Policies

Children learn about the natural world, its animals and other living creatures, as part of the Learning and Development Requirements of the Early Years Foundation Stage. This may include contact with animals, or other living creatures, either in the setting or on visits. We aim to ensure that this is in accordance with sensible hygiene and safety controls. 

Procedures

Animals in the setting as pets 

           • We take account of the views of parents and children when selecting an animal     or creature to keep as a pet in the setting, as well as any allergies or issues that individual children may have any animals or creatures. 

• We carry out a risk assessment with a knowledgeable person accounting for any hygiene or safety risks posed by the animal or creature.

• We provide suitable housing for the animal or creature and ensure this is cleaned out regularly and is kept safely.

• Our staff are knowledgeable of the pet’s welfare and dietary needs and ensure that the correct food is offered, at the right times.

• We make arrangements for weekend and holiday care for the animal or creature.

• We teach children the correct handling and care of the animal or creature and supervise them at all times.

• We ensure that children wash their hands after handling the animal or creature and do not have contact with animal soil or soiled bedding.

• We wear disposable gloves when cleaning housing or handling soiled bedding.

• If animals or creatures are brought in by visitors to show the children, they are the responsibility of their owner.

• The owner carries out a risk assessment, detailing how the animal or creature is to be handled and how any safety or hygiene issues will be addressed.

1. Visits from farms

   • Before a visit by a petting farm, we carry out a risk assessment - this may take account of safety factors listed in the farm’s own risk assessment, which should be viewed.

   • Children wash and dry their hands thoroughly after contact with animals.

   • We advise staff and volunteers who are, or may be, pregnant to avoid contact with ewes and to consult their GP before the visit. Legal framework

• The Management of Health and Safety at Work Regulations (1999) Further guidance

• Health and Safety Regulation...A Short Guide. (HSE 2003) 

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

Our setting believes that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their behaviour. We value and follow “Behaviour Management in the pre-school setting’’- London Borough Richmond Upon Thames, which supports this policy. 

The designated person for Behaviour Management is Jessica Padfield. 

We aim to: Enable children to work towards self-discipline and self-esteem in an atmosphere of mutual respect and encouragement. Encourage good behaviour through praise and example. Encourage sharing and negotiations, helping children understand the effects of their behaviour on others. Make sure children are consulted about the nursery rules – including anti-social behaviour. Encourage the children to accept responsibilities, for example help with tidying up, caring for others. 

Unacceptable behaviour is that which is dangerous, anti-social, racist, or bullying, and will require a much more immediate response. Parents will be encouraged to work with the nursery staff to support the child and a detailed plan of action will be drawn up and discussed. 

We recognise that codes for interacting with other people can vary between cultures, and we therefore require staff to be aware of, and respect, those used by children/parents of the setting. 

We require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy. 

We work in partnership with children’s parents. Parents are regularly informed about their children’s behaviour by their key person or the manager. We work with parents to address recurring inconsiderate behaviour, using our observation records to help us to understand the cause and to decide jointly how to respond appropriately. 

Strategies with children who engage in inconsiderate behaviour:

• We require all staff, volunteers and students to use positive strategies for handling any inconsiderate behaviour, by helping children to find solutions in which ways are appropriate for the children’s ages and stages of development. Such solutions might include, for example, acknowledgement of feelings, explanations as to what was not acceptable, and supporting children to gain control of their feelings, so that they can learn a more appropriate response.

• We encourage and teach ‘conflict resolution’ techniques for all ages, working with and supporting children to find their own ways and ideas of how and what the outcome of a behaviour done or received, should be. (‘It’s all kicking off’ 2018).

• We ensure that there are enough popular toys and resources and sufficient activities so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns.

• We acknowledge considerate behaviour such as kindness and willingness to share.

• We support each child in developing self-esteem, confidence and feelings of competence.

• We support each child in developing a sense of belonging to our setting, so that they feel valued and welcome.

• When children behave in inconsiderate ways, we help them to understand the outcomes of their actions and support them in learning how to cope more appropriately.

• We will explain to children why their behaviour is unacceptable, recognising that children are learning to deal with a range of emotions and feelings.

• Children will be reassured that they are always valued as individuals even if their behaviour is unacceptable.

• We never use physical punishment. There will be no threats, shouting, ridiculing or rejecting of a child.

• We use physical restraint, such as holding, only to prevent physical injury to themselves or other children or adults and/or serious damage to property. The child will be taken to our quiet area (‘’A place to be me’’) with a practitioner, preferably the child’s key carer, where time will be given to calm down and when/if appropriate will re-engage with the group with continued practitioner support. When the child re-engages in an activity the practitioner will begin conversation about the incident, and encourage they apologise where appropriate and begin a discussion around ‘conflict resolution’.

• Details of such an event (what happened, what action was taken and by whom, and the names of witnesses) are brought to the attention of the manager and are recorded in the child’s personal file. The child’s parent is informed on the same day.

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

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

We record and share information about children and their families (data subjects) in line with the six principles of the General Data Protection Regulations (GDPR) (2018) which are further explained in our Privacy Notice that is given to parents at the point of registration. 

The six principles state that personal data must be: 

1. Processed fairly, lawfully and in a transparent manner in relation to the data subject. 

2. Collected for specified, explicit and legitimate purposes and not further processed for other purposes incompatible with those purposes. 

3. Adequate, relevant and limited to what is necessary in relation to the purposes for which data is processed. 

4. Accurate and where necessary, kept up to date. 

5. Kept in a form that permits identification of data subjects for no longer than is necessary for the purposes for which the data is processed. 

6. Processed in a way that ensures appropriate security of the personal data including protection against accidental loss, destruction or damage, using appropriate technical or organisational measures. 

We are obliged to share confidential information without authorisation from the person who provided it, or to whom it relates, if it is in the public interest. That is when: 

• it is to prevent a crime from being committed or to intervene where one may have been, or to prevent harm to a child or adult; or

• not sharing it could be worse than the outcome of having shared it

The responsibility for decision-making should not rely solely on an individual, but should have the back-up of the management team. The management team provide clear guidance, policy and procedures to ensure all staff and volunteers understand their information sharing responsibilities and are able to respond in a timely, appropriate way to any safeguarding concerns. 

The three critical criteria are: 

• Where there is evidence that the child is suffering, or is at risk of suffering, significant harm.

• Where there is reasonable cause to believe that a child may be suffering, or is at risk of suffering, significant harm.

• To prevent significant harm arising to children and young people or adults, including the prevention, detection and prosecution of serious crime.

Procedures 

Our procedure is based on the GDPR principles as listed above and the seven golden rules for sharing information in the Information Sharing Advice for practitioners providing safeguarding services to children, young people, parents and carers. We also follow the guidance on information sharing from the Local Safeguarding Children Board. 

Our policy and procedures on Information Sharing provide guidance to appropriate sharing of information both within the setting, as well as with external agencies. 

1. In our setting we ensure parents:

   • Receive a copy of our Privacy Notice and information about our Information Sharing Policy when starting their child in the setting and that they sign our Registration Form to say that they understand the circumstances in which information may be shared without their consent. This will only be when it is a matter of safeguarding a child or vulnerable adult;

   • have information about our Safeguarding Children and Child Protection Policy; and

   • have information about the other circumstances when information will be shared with external agencies, for example, with regard to any special needs the child may have or transition to school.

1. • Our staff discuss concerns about a child routinely in supervision and any actions are recorded in the child’s file.

   • Our staff routinely seeks advice and support from the manager about possible significant harm.

   • Our Safeguarding Children and Child Protection Policy sets out the duty of all members of our staff to refer concerns to our manager or deputy, as designated person, who will contact children’s social care for advice where they have doubts or are unsure.

   • The Manager seeks advice if they need to share information without consent to disclose.

3. 

• We base decisions to share information without consent on judgements about the facts of the case and whether there is a legal obligation.

• Our guidelines for consent are part of this procedure.

• The manager is conversant with this and is able to advise staff accordingly.

4.

In our setting we; 

• record concerns and discuss these with our designated person and/or designated officer from the management team for child protection matters;

• record decisions made and the reasons why information will be shared and to whom; and

• follow the procedures for reporting concerns and record keeping as set out in our Safeguarding Children and Child Protection Policy.

5.

- Our Safeguarding Children and Child Protection Policy and Children's Records Policy set out how and where information should be recorded and what information should be shared with another agency when making a referral. 

6. 

- where it is decided that information is not to be shared that is recorded too.Where information is shared, we record the reasons for doing so in the child's file; 

Consent 

When parents choose our setting for their child, they will share information about themselves and their families. This information is regarded as confidential. Parents have a right to be informed that we will seek their consent to share information in most cases, as well as the kinds of circumstances when we may not seek their consent, or may override their refusal to give consent. We inform them as follows: 

• Our policies and procedures set out our responsibility regarding gaining consent to share information and when it may not be sought or overridden.

• We may cover this verbally when the child starts or include this in our prospectus.

• Parents sign our Registration Form at registration to confirm that they understand this. ▪ We ask parents to give written consent to share information about any additional needs their child may have, or to pass on child development summaries to the next provider/school.

• We give parents copies of the forms they sign.

• We consider the following questions when we assess the need to share:

– Have we properly recorded our decision? 

• Consent must be freely given and informed - that is the person giving consent needs to understand why information will be shared, what will be shared, who will see information, the purpose of sharing it and the implications for them of sharing that information as detailed in the Privacy Notice.

• Consent may be explicit, verbally but preferably in writing, or implicit, implied if the context is such that sharing information is an intrinsic part of our service or it has been explained and agreed at the outset.

• Consent can be withdrawn at any time.

• We explain our Information Sharing Policy to parents.

Separated Parents 

• Consent to share need only be sought from one parent. Where parents are separated, this would normally be the parent with whom the child resides. Where there is a dispute, we will consider this carefully.

• Where the child is looked after, we may also need to consult the Local Authority, as ‘corporate parent’ before information is shared.

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

Legal Framework 

• General Data Protection Regulations (GDPR) (2018)

• Human Rights Act (1998)

Further Guidance 

• Information Sharing: Advice for practitioners providing safeguarding services to children, young people, parents and carers (HM Government 2015)

• What to do if you’re worried a child is being abused: Advice for practitioners (HM Government 2015)

• Working together to safeguard children: A guide to inter-agency working to safeguard and promote the welfare of children (HM Government 2015)

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

At The Little Kew Nursery we believe that children who achieve well have staff who:

• Listen to them and sometimes write down what they say

• Who are good role models

• Observe all aspects of their learning and development

• Use the information gathered in order to plan

• Carry out plans flexibly enough to fine tune support for each child

• Accept and delight in children’s achievements and interests

• Value children’s delight in learning through play

The Little Kew Nursery promotes a fun and rich curriculum based on children’s needs and interests where they learn through first- hand experiences and by using real life resources. In doing so we provide a well-resourced learning environment where children can play together while they collaborate, communicate and socialise. Expanding children’s cultural capital is at the heart of our ethos as we nurture each child’s talents and support them in meeting their challenges while being introduced to new first- hand opportunities. Therefore, children are taught skills such as cooking in order to promote their independence and better eating habits.

Each child is assigned a Key worker who will ensure that every child’s learning and care is tailored to meet their individual needs. In doing so, they will work in close partnership with parents. The key person will carry out observations, planning and assessments while other staff members make their skills accessible to all the children through directed activities in the nursery environment. The Head Teacher will monitor every child’s progress and provide support to staff as she ensures that the safeguarding and welfare needs for every child are being met.

