children.
Contact details for the National Society for the Prevention of Cruelty to Children (NSPCC) are also kept (tel: 0808 800 5000)
If a referral is to be made to the local authority social care deportment, we act within the area’s Safeguarding Children and Child protection guidance in deciding whether we must inform the child’s parents at the same time.
Allegations against staff
We ensure that all parents know how to complain about the behaviour or actions of staff or volunteers within the setting, or anyone living or anyone living or working on the premises occupied by the setting, has abused a child.
We respond to any disclosure by children or staff that abuse by a member of staff or volunteer within the setting, or anyone living or working on the premises occupied by the setting, may have taken, or is taking place, by first recording the details of any such alleged incident.
We refer any such complaint immediately to the local authority’s social care in conjunction with the police. Where the setting leader and children’s social care agree it is appropriate in the circumstances, the setting leader will suspend the member of staff on full pay, or the volunteer, for the duration of the investigation. This is not an indication or admission that the alleged incident has taken place, but is to protect the staff as well as children and families throughout the process.
Where a member of staff or a volunteer is dismissed from the setting because of misconduct relating to a child, we notify the Independent Barring Board of administrators so that the name may be included on the Protection of Children and Vulnerable Adults Barred List.
Key Commitment 3
The setting is committed to promoting awareness of child abuse issues throughout its training and learning programmes for staff. We are also committed to empowering young children, through our early childhood curriculum, promoting their right to be strong, resilient and listened to.
We seek out training opportunities for all adults involved in the setting to ensure that they are able to recognise the signs and signals of possible physical abuse, emotional abuse, sexual abuse and neglect and that they are aware of the local authority guidelines for making referrals. Once employed, staff undertake dvd training about child protection and likely child abusers.
We ensure that all staff know the procedures for reporting and recording their concerns in the setting.
The layout of the rooms allows for constant supervision. No child is left alone with staff or volunteers in a one-to-one situation without being visible to others.
We introduce key elements of keeping children safe into our programme to promote the personal, social and emotional development of all children, so that they may grow to be strong, resilient and listened to.
Use of mobile phones, cameras, videos and the internet – Acceptable Use Policy
We take steps to ensure that there are effective procedures in place to protect children, young people, and vulnerable adults from the unacceptable use of mobile phones, cameras, videos and computers in the setting, which could lead to suspension and dismissal.
Personal Mobile Phones
Cameras and videos
Tablets and the Internet
Children benefit from being taken out of the setting to go on visits or trips to local parks, the library, the neighbouring shops, the fire station and other suitable venues for activities which enhance their learning experiences. Staff and volunteers in our setting are aware of and ensure they follow procedures to keep children safe on outings. When visiting a public park or outdoor area, before the children enter, a member of staff will ensure that it is clean and safe. At all times, staff are vigilant and acutely aware of the surrounding areas and people in them.
Parents sign a general consent prior to their children joining the nursery, for their children to be taken out as a part of the daily activities of the nursery.
This general consent details the venues used for daily activities.
There is a risk assessment for each venue, which is reviewed regularly. A risk assessment is carried out before an outing takes place.
Parents are always asked to sign specific consent forms before major outings which includes consenting to volunteer parents as well as staff supervising their children on the outing.
All venue risk assessments are made available for parents to see.
Our adult to child ratio is high, normally one adult to three children, depending on their age, sensibility and type of venue as well as how it is to be reached.
Named children are assigned to individual staff/volunteers to ensure each child is individually supervised, to ensure that no child goes astray and that there is no unauthorised access to children. Outings are recorded in the setting combining the school register and staff arrival leaving form and risk assessment log giving information about:-
The date & time of outing
Who went (Staff, volunteer parents, pupils)
Time of return
Staff take a mobile phone on outings and supplies of tissues, wipes, mini first aid kit, drinks and on longer outings – snacks. The amount of equipment will vary and be consistent with the venue and the number of children, as well as how long they will be out for, i.e. spare nappies/pants. They will also take medication for children who might require it, i.e. inhaler, epipen. Staff take a copy of ‘If a child is lost Policy’.
