THE WAY WE WORK(Our Policies and Procedures - including

Safeguarding)

THIS FILE AND ITS CONTENTS HAVE BEEN UPDATED AUGUST 2019 UNLESS SPECIFIED OTHERWISE.

DATE FOR REVIEW - SEPT 2021Safeguarding

Contents Child Protection Policy

Keep Safe Policy Staff Supervision Mobile Phones and Social Networking policy Use of Camera ‘Prevent’ Duty

Child Protection Policy

Statement of intent

We aim to work with children, parents and the community to ensure the safety of children and give them the very best start in life.

Aims

To safeguard the children within our care. To create an environment which enables all children to create a positive self-

image. To help children establish and maintain positive and satisfying relationships with

their families, peers and with other adults. To encourage children to develop a sense of autonomy and independence. To enable children to have the self-confidence and vocabulary to resist

inappropriate approaches. To work with parents and build their understanding of and commitment to the

welfare of all our children.

Legal Framework

Working Together to Safeguard Children 2018 EYFS 2017 The Childcare Act 2006 (section 40) The Children Act 2004 The Children Act 1989 Care Standards Act 2000 Protection of Children Act 1999 Human Rights Act 1998 Data Protection Act 2018 The Rehabilitation of Offenders Act

Liaison with other bodies

We notify the registration authority (Ofsted) of any incident, accident or changes in our arrangements, which affect the well-being of children.

We have procedures for contacting the local authority on child protection issues, to ensure that we work together with other agencies.

If a report is to be made to the authorities, we act within the Safeguarding Children Board guidelines in deciding whether we must inform the child’s parents at the same time.

Methods

Our named person responsible for co-ordinating child protection issues is Amelia Aptaker. In her absence it is Vivian Officer

We provide adequate staffing resources to meet the needs of the children. We abide by EYFS requirements in terms of carrying out the necessary

references and Disclosure checks for members of staff and students. Volunteers do not work unsupervised, and are not allowed to accompany

children to the toilet or change nappies. We abide by the Protection of Children Act requirements in respect of any

member of staff who is dismissed or resigns in circumstances that may lead to concern for reasons of child protection.

We have procedures for recording visitors to the nursery. We take security steps to ensure that we have control over who comes into the

nursery. No unauthorised person has access to the children.

Disciplinary Action

Upon receiving an allegation of abuse from a child, the member of staff involved will be suspended immediately and Ofsted and other relevant bodies including the LADO at the Camden Safeguarding Childrens board, will be contacted.

Where a member of staff is dismissed due to misconduct relating to a child, we notify the Department of Health so that their name may be added to the List for the Protection of Children and Vulnerable Adults.

Training

We seek out training opportunities for all staff to ensure that they are able to recognise the signs and symptoms of possible physical, emotional or sexual abuse and neglect, and so that they are aware of local authority guidelines for making referrals. We ensure that all staff are aware of the procedures for recording and reporting their concerns within the nursery.

Complaints

We follow the guidelines of the London Safeguarding Children Board when investigating any complaint about a member of staff.

The disclosure and recording procedures are the same when investigating an allegation about a member of staff as for any other person.

Responding to suspicion of abuse

We acknowledge that abuse of children can take different forms – physical, emotional, sexual and neglect.

When children are suffering from the effects of abuse, this may be demonstrated through changes in their behaviour, or in their play. If such changes occur and give cause for concern, the nursery will make notes and keep objective records.

Staff will take care not to influence the children in the way they speak to them, and children will never be questioned

Where a child shows signs and symptoms of ‘failure to thrive’ or neglect, we will make appropriate referrals.

Disclosures

When a child makes a disclosure to a member of staff the member of staff will: Listen to the child Take seriously what the child is telling them Help the child to understand that they are not at fault Let the child know that they were right to tell somebody Offer reassurance to the child that they will take steps to help Inform the child of what will happen next

The member of staff will not question the child.

Recording suspicions of abuse and disclosures

Staff make a record of:

The child’s name, The child’s address, The age of the child, The date and time of the observation or disclosure, An objective record of the observation or disclosure, The exact words spoken by the child, The name of the person to whom the concern was reported, with date and time, The names of any other person present at the time.

(see checklist on form)These records are signed and dated and kept in a confidential file.All members of staff are familiar with these procedures.

Informing parents

Parents are normally the first point of contact. If suspicion of abuse is recorded, parents are informed at the same time as the report is made, except where the guidance of the London 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.

Confidentiality

All suspicions and investigations are kept confidential and shared only with those who need to know. Any information is shared under the guidance of the London Safeguarding Children Board.

Support to families

We take every step to build up trusting and supportive relationships between families and staff.

We continue to welcome the child and the family while investigations are being made in relation to abuse in the home situation.

Confidential records kept on a child are shared with the child’s parents or those who have a parental responsibility, only if appropriate under the guidance of the London Safeguarding Children Board.

With the proviso that the care and safety of the child is paramount, we do all in our power to support and work with the child’s family.

Date policy reviewed_SEPTEMBER 2019 _______________________

Signed______________________ (Child Protection Co-ordinator)

Signed______________________ (Deputy Child Protection Co-ordinator)

Puss in Boots Nursery School

Keep Safe Policy

The welfare and safety of the children entrusted to our care is paramount. These are the ways in which we aim to empower the children, and ensure their safety and well being.

This Keep Safe policy is in addition to our Child Protection policy, which is available, along with all other policies, for parents to see at any time.

At Puss in Boots we do not operate a ‘no touching’ policy, as we believe that it is part of the duty of a nursery environment to provide comfort and reassurance to the children from time to time.

However, if a child is in distress, is unwell or is showing signs of needing comfort, we will ask the child’s permission before making physical contact.

We encourage the children to go to the toilet independently, but if they need assistance, we will ask them if they wish to be accompanied and assisted.

All the toilets have doors which the children may close if they wish.

Before changing children in nappies we will ask; “shall we change your nappy now?”

If children have had an accident and need their clothes changing, we will seek their permission before we help them out of their wet garments.

We aim to empower the children by asking them before changing them, however, we must also be vigilant about matters of hygiene, and will change soiled garments when necessary. If a child displays high levels of distress when faced with being changed by a member of staff, we will contact the parents.

We ask parents to sign a consent form to give their permission for photographs to be taken of the children for record keeping and observation purposes, and to be displayed in the nursery and on its website. We also seek parental permission before allowing special events such as Christmas concerts to be videoed or photographed.

PUSS IN BOOTS HAMPSTEADSUPERVISION OF STAFF POLICY

A nursery is only as good as its staff team; the members of the staff team are those who really make the difference to the experience of the children in their care. This is why Puss in Boots makes every effort to ensure that the staff team are supported in their professional development, and that all staff receive adequate supervision.

Puss in Boots has a rigorous staff induction programme which ensures that new members of staff are aware of the ethos of the nursery and the high standard of practice that is expected. This programme lasts 6 months.

The Puss in Boots staff handbook is detailed and clear and all staff read and sign this when they are employed.

Staff re-read important policies and procedures together every September. Staff are encouraged to attend at least 2 out of setting training sessions each year, usually through

Camden. Staff choose this training themselves with the advice of management.

The layout of Puss in Boots is helpful in ensuring that all staff are constantly supervised by the manager and the management team. Puss in Boots Hampstead is one open plan room and so staff have the opportunity to observe each other’s practice on a daily basis. These observations will contribute to the annual staff appraisal, or where concerns arise these will be dealt with swiftly.

Staff appraisals are conducted yearly by the manager in March, midway through the academic year. The main objective is to ensure that staff have achieved the targets set at the previous meeting and to create new targets which will inspire and enthuse the staff members.

Where the manager believes that a staff member has not adequately been fulfilling part of their job description, the long staff appraisal form 1 is used as this breaks down the job description and staff can easily see where their performance is inadequate.

In many cases staff are fulfilling their job description and creative targets need to set, possibly following the particular interests of a staff member, or challenging them to work in an area in which they feel less confident. The appraisal form in this case is more open. (Appraisal form 2)

Where there is serious concern about poor performance of a member of staff, this is dealt with swiftly, initially verbally and then in a Performance Improvement Plan. This will ensure that this poor performance does not continue and does not affect the high standards of the nursery.

PUSS IN BOOTS HAMPSTEAD

Mobile phones and social networking policy

During their hours of working staff should be completely attentive to ensure all children in the nursery receive

good quality care and education. Furthermore, the availability of mobile phones with camera facilities may

compromise the effective safeguarding of the children. This is why mobile phones are not to be used during

working hours.

We also feel that restrictions need to be placed on staff when they access social networking sites. Comments

made on sites such as ‘Facebook’ could have an impact on how parents using the nursery view the staff.

Staff must adhere to the following:

Mobile phones are not to be turned on during your working hours

Mobile phones can only be used on a designated break and then this must be away from the children

Mobile phones should be stored safely out of reach of the children, at all times during the hours of your working

day

During outings, staff will use the mobile phone belonging to the nursery wherever possible.

No photographs should be taken of the children on any phones, either personal or nursery-owned

Staff must not post anything onto social networking sites such as ‘Facebook’ that could be construed to have any

impact on the nursery’s reputation

Staff must not post anything onto social networking sites that would offend any other member of staff or parent

using the nursery

If staff choose to allow parents to view their page on social networking sites then this relationship must remain

professional at all times

If any of the above points are not followed then the member of staff involved will face disciplinary action, which

could result in dismissal.

Parents and visitors use of mobile phones

The nursery operates its own mobile usage policy in relation to staff and visitors to the premises. Whilst we

recognise that there may be emergency situations which necessitate the use of a mobile telephone, in order to

ensure the safety and welfare of children in our care, parents and visitors are also kindly asked to refrain

from using their mobile telephones whilst in the nursery or when collecting or dropping off their children.

PUSS IN BOOTS HAMPSTEADPolicy for the use of cameras in the nursery

In order to achieve effective safeguarding of the children at Puss in Boots, the following procedures apply to the taking and use of images in the nursery.

Parental permission is always sought to take still and moving images for nursery and marketing purposes, including use on the nursery website. (see parental permissions section of registration form)

Authorised setting cameras can only be used to take images and not personal cameras. Use of personal cameras is prohibited at all times.

Where staff choose to work at home, on personal computers, on their children’s ‘special books’, they are permitted to have stored on their personal computer, at any one time, up to 3 photos of each of their key children, related to observations for that term. When the observations have been written up, this work should be saved on nursery computers, and any photos should be deleted from any personal computers. This is the responsibility of each individual member of staff and failure to do this could result in disciplinary procedure.