An inclusive nursery we are alert to children’s different physical, social and communication need and when a child requires extra support the SENCO and key person while working in partnership with parents and the professionals involved in the child’s care, will provide the provision for an adjusted accessible curriculum to promote the child’s potential. Equally we will adjust our teaching to meet the needs of children who do not speak English and come from different cultures.

In line with the EYFS, our nursery provides:

• Quality and consistency so that every child makes good progress

• A secure foundation through providing for the individual developmental and learning needs of each child

• Partnership working with parents and others involved in the child’s care

• Equality of opportunity to ensure that every child is supported and included.

The four guiding principles which shape our practice include:

• The unique child who is constantly learning in their own way and at their own pace while being capable and confident

• Forming positive relationships to promote children’s resilience and independence

• Provide an enabling learning environment with teaching and support from highly qualified and sensitive staff who are alert to every child’s developmental as well as learning requirements and who work in partnership with one another and parents.

• Children’s pace of learning and development differs in line with their strengths and challenges and whether they have addition needs.

In planning and guiding what children learn we reflect on the different rates at which they are developing and differentiate activities appropriately. The three characteristics of effective teaching and learning are:

Characteristics of Effective Learning 

Playing and exploring – engagement 

• Investigate and experience things

• Have a go

Active learning – motivation 

• Experience and investigate

• Keep trying and persevere

• Enjoy achievements 

Creating and thinking critically – thinking 

• Having their own ideas

• Making links between ideas

• Develop strategies for doing things

In accordance with the Developmental Matters, The Little Kew Nursery will offer   opportunities to support, foster and promote children’s development in the following areas:

Prime Areas

Communication and Language ELG:

Listening, Attention and Understanding

Children at the expected level of development will:

• Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions;

• Make comments about what they have heard and ask questions to clarify their understanding;

• Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

ELG: Speaking

•  Children at the expected level of development will:

• Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary;

• Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non+fiction, rhymes and poems when appropriate;

• Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Staff should be understood to refer to any practitioner working with the child.

Personal, Social and Emotional Development

ELG: Self-Regulation 

Children at the expected level of development will:

• Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;

• Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;

• Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

ELG: Managing Self

Children at the expected level of development will:

• Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;

• Explain the reasons for rules, know right from wrong and try to behave accordingly;

• Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

ELG: Building Relationships 

Children at the expected level of development will:

• Work and play cooperatively and take turns with others;

• Form positive attachments to adults and friendships with peers;

• Show sensitivity to their own and to others’ needs.

Physical Development 

ELG: Gross Motor Skills 

Children at the expected level of development will:

• Negotiate space and obstacles safely, with consideration for themselves and others;

• Demonstrate strength, balance and coordination when playing;

• Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

ELG: Fine Motor Skills 

Children at the expected level of development will:

• Hold a pencil effectively in preparation for fluent writing using the tripod grip in almost all cases;

• Use a range of small tools, including scissors, paint brushes and cutlery;

• Begin to show accuracy and care when drawing.

Specific Areas

Literacy 

ELG: Comprehension

Children at the expected level of development will:

• Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary;

• Anticipate – where appropriate – key events in stories;

• Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.

ELG: Word Reading 

Children at the expected level of development will:

• Say a sound for each letter in the alphabet and at least 10 digraphs;

• Read words consistent with their phonic knowledge by sound-blending;

• Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

ELG: Writing

Children at the expected level of development will:

• Write recognisable letters, most of which are correctly formed;

• Spell words by identifying sounds in them and representing the sounds with a letter or letters; – Write simple phrases and sentences that can be read by others.

Mathematics

ELG: Number

Children at the expected level of development will:

• Have a deep understanding of number to 10, including the composition of each number;

• Subitise (recognise quantities without counting) up to 5;

• Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

ELG: Numerical Patterns

Children at the expected level of development will:

• Verbally count beyond 20, recognising the pattern of the counting system;

• Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;

• Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Understanding the World 

ELG: Past and Present 

Children at the expected level of development will:

• Talk about the lives of the people around them and their roles in society;

• Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class;

• Understand the past through settings, characters and events encountered in books read in class and storytelling.

ELG: People, Culture and Communities 

Children at the expected level of development will:

• Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps;

• Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class;

• Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and  when appropriate – maps. 

ELG: The Natural World

Children at the expected level of development will:

• Explore the natural world around them, making observations and drawing pictures of animals and plants;

• Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;

• Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Expressive Arts and Design 

ELG: Creating with Materials 

Children at the expected level of development will:

• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;

• Share their creations, explaining the process they have used;

• Make use of props and materials when role playing characters in narratives and stories.

ELG: Being Imaginative and Expressive

Children at the expected level of development will:

• Invent, adapt and recount narratives and stories with peers and their teacher;

• Sing a range of well-known nursery rhymes and songs; Perform songs, rhymes, poems and stories with others, and  when appropriate  try to move in time with music.

The Learning Environment

At The Little Kew Nursery our values underpin every aspect of school life.  These values are ‘inclusive, inspiring and innovative’ and our vision is to nurture ‘happy children, happy people’. The Little Kew Nursery is committed to safeguarding and promoting the welfare of all its pupils and all staff uphold and endorse the fundamental principles of British values, including mutual respect and tolerance of those with different faiths.

Children are supported in making positive, independent choices from a very young age so that they understand the impact of the consequences of their actions on themselves and others. Through every day activities, they are taught to share, take turns and to respect each other, their nursery and the world around them. Their wellbeing, confidence and resilience is promoted through our curriculum and observed carefully through the Developmental Matters and Characteristics of Effective Learning on Tapestry (Online Learning Journal).  They are given the freedom to choose activities, and our curriculum is molded around their interests and fascinations.

As the children at The little Kew nursery come from diverse backgrounds and cultures, we also take part in their own celebrations the details of which can be found in our Equal Opportunities and Inclusion Policy.

Observations

Teachers take time to look, listen and note children’s significant achievements.  Observations help practitioners to get to know the children and identify their interests and abilities in order to plan experiences appropriately. At The little Kew Nursery we use the ipad to record spontaneous and planned, written and photographic observations, which are filed in the child’s portfolio through Tapestry. When required a next step is identified and reflected in the child’s individual planning and monitored through future observations. These are carried out on a regular basis and cover all areas of learning as specified in the EYFS and the Developmental Matters, as well as Characteristics of Effective Learning. Tapestry has provided parents with the opportunity to contribute their observations to their child’s portfolio. Each child also has a journal in which a collection of his/ her drawings and photographs are recorded.

Planning

Play experiences are provided in response to observations of the children, their interests and knowledge of the child gained from parents and other sources.  Topics are determined by children’s interests and developmental needs as well as cultural denominations. In the past topics have included: Mushrooms, dinosaurs, fish and the seaside. We also introduce topics such as the Autumn, Christmas and lifecycles.

Teaching skills is at the heart of our philosophy therefore children engage in cooking, woodwork and sewing while using real life resources. Furthermore, children have daily music sessions when they play instruments and sing songs.

They include learning linked to the aspects, components and areas of development specified in the EYFS.

• Short-term plans are devised as informed by observation, assessment and evaluation but may be altered daily in response to children’s interests and needs.

• Informed by observations each child is provided with an individual plan by their key person in the form of next steps on Tapestry.

• Assessments are carried out periodically for each child through Tapestry .

• Planning is a team effort at The little Kew Nursery and all staff regularly evaluate, reflect on and develop the provision they make for play.

• Planning involves firsthand experience for the children.

• The views of parents and children are noted in observations and there after reflected in planning.

Assessment

Assessment plays an important part in helping parents and teachers to recognise children’s progress, understand their needs and to plan activities and support. We carry out formative assessments on Tapestry which involves identifying children’s developmental and learning achievements in line with the Prime and Specific Areas of  learning in the Developmental Matters. This then shapes teaching and learning experiences for each child reflecting that knowledge. On-going observations by teachers and parents will educate assessment and future planning.

We carry out the Progress Check at Age 2 which is assessed against the Prime Areas of learning. Furthermore, we complete the Transfer Summary in which the child is assessed against the Characteristics of Effective Learning before they start in Reception.

In addition to this each child is written an End of Year Report addressing the seven areas of learning at in the Summer Term.

Children’s Assessments are available for parents to see on Tapestry at all times

Therefore, each child’s portfolio should include:

• Photographic evidence of their experiences;

• Written -spontaneous and planned –observations covering all areas of their development which are followed by assessments;

• 2-3 year Check documents which are only completed prior to the child’s third birthday and discussed with the parents.

• Transition Document is completed when the child moves to another setting for Reception.

• Formative assessments are carried out through Tapestry.

• Parent- Teacher Discussion sheets which are completed twice a year to be discussed with the parents.

In accordance with the nursery’s Confidentiality Policy all members of staff should:

• Adhere to the confidentiality of information and GDPR 2021 on Tapestry.

• Adhere to the GDPR 2021 when retrieving or sharing information with parents.

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

This procedure applies to disciplinary action short of dismissal (excluding oral and written warnings and suspension on full pay) based on either conduct or capability.  It also applies to dismissals (except for constructive dismissals) including dismissals on the basis of conduct, capability, expiry of a fixed-term contract, redundancy and retirement.

Step 1:

Statement of grounds for action and invitation to meeting

• The employer must set out in writing the employee’s alleged conduct or characteristic, or other circumstances, which lead them to contemplate dismissing or taking disciplinary action against the employee.

• The employer must send the statement or a copy of it to the employee and invite the employee to attend a meeting to discuss the matter.

Step 2:

The meeting

• The meeting must take place before action is taken, except in the case where the disciplinary action consists of suspension.

• The meeting must not take place unless:

1. the employer has informed the employee what the basis was for including in the statement under Step 1 the ground or grounds given in it; and

2. the employee has had a reasonable opportunity to consider their response to that information.

• The employee must take reasonable steps to attend the meeting.

• After the meeting, the employer must inform the employee of their decision and notify them of the right to appeal against the decision if they are not satisfied with it.

• Employees have the right to be accompanied at the meeting.

Step 3

Appeal

• If the employee wishes to appeal, they must inform the employer in writing.

• If the employee informs the employer of their wish to appeal, the employer must invite them to attend a further meeting.

• The employee must take all reasonable steps to attend the meeting.

• The appeal meeting need not take place before the dismissal or disciplinary action takes effect.

• Where reasonably practicable, the appeal should be dealt with by a more senior manager than the one who attended the first meeting (unless the most senior manager attended that meeting).

• After the appeal meeting, the employer must inform the employee of their final decision in writing.

• Employees have a right to be accompanied at the appeal meeting.

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

All body fluids are to be disposed of wearing rubber gloves.

• All materials and gloves used for the disposing of body fluids must be put in a sealed bag, then put in a refuse bag.

   

• These bags are to be kept out of the reach of children. All staff are aware of how to dispose of body fluids safely.

   

• All staff are aware of how to dispose of body fluids safely.

   

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

In accordance with the Department of Education ‘Early Education and Childcare – Statutory Guidance for Local Authorities’ – September 2014, this policy covers the provision of Early Education Funding (EEF) for 3 and 4-year olds attending Little Kew Nursery. Occasionally in line with our Admissions Policy, this will also include Early Education Funding (EEF) for eligible 2-year olds i.e. when a child attends the nursery the term before they turn three. 

This policy is written, and EEF delivered, within statutory and local authority guidelines and may be updated from time to time. 