We are vigilant on the prevention and management of bullying and our policy on achieving positive behaviour acknowledges that to allow or condone bullying may lead to consideration under child protection procedures. Bullying is a safeguarding matter that if left unresolved can become a child protection matter. Our setting will take seriously any bullying concerns and both investigate and take action to protect pupils where appropriate.
All staff are asked to be alert to possible physical or emotional problems being experienced by children and young people.
Categories of Abuse
The titles below outline the main categories of abuse as defined by the Department of Health ‘Working Together to Safeguard Children’ document 2018. Staff should be aware that the possible indicators are not definitive and that some children may present these behaviours for reasons other than abuse.
Type of Abuse Possible Indicators
Neglect: The persistent failure to meet a child’s basic physical and psychological needs, likely to result in the serious impairments of the child’s health or
Obvious signs of lack of care including: Problems with personal hygiene; Constant hunger; Inadequate clothing;
Immediate action is required where there is Concern about possible abuse, written records must be made at each stage of the process.
If a child asks to speak to you about a problem do not promise confidentiality but explain that it may be necessary to consult a colleague.
Development: Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide food, clothing and shelter; protect a child from physical and emotional harm or danger; ensure adequate supervision; ensure access to appropriate medical care or treatment.
Emaciation; Lateness or non-attendance at the setting; Poor relationship with peers; Untreated medical problems; Compulsive stealing and scavenging; Rocking, hair twisting, thumb sucking; Running away; Low self-esteem.
Physical Abuse May involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a
parent or carer fabricates the symptoms of, or deliberately induces illness in a child
Physical signs that do not tally with the given account of occurrence conflicting or unrealistic explanations of cause repeated injuries delay in reporting or seeking medical advice.
Sexual Abuse Forcing or enticing a child to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, penetrative or non-penetrative acts and also includes involving children in watching pornographic material or watching sexual acts. Sudden changes in behaviour Displays of affection which are sexual and age inappropriate Tendency to cling or need constant reassurance Tendency to cry easily Regression to younger behaviour – e.g. thumb sucking, acting like a baby Unexplained gifts or money Depression and withdrawal Wetting/soiling day or night Fear of undressing for PE
Emotional Abuse The persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person.
Rejection Isolation child being blamed for actions of adults child being used as carer for younger siblings affection and basic emotional care giving/warmth, persistently absent or withheld.
Child sexual exploitation (CSE)
The sexual exploitation of children and young people under 18 involves exploitative situations, contexts and relationships where young people, (or a third person or persons) receive something, (e.g. food, accommodation, drugs, alcohol, cigarettes, affections, gifts, money) as a result of them performing and/or others performing on them, sexual activities. Child sexual exploitation can occur through the use of technology without the child’s immediate recognition; for example being persuaded to post sexual images on the internet/mobile phones without immediate payment or gain. In all cases those exploiting the child/young person have power over them by virtue of their age, gender, intellect, physical strength and/or economic or other resources. Violence, coercion and intimidations are common, involvement in exploitative relationships being characterised in the main by the child’s or young person’s limited availability of choice, resulting from their social/economic and/or emotional vulnerability. (DCSF 2009)
Key facts about CSE
Sexual exploitation often starts around the age of 10 years old. Girls are usually targeted from age 10 and boys from age 8. It affects both girls and boys and can happen in all communities. Any person can be targeted but there are some particularly vulnerable groups: Looked After Children, Children Leaving Care and Children with Disabilities. Victims of CSE may also be trafficked (locally, nationally and internationally). Over 70% of adults involved in prostitution were sexually exploited as children or teenagers. Sexual violence or abuse against children represents a major public health and social welfare problem within UK society, affecting 16% of children under 16. That is approximately 2 million children.
Good practice – Individuals
Recognise the symptoms and distinguish them from other forms of abuse Treat the child/young person as a victim of abuse Understand the perspective / behaviour of the child/young person and be patient with them Help the child/young person to recognise that they are being exploited Collate as much information as possible Share information with other agencies and seek advice / refer to Social Care
Good practice – Organisations
Ensure robust safeguarding policies and procedures are in place which cover CSE Promote and engage in effective multi-agency working to prevent abuse Work to help victims move out of exploitation Cooperate to enable successful investigations and prosecutions of perpetrators
Forced marriages (FM)
FM is now a specific offence under s121 of the Anti-Social Behaviour, Crime and Policing Act 2014 that came into force on 16 June 2014.