Except in the above case, no images of the children should be stored on any personal camera or personal computer.

Images will be processed on-site using the nursery printer located in the office.

At least 2 nursery cameras will be available for taking photos of the children and recording their play and learning.

This camera should be easily accessible to capture spontaneous moments to support the observation requirements of the Early Years Foundation Stage, and to share with parents

Prevent DutyAimTo prevent people from being drawn into terrorism. To identify those children and families who are at risk of being radicalised, and to know what to do when they are identified.With Regard to The Counter Terrorism and Security Act 2015

Through working with the EYFS, and supporting children in their Personal, Social and Emotional development and understanding of the world, we are building the children’s resilience to radicalisation (see Promoting British Values policy)

Risk Assessment – At Puss In Boots, due to the area and the cohort, currently we consider that most of our children and families have a LOW risk of being radicalised, however we are aware of the need to be vigilant against extremism and that this risk may change.

Working in Partnership – With this age group, we are always engaged with the families, this is the most effective way to discover that there a family may be at at risk of being drawn into extremism

We understand that the Prevent Duty forms part of our Safeguarding duty, and we will follow the following procedures:Procedures1) Staff with a concern should discuss this with the safeguarding officer

(Amelia Aptaker) 2) Depending on the level of concern, staff will either continue to observe

the family/child to ascertain whether this concern is justified, or contact the Local Safeguarding Children’s Board, and/or the police if there is a risk of a child being harmed, or of a security incident.

3) We are aware of the DfE dedicated helpline -02073407264 which we can use in non-emergency situations to access help or advice.

Information and ComplaintsContents

Environment, Resources and Routines Staffing Food and drinks Parent Handbook Complaints Procedure Late policy Lost child procedure Children’s forms

Environment, Resources and Routines

Environment

Staff plan and provide an environment with resources that are stimulating, varied and challenging.

Staff plan and adapt resources to reflect the interests of the cohort, however there is also a continuity to the set up of the nursery, in order that children become familiar with the environment and know where to access things they need. For example, mark making, puzzles, and construction areas will generally remain in the same location, though resources in them may be adapted or extended as staff observe how children play.

Areas are designed to ensure that the children have plenty of space to move between them, and once in an area, the freedom to make choices and be creative.

Routines

We encourage children to become independent with the routine at drop off, hanging up coats, posting their name into the box, adding fruit to the basket.This routine also serves to ease the transition between home and school.

We recognize the importance of uninterrupted time within the routine, for the children to explore and become highly involved in the activities provided.

The session starts with uninterrupted time to access activities, both adult and child led, following this there is a whole group time, followed by more time for choosing activities.

We recognize the importance of balancing routine with prioritizing the children’s involvement levels – the timing of whole group ‘carpet’ time should be flexible if it is observed that involvement levels are high and to gather the children would disrupt this.

During the session children can make their own snack, this is on offer for an hour, children are informed when snack ‘opens’ and ‘closes’. The routine involved in making, eating and clearing up snack is a valuable teaching tool in a

real context. Children learn physical skills, to sit and eat with peers, and to clean up.

Resources

The environment should offer resources that stimulate questioning investigation, creativity, and challenge.

As far as possible children should be encouraged to make choices from a selection in each area, from accessible storage.

Resources should be chosen to promote all areas of children’s learning and development which may be child or adult-led.

Consideration should be given to the quantities of equipment provided. Variety can be more important than quantity, for example in the mark making area, although each construction set should have sufficient quantity to allow a group of children to work together.

Care should be taken to ensure equality of access to the equipment for all children.

Resources should promote positive images of people of all races, cultures and abilities, be non-discriminatory and should avoid racial and gender stereotyping.

Natural and man-made equipment will be provided in clean, good condition. Provision of activities and resources should be planned to ensure a balance of

both familiar and new and exciting challenges are offered.

Safety Issues

All toys and equipment must be regularly checked for cleanliness and safety. Any unsafe items must be disposed of if they cannot be made safe, and worn out or broken items should be replaced when possible.

Parents and Feedback

Parents’ suggestions about the nursery are welcomed. A ‘Comments book’ and email contact with parents makes making suggestions quick and easy for parents.

Settling in discussions between the key person and parent/carer begin the key person/parent relationship which remains important. We hold parent key person meetings twice a year during which staff share what their key child has been doing at nursery, and staff also enquire about what children are doing at home. These discussions are recorded and contribute to the child’s ‘Special Book’.

At regular intervals during the year, when their children are the ‘focus children’ staff approach these parents to share what they see of their child’s interests. This can then used to contribute to planning for their child.

Planning is displayed in the entrance hall for parents to see. Weekly emails are sent to parents to offer them a summary of the teaching and

learning that happened during the previous week, and also some planning ideas for following week and also of any up-coming events and activities.

Regular parent information meetings are held in order to inform parents of the ethos of the nursery, structure of the day and for them to sample activities their children are involved in.

Parents are given a comprehensive handbook to inform them of routines, policies and procedures.

New parents will be asked to complete a feedback form when their child is halfway through their first term.

Parents are always welcome to make an appointment to discuss their child’s progress.

During the academic year a short report is given to the parents in order for them to see their child’s development.

The Special Book which contains observations of the children, and also tracks their development against the ‘Development Matters’ grid, are updated at the end of each term and sent home to parents.

StaffingStaff Ratios

Minimum staff ratios of 1:4 for children under 3 and 1:8 for children from 3 to under 8 will be adhered to at all times. These will include the children of staff.

Staff Deployment

Children are allocated a key-person, but daily activities are organised on a ‘free-flow’ basis, with children moving between groups. The key person is seen as a ‘secure base’ for their key child, the children will work with and be taught by a variety of adults.

The staff are encouraged to create a balance between adult directed activity and child initiated play.

Some activities will involve working in small groups, these will sometimes involve grouping children who at roughly the same developmental stage.

The outdoor area is incorporated as much as possible and used to support a wide range of curriculum areas.

The key-person has overall responsiblilty for their children’s day -to -day care and well-being. The management team oversee all key people and their work with the children.

Each child is allocated a second key person who is responsible for the child’s care and well-being if their main key person is absent or not present at one of their sessions.

The key-person will be mainly responsible for keeping up-to-date records and observations, and for writing the end of year report. S/he will also be responsible for liaising with parents/carers.

Staff will wear identifying badges at all times.

Contingency Arrangements The staff to children ratio at Puss In Boots is high so that if other staff are away

or sick there is usually no need to call in cover staff. In case this is ever needed, one of the part time staff will cover so that there are no unfamiliar faces in the nursery.

Grouping of the children

Puss in Boots is a mixed age setting. Children between the ages of 2 and 4 use the same room. A range of activities are planned in order to ensure that children of all ages are stimulated and challenged.

A mixed age setting ensures that children are able to access activities according to their developmental stage rather than their chronological age.

Activities aimed at challenging older or more able children may involve equipment that may be unsuitable for younger children, for example small pegs or scissors. In this case an adult will supervise this activity at all times.

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Complaints Procedure

Statement of Intent

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

Aim

We aim to bring all concerns about the running of our nursery to a satisfactory conclusion for all of the parties involved.

Methods

To achieve this, we operate the following Complaints Procedure.

How to complain

Stage 1

Any parent who is uneasy about an aspect of the nursery’s provision talks over, first of all, his/her worries and anxieties with the child’s key-person.

Stage 2

If this does not have a satisfactory outcome or if the problem reoccurs the parent should discuss their concerns with the manager.

Most complaints should be able to be resolved informally at Stage 1 or at Stage 2

Stage 3

If a parent is still concerned they should put their remaining concerns in writing to the manager

Stage 4

The manager will invite the parent to a meeting. An agreed written record of the discussion is made. 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.

ALL COMPLAINTS WILL BE DEALT WITH, WITHIN 28 DAYS

The role of the Office for Standards in Education, Early Years Directorate (Ofsted) and the Camden Safeguarding Childrens board.

Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of our registration requirements, it is essential to involve Ofsted as the registering and inspection body.

The address and telephone number of our Ofsted regional centre are:

Ofsted

National Business Unit

Royal Exchange Buildings

St Ann’s Square

Manchester

M2 7LA

0300 123 1231 www.ofsted.gov.uk Nursery reference: EY447154

If a child appears to be at risk, our nursery follows the procedures of the London Safeguarding Children Board.

In these cases, both the parent and nursery are informed and the nursery leader works with Ofsted or the Safeguarding Children Board to ensure a proper investigation of the complaint followed by appropriate action.

Records

A record of complaints against our nursery and/or the children and/or the adults working in our nursery is kept, including the date, the circumstances of the complaint and how the complaint was managed.

Late Collection Policy

We appreciate that sometimes parents/carers are unavoidably detained. However, late collection of children puts pressure on staff; either because staffing is organised to ensure that ratios are maintained at all times, or because they are waiting to go home after a hard day’s work.

As a result of this, our late collection policy is as follows;

Parents/carers will be issued with a late slip.

They will be expected to pay the fee stated immediately in cash.

The fee is £5 per 15 minutes or part thereof.

The late fee is imposed at all collection times.

Lost or Uncollected Children Procedure

Lost Children

If a child is missing from the nursery environment, or goes missing whilst on an outing, the parents and police will be contacted immediately.The procedures to be followed are:

The Designated Safeguarding Lead will inform Ofsted of a serious incident occurring.

The Designated Safeguarding Lead will inform our Public Liability Insurer of a serious incident occurring.

The Designated Safeguarding Lead will inform Designated Officer for Allegations (formerly known as LADO) of a serious incident occurring.

The Designated Safeguarding Lead will investigate how the serious incident occurred, and take steps to minimize future occurrence.

Uncollected Children

In the event of non-collection, every attempt will be made to contact the parents/carers. If this is not possible, after 15 minutes the people named on the child’s emergency contact form will be contacted.

After 30 minutes, unless notified of an emergency situation, social services will be contacted.

If it is at the end of the day, a member of staff will remain until the child has been collected.

There may be a late charge levied for 15 minutes or part thereof.

Premises and SecurityContents

Access to the premises

Child collection form Outings procedure and risk assessments pro-

forma

Access to the Premises – (updated June 19 th 2018)

Security and Child Collection

A member of staff will be responsible for opening the external door and closing it behind parents during drop off and collection times.

An additional member of staff will be stationed on the internal door at drop off times. They will be sat near the internal door entrance when this door is unlocked, in order to be at child’s level. This time is between 9 and 9.30pm and 1 and 1.05pm.

During drop off times the retractable gate is to be pulled across. This needs to be opened and shut behind every child or parent who leaves or enters the nursery.