Eligibility 

• All 3 and 4-year olds are entitled to 570 hours of free early education or childcare a year.

   

• Children become eligible the term after their third birthday.

   

• Eligible 2-year olds who attend the nursery, are entitled to the same. Eligibility is confirmed by the Achieving for Children Early Years Team.

   

• At The Little Kew Nursery this is normally delivered for 15 hours a week, over 36 weeks a year (term time).

   

• If a child attends more than one setting/childcare provider, delivery can be shared over two providers.

   

• Delivery and Charges

   

Parents can start claiming free childcare after their child turns three. The date of the claim will depend when their child’s birthday is. The term dates are the same every year and are set by the Government. 

Third birthday between 

Eligible from 

1 April – 31 August
1 September – 31 December 1 January – 31 March 

Autumn Term starting in September Spring Term starting in January Summer Term starting in April 

Children can attend the setting fewer than 15 hours a week, however, they would not receive the maximum funding. Funding is delivered during term time only - Monday to Friday, 07:30am-18:00pm, 36 weeks a year. 

The little Kew Nursery is open beyond three hours per day and 15 hours per week, therefore parents will be charged additional parental contributions, in order for the nursery to remain sustainable. These contributions are for the extra benefits and additional services that children receive and enjoy at The Little Kew Nursery. 

Parents agree to this by signing our Funding and Fee Agreement, once their child becomes eligible for EEF. 

Starters and Leavers 

If a child starts at The Little Kew Nursery after the published Headcount day, funding will not be available for that child until the following term. 

When a child leaves The Little Kew Nursery after the published Headcount day the funding available remains at the nursery, with the expectation that the funding may be used to accommodate a child for whom funding is not available. Or if no eligible children attend, the grant will be used for educational resources, training etc. 

In some cases if a child moves settings during the term The Little kew Nursery can negotiate with the previous/next provider to make a pro rata payment to each other. 

Additional Charges, Deposits and Registration Payments 

There is a £50 non-refundable registration fee.
On acceptance of a place, a £200 deposit is payable. This amount is deducted from the final invoice, unless proper notice has not been given in line with our Terms and Conditions. The deposit is non-refundable, if the place is not taken.
These payments are not applicable when a child attends the nursery as a Free Place. 

Parent Declaration 

At the beginning of each term, parents must complete and sign a Parent Declaration Form. This form will be enclosed with the fees invoice at the beginning of the term. Funding will not be issued to a parent whose child’s form is not submitted by the due date and therefore the child will lose his/her entitlement for the term and the parent may be liable for the total cost of the childcare. 

Should you have any queries please speak to the Manager.
Alternatively you can contact the Achieving for Children Early Years Team at: early.years@achievingforchildren.org.uk 

      This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

Statement of intent 

We aim to make the care and safety of the children and staff our ultimate duty. Daily risk assessments will be checked and adhered to. Risk assessment will also be made as appropriate. 

In the case of a serious accident, illness or injury or death, Ofsted will be notified, RIDDOR (reporting of injuries, diseases and dangerous occurrences regulations 2013) will also be notified. 

At the time of admission, parents sign a consent form (Medical Card), giving staff permission to administer treatment in the case of an emergency. 

Procedures 

Staff and managers will check the premises each morning before set-up, following the risk assessment and setting up policy. 

Emergency exit doors will be bolted but not locked during the session. 

Kitchen person will follow the guidelines for kitchen use, to promote health and safety for the children and staff. 

Fire drills take place regularly each term. These drills are also for practising vacating the premises quickly, in case of an unforeseen emergency. 

Procedures we have in place to prevent unauthorised persons entering the building 

• -  

  outside doors with access to the premises to be kept bolted;

   

• -  

  no unauthorised person should be allowed on the premises unattended;

   

• -  

  if a visitor calls at the door, the visitor should remain outside, the door bolted, until the visitor is verified;

   

• visitor to sign in and sign out in the visitors’ book;

   

• -  

  all visitors on the premises will have to be accompanied by a member of staff at all times during their visit.

   

• Collection of children

   

Parents/carers must notify the person at the door if someone else is picking up their child. This information is then put in the diary. If the person collecting is not known to us, a password will be requested before the child is allowed to go. If someone comes to collect a child and we have not been informed by the parent/carer we will then contact the parent/carer to get their permission to let the child go and ask for photo ID. 

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

The little Kew Nursery is committed to the safety and well- being of all children and staff. Therefore, concise fire prevention measures and emergency fire evacuation procedures are in place, which is known to all staff. 

Fire Prevention

• We have smoke alarms throughout the premises which are checked regularly and batteries replaced when necessary.

• There is also a carbon-dioxide fire extinguisher in the kitchen and main hall as well as a fire blanket.

• The Little Kew Nursery is a non-smoking environment and all matches are kept out of reach.

• There are fire exits around the building (i.e. front, back and both sides).

• The fire doors are clearly marked, never obstructed and daily risk assessments are carried out.

• Fire evacuation procedures are practiced termly and the details of the fire drill are recorded in the fire evacuation log.

• The emergency evacuation procedures are explained to new members of staff and volunteers as part of their induction.

• We incorporate health and safety procedures into fun activities to ensure children gain an understanding of helping them to stay safe.

• Electrical appliances will be unplugged when not in use unless they are designed to be left on, such as the fridges and freezers.

• Electrical appliances are regularly inspected and faulty equipment is disposed of and replaced appropriately.

• All items of furniture and soft furnishing meet the requirements of the Furniture and Furnishing Regulations 1988 (Fire Safety)

• All the bins are emptied at the end of the day

Fire Evacuation Procedure

• In the event of a fire staff will not use fire extinguishers as they will be busy taking children out.

• At the first sign of fire, either by someone raising the alarm of “fire” or by the smoke alarm sounding, we will stop what we are doing and leave the premises quickly from the main exit without stopping to collect belongings.

• Jessica Padfield will be responsible for taking out the attendance sheets.

   

• A designated (Jessica Padfield) member of staff will check the toilets and bathrooms on the way out.

• After leaving the premises the senior staff member will call the emergency services from our nursery mobile phone.

• Staff will check the signing out sheets and carry out a head count of the children and staff.

• We will wait with the children in front of the building at the designated assembly point which is a safe distance from the premises. We will not return to the building for any reason until advised by the Fire Service that it is safe to do so.

• Parents will be informed as soon as it is possible.

Evaluation of the fire evacuation procedures

Any issues that may have been highlighted from the practice will be discussed with staff and addressed in the following fire drill.

Step 1

Statement of grievance

• The employee must discuss their grievance with the manager and try to resolve the issue prior to writing a formal statement.

• The employee must set out the grievance in writing and send the statement or a copy of it to the employer.

Step 2

The grievance meeting

• The employer must invite the employee to attend a meeting to discuss the grievance.

• At least two Senior Management Team Members will be present at the grievance meeting.

• The meeting must not take place unless:

1. the employee has informed the employer what the basis for the grievance was when they made the statement under Step 1;

2. the employer has had a reasonable opportunity to consider their response to that information.

• The employee must take all reasonable steps to attend the meeting.

• After the meeting, the employer must inform the employee of their decision to their response to the grievance and notify them of the right to appeal against the decision if they are not satisfied with it.

• Employees have the right to be accompanied at the meeting.

• The meeting will be minuted.

Step 3

Appeal

• If the employee does wish to appeal, they must inform the employer in writing.

• If the employee informs the employer of their wish to appeal, the employer must invite them to attend a further meeting.

• The employee must take all reasonable steps to attend the meeting.

• After the appeal meeting, the employer must in writing inform the employee of their final decision.

• Where reasonably practicable, the appeal should be dealt with by a more senior manager than the one who attended the first meeting (unless the most senior manager attended that meeting).

• Employees have a right to be accompanied at the appeal meeting.

• The meeting will be minuted.

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

The setting believes health and hygiene is of paramount important. We seek advice from PHE South London Health Protection Team (tel: 0344 326 2052, out of hours: 0344 326 2052, phe.slhpt@nhs.net) to ensure we keep up-to-date with the latest requirements. 

To ensure the environment is welcoming and to avoid risks, the following health procedures will be implemented at all times: 

• No smoking on and around the immediate premises.

   

• Activities provided for the children will take into account children’s health, dietary and physical needs.

   

• We will raise children’s awareness of good hygiene practice and healthy living, through routines, role modelling, stories and visual prompts.

   

• Tissues and wipes will be provided at all times.

   

• Thorough hand washing by all children and adults with liquid soap and running water (20 seconds) before eating and after messy play.

   

• We have a daily cleaning routine for the setting/premises which includes all rooms.

   

• We have a schedule for cleaning resources and equipment, dressing up clothes and furnishings. If an outbreak of an infectious disease occurred, we would ensure that all resources are cleaned/sterilised immediately and thoroughly.

   

• The toilet/washbasin area is regularly checked throughout the day to ensure it is clean and tidy and the floor mopped as necessary.

   

• Sand will be cleaned, disinfected and changed on a regular basis.

   

• Hygiene precautions for dealing with bodily fluids are the same for all children and adults.

   

• Disposable gloves and aprons will be used when changing nappies, pants and clothing that are soiled with blood, urine, faeces or vomit. Soiled clothing is bagged for parents to collect. Spillages are cleaned using a mild disinfectant solution. Soiled nappies and cloths will be double bagged and disposed of in the rubbish bins outside the premises. All furniture, toys and resources that have been infected will be cleaned with disinfectant.

   

• Parents are required to keep children at home if their children have an infectious disease, and for 48 hours after the last bout of vomiting or diarrhoea.

   

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

Statement of Intent 

The Little Kew Nursery Health and Safety General Standards 

Our setting believes that the health and safety of children is of paramount importance. We make our setting a safe and healthy place for children, parents, staff and volunteers.We operate a no-smoking policy. 

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

The Designated Person for health and safety is: Jessica Padfield 

Insurance Cover 

We have public liability insurance and employer’s liability insurance. The certificate for public liability is displayed on the notice board in the entrance hall. 

Illness and Accident – First Aid and Medication 

The Little Kew Nursery ensures all members of staff are trained as first aiders who are on the premises at all times during nursery hours with valid certificates. 

Our first aid kit complies with the Health and Safety (First Aid) Regulations.
It is easily accessible to adults and is kept out of the reach of children. This is checked regularly to ensure it is fully stocked and in date. 

At the time of admission parents sign a consent form (Medical Card) giving staff permission to treat a child in case of an emergency. 

Accident Record Book 

Is kept safely and is accessible. All staff know where it is kept and know how to complete it. Accidents will be recorded and signed by the parents or carer. A copy will be given to the parent or carer and a copy will be put in the child’s file. 

Sickness 

Our policy for the exclusion of ill or infectious children is discussed with parents. This includes procedures for contacting parent – or other authorised adults – if a child becomes ill while at the setting. 

We do not provide care for children who are unwell, have a temperature, sickness and diarrhoea or who have an infectious disease.
After a case of diarrhoea and sickness has finished the child must stay away for a further two days (48 hrs). 

Administration of Medication 

Only prescribed medication may be administered. It must be in-date and prescribed for the current condition. Children taking prescribed medication must be well enough to attend the setting. Parents give prior written permission for the administration of medication. The administration is recorded. 

Outdoor Area 

Our outdoor area is securely fenced.
Our outdoor area is checked for safety and cleared of debris before it is used. Our outdoor sandpit is covered when not in use and is cleaned regularly.
All outdoor activities are supervised at all times. 