A FM is a marriage conducted without the valid consent of one or both parties, and where duress is a factor Forced marriage is when someone faces physical pressure to marry (e.g. threats, physical violence or sexual violence) or emotional and psychological pressure (e.g. if someone is made to feel like they’re bringing shame on their family). This is very different to an arranged marriage where both parties give consent.
FM is illegal in England and Wales. This includes: taking someone overseas to force them to marry (whether or not the forced marriage takes place) marrying someone who lacks the mental capacity to consent to the marriage (whether they’re pressured to or not)
Link to the guidance:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/380125/MultiAgencyP racticeGuidelines Nov14.pdf Female Genital Mutilation (FGM)
FGM is child abuse and a form of violence against women and girls, and therefore should be dealt with as part of existing child safeguarding/protection structures, policies and procedures. FGM is illegal in the UK. In England, Wales and Northern Ireland, the practice is illegal under the Female Genital Mutilation Act 2003. Other than in the excepted circumstances, it is an offence for any person (regardless of their nationality or residence status) to: perform FGM in England, Wales or Northern Ireland (section 1 of the Act); assist a girl to carry out FGM on herself in England, Wales or Northern Ireland (section 2 of the Act); and Assist (from England, Wales or Northern Ireland) a non-UK person to carry out FGM outside the UK on a UK national or permanent UK resident (section 3 of the Act).SAFEGUARDING CHILDREN
ANTI RADICALISATION AND PREVENT DUTY POLICY
It is essential and now a legal requirement that staff are able to identify children who may be vulnerable to radicalisation, and know what to do when they are identified. Protecting children from the risk of radicalisation is seen as part of Little Cherubs Nursery School’s wider safeguarding duties, and is similar in nature to protecting children from other harms (e.g. drugs, gangs, neglect, sexual exploitation), whether these come from within their family or are the product of outside influences. We also aim to build pupils’ resilience to radicalisation by promoting fundamental British values and enabling them to challenge extremist5 views For early years childcare providers, the statutory framework for the Early Years Foundation Stage sets standards for learning, development and care for children from 0-5, thereby assisting their personal, social and emotional development and understanding of the world. We have safeguarding arrangements to promote pupils’ welfare and prevent radicalisation and extremism. The statutory guidance on the Prevent duty summarises the requirements on schools and childcare providers in terms of four general themes: risk assessment, working in partnership, staff training and IT policies. This advice focuses on those four themes. Risk assessment - We to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology. This means being able to demonstrate both a general understanding of the risks affecting children and young people in the area and we promote fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs.
We ensure that our practitioners have a specific understanding of how to identify individual children who may be at risk of radicalisation and what to do to support them and that they can respond in an appropriate and proportionate ways.
At the same time, we as practitioners should be aware of the increased risk of online radicalisation, as terrorist organisations such as ISIL seek to radicalise young people through the use of social media and the internet. This can also apply to our practitioners. There is no single way of identifying an individual who is likely to be susceptible to a terrorist ideology. As with managing other safeguarding risks, staff should be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection. Children at risk of radicalisation may display different signs or seek to hide their views. School staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately.
Even very young children may be vulnerable to radicalisation by others, whether in the family or outside, and display concerning behaviour. The Prevent duty does not require teachers or childcare providers to carry out unnecessary intrusion into family life but as with any other safeguarding risk, they must take action when they observe behaviour of concern.
We have clear procedures in place for protecting children at risk of radicalisation. General safeguarding principles apply to keeping children safe from the risk of radicalisation as set out in the relevant statutory guidance, Working together to safeguard children and Keeping children safe in education.