At collection times as well as a member of staff on the inside door, a member of staff will also be stationed by the outside hall door.

Outside collection and drop off times, both the external and the internal doors are kept locked and a member of staff will unlock to allow parents and visitors to enter.

Outside collection and drop off times parents are generally asked to leave their child at the internal door in order that a staff member can bring the child in and lock the door behind them.

Parents are periodically reminded through newsletters and signs, not to hold the external door open for others unless they are known to them, as well as being vigilant of any children who may be around them.

Staff, including those on supply, must wear identifying badges. Visitors must sign in and out of a visitor’s book. Staff must be vigilant about the safety of the children, both indoors and outdoors

at all times. Children will only be allowed to leave with adults whose names are on their child

collection form. In an emergency, where a parent has not added an adult to the collection form, staff will ensure that a parent or carer has given their authorization over the telephone, for a particular adult to collect their child.

Outings Procedure

When a child joins, parents are asked to sign a consent form for their child to be taken on outings in walking distance such as to the Heath or local shops.

For any other outings a letter must be sent to parents with detailed information, and a consent form must be returned.

Before taking the children on an outing, a member of staff will have planned the trip and ensured that there will be no unacceptable risks to the children’s safety. S/he will have given due consideration to any possible risks, and taken action to minimize them. This risk assessment may be written for larger outings but not always for smaller trips in the local area.

For outings requiring taking public transport or coach, a request will be made for extra parents to achieve a 1:2 adult to child ratio.

Staffing levels must be kept at least to the minimum ratios and extra parent volunteers should accompany the children wherever possible. The manager must ensure that there are enough adults on hand, if not all children are to be accompanied by an adult.

A first aid kit must be taken as well as a list of children and contact details for the children’s parents/carers.

If not all the children are attending the trip, adequate communication with the nursery must be ensured.

A mobile phone is to be taken on all outings. Where appropriate children are to wear high visibility jackets.

If a coach is to be required then seat-belts must be fitted.

Puss in Boots Nursery School

Risk Assessment Form: Outings

Area: Activity:

Detail risks or hazards and how they may cause harm?

Who might be harmed and how?

Existing risk control measures?

Initial risk rating: high / medium / lowAdditional risk control measures required to minimise risk?

Revised risk rating: high / medium / lowRisk assessment completed by: Date:

Signature:

Equality of OpportunitiesContents

SEN and Disability Policy Equal Opportunity Policy Admission Policy

Special Educational Needs/Disability Policy

Aims:

To provide an environment in which all children are supported to reach their full potential.

To have regard to the SEN and Disability code of practice 2014 and the EYFS

Objectives

To ensure that there is no delay in identifying any children who need SEN support. To ensure that there is no delay in making the special educational provision to meet the

specific needs of these children. To make reasonable adjustments for those children with disabilities in order to avoid

less favourable treatment. (Equality Act 2010) To ensure that both prospective and current parents understand our provision for

children with SEN by providing them with access to our SEN handbook. To work in partnership with parents and other agencies in meeting individual children’s

needs. To monitor and review our practice and provision, and make adjustments if necessary.

Operating Policy

Our designated Special Educational Needs Co-ordinator (SENCO) is Amelia Aptaker Identifying and providing for children with SEN and/or disabilities is the responsibility of

all members of staff. Staff receive regular INSET training to support them with this responsibility, they also

attend training from Camden. We ensure that our inclusive admissions policy ensures equality of access and

opportunity. We work with the Camden Early Intervention Team to ensure appropriate support for

children with SEN. We work closely with parents of children with SEN/disabilities, and ensure they are

informed of all stages of planning, assessment and review of their children’s education. We provide parents with information on sources of independent support and advice. We use the graduated approach system of planning, implementing, monitoring,

evaluating and reviewing individual educational plans (IEP’s) for children with SEN and/or disabilities.

We use a system for keeping records of the assessment, planning, provision and review for children with SEN and/or disabilities.

Children in Care

Children in the care of the social services will be provided with an Individual Education Plan.

In such cases, key workers will liaise with the child’s social worker.

Policy reviewed_______________ Signed___________________

Equal Opportunities PolicyAims

To ensure that no child is excluded or disadvantaged because of ethnicity, religion, culture, family background, disability, gender, home language, special educational needs or ability.

To ensure that all children feel secure, included and valued.

Objectives`

To establish feelings of respect and trust with all children and their parents and carers.

To treat each child as an individual and provide equality of opportunity within the Nursery.

To encourage self-confidence and a positive approach to learning in all children.

Operating Policy

When a child first starts at the Nursery, their key-person will talk to the parents about the child’s ethnic, religious and cultural heritage and experiences at home.

For children with Special Needs, the setting will make all reasonable adjustments in order to allow them to benefit from the nursery’s provision.

Staff will use information about the children to inform planning, to ensure that familiar experiences are used as starting points for learning.

Resources will be available that reflect a range of cultures and abilities. When planning, setting up equipment or creating displays, the staff will aim to

create an environment that encourages a positive attitude to learning. This will include:

o Keeping the nursery environment free from any discriminatory practice or stereotypical images.

o Valuing the local community and environment as a source of learning.o Using displays, resources and equipment that reflect the community in

which the children live as well as the wider world.o

The curriculum will include activities designed to encourage children to respect and celebrate their own cultural background and beliefs, and those of other people. These will include:

o Activities relating to a wide range of religious, ethnic and cultural festivals, including visits from parents/other members of the community, to discuss their experiences.

o Telling stories, listening to music and looking at pictures from a range of cultures and religions.

o Role-play provision that reflect a variety of cultures and professions.o Discussions with and between the children about the similarities and

differences in their experiences.

The staff will ensure that all children are given support to participate in activities, experiences, visits and discussions and to ensure that all children are listened to carefully and with respect.

The staff will consider the need for equality of opportunity when planning activities and experiences. Where necessary they will modify activities to ensure children are not excluded.

Employment Posts are advertised and all applicants are judged against explicit and fair

criteria. The applicant who best meets the criteria is offered the post, subject to

necessary checks.

Training Staff will attend training, which will enable them to ensure that all children are

given the chance to flourish.

Practices will be reviewed to ensure that we are implementing our policy for equality and diversity.

Date of review 27/08/17

To be reviewed 24/08/19

Signed…………………………

Admissions Policy

The Nursery operates on a ‘first come, first served basis’.

We will not discriminate on the grounds of gender, cultural background, or disability.

We aim to create an environment that welcomes mothers, fathers and all other carers, and all types of family structure.

The waiting list will operate in birth order. Priority may be given to siblings.

Places are offered from when a child has had its second birthday. If parents wish to hold a place, they make be asked to pay the relevant fees.

Medicines/ Illnesses and Injuries

Contents Administration of medicines policy Sickness policy Hygiene Procedures Infection Control procedures Accident procedures Head bang information letter

Administration of Medicines Policy

Non-prescription medicine must not be administered. If a child is unwell, s/he should not be attending the session.

A consent form must be received prior to the administration of any medication.

Medication may only be administered if it is in the original, correctly named and labelled bottle.

A record must be made on the child’s Medication Record Form of medication, dosage and time administered. This must be signed by the member of staff who administered the medicine, and by the parent/carer. This form includes information about medicine already administered at home.

Sick Children Policy

A child will not be permitted to the Nursery if: S/he has a temperature S/he is suffering from a severe cold S/he has vomited or had diarrhoea in the last 48 hours

Staff should be informed of any existing injuries children have when arriving at nursery and parents should complete a ‘Home Injury form’ with details of the injury.

Parents will be informed if a child in the nursery has an infectious disease such as chicken-pox.

If a child is taken ill during a nursery session, the parents or carer will be contacted immediately and asked to collect them. They will not be permitted back to nursery until they are better.

Ofsted will be informed of any notifiable infectious diseases.

Medication Consent and Record (To be kept in the child’s file)

Child’s Name………………………………………………………

This is to certify that I ________________________ (parent name) give my permission for the staff of Puss in Boots Nursery School to administer the following prescribed medicine_____________________ to my child on(date and time)____________________________________ I understand that Puss in Boots Nursery School cannot be held responsible for any accident, mishap, allergic reaction or error. Signed(parent)_______________________.

Emergency phone number_________________________. Please fill in dosage administered at home.

Name of Medicine:Date Dosage Time given Practitioner Signature Parent Signature

This is to certify that I ________________________ (parent name) give my permission for the staff of Puss in Boots Nursery School to administer the following prescribed medicine_____________________ to my child on(date and time)____________________________________ I understand that Puss in Boots Nursery School cannot be held responsible for any accident, mishap, allergic reaction or error. Signed(parent)_______________________.

Emergency phone number_________________________. Please fill in dosage administered at home.

Name of MedicineDate Dosage Time given Practitioner Signature Parent Signature

This is to certify that I ________________________ (parent name) give my permission for the staff of Puss in Boots Nursery School to administer the following prescribed medicine_____________________ to my child on(date and time)___________________________________ I understand that Puss in Boots Nursery School cannot be held responsible for any accident, mishap, allergic reaction or error. Signed(parent)_______________________.

Emergency phone number_________________________. Please fill in dosage administered at home.

Name of MedicineDate Dosage Time given Practitioner Signature Parent Signature

Hygiene Procedures

All adults in the setting should be aware of the following procedures and ensure that they are followed in order to maintain high standards of hygiene within the nursery.Nappy Changing

Gloves and an apron must be worn at all times. Gloves must be changed for each child if more than one child is to be

changed. Changing area is to be wiped down after each child using anti-bac

spray and paper towels. Only toys designated for use in the changing area are to be used by

the children when being changed. These should be sterilised regularly. The changing area must not be used as a surface for putting other

items/equipment on. All items are to be disposed of in the nappy bin which is to be correctly

used after each child. Changing areas are to be kept clean and tidy.

Hand Washing

We must always remind the children of the importance of hand-washing, especially after using the toilet and before eating.

Staff involved with snack or lunch must wash their hands before serving the children.

Staff must wash their hands after assisting children with nose blowing. Anti-bac hand gel is also available

Coughs and Sneezes!

Children should be encouraged to wipe their own noses and put hands over mouths when coughing or sneezing.

Cleaning

Disposable gloves are provided and are to be used at all times either when cleaning (toilets etc.) or clearing up bodily fluids.

Colour coding of the cloths must be adhered to at all times: o Yellow – general classroom area.o Green – cleaning tables before food/food preparation areao Red – high risk areas e.g. toilets

Mops are also colour coded:o Red – toilet flooro Green – all other floors

Bodily Fluids

Gloves are to be used at all times. If a child has an accident, soiled clothes are to be put in plastic bags. Any wipes, gloves or aprons used by staff whilst helping change the

child and clear up are to be put in a plastic bag and placed in a nappy bin (if it is a vomit or diarrhoea accident).

