DATA collectively all information that you submit to Little Cherubs Nursery school via the various forms we ask you to fill in, namely through filling out our registration form and consent forms. This definition incorporates, where applicable, the definitions provided in the Data Protection Act 1998, replaced by the General Data Protection Regulation (GDPR) May 2018.
Little Cherubs Nursery School, we or us
Little Cherubs Nursery School situated at The Carmelite Priory, Pitt Street, London W8 4JH
User or you or the parent
Any third party from whom we collect data and is not either (i) employed by Little Cherubs Nursery School and acting in the course of their employment or (ii) engaged as a consultant or otherwise provided services to Little Cherubs Nursery School and accessing the data or Website in connection with the provision of such services; and
The website at, www.littlecherubsnursery.com, and any sub-domains of this site unless expressly excluded by their own terms and conditions.
Our use of Data
Third party services
Links to other websites
Changes of business ownership and control
Controlling use of your Data
Accessing your own Data
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, we should have at least 3. 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.
Promoting Health & Hygiene First Aid & Medicine Policy
In our nursery staff are able to take action to apply first aid treatment in the event of an accident involving a child or adult. All members of staff have current first aid training whether they are on the premises or out with the children at any one time. The first aid qualification includes first aid training for infants and young children plus the use of epipen.
ProceduresThe First Aid Kit
Our first aid kits comply with the Health & Safety (First Aid) Regulations 1981
The first aid boxes are easily accessible to adults and is kept out of the reach of children. It is part of our risk assessment to ensure that first boxes are replenished as soon as items are used and updated termly.
No un-prescribed medication is given to children, parents or staff. At the time of admission to the setting, parents’ written permission for emergency medical advice or treatment is sought. Parents sign and date their written approval.
Parents sign a consent form at registration allowing staff to take their child to the nearest Accident and Emergency unit to be examined, treated or admitted as necessary on the understanding that parents have been informed and are on their way to the hospital.
Parents also sign a consent form allowing staff to put sun cream on their child and to administer any insect bite medication if necessary.
Although it is not compulsory for your child to attend school, we care about your and their welfare. Please inform us prior to taking your children on holiday or taking days off and all sickness should be called into the nursery on the day so we can account for a child’s absence. If your child is absent and we do not know why, we shall try to contact you. If we are concerned and parents/carers are not contactable, then the further emergency contacts will be used to ensure all parties are safe.
This should not stop parents taking precious time with their children but enables children’s attendance to be logged so we know the child is safe. If we have not been informed of the absence and cannot contact you, we are obliged to inform social services.
SCHOOL POLICIES - SAFEGUARDING
Hereunder you will find some of our policies in detail for your perusal.
Safeguarding Children/Child Protection Policy
Disclaimer from Ofsted: The EYFS requires that a setting's safeguarding policy 'should be in line with the guidance and procedures of the relevant local authority'.
We have Ensured that we reviewed this policy to be consistent with the requirements of our local authority and Local Children Safeguarding Partnership (LCSP).
At Little Cherubs Nursery School we work with children, Parents / carers, 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.
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
Legal framework and definition of safeguarding
• Children Act 1989 and 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 2018
• Keeping children safe in education 2019
• Data Protection Act 2018
• What to do if you’re worried a child is being abused 2015
• Counter-Terrorism and Security Act 2015.
The nursery adheres to The London Child Protection Procedures as recommended by the Local Children’s Safeguarding Partnership (LCSP), please click on the link:
London Children's Safeguarding Procedures
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.
(Definition taken from the HM Government document ‘Working together to safeguard children 2018).
To safeguard children and promote their welfare we will:
• 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 / carers 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 [insert name of local authority]
• 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 Behaviour 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 / carers 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 / carers where appropriate and make sure it complies with any legal requirements and any guidance or procedures issued by the [insert name of local authority].
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:
RBKC Telephone: 020 7361 3013
Local Authority Out of Hours Team:
RBKC: Out of hours – 020 7361 3013
WCC Telephone: 020 7641 4000
WCC: Out of hours – 020 7641 6000
NSPCC 0808 800 5000
Local authority Designated Officer (LADO) Please ask to speak to the DUTY LADO:
RBKC Telephone: 0207 361 3013
WCC Telephone: 020 7641 7668
Ofsted 0300 123 1231
Emergency police 999
Non-emergency police 101
Government helpline for extremism concerns 020 7340 7264
Types of abuse and particular procedures followed
Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by harming them 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 a stranger. This could be an adult or adults, another child or children.
What to do if you’re worried a child is being abused (advice for practitioners) 2015.
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.
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 / carers 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:
• 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.
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 practised 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, septicaemia, 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 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.
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.
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:
• 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.
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 / carers 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.
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.
Domestic Abuse / Honour Based Violence / Forced Marriages
We look at these areas as a child protection concern. Please refer to the separate policy for further details on this.
All staff have a responsibility to report safeguarding concerns and suspicions of abuse. These concerns will be discussed with the designated safeguarding lead (DSL) as soon as possible.