School staff and management understand when it is appropriate to make a referral to the Channel programme. Channel is a programme which focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism. It provides a mechanism for schools to make referrals if they are concerned that an individual might be vulnerable to radicalisation. An individual’s engagement with the programme is entirely voluntary at all stages.. An online general awareness training module on Channel is available. The module is suitable for school staff and other front-line workers. It provides an introduction to the topics covered by this advice, including how to identify factors that can make people vulnerable to radicalisation, and case studies illustrating the types of intervention that may be appropriate, in addition to Channel. Working in partnership The Prevent duty builds on existing local partnership arrangements. Local Safeguarding Children Boards (LSCBs) are responsible for co-ordinating what is done by local agencies for the purposes of safeguarding and promoting the welfare of children in their local area. Safeguarding arrangements should already take into account the policies and procedures of the LSCB. For example, LSCBs publish threshold guidance indicating when a child or young person might be referred for support. Local authorities are vital to all aspects of Prevent work. In some priority local authority areas, Home Office fund dedicated Prevent co-ordinators to work with communities and organisations, including schools. Other partners, in particular the police and also civil society organisations, may be able to provide advice and support to schools on implementing the duty.
Effective engagement with parents / the family is also important as they are in a key position to spot signs of radicalisation. It is important to assist and advise families who raise concerns and be able to point them to the right support mechanisms.
Staff training - This policy is highlights the importance of Prevent awareness training to equip staff to identify children at risk of being drawn into terrorism and to challenge extremist ideas. The Home Office has developed a core training product for this purpose – Workshop to Raise Awareness of Prevent (WRAP). There are a number of professionals – particularly in safeguarding roles - working within Local Authorities, the Police, Health and Higher and Further Education who are accredited WRAP trained facilitators. We are working to build capacity within the system to deliver training. Mylene Colvin, the designated safeguarding lead undertakes Prevent awareness training and is able to provide advice and support to other members of staff on protecting children from the risk of radicalisation.
IT policies – there is no internet on the school computers.
More generally, schools have an important role to play in equipping children and young people to stay safe online, both in school and outside through PSHE sessions. As with other online risks of harm, every teacher needs to be aware of the risks posed by the online activity of extremist and terrorist groups. Building children’s resilience to radicalisation is aided by us providing a safe environment for debating controversial issues and helping them to understand how they can influence and participate in decision-making. We already promote the spiritual, moral, social and cultural development of pupils and, within this, fundamental British values.
Personal, Social and Health Education (PSHE) is an effective way of providing pupils with time to explore sensitive or controversial issues, and equipping them with the knowledge and skills to understand and manage difficult situations. The subject is used to teach pupils to recognise and manage risk, make safer choices, and recognise when pressure from others threatens their personal safety and wellbeing. They can also develop effective ways of resisting pressures, including knowing when, where and how to get help. We encourage pupils to develop positive character traits through PSHE, such as resilience, determination, self-esteem, and confidence.
Citizenship helps to provide pupils with the knowledge, skills and understanding to prepare them to play a full and active part in society. It should equip pupils to explore political and social issues critically, to weigh evidence, to debate, and to make reasoned arguments. In Citizenship, pupils learn about democracy and how laws are made and upheld. Pupils are also taught about the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding. As with any other resources for use in the classroom, we satisfy ourselves that they are suitable for pupils (for example in terms of their age appropriateness) and that staff have the knowledge and confidence to use the resources effectively.
What to do if you have a concern If a member of staff in a school has a concern about a particular pupil they should follow the school’s normal safeguarding procedures, including discussing with the school’s designated safeguarding lead, and where deemed necessary, with children’s social care. We can also contact your local police force or dial 101 (the non-emergency number). The Department for Education has dedicated a telephone helpline (020 7340 7264) to enable staff and governors to raise concerns relating to extremism directly. Concerns can also be raised by email to firstname.lastname@example.org.
See our leaflet how we understand and promote Fundamental British Values
HOW WE PROMOTE FUNDAMENTAL BRITISH VALUESDemocracy: making decisions together
As part of the focus on self-confidence and self-awareness as cited in Personal, Social and Emotional Development: We encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other’s views and values and talk about their feelings, for example when they do or do not need help. When appropriate we demonstrate democracy in action, for example, children sharing views on what the theme of their role play area could be with a show of hands. Staff support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children are given opportunities to develop enquiring minds in an atmosphere where questions are valued.
Rule of law: understanding rules matter as cited in Personal Social and Emotional development As part of the focus on managing feelings and behaviour: Staff ensure that children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong. Staff collaborate with children to create the rules and the codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone.Individual liberty: freedom for all
As part of the focus on self-confidence & self-awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World: Children develop a positive sense of themselves. Staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning. Staff encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example in a small group discuss what they feel about transferring into Reception Class.Mutual respect and tolerance: treat others as you want to be treated
As part of the focus on people & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World: Managers and leaders create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. Children acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences. Staff encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions. Staff promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.