Disinfectant powder or disposable towels are to be used to soak up bodily fluids.

The area must be thoroughly disinfected.

Infection Control Procedures

Tables and chairs

Cleaned between use and at the end of the day with general purpose detergent and hot water. Anti-bacterial spray is only to be used before the tables are to be used for eating. Spray should be

sprayed onto the cloths and then applied to the tables to prevent spraying near the children.

Nappy changing mat and area

The changing mat is to be cleaned between use with anti-bac cleaner and paper towels. At the end of the day the changing mat and the general area are to be cleaned using general purpose

detergent, a disposable cloth and hot water. The mat should be dried thoroughly with paper towels. Disinfectant to be used and then rinsed if known risk of infection.

Sleep Mats

Children should sleep on and under their own sheets brought from home. If a child has slept directly on the mat then the mat should be cleaned after use with general purpose

detergent and hot water. Disposable cloths should be used and changed regularly (every 2/3 days). Dry thoroughly with paper towels before stacking away.

Disinfectant to be used and then rinsed if known risk of infection.

Sinks and toilets

Cleaned with bathroom spray and hot water. Taps, toilet handles and both sides of toilet seats must be cleaned.

Floors

Floors mopped with disinfectant and hot water at the end of each day.

Bins

Emptied daily. Lids cleaned daily with general purpose detergent and hot water. Inside of bins cleaned weekly with general purpose detergent and hot water.

N.B: General purpose detergent: washing up liquid.

Nappy Changing Procedure and Routine

Nappy changing is a regular part of the children’s day. It is a way in which we care for the children, and as such, should be seen as an opportunity for one to one time, not just as a procedure, that we have to carry out.

Wherever possible the key person should change their child’s nappy.

It is an opportunity to chat to the children, to engage them in singing etc. It is sometimes when some children are at their most vocal because it is not a group situation.

The following procedures ensure good standards of hygiene:

Do not allow children to bring toys with them into the bathroom;

Disposable gloves and an apron must be worn at all times.

Please ensure that gloves are changed with each child if you are changing more than one child at a time.

The changing mat must be wiped down with bathroom cleaner spray and paper towels after each child. These paper towels should be disposed of in the nappy bin, as should the apron and gloves.(see cleaning protocol)

Please remember to wash your hands. Anti-bac gel is not a sufficient cleaner in this case.

The nappy bin should be emptied at the end of each day.

Accident Recording Procedure

Every accident is to be recorded on an Accident Form, or in the case of an accident involving a member of staff, trainee, volunteer or student, in the accident book. The procedures are as follows;

Any member of staff who witnesses, or is made aware of any accident to a child, member of staff, trainee, volunteer or student must ensure that the accident has been recorded in the accident book or on an accident form

If it has not been recorded, if they are the senior person present they must make a record. If not, they must raise the matter with the appropriate senior person to ensure a record is made.

The person recording an accident must make a note of the following;

o Date, time and location of the accidento What happenedo What treatment was administeredo The entry must then be signed by the person recording the accident and the

parent/carer.

If a child receives a bump on the head a letter notifying the parents must be sent home as well as the accident form

Accidents at Home

If a child shows signs of having had an accident at home or on the way to Puss in Boots, for example: bumps, bruising or cuts, the staff must ask the parent/carer to complete an ‘accident at home’ form. These are kept in the register files.

Food and DrinkContents

Food and Drink Nutrition policy

Food and Drink

Staff who prepare and handle food and drink receive the necessary training and understand and comply with food safety and hygiene regulations.

All food and drink is stored appropriately. Adults only have hot drinks in insulated cups with lids on and do not place them

within reach of children. Snack and meal times are supervised appropriately and children do not walk

around with food and drink. We ensure that children with allergies do not come into contact with food to

which they are allergic. We do not permit nuts in the nursery.

Drinks

Drinking water is available to the children at all times, they are to be shown how to pour themselves water when they want.

During their time at puss in Boots children should be taught how to pour their own drinks at lunch and snack times.

Drinks are also provided at regular times during the day, i.e. snack time and lunchtime.

Staff will take care to ensure that children have drinks after physical play, especially in the summer months.

Snack time The nursery will provide milk and water to drink as well as a small carbohydrate

snack such as toast or breadsticks. Parents are asked to provide a piece of fruit or vegetables to share at snack time, or two pieces if their child stays all day.

Fruit will be cut up and presented attractively in order to encourage children to eat. Children will usually help with this .

Lunch Children who stay after 12am will need to bring a packed lunch. Parents are encouraged to provide healthy lunches and are asked not to send

children with chocolate, sweets or crisps. Staff supervising lunch are encouraged to eat their own lunch with the children

and model good manners and healthy eating. They should therefore not bring unhealthy food such as crisps or chocolate.

Children may bring in food that needs reheating in a microwave. If parents request, food in appropriate foil containers can also be heated in an oven. Staff are trained to heat the food safely to a recommended temperature.

Dietary Needs These are noted on a child’s registration, and care must be taken to ensure that

the requirements are adhered to.Notes of dietary requirements are also kept on the wall in the kitchen and on the trolley

by the lunch table. There is also an allergy and dietary requirements folder in the kitchen

Nutrition Policy: Snack and Lunch Times

At Puss in Boots we strive to encourage children to eat a varied and nutritious diet and create a positive attitude towards eating.

WATER

Water will be available to children throughout the sessions and children will be taught to pour their own.

SNACK TIMES Children will be involved in the preparation of snacks; this will be a

teaching activity during the morning. Snack will be offered from 9.30am-10.45am. Milk and water will be offered to the children with morning and

afternoon snacks. Children will bring a piece of fruit or vegetable to share at snack time In order to encourage children to eat, the fruit will be presented

attractively to the children, cut into easily manageable pieces. Children will be offered the opportunity to prepare a carbohydrate

snack for themselves such as toast,a sandwich or breadsticks. Sandwich fillings will be non-sugary for example, butter, soft or hard

cheese, marmite or banana. Soya/goats milk will only be given as a substitute for cow’s milk with

the parent’s request. This should be provided by parents and the nursery recommends those fortified with calcium.

APPROACH TO MEALTIMES AND TABLE MANNERS Children will be encouraged to develop good eating skills and table

manners and will be given plenty of time to eat. Staff will sit with children while they eat and will provide a good role

model for healthy eating and table manners. Staff can use this time as an opportunity to talk about healthy eating

and set a good example in the foods and drinks they choose themselves.

As some children are slow eaters, we will allow 30/45 minutes for them to finish as recommended by cwt. After this lunch will be packed away.

Children will be encouraged to use cutlery and cups.

FUSSY EATING/FOOD REFUSAL If a child refuses food even after gentle encouragement to eat, the

food will be removed without fuss. We do not reward children with another food they like (for example the

desert) in order to get them to eat something they do not want.

REHEATING/STORING LUNCHES

If your child’s lunch contains rice, or something that requires refrigerating, please hand it to the member of staff on the door in the morning.

Staff undergo food safety training, and all meals requiring reheating are reheated to the recommended temperature, and tested with a temperature probe. The results are recorded.

PACKED LUNCH CONTENTS

It is part of our responsibility for the overall welfare of the children to follow up to date research on child nutrition. We share this and our experience of what works best at lunch times, with parents. We therefore ask the following when parents pack their child’s lunches:

Sweets, chocolate and crisps and anything containing nuts should not be packed in lunches.

Please do not pack sugary juice . Children are given water. Smoothies should be given as a desert only as children fill up on these.

Parents should pack what they are reasonably sure their child will eat for the main part of their meal. The goal is for children to get sufficient energy to continue their day.

Desert There should be one desert option only; either fresh fruit, yoghurt or a low sugar snack such as a fruity bar. A smoothie carton should be given as a desert as this is too filling to be an additional drink.

Avoiding high salt and sugar foods - We encourage parents to avoid pre-prepared foods that are high in salt and sugar. Custard and certain yoghurt brands are often very sugary.

New foods -We encourage parents to encourage their children to try new foods. However, if this is being done at nursery, we recommend a ‘taster’ size only, perhaps in a separate container. This new food should not form the main part of the lunch. We will encourage children to try all parts of their lunch.

Quantities - We ask that parents be realistic about packing what their child will eat. Huge portions can be off-putting to children!

We refer parents to the guideline portion size given by www.cwt.org.uk The Caroline walker trust. Please ask for our portion size guidance taken from Eating Well for 1-4 year olds: A Practical guide pages 20-27) This also contains ideas for lunches .

Children’s choice – Where time allows we encourage parents to let children have some guided choice about what goes in their lunch, for example, “would you like cheese or humus sandwiches tomorrow?” Adults like to choose what they feel like, and so too do children, this helps them look forward to lunch and eat well.

To celebrate birthdays parents may wish to bring in a nut free cake for the children to have a small piece of cake.

How much has my child eaten? Uneaten food is packed back into the lunch box so you can see exactly what your child has not eaten.

Parents/carers will be advised if their child is not eating well, and staff will help to make suggestions to improve this.

Children will be encouraged to be physically active outside every day, weather permitting.

ALLERGIES AND DIETARY REQUIREMENTS

Parents of children who are on special diets will be asked to provide as much information as possible about suitable foods. If a child has specific dietary requirements/allergies, all staff are made

aware. When parents inform us of a food allergy, they will be asked to give us

a specific allergy plan. This will be in place to deal with any child having an allergic reaction.

Children, parents and carers should be respected as individuals and their food preferences and religious requirements should be accommodated where possible.

The content of this policy is driven by the Caroline Walker Trust which aims to promote healthy eating for children under 5 in child-care. For further information contact www.cwt.org.uk

Behaviour ManagementContents

Behaviour Management policy Aggressive Play policy

MANAGING FEELINGS AND BEHAVIOUR POLICY

(June 19 revised)

Our Aims

That Puss In Boots is a happy and safe place for all children.

That all children are helped to understand the kind of behaviour that is acceptable and why. They are helped to respect themselves, other people and the environment.

That while they are with us all children are helped to make progress towards managing their behaviour and feelings appropriately.

We believe:

Central to our role is to help children manage their feelings and behaviour in order that they learn how to function in a group setting. This forms part of PSE, one of the 3 prime areas of the EYFS and so should form a central part of the teaching we do every day.

When children ‘misbehave’ children it is our job to let them know why this is unacceptable and also that this behaviour should not continue.

Children should always be treated in kind and respectful manner. This includes when they are misbehaving.