Hygiene 

We access information 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 the halls, kitchen and toilets and a cleaner who comes in every day. 

We have a separate area (disabled toilet) for nappy changing and disposal facilities for nappies. 

We implement good hygiene practices by: 

• -  

  cleaning tables between activities;

   

• -  

  cleaning and checking toilets regularly;

   

• -  

  wearing protective clothing – such as aprons and disposable gloves – as appropriate;

   

• -  

  providing sets of clean clothes;

   

• -  

  providing tissues and wipes.

   

Activities and Resources 

Equipment and resources are checked to ensure that they are safe for the ages and stages of the children currently 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 store tools safely.
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. If it cannot be repaired it is discarded. 

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

1. Statement of Intent 

We aim to offer excellent care and education to our children, and acknowledge the key role our staff have to play in achieving that aim. All of our policies and practices are designed to support our staff in providing the consistently high standard of care our parents and families have come to expect at The Little Kew Nursery. 

Our staffing ratios will be set in line with the requirements of the Statutory Framework for the EYFS (2017) Safeguarding and Welfare Requirements to ensure that staff can give our children sufficient levels of individual attention and to guarantee our high standards of care and education. 

All of our staff will be appropriately qualified and experienced, and we carry out checks for criminal and other records through the Disclosing and Barring Service (DBS) in accordance with statutory requirements. Staff are required to sign a Suitability Declaration and Staff Disqualification Declaration. 

2. Recruitment
2.1. Equal Employment Opportunities (EEO) 

We welcome applications for vacancies from all suitably qualified and experienced applicants, and will ensure that only non-discriminatory criteria relevant to performing the role will be considered when evaluating candidates. Applicants will therefore be considered on the basis of their suitability for the role, regardless of marital status, age, gender, culture, religious belief, ethnic origin or sexual orientation. 

2.2. Assessment Process 

Applicants will be provided with a job description for the post, which will outline the roles and responsibilities of the position. We undertake checks with the Disclosing and Barring Service (DBS) as part of our assessment process when recruiting new staff. We also require two references and will, a part of our process, check each reference thoroughly. We will offer any shortlisted candidates the opportunity of an interview as part of our assessment process. New staff will sign mandatory suitability declaration form. Any job offer made will require the acceptance to perform the duties described in the Job Description. 

2.3. Qualifications 

We expect that all of our staff will either hold or be prepared to work towards a minimum of Level Two CACHE Diploma and will be prepared to work towards a Level Three CACHE Diploma or equivalent. 

2.4. Orientation 

New staff members will be provided with a structured orientation plan and programme within the first week of employment to assist them to settle in to the setting quickly and effectively. This programme will include providing information on our Health and Safety Policy and Safeguarding and Child Protection Policy. A ‘mentor’ will also be assigned’ 

3. Training 

All staff will be provided with regular in-service training through the Achieving for Children Workforce Development Training or and other external providers. 

4. Appraisals 

We support our staff by providing regular feedback on their performance through informal discussions and structured professional development meetings and appraisals. We also hold regular professional development meetings and staff members are encouraged to lead this process through reflection and discussion. 

All staff will be appraised according to the roles and responsibilities outlined in their job description. 

In addition to the formal appraisal process, we hold regular staff meetings to undertake curriculum planning and to discuss the children’s progress, their achievements and any challenges or difficulties that may have arisen. 

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

The setting’s work with children and families will sometimes bring us into contact with confidential information. To ensure that all those using and working in the setting can do so with confidence, we will respect confidentiality in the following ways; 

• Staff will not discuss individual children, other than for the purposes of curriculum planning and group management, with people other than the parents/carers of that child.

   

• Information given by parents/carers to the manager or staff will not be passed on to other adults without permission.

   

• Parents will have access to records of their own children but will not have access to information about any other child.

   

• Issues to do with the employment of staff, whether paid or unpaid, will remain confidential to the people directly involved with making personnel decisions.

   

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

   

• We operate in accordance with the GDPR 2018 regulations. Our data protection officer is Louisa Minas. All parents are given a copy of our privacy policy before their child starts at Nursery.

   

      This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR 

Policy statement 

Children’s safety is our highest priority, both on and off the premises. Every attempt is made, through carrying out the exit/entrance procedure, to ensure the security of children is maintained at all times. In the unlikely event of a child going missing, our missing child procedure is followed. 

Procedure for a child going missing on the premises. 

• As soon as it is noticed that a child is missing, the group leader/staff alerts the managers.

   

• Carry out a thorough search for the child in all areas inside the setting and in the garden including all rooms, cupboards, toilets, outside buildings and sheds ensuring all gates/fencing are still secure.

   

• Report the missing child to the police on 999 and then call parent.

   

• Remain calm and do not let the other children become anxious or worried. The register is checked to make sure no other child has also gone astray.

   

• If the child lives within walking distance of the setting, make the journey on foot in order to see if the child has attempted to walk home, whilst doing so ask any adults met if they have seen a child walking alone.

   

• Maintain child ratios.

   

When the child is found, we will: 

1. • Talk to the child about the incident bearing in mind that he/she may be unaware of having done anything wrong, or alternatively, may also have been afraid and distressed and may be in need of comfort.

      

   • Discuss with all the children about keeping themselves safe, ensuring they understand they must not leave the premises or hide or go out of an adult’s sight without telling them where they are going and why.

      

   • Reinforce with the children what is expected of them whilst they are in our care.

      

   • Review any behaviour management strategies accordingly.

      

   • Meet with the parents to sensitively discuss the incident and provide reassurance.

      

   • Conduct a risk assessment, review safety and security procedures (including the procedure for visitors) and make the necessary changes.

      

   • Review the routines and supervision of children.

      

   • Record the incident in the incident book.

      

   • Inform the setting’s public liability insurance company.

      

   • Report the incident to RIDDOR (The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995) if appropriate. Tel 0845 300 9923 www.hse.gov.uk/riddor

      

   • Inform OFSTED in writing.

      

   • Inform the Local Authority Early Years and Childcare Team by telephone.

      

   • Work with the local authority who can offer advice and guidance.

      

   • If the case warrants a police investigation we will co-operate fully. In this case, the police will handle all aspects of the investigation.

      

   • Social services may be involved if it seems likely that there has been a safeguarding children issue to address.

      

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

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 setting and will give prompt and serious attention to any concerns about the running of the setting.

We anticipate that most concerns will be resolved quickly, by an informal approach with the appropriate member of staff. If this does not achieve the desired result, we have a set of procedures for dealing with concerns.

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

Procedures 

All settings are required to keep a written record of any complaints that reach stage two and above, and their outcome. This is to be made available to parents, as well as to Ofsted inspectors on request.

A full procedure is set out in the Pre-school Learning Alliance publication Complaint Investigation Record (2012) which acts as the 'summary log' for this purpose. 

Making a Complaint 

Stage 1 

• Any parent who has a concern about an aspect of our setting's provision talks over his/her concerns with our Manager first of all.

• Most complaints should be resolved amicably and informally at this stage.

• We record the issue, and how it was resolved, in the child’s file.

Stage 2

• If this does not have satisfactory outcome or if the problem recurs the parent moves this stage of the procedure by putting the concerns or complaint in writing.

• For parents who are not comfortable with making written complaints there is a template form for recording complaints in the Complaint Investigation Record; the form may be completed by the Manager and signed by the parent.

• Our setting stores all information relating to written complaints from parents in the child's personal file. However, if the complaint involves a detailed investigation, our Manager may wish to store all information relating to the investigation in a separate file designated for this complaint.

• When the investigation to the complaint is completed our manager meets with the parents to discuss the outcome.

• We inform parents of the outcome of the investigation within 28 days of him/her making the complaint.

• When the complaint is resolved at this stage, we log the summative points in our Complaint Investigation Record, which is made available to Ofsted on request.

Stage 3 

• If the parent is not satisfied with the outcome of the investigation he or she requests a meeting with our Manager and the Chair. The parent may have a friend or partner present if they prefer and our Manager should have the support of the management team.

• An agreed written record of the discussion is made, as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it.

• This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, we log the summative points in our Complaint Investigation Record.

Stage 4 

• If at the stage three meeting the parents cannot reach a agreement with us we invite an external mediator to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice. A mediator has no legal powers, but can help us to define the problem, review the action so far and suggest further ways in which it might be resolved.

• Staff or volunteers within the preschool learning alliance are appropriate persons to be invited to act as mediators.

• The mediator keeps all discussions confidential. S/he can hold separate meetings with our staff and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives.

Stage 5 

• When the mediator has concluded her/his investigations, a final meeting between the parent and our manager and chair, is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator's advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached.

• A record of this meeting, including the decision on the action to be taken, is made. Everyone present at the meeting signs the record and receives a copy of it. This signed record signifies that the procedure has concluded.

The role of the Office for Standards in Education, Children’s Services and Skills (Ofsted), the Local Safeguarding Children Board and the Information Commissioner’s Office 

• Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the setting's registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Safeguarding and Welfare Requirements of the Early Years Foundation Stage are adhered to.

• Parents can complain to Ofsted by telephone on in writing at:
  Ofsted National Business Unit, Piccadilly Gate, Store Street, Manchester M1 2WD Tel: 0300 123 1231
  These details are displayed on our setting’s notice board.

• If a child appears to be at risk, we follow the procedures of the Local Safeguarding Children Board.

• In these cases, both the parent and our setting are informed and our Managers work with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint, followed by appropriate action.

• The Information Commissioner’s Office (ICO) can be contacted if you have made a complaint about the way your data is being handled and remain dissatisfied after raising your concern with us. For further information about how we handle your data, please refer to the Privacy Notice given to you when you registered your child at [our/my] setting. The ICO can be contacted at Information Commissioner’s Office, Wycliffe House, Water Lane, Wilmslow, Cheshire, SK9 5AF or ico.org.uk.

Records 

• A record of complaints in relation to our setting, or the children or the adults working in our setting, is kept for at least three years; including the date, the circumstances of the complaint and how the complaint was managed.

• The outcome of all complaints is recorded in our Complaint Investigation Record, which is available for parents and Ofsted inspectors to view on request

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 
Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

Children are encouraged to use the toilet independently and to wash their hands after using the toilets. 

When they start at the setting a member of staff will supervise and help them as required, until they gain confidence. 

If a child has an accident a member of staff will sympathetically deal with the situation, making sure the child is comfortable, cleaned and has clean clothes to put on. The child’s own clothes will be put into a sealed bag and returned to his/her carer at the end of the session. 

If a child is in nappies and needs changing the procedure is as follows: 

• Take child to the Disabled toilet which is large and lay on changing unit which is sterilised after each nappy change.

• Wash hands before and after changing the nappy.

• Gather the necessary equipment required for the change.

• Wear disposable gloves.

• Clean the child in the soiled area with wipes. Always clean front to back for girls to avoid transferring bacteria. 

• Put on clean nappy.

• Dispose of soiled nappy, wipes and gloves in a sealed double bag and place in bin or refuse bag outside. If a soiled nappy is left in bin make sure the bag is disposed of outside at the end of session.

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

We comply with health and safety regulations and the Safeguarding and Welfare Requirements of the Early Years Foundation Stage in making our setting a no-smoking environment – both indoors and outdoors. This not only includes the use of cigarettes but also e-cigarettes and vapes. 

• All staff, parents and volunteers are made aware of our No-smoking Policy.