• Staff will report their concerns to the DSL (in the absence of the DSL they will be reported to the Deputy DSL)
• Any signs of marks/injuries to a child or information a child has given will be recorded and stored securely
• If appropriate, the incident will be discussed with the parent/carer, such discussions will be recorded and the parent will have access to these records on request
• If there are queries/concerns regarding the injury/information given then the following procedures will take place:
The designated safeguarding lead will:
• Contact the Local Authority children’s social care team to report concerns and seek advice. If it is believed a child is in immediate danger we will contact the police. If the safeguarding concern relates to an allegation against an adult working or volunteering with children then the DSL will follow the reporting allegations procedure (see below).
• Record the information and action taken relating to the concern raised
• Speak to the Parents / carers (unless advised not do so by LA children’s social care team)
• The designated safeguarding lead will follow up with the Local Authority children’s social care team if they have not contacted the setting within the timeframe set out in Working Together to Safeguarding Children (2018). We will never assume that action has been taken,
Keeping children safe is our highest priority and if, for whatever reason, staff do not feel able to report concerns to the DSL or deputy DSL they should call the Local Authority children’s social care team or the NSPCC and report their concerns anonymously.
These contact numbers are displayed on our list of important numbers on the inside of our storage cupboard, outside our book room, in our Policies file and on page 3 of this document.
Recording Suspicions of Abuse and Disclosures
Staff should make an objective record of any observation or disclosure, supported by the nursery manager or designated safeguarding lead (DSL). This record should include:
• Child's name
• Child's address
• Age of the child and date of birth
• Date and time of the observation or the disclosure
• Exact words spoken by the child
• Exact position and type of any injuries or marks seen
• Exact observation of any incident including any concern was reported, with date and time; and the names of any other person present at the time
• Any discussion held with the parent(s) (where deemed appropriate).
These records should be signed by the person reporting this and the DSL supervisor, dated and kept in a separate confidential file.
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.
Informing Parents / carers
Parents / carers are normally the first point of contact. If a suspicion of abuse is recorded, Parents / carers 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 / carers.
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.
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 / carers 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 / carers 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
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 owner 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 should be advised of any concerns within 24 hours):
• 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 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.
• 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 / carers.
Monitoring children’s attendance
As part of our requirements under the statutory framework and guidance documents we are required to monitor children’s attendance patterns to ensure they are consistent and no cause for concern.
Parents / carers should please inform the nursery prior to their children taking holidays or days off, and all sickness should be called into the nursery on the day so the nursery management are able to account for a child’s absence.
If a child has not arrived at nursery the Parents / carers will be contacted to ensure the child is safe and healthy. If the nursery becomes concerned and the Parents / carers are not contactable then the further emergency contacts will be used to ensure all parties are safe.
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 safeguarded.
This should not stop Parents / carers taking precious time with their children, but enables children’s attendance to be logged so we know the child is safe.
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 / carers or on an interim or full care order)
• Contact arrangements for the biological Parents / carers (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.
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) to be left alone with children. We will obtain enhanced criminal records checks (DBS) for all volunteers and do not allow any volunteers to be unsupervised with children.
All staff will attend child protection training and receive initial basic child protection training during their induction period. This will include the procedures for spotting signs and behaviours of abuse and abusers/potential abusers, recording and reporting concerns and creating a safe and secure environment for the children in the nursery. 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.
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’s liaise with the local authority 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.
The Designated Safeguarding Leads (DSL) at the nursery are: Kate Bygott-Webb, Leo Palmer and Gaia Ophalfens.
• 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 and any changes in their DBS status
• This information is also stated within every member of staff’s contract
• We request DBS checks on a regular basis/or we use the DBS update service (with staff consent) to re-check staff’s criminal history and suitability to work with children
• 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 / Code of Conduct 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.
Extremism – the Prevent Duty
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 or family member, comments causing concern made to a member of the team (or other persons in the setting) or actions that lead staff to be worried about the safety of a child in their care. We have a Prevent Duty and Radicalisation policy in place. Please refer to this for specific details.
We take the safety of our children very seriously and this includes their online safety. Please refer to the Online Safety policy for details on this.
Human Trafficking and Slavery
Please refer to our Human Trafficking and Slavery policy for detail on how we keep children safe in this area.
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 owner/registered
person at the earliest opportunity.
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 on 10/02/2020
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).
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. Miss Bygott-Webb and Mr Palmer, the designated safeguarding leads undertake Prevent awareness training and are 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.
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 Miss Bygott-Webb and Mr Palmer
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 Miss Bygott-Webb and/or Mr Palmer. The parent should have a friend or partner present if required and the manager should have the support of MIss Bygott-Webb and/or Mr Palmer 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 Miss Bygott-Webb and/or Mr Palmer) 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 Miss Bygott-Webb and/or Mr Palmer 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 Miss Bygott-Webb/or Mr Palmer 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.