‘Real consequences’ are more effective and respectful than adult imposed unrelated ‘punishments’

STRATEGIES

PROMOTING POSITIVE BEHAVIOUR BY:

Role modelling kind and respectful behaviour to colleagues and children.

Role modelling care for the environment. “ I must put that dinosaur back in the drawer so we can find it next time”

Using discriminate praise for good behaviour - include the positive consequences e.g. “ Anna was really pleased when you gave her one of the cars. Now she’s happy because

she has something to be play with.”

Never discussing children’s negative behaviour in earshot of the children.

Having a consistent approach between all staff. Where a child’s behaviour is problematic, the key person should work with the manager and decide on a clear

approach which they should share with the rest of the staff team.

Giving children plenty of choices and opportunities for self direction. This means the things that the children ‘have to do’ or ‘really can’t do’ are limited to the really

important stuff. For example, ‘not hitting’ ‘ not snatching’, rather than ‘ Now you have to come to listen to this story’

Ensuring that children are engaged by observing them, knowing them well, and providing them with stimulating activities and teaching. Playing with them! Focusing on

all children regularly avoids allowing children to become bored or under-stimulated.

Being clear about expected behaviour – and make sure it is appropriate. E.g. I’d like everyone to tidy ten things now.

Sharing - Children are taught to wait until a child has finished playing with a toy they also want. “I know you want that too don’t you? We need to wait until Bobby has

finished” We do not insist that the child involved in playing ‘shares’ or ‘take turns’ by giving up their toy after 5 minutes. This breaks their involvement and is unfair. No one

demands your newspaper in Starbucks after 5 minutes, they wait until you have finished!!!

DEALING WITH NEGATIVE/INAPPROPRIATE BEHAVIOUR

Being aware of children’s developmental age and stage A young 2 year old pouring water on the floor probably needs distraction and redirecting, where as a 4 year old

needs a brief explanation of the consequences.

“At Puss In Boots everyone should be happy and safe” and “We look after our nursery” Once children are able to understand this – we should be using this as a mantra and a

reason for stepping in to prevent inappropriate behaviour.

Angry or confused feelings often lead to inappropriate behaviour so start by acknowledging children’s feelings. This means children are more likely to listen to what

you have to say next. “Did you really want that toy?” “Were you angry when he took that toy?” then“ I know, it’s hard but it’s not fair to snatch toys”

Children who are overloaded with ‘no’s can end up ignoring all of them. Whenever possible, say what you do want and create an alternative “Throwing toys might break

them, do you want to throw balls in the garden?”

Children who are only receiving attention for negative behaviour need help to turn this around. Make them a focus child, play with them and teach them - give lots of attention

– this often brings them out of the cycle.

In case of conflict or a child being hurt, always comfort the injured or upset child first . This also gives you time to calm down yourself before you deal with the aggressor!

Reflect on the negative consequences of the child’s actions . “ Look at Anna’s face You made Anna feel really upset”. “ Look at all the toys on the floor, no-one will want to play

here now”

Keep the explanation of negative consequences of their actions BRIEF!

‘ Why did you do that?’ Is only a useful question for the very oldest/ emotionally mature children who are able to express their emotions.

Ensure you are in the right frame of mind to deal with the behaviour. If you are angry or upset with the child’s actions it may be best to take time away or hand over to a colleague. You should be patiently helping children learn to manage feelings, not

venting your frustrations about not being listened to! “I have told you a hundred times and you never learn” is not helping a child move forward in managing their behaviour!

SAYING SORRY - WE do not insist on children ‘saying sorry’. WE can suggest this but far more important is to show children the consequences of their actions and ways they can

‘fix it’

Young 2 year olds Children hurt each other because they can’t express themselves – we do not react by punishing. We calmly and firmly ensure children know that this is

unacceptable and then ensure that children are observed closely to prevent this from recurring.

WE NEVER SINGLE OUT OR HUMILIATE, RAISE VOICES IN THREATENING MANNER

Inappropriate behaviour is dealt with IN THE MOMENT Parents should be discouraged from ‘telling off’ after a session ends if they are informed about inappropriate

behaviour.

NEXT STEPS – WHEN NEGATIVE BEHAVIOUR PERSISTS

Give a choice (if age appropriate) , “if you carry on painting on Hettie’s work you will have to move away from the painting table.”

GIVE REAL CONSEQUENCES NOT PUNISHMENTS – e.g. Not “ If you do that again I will put you on Time Out” or “ I will make you sit on that chair” BUT “ You are

upsetting/hurting the children so I can’t let you be with them anymore – sit on this chair away from them”.

EVEN ‘REPEAT OFFENDERS’ SHOULD BE GIVEN THE CHANCE TO CHANGE THEIR BEHAVIOUR If you send a child away from the sand pit after they have thrown sand 2

or 3 times and you don’t let them back for the entire session you aren’t allowing them to improve their behaviour. After a time, ask the child “ Are you going to do it again?, Is it

safe for you to go back to the sandpit? ” Often you will get a truthful answer! This shows

the child you trust they can change. If a child thinks you have lost faith in their ability to improve their behaviour they will very likely do the same.

Ask colleagues/get a bigger picture – It is always useful to discuss with colleagues, they may have different observations

Ask parents/ get a bigger picture explain what you are seeing, ask if they are seeing the same at home. (This will worry parents – do it tactfully and make sure it is not a moan,

but a “ how can we help?”. ask Amelia if you need help!)

Where behaviour persists See Amelia and create a ‘behaviour plan’ or IEP. This will be done in conjunction with parents and must be shared with staff team.

ONLY THE KEY PERSON should approach parents about negative behaviour. (following consultation with/helped by manager) This is to avoid bewildering parents with mixed

messages.

MORE IMPORTANT STRATEGIES

Ensuring all new staff and volunteers are aware of our behaviour policy Ensuring we attend training on up to date thinking on handling children’s’ behaviour

Reviewing Behaviour Management regularly as a staff team.

WHEN CHILDREN HURT EACH OTHER – Verbally or Physically

WE know that: Young children hurt each other because they are still learning appropriate ways to express emotions like anger, frustration. This is entirely developmentally appropriate even if it seems shocking to

adults (particularly the case with biting).

1. We comfort the injured child first , we NEVER leap in and shout at the aggressor, even if their actions have shocked us. This is important for the injured child as well as for the aggressor to see the impact they

have had. Once the injured child is settled…2 We show/ tell the aggressor the consequences of their actions “Look you made him so sad, you really

hurt him” We do this in a firm and disapproving tone, WE DO NOT SHOUT. 3 Remind children of our mantra I can’t let you hurt children at Puss In Boots because “Everybody should

feel happy and safe” 4 We say firmly “ Do not do that again ” and if appropriate (3s and 4s) warn them that they will have to

move away from that play area if it happens again5 If there is a more significant injury e.g. bite we inform both parents but without giving the names of the

other child. 6 When the ‘victim’ is calm, we may remind them of PIB strategies ‘looking after .

IF THE BEHAVIOUR REOCCURS

We meet with parents to see if there is a cause, and plan our response.

TWO YEAR OLDs -

1.It is our responsibility to be physically near the child to prevent it from recurring. The Key person will create a ‘rota of observation’

2.When/If the child attempts to bites/hits again once we have stopped this from happening repeat in a firm tone “ We can’t bite, it hurts him, you have to move away” and move the child away from the play area.

3.We continue observing and responding firmly until the behaviour stops

OLDER CHILDREN

1 We repeat the mantra and ask the child to move away from that play area “ You can’t play here anymore because you are hurting the children and making it dangerous”

2 TIME OUT If the behaviour continues, as a last resort we ask the child to stop playing. “We have to make you sit over here, away from the other children because you are hurting them. Puss In Boots needs to be Happy and Safe for everyone.”

HOW TO LOOK AFTER MYSELF

It is our job to teach children appropriate strategies to use to look after themselves when they are involved in conflict. These skills are crucial for them.

We take every opportunity to remind children of these:

1) “ Stop, I don’t like it” We teach children to say this loudly and put their hand up in a stop gesture as this can be used by pre-verbal children.

2) Repeat louder “Stop I Really don’t like it!”

3) Walk away Children need to be taught that they can remove themselves from a situation they do not like.

4) Find An Adult If the problem (or child) follows them and children cannot deal with it themselves, children need to know to find an adult and ask for help.

AGGRESSIVE ROLE PLAY POLICY

Our Mission Statement states that:

This is what we value about childhood:

The opportunity to communicate through play, paintings, dance, expressions, actions and explorations.

Time to enjoy being a child, whilst being able to trust and depend on the adults who care for them.

This is what we believe the children in our care should be entitled to:

Adults who help them to learn and provide them with a safe, inviting environment. The right to free expression.

When children play with swords, guns, use physical aggression or aggressive language in their play we recognise that we may need to step in, to ensure that the environment continues to be ‘safe and inviting’ for all the children. We also recognise that there can be much of value in play based on superheroes, pirates, or ‘baddies’ and ‘goodies’. Many boys, although also some girls, are attracted to this kind of play as a way to express themselves; they learn to work as a team, to use language to

communicate, to socialise and to create exciting imaginary worlds. All this is important for their Creative, physical and personal and Social Development.

With these two elements in mind we have created this policy

To prevent play from becoming over aggressive:

1) We will ensure that daily planning involves focus activities which involve the type of imaginative role play and/or physical competition that some children, especially boys, enjoy. Adult guidance will ensure that this type of play is monitored. There will be many learning opportunities from this play, an example is organising running races, perhaps in numbered lanes to expose the children to numerals, or guided role play of going into space, where children are also taught about the planets and encouraged to develop a coherent story line.

Our response to aggressive play:Aggressive Language when used in imaginary role play will not be banned outright as we recognise that this can form part of creative games in which groups of children are happily involved.

1) We do not ban play guns, swords or knives at the nursery although we do not encourage their use nor involve them in any planned activity in the nursery.

2) We do not allow children to bring to nursery any toy knife, sword or gun as we believe that this can actively encourage aggressive play, and distract from other types of play. However we do not stop children if they use other props at nursery to create knives, swords or guns.

3) To keep the environment welcoming for all children, we do not allow children to use any of the above play weapons to hurt or threaten any child who is not happily involved in the same game.

4) We talk with the children about the signs that they should look for that show that another child is not happy to be involved in this play

5) We use our behaviour management strategies with any child who, having already been warned, uses physical aggression or aggressive language to upset another child.

6) When staff notice that play is being dominated by aggression or aggressive language, staff will talk to the children involved about why this is inappropriate. The group of children involved will be asked to decide on another ‘role play’ that they would enjoy and this will be planned for, the following week. A member of staff will be involved in this play to inspire the children and to give their play a new direction.