• We display no-smoking signs.

• The No-smoking Policy is stated in our information for parents.

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

All parents are required to sign a consent form to give staff permission to take children out of the school building. This form is sent in the starter’s pack.

Most outings are planned in advance; there may occasionally be times when children are taken outside to take advantage of an interesting occurrence, either in the weather (e.g. snow) or there is something interesting to see.

• A specific risk assessment is carried out before an outing takes place.

• Prior to the trip parents will have a meeting with the member of staff responsible for the outing to go over the procedures. One of the parents will be designated to be second in charge in the event of an emergency. The adult/child ratio is 1:2 on all trips and the teachers are not counted in the ratios.

• All children will be wearing yellow vests

• Each parent will be allocated two children, including their own child to supervise during the trip. Unless they have another child with them in which case they will only be in charge of their own child.

• All parents are asked to have either a debit card or and oyster card with them in order to pay for public transport.

• Under certain circumstance parents of children who require more attention are required to take part in school trips.

• For local outings and walks named children are assigned to individual adults to insure that each child is supervised and that they do not go astray or be subject to unauthorized access.

• The ratio is 1:4 for short walks around the school.

• In the event of an emergency should a child require hospital attention they will be transported to the hospital in an ambulance accompanied by a member of staff, who will remain with the child until the parents have arrived at the hospital .The nominated parent will then assume the responsibilities of the teacher who has accompanied the child to hospital the teacher responsible will then use the school mobile phone to notify the school and the child’s parents.

• School trips are recorded in a file kept in the School Office.  The risk assessment for each trip will state the date and time of the outing, the venue and mode of transport, and the time of return.

• Jessica Padfield must authorise all outings and sign the risk assessment form.

• Staff take the school mobile phone on outings, and supplies of necessary equipment and a mini first aid pack. The amount of equipment will vary and be consistent with the venue and the number of children as well as how long they will be out for.

• Staff will have with them a list of children’s contact details when on outings and carry out regular headcounts .

• Staff take a list of children currently taking medicine or with any long-term conditions requiring specific attention, together with the medication in a secure, labelled container, and any specific risk assessments or contact information.

• All children will be wearing a badge indicating the school’s name and contact details while on outings.

• All children should be appropriately dressed for all outings.

• Staff will take snack and drinks on long trips.

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

Introduction 

We are committed to ensuring that any personal data we hold about you and your child is protected in accordance with data protection laws and is used in line with your expectations. 

This privacy notice explains what personal data we collect, why we collect it, how we use it and how we protect it. 

What personal data do we collect? 

We collect personal data about you and your child to provide care and learning that is tailored to meet your child’s individual needs. We also collect information in order to verify your eligibility for free childcare as applicable. 

Personal details that we collect about your child include: 

• your child’s name, date of birth, address, health and medical needs, development needs, and any special educational needs. 

Where applicable we will obtain child protection plans from social care and health care plans from health professionals. 

We will also ask for information about who has parental responsibility for your child and any court orders pertaining to your child. 

Personal details that we collect about you include: 

• your name, home and work address, email address, phone numbers, emergency contact details, and family details. 

This information will be collected from you directly in the registration form. If you apply for up to 30 hours free childcare, we will also collect: 

• your national insurance number or unique taxpayer reference (UTR), if you’re self- employed. We may also collect information regarding benefits and family credits that you are in receipt of. 

Why we collect this information and the legal basis for handling your data 

We use personal data about you and your child in order to provide childcare services and fulfil the contractual arrangement you have entered into. This includes using your data to: 

• contact you in case of an emergency

• to support your child’s wellbeing and development

• to manage any special educational, health or medical needs of your child whilst at our setting

• to carry out regular assessment of your child’s progress and to identify any areas of concern

• to maintain contact with you about your child’s progress and respond to any questions you may have

• to process your claim for up to 30 hours free childcare (only where applicable)

• to keep you updated with information about our service

With your consent, we will also record your child’s activities for their individual learning record. This may include photographs and videos. You will have the opportunity to withdraw your consent at any time, for images taken by confirming so in writing. 

We have a legal obligation to process safeguarding related data about your child should we have concerns about their welfare. We also have a legal obligation to transfer records and certain information about your child to the school that your child will be attending (see Transfer of Records policy). 

1. Who we share your data with

In order for us to deliver childcare services we will also share your data as required with the following categories of recipients: 

1. • Ofsted – during an inspection or following a complaint about our service

   • banking services to process cheque/ direct debit payments

   • the Local Authority (where you claim up to 30 hours free childcare as applicable)

   • the government’s eligibility checker (as above)

   • our website provider (photographs only)

How do we protect your data? 

We protect unauthorised access to your personal data and prevent it from being lost, accidentally destroyed, misused, or disclosed by: 

• Any data held on devices is password protected. Any hard copies of data are kept in locked cupboards in a locked office.

How long do we retain your data? 

We retain your child’s personal data for up to 3 years after your child no longer uses our setting, or until our next Ofsted inspection after your child leaves our setting. Medication records and accident records are kept for longer according to legal requirements. Your child’s learning and development records are maintained by us and handed to you when your child leaves. 

In some instances (child protection, or other support service referrals) we are obliged to keep your data for longer if it is necessary to comply with legal requirements (see our Children’s and Provider Records policies). 

Your rights with respect to your data 

You have the right to: 

1. • request access, amend or correct your/your child’s personal data

   • request that we delete or stop processing your/your child’s personal data, for example where the data is no longer necessary for the purposes of processing; and

   • request that we transfer your, and your child’s personal data to another person

If you wish to exercise any of these rights at any time or if you have any questions, comments or concerns about this privacy notice, or how we handle your data, please contact us. If you continue to have concerns about the way your data is handled and remain dissatisfied after raising your concern with us, you have the right to complain to the Information Commissioner Office (ICO). The ICO can be contacted at Information Commissioner’s Office, Wycliffe House, Water Lane, Wilmslow, Cheshire, SK9 5AF or ico.org.uk/

Changes to this notice 

We keep this notice under regular review. You will be notified of any changes where appropriate. 

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

Policy Statement 

The Little Kew Nursery Promoting British Values Policy 

We actively promote inclusion, equality of opportunity, the valuing of diversity and British values. 

Under the Equality Act 2010, which underpins standards of behaviour and incorporates both British and universal values, we have a legal obligation not to directly or indirectly discriminate against, harass or victimise those with protected characteristics. We make reasonable adjustments to procedures, criteria and practices to ensure that those with protected characteristics are not at a substantial disadvantage. As we are in receipt of public funding we also have a public sector equality duty to eliminate unlawful discrimination, advance equality of opportunity, foster good relations and publish information to show compliance with the duty. 

Social and emotional development is shaped by early experiences and relationships and incorporates elements of equality and British and universal values. The Early Years Foundation Stage (EYFS) supports children’s earliest skills so that they can become social citizens in an age-appropriate way, that is, so that they are able to listen and attend to instructions; know the difference between right and wrong; recognise similarities and differences between themselves and others; make and maintain friendships; develop empathy and consideration of other people; take turns in play and conversation; avoid risk and take notice of rules and boundaries; learn not to hurt/upset other people with words and actions; understand the consequences of hurtful/discriminatory behaviour. 

Procedures 

British Values 

The fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in the 2014 EYFS and are further clarified below, based on the Fundamental British Values in the Early Years guidance (Foundation Years 2015): 

• Democracy , or making decisions together (through the prime area of Personal, Social and Emotional Development) 

- As part of the focus on self-confidence and self-awareness, practitioners encourage children to see their role in the bigger picture, encouraging them to know that their views count, to value each other’s views and values, and talk about their feelings, for example, recognising when they do or do not need help. 

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

• Rule of Law, or understanding that rules matter (through the prime area of Personal, Social and Emotional Development) 

- Practitioners ensure that children understand their own and others’ behaviour and its consequence. 

- Practitioners collaborate with children to create rules and the codes of behaviour, for example, the rules about tidying up, and ensure that all children understand rules apply to everyone. 

• Individual Liberty, or freedom for all (through the prime areas of Personal, Social and Emotional Development, and Understanding the World)

   

- Children should develop a positive sense of themselves. Staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning. 

- Practitioners encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example discussing in a small group what they feel about transferring into Reception Class. 

• Mutual Respect and Tolerance, or treating others as you want to be treated (through the prime areas of Personal, Social and Emotional Development, and Understanding the World)

   

- Practitioners create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. 

- Children should acquire tolerance, appreciation and respect for their own and other cultures; know about similarities and differences between themselves and others, and among families, faiths, communities, cultures and traditions. 

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

- Practitioners promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural or racial stereotyping. 

• In our setting it is not acceptable to:
  - promote intolerance of other faiths, cultures and races
  - fail to challenge gender stereotypes and routinely segregate girls and boys - isolate children from their wider community

   

- fail to challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs. 

Prevent Strategy 

Under the Counter-Terrorism and Security Act 2015 we also have a duty “to have due regard to the need to prevent people from being drawn into terrorism”. 

Legal framework 

Counter-Terrorism and Security Act 2015 

Further guidance 

Equality Act 2010: Public Sector Equality Duty - What Do I Need to Know? A Quick Start Guide for Public Sector Organisations (Government Equalities Office 2011) 

Fundamental British Values in the Early Years (Foundation Years 2015)
Prevent Duty Guidance: for England and Wales (HMG 2015)
The Prevent Duty: Departmental Advice for Schools and Childcare Providers (DfE 2015) 

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

Statement of Intent 

The Little Kew Nursery Risk Assessment and Management Policy 

The Little Kew Nursery believes that the health and safety of children is of paramount importance. We make our setting a safe a healthy place for children, parents, staff and volunteers by assessing and minimising the hazards and risks to enable the children to thrive in a healthy and safe environment. We recognise whilst risks cannot be entirely avoided, through the careful identification, assessment and management of risks their likelihood and impact can be significantly reduced. A risk assessment is an important tool in protecting the children attending The Little Kew Nursery, by identifying hazards and putting in place risk reduction measures. The law requires that everything ‘reasonably practicable’ is done to protect people from harm. 

Relevant Legislation 

• The Children Act 1989 and 2004

• The Childcare Act 2006

• SENDA 2001

• Health and Safety at Work Act 1974

• The Equality Act 2010

We refer to the Health and Safety Executive website to stay up to date with current guidelines. 

Related Documents 

Health and Safety Policy Safeguarding Child Protection Policy 

Identify the Hazards 

A full risk assessment is carried out by the manager yearly, to identify anything which children or adults may come into contact with and identify all hazards associated with their area of responsibility and delivery, that could reasonably be expected to cause harm. The risk assessment covers all areas used by the children and staff and the settings and activities and procedures indoors and outside. Hazards can be identified by: 

• Observing a task or area

• Referring to available guidance and information about best practice

• Looking at accident, incident and ill-health records

• Checking manufacturer’s instructions

Evaluate and Assess Risk 

For each hazard identified the level of risk must be evaluated – high, medium, low. This evaluation may include the level of harm presented by the hazard, the number of people involved and the likelihood of the harm occurring. An action plan should be drawn up and the necessary control measures put in place. Consideration should also be given to whether these are suitable and sufficient and whether any further control measures are required. This may include cost and other resource implications. 

Risk assessments are carried out daily for the indoor and outside area. Risk assessments are undertaken in relation to specific activities or circumstances such as outing, moving equipment. Risk assessment forms may be completed by any member of staff, and passed to the appropriate person if action is required. Completed forms are stored in folder in the office. 