What is not acceptable is:
Actively promoting intolerance of other faiths, cultures and races. Failure to challenge gender stereotypes and routinely segregate girls and boys. Isolating children from their wider community. Failure to challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs
SAFEGUARDING CHILDREN Maintaining children’s safety and security on premises Policy
Children’s personal safety
We maintain the highest possible security of our premises to ensure that each child is safely cared for during their time with us.
We ensure that all employed staff have been checked for criminal records by an enhanced disclosure from the Criminal Records Bureau and we ensure that they are not left alone with children until this is checked, i.e. visiting the loo.
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.
Systems are in place for the safe arrival and departure of children
The times of the children’s arrivals and departures are recorded in the register
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.
CCTV is operational at the entrance to the school.
The personal possessions of staff are stored out of reach of children and visitors.
SAFEGUARDING CHILDREN Making a complaint Policy
Children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. We welcome suggestions on how to improve our setting and will give prompt and serious attention to any concerns about the running of the nursery. We anticipate that most concern will be resolved quickly by an informal approach to the appropriate member of staff. If this does not achieve the desired result, we have a set or procedures for dealing with concerns. We aim to bring all concerns about the running of our setting to a satisfactory conclusion for all the parties involved. Any complaints are replied to in writing immediately and definitely within 28 days of receipt.
Procedures All settings are required to keep a ‘summary log’ of all complaints that reach stage two or beyond. This is to be made available to parents as well as to Ofsted inspectors.
Making a Complaint
Any parent who has a concern about an aspect of the setting’s provision talks over, first of all, his/her concerns with the nursery manager. Most complaints should be resolved amicably and informally at this stage. Stage 2
A written record of all concerns and complaints, and the date on which they were received will be taken by the key teacher. Should the matter not be resolved within 14 days, or if the problem recur or in the event that the key teacher and parent fail to reach a satisfactory resolution, then parents will be advised to proceed with their complaint in writing to Mrs Colvin.
The nursery stores written complaints from the parents in the Complaints Record File.
When the investigation into the complaint is completed, the nursery manager meets with the parent to discuss the outcome.
When the complaint is resolved at this stage, the summarised points are logged in the Complaints Record file.
If a parent is not satisfied with the outcome of the investigation, he or she requests a meeting the nursery manager and M Colvin. The parent should have a friend or partner present if required and the manager should have the support of M Colvin 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 summarised points are logged in the Complaints record file. Stage 4
If at the stage three meeting the parent and nursery cannot reach agreement, an external mediator is invited to help settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice. A mediator has no legal powers but can help to define the problem, review the action so far and suggest further ways in which it might be resolved.
The mediator keeps all discussions confidential. S/he can hold separate meetings with the nursery personnel (nursery manager and M Colvin) 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.
When the mediator has concluded her/his investigations, a final meeting between the parent, the nursery manage and M Colvin 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 been concluded.
Parents can be assured that all concerns and complaints will be treated confidentially. Correspondence, statements and records will be kept confidential except as required in the course of the School’s inspection; or where any legal obligation prevails. Families who speak English as a second language must also not hesitate to discuss any worries or concerns they may have.
The role of the Office for Standards in Education, Early Years Directorate (Ofsted) and the Local Safeguarding Children Boards.
Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of our nursery’s registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the National Standards for Day Care are adhered to.
The address and telephone number of our Ofsted regional centre are:OFSTED, EARLY YEARS, The National Business Unit, Piccadilly Gate, Store Street, Manchester M1 2WD TEL: 0300 1231231
These details are displayed on our pre-school's notice board.
If a child appears to be at risk, our pre-school follows the procedures of the Area Child Protection Committee in our local authority.
In these cases, both the parent and pre-school are informed and Mrs Colvin works with Ofsted or the Area Child Protection Committee to ensure a proper investigation of the complaint followed by appropriate action. Records
A record of complaints against our pre-school and/or the children and/or the adults working in our pre-school is kept, including the date, the circumstances of the complaint and how the complaint was managed.