INCIDENT RECORD

CHILD’S NAME:

DATE OF INCIDENT:

TIME OF INCIDENT:

WHAT HAPPENED:

ACTION TAKEN:

MEMBER OF STAFF WHO TOOK ACTION:

WITNESSED BY:

PARENT COMMENTS:

PARENT SIGNATURE: DATE:

INCIDENT RECORD

CHILD’S NAME:

DATE OF INCIDENT:

TIME OF INCIDENT:

WHAT HAPPENED:

ACTION TAKEN:

MEMBER OF STAFF WHO TOOK ACTION:

WITNESSED BY:

PARENT COMMENTS:

PARENT SIGNATURE: DATE:

Suitable PeopleSafe RecruitmentContents

Staffing and qualifications Copies of Staff Induction and Handbook Copy of Appraisal Safeguarding form

Suitable People

Registered Person

The nominated person with overall responsibility for Puss in Boots Nursery School is Helen Guerrini.

The person in charge is Amelia Aptaker. Amelia Aptaker will make suitable arrangements to see that staff, students and

volunteers involved with the provision of care at Puss in Boots meets required standards.

Safe Recruitment Advertisements for posts will make potential candidates aware of the nursery’s

safer recruitment policy, and that the position is dependent on checking references and the results of a DBS check.

Candidates will be asked to complete an application form and will be sent a copy of the job description.

The references of short-listed candidates will be thoroughly checked before the interview.

Once the interview procedure has resulted in a suitable candidate being found, the DBS check will be applied for, original copies of identification documents will be checked.

New staff members will supply copies of all qualifications and certificates from courses attended i.e. First Aid, Food Hygiene.

New Staff members will complete a registration form and will be taken through the induction and Important policies and procedures.

Staff are to be given a handbook detailing key policies and procedures and are expected to become familiar with EYFS policy documentation.

Members of staff will receive annual appraisals.

Volunteers and Students Volunteers and students will be closely supervised when they begin working,

there will be a probationary period of one month. Whilst waiting for a DBS check volunteers and students may never be left alone

in any situation with a child, and must be supervised by a member of staff at all times.

On starting work volunteers and students will begin our ‘volunteer induction programme’ to ensure they understand our ethos, aims and policies including Health and Safety.

Volunteers and students will have a DBS applied for when they begin working. Volunteers and students will have references carefully checked.

Changes to Circumstance OFSTED will be informed immediately of any changes to circumstance.

Qualifications At least 50% of staff hired will have relevant childcare qualifications to NVQ level

3 or equivalent. New staff without a Childcare qualification will undertake NVQ or equivalent training as soon as possible.

All staff will attend Child Protection training.

PLEASE SEE STAFF INDUCTION

PROGRAMME AND STAFF HANDBOOK

Suitable premises, environment and

equipment

PremisesContents

Risk Assessments

Fire and emergency evacuation procedures Record of fire/evacuation drills

Fire equipment safety checks

Health and Safety PolicyGeneral Standards

Policy Statement

PUSS in BOOTS believes that the health and safety of the children is of paramount importance. We make our setting a safe and healthy place for children, parents, staff and volunteers.

We aim to make children, parents and staff aware of health and safety issues and to minimise he hazards and risks to enable he children to thrive in a healthy and safe environment.

Our member of staff responsible for health and safety is: Anna Lopez She is competent to carry out these responsibilities She has undertaken health and safety training and regularly updates her knowledge and understanding

We display the necessary health and safety poster in the staff room We have public liability and employer’s liability insurance. The certificate for public liability insurance is

displayed in the carriageway This health and safety policy relates to the EYFS Safeguarding and Welfare requirements in the

following areas: 3.42-3.65

Procedures

Awareness Raising

Our induction training for staff and volunteers includes a clear explanation of health and safety issues so that all adults are able to adhere to our policy and procedures as they understand their shared responsibility for health and safety. The induction training covers matters of employee well-being, including safe lifting and the storage of potentially dangerous substances

Records are kept of these induction training sessions and new staff and volunteers and asked to sign the records to confirm that they have taken part

Health and Safety issues are explained to the parents of new children so that they understand the part played by these issues in the daily life of the setting

As necessary, health and safety training is included in the annual training plans of staff, and health and safety is discussed regularly at staff meetings

We operate a no-smoking policy Children are made aware of health and safety issues through discussions, planned activities and

routines

Safety of Adults

Adults are provided with guidance about safe storage, movement, lifting and erection of large pieces of equipment

When adults need to reach up to store equipment or change light bulbs they are provided with safe equipment to do so

All warning signs are clear and in appropriate languages The sickness of staff and their involvement in accidents is recorded. The records are reviewed termly to

identify any issues that need to be addressed We keep a record of all substances that may be hazardous to health – such as cleaning chemicals. This

states what the risks are and what to do if they have contact with eyes, skin or are ingested. It also states where they are stored

We keep all cleaning chemicals in their original containers

Doors

We take precautions to prevent children’s fingers from being trapped in doors, this involves close supervision and making the children aware of the risks.

Floors

All floor surfaces are checked daily to ensure they are clean and not uneven, wet or damaged

Electrical/Gas equipment

All electrical/gas equipment conforms to safety requirements and is checked regularly Our boiler cupboard is not accessible to the children Heaters, electric sockets, wires and leads are properly guarded and the children are taught not to

touch them There are sufficient sockets to prevent overloading The temperature of the water is controlled to prevent scalding Lighting and ventilation is adequate in all areas including storage areas

Storage

All resources and materials from which children select are stored safely All equipment and resources are stored or stacked safely to prevent them accidentally falling or

collapsing

Outdoor Area

Our outdoor area is securely fenced Our outdoor area is checked for safety and cleared of rubbish before it is used Adults and children are alerted to the dangers of any poisonous plants, herbicides and pesticides Where water can form a pool on equipment, it is emptied before children start playing outside Our outdoor sandpit is covered and is cleaned regularly All outdoor activities are supervised at all times

Hygiene

We regularly seek information from the Environmental Health Department and the Health Authority to ensure that we keep up-to-date with the latest recommendations

Our daily routines encourage the children to learn about personal hygiene We have a daily cleaning routine for the setting which includes classroom, toilets, kitchen and nappy

changing area We have a schedule for the cleaning of resources and equipment, dressing up clothes and furnishings The toilet areas have a high standard of hygiene including hand-washing and drying facilities and the

disposal of nappies We implement good hygiene practices by:

o Cleaning tables between activitieso Cleaning toilets regularlyo Wearing protective clothing, such as aprons and disposable gloveso Providing sets of clean clotheso Providing tissues and wipes

Activities and Resources

Before purchase, equipment and resources are checked to ensure they are safe for the ages and stages of the children attending the setting

The layout of play equipment allows adults and children to move safely and freely between activities All equipment is regularly checked for cleanliness and safety and any dangerous items are repaired or

discarded All materials, including paint and glue, are non-toxic Sand is clean and suitable for children’s play Physical play is constantly supervised Children are taught to handle and use tools such as scissors, safely Children who are sleeping are checked regularly Children learn about health, safety and personal hygiene through the activities we provide and the

routines we follow Any faulty equipment is removed from use and is repaired or discarded

Legal Framework

Health and Safety at Work Act (1974) Management of Health and Safety at Work Regulations 1992 Electricity at Work Regulations 1989 Control of Substances Hazardous to Health (COSHH 2002) Manual Handling Operations Regulations 1992 (as amended) Health and Safety (Display Screen Equipment) Regulations 1992

This policy was reviewed in August 2017

Date for review: September 2019

Signed:

PLEASE SEE FIRE DRILL PROCEDURE

AND RISK ASSESSMENTS

OrganisationProviding enjoyable and challenging learning and development experiences, tailored to meet each child’s individual needs

Contents ‘What’s Important to Us’ Care, Learning and Play Key-person and Settling in system Learning and development policies

(Teaching Literacy and Maths, Balancing adult led and child led activities, Assessment policy)

Planning and observation format Supporting Fundamental British Values

Puss in Boots is for you if….(or ‘What’s important to us’)You Believe….

That the Early Years is a crucial time for children’s development That children learn best when their teachers understand them as individuals. That children need lots of time to play That children’s play is ‘exploring, thinking, learning reading, socializing, listening,

speaking, writing, counting, problem and conflict solving’ That careful and thoughtful adult interaction will help a child learn and develop.

You want…. Your child to be listened to Your child to feel secure in a warm and caring environment Your child to be given rights and responsibilities. Your child to be taught skills when they are ready. An exciting and stimulating environment for your child To be welcomed in to the nursery and to be invited to contribute in anyway you can To share and receive information, knowledge and ideas about your child and so to

contribute to their education and care at Puss in Boots.

You do not believe… That your child should have exactly the same experience at nursery as all of their peers Your child should be taught certain skills only when they reach a certain age, regardless

of their developmental stage. Your child should come home with the same adult drawn template picture as all of their

peers. That you and a nursery should work completely independently of each other to care for

your child.

(also known as ‘what’s important to us’ or ‘our values statement’)

Care, Learning and Play

Aims of the Nursery provision

To ensure that the care and environment we provide the children, promotes their Well Being and Involvement, and therefore their learning, at all times.

To provide high quality care and education through the provision of meaningful, relevant activities and resources, related to the child and the child’s world.

To design an educational environment that takes account of and responds to the individual needs, creativity and development of each child, and allows them to feel valued.

To ensure that the children are stimulated and challenged and experience success in their endeavours.

To provide equipment and activities that foster curiosity and the desire to explore and question.

To provide children with the opportunities to develop across all the areas of learning set out in the EYFS.

To provide equal learning and development opportunities for all children. For adults in the environment to engage with the children and be interested in

them and their pursuits. To create a partnership with parents in order to support and enhance the

children’s development.

Planning and Record Keeping

Our planning format is in line with the EYFS documentation and a strong emphasis is naturally placed on teaching in the Prime Areas, of Personal, Social and Emotional Development, Physical Development and Communication and Language.

We value ‘spontaneous/in the moment’ planning. When children show that they are ready, or ask that they are ready to learn something, the routine should be flexible to allow staff to be able to respond quickly in order not to lose the ‘teachable moment’ and the child’s involvement.

Staff meet at the end of each session to record and share some of their teaching during the day, and where relevant to suggest resources or activities to follow this teaching for the following sessions.

Our plans for the environment and activities are also in response to our observations of the individual children’s Well being and Involvement. (See Ferre Laever’s Wb and I Scales).