Risk assessments should be review at least annually, or when there has been a significant change in policies, procedures, equipment or after an incident or accident. 

Risk Management 

All staff are responsible for ensuring that assessed risks are properly managed. This means taking action to reduce or eliminate the risk and, if necessary avoiding the risk altogether.
Staff who are unsure of the action they should take in respect of risk management, should speak to the managers.

This policy was adopted by The Little Kew Nursery on 2nd July 2024 
Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

The Little Kew Nursery recognises it is our moral and statutory responsibility to safeguard and promote the welfare of all our children. We endeavour to provide a safe and welcoming environment where children are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that children receive effective support, protection and justice. In this policy the term “setting” is used to refer to The Little Kew Nursery. The term “staff” is used to refer to employees and volunteers working together at The Little Kew Nursery. Our setting will work with children, parents and the community to ensure the rights and safety of children. To meet and maintain our responsibilities towards children, the setting agrees to the following standards of good practice: 

• To treat all children with respect.

   

• To be a good listener.

   

• To ensure staff are positive role models to children and other members of the team and never engage in rough physical or sexually provocative games.

   

• To maintain appropriate standards of conversation and interaction with and between children and avoid the use of sexualised or derogatory language.

   

• To be alert to changes in a child’s behaviour.

   

• To recognise that challenging behaviour may be an indicator of abuse.

   

• To raise awareness of child protection issues and equip children with the skills they need to keep themselves safe.

   

• To involve children in decision making which affects them (taking into account their age and stage of development).

   

• To ask the child’s permission before doing anything for them, which is of a physical nature, such as assisting with dressing or administering first aid.

   

• To read and understand all of the setting’s safeguarding and guidance documents on wider safeguarding issues, for example, physical intervention and information-sharing.

   

• To be aware that the personal and family circumstances and lifestyles of some children lead to an increased risk of neglect and abuse.

   

• To actively promote British values which are already embedded in our day to day work with children when teaching and Understanding the World (Appendix 2).

   

• To protect children from being radicalised at an early age as part of the Prevent Duty (Counter Terrorism and Security Act 2015).

   

• To recognise that certain children may be particularly vulnerable and to give special consideration to children who are; a looked after child, disabled or with special educational needs, living in a known domestic abuse situation, affected by known parental substance misuse, asylum seekers, living in temporary accommodation or living transient Safeguarding/20 lifestyles, living in chaotic, neglectful or unsupportive home situations, vulnerable to discrimination and maltreatment on the grounds of race, ethnicity, religion or sexuality, do not have English as a first language, have a parent with enduring or untreated mental health problems.

   

Our Safeguarding Policy is based on the three key commitments of the Pre-school Learning Alliance Safeguarding Children Policy. 

Procedures 

We carry out the following procedures to ensure we meet the three key commitments of the Alliance Safeguarding Children Policy, which incorporates responding to child protection concerns. 

Key commitment 1 

We are committed to building a 'culture of safety' in which children are protected from abuse and harm in all areas of our service delivery. 

• Our Designated Person and Deputy who co-ordinate child protection issues are; Jessica Padfiled.

   

• When the setting is open but the designated person is not onsite, a suitably trained deputy is available at all times for staff to discuss safeguarding concerns.

   

• Our Designated Officer (a member of the management team) who oversees this work is: Jessica Padfield.

   

• The designated person and the suitably trained deputy ensure they have relevant links with statutory and voluntary organisations with regard to safeguarding.

   

• The designated person (and the person who deputises for them) understands safeguarding partners safeguarding procedures, attends relevant safeguarding partners training at least every two years and refreshes their knowledge of safeguarding at least annually.

   

• We adhere to Safer recruitment procedures that include the requirement for appropriate checks in line with national guidance. (see Appendix 5)

   

• We ensure all staff are trained to understand our safeguarding policies and procedures and that parents are made aware of them too.

   

• All staff have an up-to-date knowledge of safeguarding issues, are alert to potential indicators and signs of abuse and neglect and understand their professional duty to ensure safeguarding and child protection concerns are reported to the local authority children’s social care team or the NSPCC. They receive updates on safeguarding at least annually.

   

• All staff are confident to ask questions in relation to any safeguarding concerns and know not to just take things at face value but can be respectfully sceptical.

   

• All staff understand the principles of early help (as defined in Working Together to Safeguard Children, 2018) and are able to identify those children and families who may be in need of early help and enable them to access it.

   

• All staff understand safeguarding partners thresholds of significant harm and understand how to access services for families, including for those families who are below the threshold for significant harm.

   

• All staff understand their responsibilities under the General Data Protection Regulations and the circumstances under which they may share information about you and your child with other agencies.

   

• All staff understand how to escalate their concerns in the event that they feel either the local authority and/or their own organisation has not acted adequately to safeguard. (Appendix 6)

   

• All staff understand what the organisation expects of them in terms of their required behaviour and conduct, and follow our policies and procedures on positive behaviour, online safety (including use of mobile phones), whistleblowing (see Appendix 3) and dignity at work.

   

• Children have a key person with whom to build a relationship and are supported to articulate any worries, concerns or complaints that they may have in an age appropriate way.

   

• All staff understand our policy on promoting positive behaviour and follow it in relation to children showing aggression towards other children.

   

• Adequate and appropriate staffing resources are provided to meet the needs of children.

   

• Applicants for posts within the setting are clearly informed that the positions are exempt

   

• from the Rehabilitation of Offenders Act 1974.

   

• Enhanced criminal records and barred lists checks and other suitability checks are carried out for staff and volunteers prior to their post being confirmed, to ensure that no disqualified person or unsuitable person works at the setting or has access to the children.

   

• Where applications are rejected based on information disclosed, applicants have the right to know and to challenge incorrect information.

   

• Enhanced criminal records and barred lists checks are carried out on anyone living or working on the premises.

   

• Volunteers must;

   

• -  be aged 16 or over;

   

• -  be considered competent and responsible;

   

• -  receive a robust induction and regular supervisory meetings;

   

• -  be familiar with all the settings policies and procedures;

   

• -  be fully checked for suitability if they are to have unsupervised access to the children at any time.

   

• Information is recorded about staff qualifications, references, identity checks and vetting processes that have been completed including;

   

• -  the criminal records disclosure reference number

   

• -  certificate of good conduct or equivalent where a UK DBS check is not appropriate the date the disclosure was obtained and

   

• -  details of who obtained it.

   

• All staff and volunteers are informed that they are expected to disclose any convictions, cautions, court orders or reprimands and warnings which may affect their suitability to work with children (whether received before or during their employment with us).

   

• All staff and volunteers are required to notify us if anyone in their household (including family members, lodgers, partners etc.) has any relevant convictions, cautions, court orders, reprimands or warnings or has been barred from, or had registration refused or cancelled in relation to any childcare provision or have had orders made in relation to care of their children.

   

• We notify the Disclosure and Barring Service of any person who is dismissed from our employment, or resigns in circumstances that would otherwise have led to dismissal for reasons of a child protection concern.

   

• Procedures are in place to record the details of visitors to the setting.

   

• Security steps are taken to ensure that we have control over who comes into the setting so that no unauthorised person has unsupervised access to the children.

   

• Steps are taken to ensure children are not photographed or filmed on video for any other purpose than to record their development or their participation in events organised by us. Parents sign a consent form and have access to records holding visual images of their child.

   

• Any personal information is held securely and in line with data protection requirements and guidance from the ICO.

   

• The designated person in the setting has responsibility for ensuring that there is an adequate online safety policy in place.

   

• We keep a written record of all complaints and concerns including details of how they were responded to.

   

• We ensure that robust risk assessments are completed, that they are seen and signed by all relevant staff and that they are regularly reviewed and updated, in line with our health and safety policy.

   

• The designated officer will support the designated person to undertake their role adequately and offer advice, guidance, supervision and support.

   

• The designated person will inform the designated officer at the first opportunity of every significant safeguarding concern however, this should not delay any referrals being made to children’s social care, the LADO, Ofsted or RIDDOR.

   

1. Key commitment 2

    

We are committed to responding promptly and appropriately to all incidents, allegations or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in 'What to do if you’re worried a child is being abused' (HMG, 2015) 

Responding to suspicions of abuse 

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

1. • We ensure that all staff have an understanding of the additional vulnerabilities that arise from special educational needs and/or disabilities, plus inequalities of race, gender, language, religion, sexual orientation or culture, and that these receive full consideration in relation to child protection.

      

   • When children are suffering from physical, sexual, emotional abuse, or experiencing neglect, this may be demonstrated through: (Appendix 1)

      

                     -  significant changes in their behaviour; 

                     -  deterioration in their general well-being; 

                    -  their comments which may give cause for concern, or the things they say (direct or indirect disclosure); 

                     - changes in their appearance, their behaviour, or their play; unexplained bruising, marks or signs of possible abuse or neglect; and 

                     -  any reason to suspect neglect or abuse outside the setting. 

1. • We are aware of the ‘hidden harm’ agenda concerning parents with drug and alcohol problems and consider other factors affecting parental capacity and risk, such as social exclusion, domestic violence, radicalisation, mental or physical illness and parent’s learning disability.

      

   • We are aware that children’s vulnerability is potentially increased when they are privately fostered and when we know that a child is being cared for under a private fostering arrangement, we inform our local authority children’s social care team.

      

   • We are prepared to take action if we have concerns about the welfare of a child who fails to arrive at a session when expected. The designated person will take immediate action to contact the child’s parent to seek an explanation for the child’s absence and be assured that the child is safe and well. If no contact is made with the child’s parents and the designated person has reason to believe that the child is at risk of significant harm, the relevant professionals are contacted immediately and safeguarding partners procedures are followed. If the child has current involvement with social care the social worker is notified on the day of the unexplained absence.

      

   • We are aware of other factors that affect children’s

      

     vulnerability that may affect, or may have affected, children using our provision, such as abuse of children who have special educational needs and/or disabilities; fabricated or induced illness; child abuse linked to beliefs in spirit possession; sexual exploitation of children, including through internet abuse; Female Genital Mutilation and radicalisation or extremism.

      

   • In relation to radicalisation and extremism, we follow the Prevent Duty guidance for England and Wales published by the Home Office and safeguarding partners procedures on responding to radicalisation – (See Appendix 2 and 2b)

      

   • The designated person completes online Channel training, online Prevent training and attends local WRAP training where available to ensure they are familiar with the local protocol and procedures for responding to concerns about radicalisation.

      

   • We are aware of the mandatory duty that applies to teachers, including early years practitioners, and health workers to report cases of Female Genital Mutilation to the police – (Appendix 1)

      

   • We also make ourselves aware that some children are affected by gang activity, by complex, multiple or organised abuse, through forced marriage or honour-based violence or may be victims of child trafficking. While this may be less likely to affect young children in our care, we may become aware of any of these factors affecting older children and young people who we may come into contact with.

      

   • Where we believe that a child in our care or that is known

      

     to us may be affected by any of these factors, we follow the procedures below for reporting child protection concerns and follow the safeguarding partners procedures.

      

   • Where such evidence is apparent, the child's key person makes a dated record of the details of the concern and discusses what to do with the member of staff who is acting as the designated person. The information is stored on the child's personal file.

      

   • In the event that a staff member or volunteer is unhappy with the decision made of the designated person in relation to whether to make a safeguarding referral they must follow escalation procedures.

      

   • We refer concerns to the local authority children’s social care team and co-operate fully in any subsequent investigation. NB In some cases this may mean the police or another agency identified by the safeguarding partners.

      

   • We take care not to influence the outcome either through the way we speak to children or by asking questions of children.

      

   • We take account of the need to protect young people aged 16-19 as defined by the Children Act 1989. This may include students or school children on work placement, young employees or young parents. Where abuse is suspected we follow the procedure for reporting any other child protection concerns. The views of the young person will always be taken into account, but the setting may override the young person’s refusal to consent to share information if it feels that it is necessary to prevent a crime from being committed or intervene where one may have been, or to prevent harm to a child or adult. Sharing confidential information without consent is done only where not sharing it could be worse than the outcome of having shared it.

      

   • All staff are also aware that adults can also be vulnerable and know how to refer adults who are in need of community care services.

      

   • We have a whistleblowing policy in place – (See Appendix 3).

      

   • Staff/volunteers know they can contact the Designated person, SPA, LADO or Ofsted for advice relating to whistleblowing; if they feel that the organisation has not acted adequately in relation to safeguarding, they can contact the NSPCC whistleblowing helpline.

      

Recording suspicions of abuse and disclosures 

1. • Where a child makes comments to a member of staff that give cause for concern (disclosure), or a member of staff observes signs or signals that give cause for concern, such as significant changes in behaviour; deterioration in general well-being; unexplained bruising, marks or signs of possible abuse or neglect; that member of staff:

      

   • -  listens to the child, offers reassurance and gives assurance that she or he will take action;

      

   • -  does not question the child, although it is OK to ask questions for the purposes of clarification;

      

   • -  makes a written record that forms an objective record of the observation or disclosure that includes: the date and time of the observation or the disclosure; the exact words spoken by the child as far as possible; the name of the person to whom the concern was reported, with the date and time; and the names of any other person present at the time.

      

   • These records are signed and dated and kept in the child's personal file, which is kept securely and confidentially.

      

   • The member of staff acting as the designated person is informed of the issue at the earliest opportunity, and within one working day.

      

   • Where the safeguarding partners stipulate the process for recording and sharing concerns, we include those procedures alongside this procedure and follow the steps set down by the safeguarding partners.

      

Making a referral to the local authority children's social care team 

1. • The Pre-school Learning Alliance's publication Safeguarding Children contains procedures for making a referral to the local children's social care team, as well as a template form for recording concerns and making a referral.

      

   • We keep a copy of this document alongside the procedures for recording and reporting set down by our Local Safeguarding Children Board, which we follow where local procedures differ from those of the Pre-school Learning Alliance. (See Appendix 4)

      

Escalation process 

1. • If we feel that a referral made has not been dealt with properly or that concerns are not being addressed or responded to, we will follow the safeguarding partners escalation process.

      

   • We will ensure that staff are aware of how to escalate concerns.

      

Informing parents 

1. • Parents are normally the first point of contact. Concerns are discussed with parents to gain their view of events, unless it is felt that this may put the child at risk or interfere with the course of a police investigation. Advice will be sought from social care if necessary.

      

   • Parents are informed when we make a record of concerns in their child’s file and that we also make a note of any discussion we have with them regarding a concern.

      

   • If a suspicion of abuse warrants referral to social care, parents are informed at the same time that the referral will be made, except where the guidance of safeguarding partners does not allow this, for example, where it is believed that the child may be placed at risk.

      

   • This will usually be the case where the parent is the likely abuser.

      

   • If there is a possibility that advising a parent beforehand may place a child at greater risk (or interfere with a police response) the designated person should seek advice from children’s social care, about whether or not to advise parents beforehand, and should record and follow the advice given.

      

Liaison with other agencies 

1. • We work within the safeguarding partners guidelines.

      

   • The current version of ‘What to do if you’re worried a child is being abused’ is available for parents and staff and all staff are familiar with what they need to do if they have concerns.

      

   • We have procedures for contacting the local authority regarding child protection issues, including maintaining a list of phone numbers (in and out of hours), to ensure that it is easy, in any emergency, for the setting and children's social care to work well together.

      

   • We notify Ofsted of any incident or accident and any changes in our arrangements which may affect the well-being of children or where an allegation of abuse is made against a member of staff (whether the allegations relate to harm or abuse committed on our premises or elsewhere). Notifications to Ofsted are made as soon as is reasonably practicable, but at the latest within 14 days of the allegations being made.

      

   • Contact details for the local National Society for the Prevention of Cruelty to Children (NSPCC) are also kept.

      

Allegations against staff 

1. • We ensure that all parents know how to complain about the behaviour or actions of staff or volunteers within the setting, or anyone working on the premises occupied by the setting, which may include an allegation of abuse.

      

   • We respond to any inappropriate behaviour displayed by members of staff, volunteer or any other person living or working on the premises, which includes:
     - inappropriate sexual comments;
     - excessive one-to-one attention beyond the requirements of their usual role and responsibilities, or inappropriate sharing of images.

      

   • We follow the guidance of safeguarding partners when responding to any complaint that a member of staff or volunteer within the setting, or anyone working on the premises occupied by the setting, has abused a child.

      

   • We ensure that all staff and volunteers know how to raise concerns about a member of staff or volunteer within the setting. We respond to any concerns raised by staff and volunteers who know how to escalate their concerns if they are not satisfied with our response

      

   • We respond to any disclosure by children or staff that abuse by a member of staff or volunteer within the setting, or anyone working on the premises occupied by the setting, may have taken, or is taking place, by first recording the details of any such alleged incident.

      

   • We refer any such complaint immediately to the Local Authority Designated

            

     Officer(LADO) to investigate.

      

   • We also report any such alleged incident to Ofsted (unless advised by LADO that this is unnecessary due to the incident not meeting the threshold), as well as what measures we have taken. We are aware that it is an offence not to do this.

      

   • We co-operate entirely with any investigation carried out by children’s social care in conjunction with the police.

      

   • Where the management team and children’s social care agree it is appropriate in the circumstances, the member of staff or volunteer will be suspended for the duration of the investigation. This is not an indication of admission that the alleged incident has taken place, but is to protect the staff, as well as children and families, throughout the process.

      

Disciplinary action 

1. • Where a member of staff or volunteer has been dismissed due to engaging in activities that caused concern for the safeguarding of children or vulnerable adults, we will notify the Disclosure and Barring Service of relevant information, so that individuals who pose a threat to children and vulnerable groups can be identified and barred from working with these groups.

      

Key commitment 3 

1. • We are committed to promoting awareness of child abuse issues throughout our training and learning programmes for adults. We are also committed to empowering children through our early childhood curriculum, promoting their right to be strong, resilient and listened to.

      

Training 

1. • Training opportunities are sought for all adults involved in the setting to ensure that they are able to recognise the signs and signals of possible physical abuse, emotional abuse, sexual abuse (including child sexual exploitation) and neglect and that they are aware of the local authority guidelines for making referrals.

      

   • Designated persons receive appropriate training, as recommended by the Local Safeguarding Children Board, every two years and refresh their knowledge and skills at least annually.

      

   • We ensure that all staff know the procedures for reporting and recording any concerns they may have about the provision.

      

   • We ensure that all staff receive updates on safeguarding via emails, newsletters, online training and/or discussion at staff meetings at least once a year.

      

Planning 

                     • The layout of the rooms allows for constant supervision. No child is left alone with staff or volunteers in a one-to-one situation without being within sight and/or hearing of other staff or volunteers. 

Curriculum 

1. • We introduce key elements of keeping children safe into our programme to promote the personal, social and emotional development of all children, so that they may grow to be strong, resilient and listened to and so that they develop an understanding of why and how to keep safe.

      

   • We create within the setting a culture of value and respect for individuals, having positive regard for children's heritage arising from their colour, ethnicity, languages spoken at home, cultural and social background.

      

   • We ensure that this is carried out in a way that is developmentally appropriate for the children.

      

Confidentiality 

1. • • 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 safeguarding partners.

      

Support to families 

1. • We believe in building trusting and supportive relationships with families, staff and volunteers.

      

   • We make clear to parents our role and responsibilities in relation to child protection, such as for the reporting of concerns, information sharing, monitoring of the child, and liaising at all times with the local children’s social care team.

      

   • We will continue to welcome the child and the family whilst investigations are being made in relation to any alleged abuse.

      

   • We follow the Child Protection Plan asset by the child’s social worker in relation to the setting's designated role and tasks in supporting that child and their family, subsequent to any investigation.

      

   • Confidential records kept on a child are shared with the child's parents or those who have parental responsibility for the child in accordance with the Confidentiality and Client Access to Records procedure, and only if appropriate under the guidance of the safeguarding partners.

      

Legal framework 

Primary legislation 

1. • Children Act (1989 s47)

      

   • Protection of Children Act (1999)

      

   • The Children Act (2004 s11)

      

   • Safeguarding Vulnerable Groups Act (2006)

      

   • Childcare Act (2006)

      

Secondary legislation 

                   • Sexual Offences Act (2003)
                   • Criminal Justice and Court Services Act (2000) 

                   • Equality Act(2010)

1. • General Data Protection Regulations (GDPR) (2018)

      

   • Childcare (Disqualification) Regulations (2009)

      

   • Children and Families Act (2014)

      

   • Care Act (2014)

      

   • Serious Crime Act (2015)

      

   • Counter-Terrorism and Security Act (2015)

      

Further guidance 

1. • Working Together to Safeguard Children (HMG, 2018)

      

   • What to do if you’re Worried a Child is Being Abused (HMG, 2015)

      

   • Framework for the Assessment of Children in Need and their Families (DoH 2000)

      

   • The Common Assessment Framework for Children and Young People: A Guide for Practitioners (CWDC 2010)

      

   • Statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (HMG 2008)

      

   • Hidden Harm – Responding to the Needs of Children of Problem Drug Users (ACMD, 2003)

      

   • Information Sharing: Guidance for Practitioners providing Safeguarding Services (DfE2015)

      

   • Disclosure and Barring Service: www.gov.uk/disclosure-barring-service-check

      

   • Revised Prevent Duty Guidance for England and Wales (HMG, 2015)

      

   • Inspecting Safeguarding in Early Years, Education and Skills Settings, (Ofsted, 2016)

      

   • *A young person is defined as 16 to 19 years old–in our setting they maybe a student, worker, volunteer or parent.

      

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR  

This Special Needs Policy takes account of the Education Act 1996, the Special Needs and Disability Regulations 2014, the Children and Families Act 2014, the Special Educational Needs and Disability Code of Practice 2014, the policy of the Local Education Authority and the aims of The Little Kew Nursery as outlined in our documentation. Children have special educational needs if they have a learning difficulty which calls for special educational provision to made for them. As an early years provider we have regard to the 2014 Code of Practice and no child will be excluded from this nursery on the basis of their additional needs.

The Little Kew Nursery adheres to the admission policy of the LEA and endeavours to provide appropriate support for pupils with a range of special educational needs. Access for the Disabled The nursery is equipped with wide doorways and disabled toileting facilities. The needs of the children will be taken into account when considering full access to the foundation stage curriculum. Identification, Assessment and Provision in Early Education Settings The Government’s Early Learning Goals set out what most children will have achieved by the end of the Early Years Foundation Stage (the end of the school reception year). Children will progress at different rates during the EYFS and some children may not reach the goals by the end of their reception year. These children will need differentiated learning opportunities and regular monitoring within our setting to help them make progress.