Some teaching, such as the focus song of the week, the weekly Literacy or Maths objectives for older children, or covering key topics like religious festivals or keeping healthy will be planned in advance for the week ahead to ensure all children are offered exposure to this teaching. The way in which these are planned and taught will vary reflecting the cohort of children.

Key-persons keep ongoing observations and records of the children. Observations made inform the resources provided, and the experiences offered. Each child has a ‘special book’ containing observations, photos and samples of

their work. Staff attend training on observation and record keeping and give feedback to the

team. This ensures the continuous monitoring of our planning and record keeping procedures.

Resources

Resources and materials should be kept at a level where children can reach them, and should be clearly labeled.

The children should be encouraged to develop their independence and interests by selecting resources and tidying them away.

Resources selected by the adults in the setting should be carefully presented to the children in order to provoke curiosity and stimulate creativity.

Resources should be chosen for their capacity to be open ended and present different challenges and learning opportunities.

Adults in the Setting

Adults should always be aware that they are modelling appropriate behaviour to the children. As such, adults should be polite and respectful in their relationships with both the children and other members of staff.

It is important that adults in the setting are interested in the children, that they listen to them, and ask questions that challenge them and encourage them to think.

Adults should respond to the children’s interests and use praise and encouragement.

Continued staff development will be encouraged, and the nursery will meet training costs. Staff will attend external courses and in-house training will also occur, both within staff meetings and through specialist providers.

Positions of responsibility will exist within the staff team for special areas such as SENCO, Child Protection.

Settling in Procedure

Our aim is to create a warm and welcoming environment, within which the children will feel secure, happy and cared for.

Before starting at Puss in Boots, all children will be assigned a key-person who is their family’s first point of contact and the main person responsible for ensuring that the day-to-day needs of the child are met.

Before starting at Puss in Boots, parents of new children will be sent a ‘settling in’ letter which will inform them who their key person will be and also outline the settling in process.

On the first visit, the parent/carer will stay and chat to the child’s key-person in order that as much information as possible about the child can be gathered. This

will often include information about the child’s routine, feed and sleep times etc as well as the child’s current interests, favourite toys, special comforters and anything else relevant to the child’s well-being.

Usually in the second session, the parent/carer will settle their child to an activity, and then explain that they are (for example) ‘going to the shops’ and will be ‘back soon’.

It is important that the parent/carer says good-bye to the child and does not just disappear. Although this may be difficult if the child is upset, it is important that the child learns that although the parent/carer will go, they will come back again.

As a parent/carer, it is important that you say goodbye in a quick and confident manner, remaining up-beat even though you will be experiencing distress if your child is upset. Your child will take cues from your behaviour.

The parent/carer is encouraged to leave and return in half an hour or so. If the child is in distress for more than a few minutes, and cannot be comforted, the parent will be contacted before this time.

If the child is distressed when the parent/carer returns, we suggest that they stay and calm the child until the child is happy in the environment once again. The parent/carer will then stay with the child until the end of the visit.

If the parent/carer returns and the child is playing happily, we will suggest that they go again and return at the end of the settling in visit.

Settling in takes place gradually and according to the needs of the individual child. We recommend that children starting as their parent/carer returns to work, begin attending the setting before the parent/carer re-starts their job: in this way, sessions can be shorter if necessary.

The Key Person Policy

Aims and Objectives

To recognize and understand the implications of the research done on the importance of attachment for young children ( Bowlby’s attachment theory)

To ensure that all children in our care, though particularly the under 3’s , have a secure and trusting relationship with their key person, enabling them to feel relaxed and open to exploring and learning.

To abide by EYFS Statutory Framework points 1.11 and 3.26 To ensure that parents understand the role of the key person. To ensure that each child has one staff member who is responsible for observing, and monitoring a

child’s development and tailoring their experiences and activities to their needs.

Methods

The key person system will be explained as part of tours for all prospective parents Parents will be informed of who their key person will be before their child starts in order that they can

prepare their children. The key person will be instrumental in settling both the child and the parent into the nursery. At this

first session they will explain their own role, and encourage the parent to share as much relevant information as possible about the child, explaining to the parent that we can best care for their children when staff work together with parents/carers.

A Key person should be a parents’ first point of contact. Throughout a child’s time at Puss in Boots, they should continue to ensure that there is a two way sharing of information about the child, between the parents and the nursery.

Some children will need to be in close proximity to their key person for longer, whilst some will quickly be happy to explore and make other relationships. A key person should follow the child’s lead and neither push a child away in an attempt to encourage independence (remembering the importance of

attachment for young children) , nor hold a child back from making other relationships. A Key person should be available as a ‘secure base’ for their key children.

A second key person will be introduced to parents as a point of contact for when a key person is not present. Once the initial key person relationship is formed, the second key person should try to get to know the child. Where necessary the second key person can help with observing the child.

The Key person will be responsible for completing special books, end of term reports about the children, and conducting parents’ meetings. They should note the emphasis of the EYFS, that paperwork and observations should be concise and to the point, in order to take as little time as possible away from the children.

The Key Person will receive support and advice from the Manager, in all aspects of their role. This will be through formal appraisals and modulations of special books, as well as informally.

PUSS IN BOOTS Mathematics and Literacy Policy

WE BELIEVE:

That children will only benefit from literacy and mathematics focus activities when they are confident in the 3 prime areas (Communication and Language, Personal, Social and Emotional and Physical) “Practitioners working with the youngest children are expected to focus strongly on 3 prime areas which are the basis for successful learning in the other 4 specific areas” EYFS statutory framework 1.7

That we should use our knowledge and observations of the children to judge when they are ready to focus on early literacy and mathematics.

That just because a child is 4 does not mean that they are confident enough in the 3 prime areas to begin learning literacy and mathematics skills. Similarly, some, though not many 2 year olds may be interested and ready to look at some aspects of literacy and mathematics. We do not push children before they are ready, nor do we hold them back based on their chronological age.

That all children should be exposed to some aspects of early literacy and mathematics within the daily routines of the nursery and in real contexts, for example, counting children at the carpet, spotting their initial letter in a book. We believe that children will begin to absorb this when they are ready.

That teaching done in areas of literacy and mathematics should be fun, should set children achievable tasks, and should be done in short bursts.

That each child is unique and different teaching methods will suit different children. (see first good practice point)

That as children develop and become ready for literacy and mathematics teaching they also often begin comparing their own abilities to those of their peers. Staff should be aware of this and teach accordingly (see second and third good practice points )

TO ENSURE GOOD PRACTICE IN LITERACY AND MATHEMATICS TEACHING:

Maths and literacy activities are taught in a variety of ways in order to appeal to different children. Some will be table top activities and some will be more physical, for example running to find different numbers, some will be through songs and stories.

Interactive whole group activities are taught sensitively. Children will be asked questions that are take into account their ability. For example, when teaching the concept of ‘1 more’, some children will be given lots of clues and asked only 1 more than 1, and some children will be asked harder problems with higher numbers.

When children are taught in small groups or pairs the children should be roughly of the same ability in order that they do not compare themselves negatively to a peer, or lose confidence.

Parents know how literacy is being taught because:1) Weekly emails are sent out detailing the weekly maths or literacy focus2) There will be examples in their child’s special books3) Reading books are sent home to be shared with parents when this is

developmentally appropriate and when the child is keen to do this. Staff use lots of praise when teaching literacy and mathematics, not only for getting the

right answer but also for effort. If a child replies 7, when asked for one more than 5, the response should be “nearly” or “ good try” and not “no” .

We use lots of repetition when teaching. This is why one literacy or maths objective is chosen for the whole week. Different games and activities will be planned to keep children interested but throughout the week the learning objective stays the same.

OUR METHODS

Aimed mainly, though not solely, at our rising 4’s - we alternate between a literacy and a maths objective, one objective is chosen each week. These objectives are taken from the Development Matters Section of the EYFS, for example, “begin to use the language of addition and subtraction” This ensures that the children are exposed to as many aspects of literacy and maths as possible. Teaching is done in larger groups at ‘big children carpet time’ and also in smaller focus activity pairs or groups.

LITERACY METHODS:

Scribing Children’s speech and stories We have found that this is one of the most powerful ways to inspire children to become literate; it shows children the true purpose of reading and writing. It also offers opportunities to teach everything they will need to become readers and writers; text direction, letter recognition and phonics, high frequency words, letter formation When a child is ready we begin asking them if they would like to us to write ‘the story in their head’. We sit next to the child and write as they speak. In this way we begin to teach children that speech and therefore writing needs to be broken down into words, direction of text, and later move to modelling sounding out words phonetically or pointing out repeated words. When a child is ready we may offer them the pen to write a letter or words independently. Other children will often be keen to listen to another child’s story and so the session often becomes a group teaching opportunity.

We teach letters mainly using their sound eg ‘huh’ for helen and not ‘aitch’. This is because this will be more useful when they come to read. We do not focus on the alphabet or the letter names particularly.

Rhyme is an important part of our literacy teaching and we play many games helping children to hear a rhyming string.

We ensure that Literacy is taught in context and relevant to the children. Examples are when they try to recognise initial letters in a game so that they can read their friends’ names, they begin writing in order to write the name of the toy on their Christmas list.

Text in the environment We use signs and letters all around us as an opportunity to bring children’s attention to text. For example if a child is interested in an adult taking the register, the adult will point out the child’s name, and other children beginning with the same letter. On an outing, adults will sound out the street name “L..i..s..b..ur..n..” so children can guess the name of the road.

Reading Books If children are secure enough in their knowledge of the sounds represented by letters and they can hear a word when sounded out for example ‘c..a…t.’, we will begin to offer them a ‘reading book’. This is usually in the Summer term before Reception, and will ONLY BE OFFERED IF THE CHILD IS KEEN. We will not give a reading book to a child if the child is not both ready and interested as this can be very damaging to the child’s attitude to learning and literacy in general. We do not stick to a particular reading scheme but offer children a variety of interesting books, some scheme books, some non scheme, in order that their first experience is interesting and fun. Children are encouraged to use a variety of cues including sounding out and ‘guessing’ using the initial letter, the context and the pictures.

Story structure, (beginning middle and end,) is also a focus objective.

MATHEMATICS METHODS

Number Stories – Children enjoy stories involving numbers in context and these are useful ways to teach a variety of mathematical concepts to a group.

Teaching counting: we help children learn first to recite numbers 1-10, and then once they can do this, we guide them to using one number for each object to count a group. Alongside this skill children need to learn that the answer to “How many?” is the last number they counted. Once they have mastered this they can begin other number skills

After counting – Number problems : Once children are confident counters and can count and tell you the total we begin to teach skills such as knowing ‘one more’ than a given number. First we help children to count up from 1 to find the next number, eventually children will become familiar with the order of the numbers and will know the answer without counting up. Children are also presented with 2 groups of objects and asked to count them altogether, and

asked how many are left when some are taken away from a group. These eg Hungry Caterpillar ate 3 out of his 4 leaves. How many were left?

Numeral Recognition: This is a separate skill to counting and to tackling number problems. We use as many opportunities to use the numerals with the quantities they represent, eg labelling the quantity of lego pieces in a box, and also showing children the numerals in order on a number line.

Space, Shape and Measure We have a variety of fun activities and games to introduce other mathematical concepts, such as 2 and 3D shapes, repeating pattern, the concept of time and position. Children love to measure and see which is biggest, tallest, highest, heaviest so it is easy to harness this enthusiasm!

Child Led and Adult led activities.

How do we achieve a balance? (Policy written following self-evaluation staff meetings Jan-Feb 2012, reviewed August 2015 and 2017)

1. We offer children a variety of exciting adult led activities and experiences. These are planned to reflect the interests of the individuals and groups of children.

2. We know that deep level learning happens when a child is fascinated We encourage children to try activities we think they will like, but we do not insist that they complete an activity if we see they are not interested as they will not learn from it, and this could be damaging.

3. Adult led/initiated activities should be ‘interesting and fun’ The children should be engaged and want to take part.

4. Child led play needs to be observed and if it is inappropriate destructive or dangerous then adults should intervene to redirect children. However if this is not the case but the adult cannot immediately see the ‘benefit’ in the play this is NOT a reason to stop it.

5. We value social play, conversations between children so sometimes we need to ‘keep out’ to allow this to happen.

6. We know that children learn by themselves and in groups, not only from adults so for this reason also we observe before we approach a child and sometimes we ‘keep out’ to enable this to happen.

7. Children will only be engaged and learn from activities they want to do. For this reason no activity should be imposed on a child who, after gentle encouragement and an explanation of what it is, does not want to do it.

8. Children should not be invited to adult led activities if they are clearly engrossed in another activity, This interrupts ‘deep level learning’.

9. Children who try adult led activities after persuasion should be praised for ‘having a go’

10. Staff should be ready to abandon adult led activities which prove not to be interesting to the children, or to alter activities to improve them.

PUSS IN BOOTS HAMPSTEAD

ASSESSMENT POLICY AND TIME LINE

WE BELIEVE:

That assessment is important and should be used to establish children’s development, achievements and progress. Assessment is also important because it allows staff to establish how to plan for a child, or to note an area in which a child may need particular help. Assessment should be shared with, parents, and parents should also contribute towards it. We believe that both formative assessment (observations made to contribute to planning) and summative assessment ( which establishes a child’s stage of development at a given time) are important.

WE ASSESS CHILDREN IN THE FOLLOWING WAYS:

1) Continuously and Informally:

During their spontaneous interactions with the children. staff are constantly making judgements, assessing the child’s development and responding to the children in a way that will help their children take the next steps.

2) Through Choosing a ‘focus child’

At least once a term or 3 times a year, every child is a ‘focus child’ for a week. This gives their key person, and other staff a regular scheduled time to observe the child’s interests and note their development, particularly in the 3 prime areas. During this week, it is particularly likely that the planning will come from these children’s interests as these are being closely observed. Parents are consulted during this week, about their child’s current interests and their view of their development, and this also contributes to planning.

3) Well-being and Involvement – A childs level of Well being and Involvment are assessed once a term when a child is a focus child, using the Leuvhen Scales. If there is a concern because levels are low, then action is taken.

WRITTEN RECORDS

Ongoing/ Formative - Special Books

What is recorded? We record our observations of the children. This can include their significant achievements, their interests, and their responses to our individualised planning. Each observation is linked to an area of Learning eg Mathematics or Personal, Social, Emotional. For our younger children most of these observations will follow their interests and their choices and be based on the 3 Prime Areas: 1 Physical, 2. PSE and 3.Communication and Language. For older children the balance will generally move towards more observations of children’s responses to adult led activities and will include more observations of the 4 specific areas Literacy, Numeracy, Understanding of the World and Expressive Arts and Design. The observations will also include language from the Characteristics of Effective Learning, for example how focussed the child was, how creative, and whether the task was hard for the child.

How many observations? We make at least 3 observations per term per child, although there will often be more of a child attends more frequently . Some, though not all, of these observations may be accompanied by a photo or by the child’s drawing, picture or emerging writing.

Summative Assessment –

We believe that summative assessment is important because at different points during a child’s stay with us, it is important to establish their developmental stage, across the areas of the EYFS. This will ensure that we can see whether a child is making progress while they are with us, and that if there are any developmental delays in any area, these are noted and action is taken. We use a grid taken from the Early Years Outcomes. Twice a year, using our knowledge of the children from both informal observation and written observations, we mark on the grid which goals a child has achieved. This information is entered into a ‘progress summary’ for each child retained by the nursery and used to contribute to collecting cohort data.

Starter developmental Check-

Before the end of your child’s first term with us, their key person will have assessed their development across the three prime areas of the EYFS using Early Years Outcomes grids. This will ensure that we know your child’s developmental level shortly after they start with us; this is recorded in each child’s progress summary. If there are any concerns or delays, this will prompt a meeting with parents, the 2 year check being carried out at this point, and, where necessary, extra support being put into place for the child.

2 Year Check

This is a statutory check which is carried out during a child’s 3rd year (i.e. before they turn 3). The timing for this will be agreed at your child’s settling visits. A child’s development is assessed across the 3 Prime Areas, a brief summary is written by the child’s key person, checked by the manager, and shared with the parents. Parents will be offered the opportunity to ask questions or make comments on this. Ideas for encouraging the child’s development in the 3 Prime Areas, both at home and at nursery, are noted and shared with the parents. Any developmental concerns are discussed with parents and appropriate extra support is put into place.

TIMELINE FOR OBSERVATIONS/ASSESSMENTS/ PARENTAL INVOLVEMENT

Starter Development Check During a child’s first term, their key person will use Early Years Outcomes grids to assess the child’s development in 3 or 7 areas of development (depending on the child’s age) .Information on

their developmental level at this point is entered into a child’s progress summary by the manager.

2 Year Check – During initial settling visits a child’s key person will agree the most useful time for providing this developmental summary. (2 year olds only)

At least every term throughout the year – A child is chosen, by their key person, as a focus child and observed for a week. Parents are consulted o given opportunity to comment on their child’s interests and development. December, April and July - Special Books given to parents Minimum of 3 observations per half term.

September – Meetings with Settling parents (or throughout the year whenever children start) When parents settle their child the key person gains information from them about their child’s interests and developmental

stage – this is kept in the special book and used to plan following the child’s interests in their first weeks at nursery.

October – Meetings with continuing parents – Those parents whose children who have been with us since the previous academic year have an opportunity to meet informally in the classroom with their child’s key person. They can share information about their child’s interests, their views on their development and or any concerns

which may have arisen since last year. January –Highlighting grids Staff use the Development Matters grids to highlight milestones reached by their

key children. Staff meet with manager to discuss their key children’s progress and add information to the child’s progress summary.

February (after half term?) – Meetings with Parents Staff will discuss their child’s development and record parents’ observations and views on their child’s development.

June – Staff Highlight grids and write Developmental checks in 3 areas or reports in 7 areas This information is entered into each child’s progress summary.

July –Optional parent Meetings for all parents July - reports/Developmental checks given to parents at end of special books. Parents invited to write in

comments

Signed by Manager_______________________________ Date__16/01/19

Date for Review 16/01/2021

Supporting Fundamental British Values

We Believe:

that the teaching, the environment and all our interactions with children, staff and parents, must reflect the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those

with different faiths and beliefs.

Methods

Democracy - Making Decisions Together

We encourage children to know that their views count, and help them to value each other’s opinions and talk about their feelings, for example expressing when they do or do not need help. Whenever it is appropriate we demonstrate democracy in action, for example, children take votes on their favourite

superhero, or which story they would like on the carpet that day. We help children accept that not everybody’s views will be the same, and that these differences are okay.

We support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children should be given opportunities to develop enquiring minds in an atmosphere where questions are valued.

Rule of Law - Understanding Rules Matter (Connected to managing feelings and behaviour-PSE)

We help children to understand the consequences of their own behaviour and to distinguish right from wrong.

We explain the reasons behind rules and codes of behaviour, and, where appropriate, create and agree these rules with the children, for example creating a set of classroom rules with the children.

Individual Liberty – Freedom for All (Connected to Self-confidence and Self-awareness and People and Communities)

We help children develop a positive sense of themselves by providing opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities; for example talking in pairs or groups to children about their homes and families, and their different celebrations or languages they experience at home. We emphasise that these differences are exciting and positive.

We increase children’s self-esteem and view of themselves by encouraging them to ‘have a go’ attitude, trying things that are hard for them, and giving praise when they eventually succeed.

We explore the language of feelings with the children. Group discussions, both planned and spontaneous, when children are encouraged to talk about how they feel, for example about the dark or night time, are opportunities for children to reflect on their differences from others, and accept these differences.

Mutual Respect and Tolerance –treat others as you want to be treated (Related to focus on people & communities, managing feelings & behaviour and making relationships)

We work to create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued. Throughout the year, for example, we mark festivals celebrated by different groups of children and staff, and often invite parents in to read stories and teach words in their own language. We often talk to children about the languages they speak at home, and encourage them to view these differences as exciting and interesting. Children are engaged with the wider community, for example visiting other schools and local businesses.

We encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.

We promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences, for example that represent children who live between 2 homes, or have significant special needs.

We take opportunities to challenge gender and racial stereotypes, for example we ask for help carrying a box from ‘big strong girls’ as well as ‘big strong boys’. When we ask what children might want to play with, we do suggest a range of toys to boys and girls ( ie not cars for the boys, and drawing for the girls)

We 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

Policy Written: 14th October 2015 Reviewed August 2017

Registration System

A daily attendance register will be kept for both children and staff. Times of arrival and departure of the children will be noted. Staff will note times of arrival, departure and lunch breaks. Register will be kept in a designated position and will be used as a roll-call in an

emergency situation. Any visitors to the Nursery will sign in and out of a visitor’s book. On the day of their admission, parents of new children will be asked to complete

the following forms:o Child registration formo Emergency treatment consent formo Emergency contact informationo Child collection form

These records are to be kept up to date, and the Parents are notified that the Nursery must be notified of any changes immediately.

The children’s records will be kept securely by the nursery for 5 years.