Children have a learning difficulty if they:

• Have a significantly greater difficulty in learning than the majority of children of the same age.

• Have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.

• Are under compulsory school age and fall within the definition above or would so do if special educational provision was not made for them.

  We follow the fundamental principles of the SEN Code of Practice and these are:

• A child with SEN should have their needs met.

• The SEN children will normally be met in mainstream schools or early education settings. The view of the child, if possible, should be sought and taken into account.

• Parents have a vital role in supporting the child’s education.

• Children with SEN should be offered full access to a broad-balanced and relevant education, including an appropriate curriculum for the Early Years Foundation Stage.

• Arrangements must be in place to support children with SEN or disabilities; including a clear approach to identifying and responding to SEN.

• Being aware of and alert to emerging difficulties and responding early.

  Special educational provision means:
  (a) For children of two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children at the nursery. For a child under two years of age, special educational provision means educational provision of any kind.

  (b) A child under compulsory school age has special educational needs if he or she has a significantly greater difficulty in learning than the majority of others of the same age.

  Graduated Response

  If a child at The Little Kew Nursery is not making the expected progress, it may be necessary to use alternative approaches to learning.
  We operate a graduated response system where staff initially:

• Bring an issue to the attention of the SENCo observe, monitor and share their findings with staff and parents.

• Are allocated time to devise planned intervention and monitor.

• Adapt working practices and the environment to suit the needs of the

  child.

• Produce individual educational plans with achievable targets for the child.

• Attend regular staff training to provide effective intervention.

  This graduated response recognises that there is a continuum of special educational need and, where necessary and with parental permission, draws support from a range of specialist expertise to support the child. In our setting the different support mechanisms may include: An initial visit from the health visitor.

• Referrals to outside agencies including speech therapists, peadiatricians, educational psychologists etc.

• Support from the Early Years Team/LA support services for advice or equipment.

• Initial Concerns Staff may initially have concerns about a child that they share internally and in particular with the SENCo. At this stage staff should observe the child regularly to gather evidence for possible future discussions with parents or outside agencies.

• Discussions with parents If staff feel that there is still cause for concern after their initial observations, parents will be invited in to discuss these concerns with a staff member.

• Parents will be invited to contribute their knowledge and understanding of their child and raise any concerns they may have and to contribute to targets resulting in individualised planning known as ‘Targeted Support’ SEN Support.

When a child at The Little Kew Nursery is identified as having special educational needs we initially devise our own interventions to be used in addition to our usual curriculum (SEN Support). The triggers for SEN Support could be that the child:

• Makes little or no progress even when teaching approaches are particularly targeted to improve the child’s identified area of weakness.

• Continues working at levels significantly lower than those expected for children of a similar age in certain areas.

• Presents persistent emotional and/or behavioural difficulties, which are not ameliorated by the behaviour management techniques usually employed in the setting.

• Has sensory or physical problems, and continues to make little or no progress despite the provision of personal aids and equipment.

• Has communication and/or interaction difficulties, and requires specific individual interventions in order to access.

  Targeted Plan

  A Targeted Plan contains planning for the child which is additional to, or different from, the standard provision and includes:
  Short-term strategies set for the child.

  Short-term strategies set for the child.

  The Targeted Plan will be reviewed half termly with parents and, if appropriate, the child and outside agencies. Where it is deemed not applicable for the child to attend their views and needs should be taken into consideration. Requests for an Education, Health and Care Needs Assessment For a very few children the help given by the early education setting through SEN Support will not be sufficiently effective to enable the child to progress satisfactorily. It will then be necessary for us, in consultation with the parents and any external agencies already involved, to consider whether a statutory multi-disciplinary assessment may be appropriate. Where a request for an Education, Health and Care Needs Assessment is made to the LA, the child will have demonstrated significant cause for concern and we will have evidence gathered throughout the stages listed above.

  Annual Review

  As a result of an Education, Health and Care Needs Assessment the LA will decide whether a child needs provision through an Education, Health and Care Plan. The Education, Health and Care Plan will outline the provision necessary, the name of the setting where the provision is to be made and how the needs will be met; this may be through additional support or equipment and may have a cost implication to the LA. All EHCPs are reviewed at least yearly and all those involved are invited to consider whether any amendments need to be made.

Record Keeping

We keep individual records; these are based predominantly on observations. We use regular observations, consultations with parents, staff and other professionals to inform planning in order to meet the needs of individuals. Information gathered may be shared with other professionals with parental permission; a summary of achievement and relevant attachments are sent on to the next school. The records we keep are available to the child’s parents on request.

The Local Offer

We are aware of the Local Offer and will signpost parents the information about provision they can expect to be available across education, health and social care for children and young people in the area with SEN or disability.

Confidentiality

We will respect parent’s rights to confidentiality when supporting children with Special Needs; we will always discuss any possible referrals to other services with parents to seek their agreement before we make such referrals. All meetings with parents other than the normal parent staff contact will take place in private.

Parents will be involved in setting all targets for their child. Targeted Support will be reviewed regularly and parents will be invited to contribute to this review. All of our staff will need to be aware of the Targeted Support targets agreed for a child as they are all likely to be involved in supporting that child. However, all of the staff are also aware that their knowledge of these targets is privileged information which should not be shared with anyone without the permission of either the settings SENCO or Manager who would discuss any need to share information with the child’s parent or carer.

This policy was adopted by The Little Kew Nursery on 12th August 2024 Date to be reviewed 12th August 2025
Signed on behalf of the provider Name of signatory
Role of signatory (e.g. chair, director or owner) Director

At our setting we expect children to be picked up at the agreed/usual contracted time. In the event that a child is not collected by an authorised adult at the end of a session, we put into practice agreed procedures. 

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

Parents of children starting at the setting are asked to provide the following specific information, which is recorded on our Application Form and Medical Card: 

• Home address and telephone.

   

• Mobile telephone number .

   

• Place of work and telephone number (if applicable).

   

• Name, telephone number, mobile number of authorised adults to collect the child from the setting, for example, a childminder or grandparent.

   

• Who has parental responsibility for the child.

   

• Information about who may not have legal access to the child.

   

If, on occasions, parents are aware they are going to be late, they must seek agreement from the manager before it occurs. The information will be recorded in the diary/register. 

On occasions when parents, or the persons normally authorised to collect the child, are not able to collect the child, they provide us with details of the name and telephone number of the person who will be collecting their child. The information will be recorded in the diary/register. We agree with parents how to verify the identity of the person who is to collect their child - if the person is unknown to us they will need to provide the password provided by parents. 

Children collected between more than 30 minutes later than expected will be deemed to be present for an additional hour and parents will be charged for this time. 

Parents of children collected up to 15 later minutes later than expected will be reminded of the correct time and asked if there is a genuine reason for the late collection. Parents will be reminded that they should telephone the manager before the collection time to tell them if they have been delayed. 

We inform parents that we apply our child protection procedures in the event that their children are not collected by an authorised adult within 30 minutes after the expected time or the setting has closed. The group leader responsible for the child will be expected to stay on the premises until the situation is resolved. 

Children who are not collected within 30 minutes of the expected time will become the responsibility of the Social Services Department. We will: 

• Call the parents on the given contact numbers, if no one is available we will;

   

• Call the additional emergency contact numbers, if no one is available we will;

   

• Call the SPA Team (Single Point of Access) on 020 8547 5008 between office hours or 020 8770 5000 out of office hours.

   

This policy was adopted by The Little Kew Nursery on 2nd July 2024 

Date to be reviewed 2nd July 2025 

Signed on behalf of the provider Name of signatory CASEY GIBSON 

Role of signatory (e.g. chair, director or owner) DIRECTOR

Policy Statement

The Little Kew Nursery Nursery is committed to the highest possible standards of openness, honesty and accountability. In line with that commitment we encourage employees and others with serious concerns about any aspect of the settings, operations to come forward and voice those concerns. It is recognised that certain cases will have to proceed on a confidential basis. This policy document makes it clear that employees can do something without fear of reprisals. It is intended that this policy will encourage and enable employees to raise serious concerns within the setting rather than overlooking a problem or having it playing on their mind.

Procedure

Staff have the right and individual responsibility to raise any matters of concern regarding poor practice at work. Staff are responsible for safety and well being of all children attending the Nursery and this takes priority over loyalty towards colleagues. General Principals:

This policy is intended to
• Encourage and enable individuals to raise genuine and legitimate concerns • Support staff to take an active role in the elimination of poor practice
• Ensure concerns are appropriately investigated
• Protect those making the complaint from victimisation or retaliation

In addition to this policy we have other policies and procedures covering discipline, grievance and complaints. This policy is intended to complement these and to cover concerns that fall outside the scope of other procedures.
The manager and proprietor will investigate promptly and thoroughly, all concerns that are raised in accordance with this policy and will take appropriate action.

Confidentiality:

The management will do its best to protect a person’s identity when a concern is raised, however in some circumstances identities will have to be revealed to the person complained against and the complainant may be asked to provide written or verbal evidence in support of their complaint. If a person’s identity is to be disclosed, he or she will be told before the disclosure and the reasons why this is necessary. Once the concerns have been raised, we expect that the complainant will not talk about this to any other person inside or outside the setting.

Anonymous Complaints:

When a concern is expressed anonymously it is much less powerful and harder to investigate. However they may still be considered and looked at.

Untrue allegations:

If an allegation is made in good faith but it is not confirmed by the investigation, no action will be taken against the complainant. If, however, an allegation proves to be malicious, action may be taken against the person responsible for the malicious act.

How to raise a concern:

In the first instance, concerns should be raised with the Nursery Manager. However this may not always be appropriate, in which cases concerns should be raised with the Director – Casey Gibson info@thelittlekewnursery.com
Concerns are best raised in writing, included in this should be the background and history of the concern, giving names, dates, places where possible and the reason why you are particularly concerned. The earlier you express your concerns the easier it is to take action. If you do not wish to put the allegations in writing, the person to whom you are making the complaint will make a written record of the interview and will ask you to sign to confirm accuracy of the notes taken.

Although you will not be expected to prove the truth of your allegations, you will be required to demonstrate that there are sufficient grounds for your concern.

You should not:

- - -

-

Investigate the matter yourself

Alert those suspected of being involved

Approach or accuse individuals

Tell anyone other than the designated person’s i.e. Manager and Director Within a week of the receipt of your concern, you will receive a written acknowledgement of your concern, with a copy of your statement where appropriate. The Manager and Director will investigate your concern and within 2 weeks you will be informed of what action is being taken and you will be kept up to date on the progress of the investigation. You will also be informed of the outcome of any investigation.

If your concerns cannot be expressed to the Manager or Director then you can contact the Email: LADO@achievingforchildren.org.uk

Phone: 07774 332675
Kingston and Richmond SPA: 020 8547 5008

Website: https://kr.afcinfo.org.uk/pages/community-information/information-and- advice/safeguarding-and-child-protection/single-point-of-access-spa/quality-assurance-and- review-service/local-authority-designated-officer

If you are not satisfied with the outcome of the investigation, you may elevate your concerns directly to Ofsted.

Members of staff may contact Public Concern at Work at any stage for free, confidential advice, if they are unsure how to raise a concern.

This policy was adopted by The Little Kew Nursery on 12th August 2024 Date to be reviewed 12th August 2025
Signed on behalf of the provider Name of signatory
Role of signatory (e.g. chair, director or owner) Director