Edlesborough Under 5's - Policies Page


Registered Charity: 1031573

Admissions
Behaviour Management
Child Collection
Child Protection
Complaints
Confidentiality
Constitution
Drug Education
Equal Opportunities
Equipment & Resources
Funding & Fees
Health & Hygiene
Intruder Procedure
Managing Medicines
Nappy Changing
Outings
Parental Involvement
Rising 4s
Safeguarding Children
Safety
Selecting Play Equipment & Toys
Settling In
Special Education Needs
Staffing & Employment
Student Placement
Under 2 ½ Year Olds
What is Your Child Wearing

Admissions Policy

It is our intention to make our group genuinely accessible to children and families from all sections of the local community. In order to accomplish this, we:

Ensure that the existence of the pre-school is widely known in all local communities
Arrange our waiting list in order of date of birth, with the exception of 2 ½ year olds, where time since registering will be taken into account.
Keep a place vacant, if this is financially viable, in order to accommodate emergency admissions.
Enhance the devlopment and education of children under statutaory school age in a parent inclusive, community based group which provides a safe, secure and stimulating environment by working within the National Day Care Standards framework which ensures equality of opportunities for all children and families.
Monitor the children joining the group to ensure that no accidental discrimination is taking place and our equal opportunities policy widely known.
Understand the needs of individual children and families and accommodate attendance for doctor/ dental appointments etc.
Continue to consult local parents to ensure that the group goes on meeting the changing needs of the local community.

This policy was adopted at a meeting of Edlesborough Under 5’s held on 13th September 2007.

Behaviour Management – Policy and Practice

We believe that children and adult flourish best in an ordered environment in which everyone known what is expected of them and children are free to develop their play and learning without fear of being hurt or hindered by anyone else. We teach children to behave in socially acceptable ways and understand the needs of others, allowing children to develop self-discipline and self-esteem in an atmosphere of mutual respect and encouragement.

In order to achieve this:

All adults will act as positive role models for the children at all times, especially encouraging friendliness, care and courtesy between all children and to offer strategies for handling any conflict.
We have a named person who has overall responsibility for our programme for supporting personal, social and emotional development, including issues concerning behaviour. We require the named person, or designated co-staff, to:
- Keep herself up to date with legislation, research and thinking on promoting positive behaviour and on handling children's behaviour where it may require additional support.
- Access relevant sources of expertise on promoting positive behaviour within the programme for supporting personal, social and emotional development.
- Check that all staff have relevant in-service training on promoting positive behaviour. We keep a record of staff attendance at this training.
Procedure (in the form of a flow chart) governing the conduct of the group and the behaviour of the children in pre-school is followed by all staff and explained to all newcomers, both children and adults.
All adults in the pre-school will ensure that the procedure is followed and applied consistently, so that children have the security of knowing what to expect and can build up useful habits of behaviour.
Adults in the pre-school will help the children challenge bullying behaviour appropriately.

When children behave in unacceptable ways:

Physical punishment, such as smacking or shaking, will be neither used nor threatened.
Techniques intended to single out and humiliate individual children such as the “naughty chair” will not be used.
Adults will not shout, or raise their voices in a threatening way
Physical restraints, such as holding, will be used only to prevent physical injury to children or adults and/or serious damage to property. Any significant event of this sort will be recorded in the incident/accident book, and the parent informed the same day.
We work in partnership with children's parents. Parents are regularly informed about their children's behaviour by their key person. 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.
In cases of serious misbehaviour, such as racial or other abuse and bullying, the unacceptability of the behaviour and attitudes will be made clear immediately, but by means of explanations rather than personal blame.
In any case if misbehaviour, it will always be made clear to the child or children in question what is not acceptable behaviour if they are at the developmental stage of understanding this.
Any behaviour problems will be handled in a developmentally appropriate fashion, respecting individual children’s level of understanding and maturity.
We recognise that codes for interacting with other people vary between cultures and require staff to be aware of - and respect - those used by members of the setting.
Recurring problems will be tackled by the whole pre-school, using objective observation records to establish an understanding of the cause.
Adults will be aware that some kinds of behaviour may arise from a child’s special needs.
When/if required advise and guidance will be sort from Early Years Development team in conjunction with parents.
We aim to use positive pro-active strategies to promote positive behaviour in children, and set these strategies within our programme for personal, social and emotional development. These include:
- supporting each child in developing self esteem, confidence and feelings of competence
- supporting each child in developing a sense of belonging in our group, so that they feel valued and welcome.
- acknowledging considerate behaviour such as kindness and willingness to share
- acknowledging children’s considerate behaviour towards another who is hurt or upset
- helping older children set the group’s guidelines for considerate behaviour
- providing activities and games that encourage co-operation and working together
- ensuring that there are enough popular toys and resources and sufficient activities available so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns
- avoiding creating situations in which children receive adult attention only in return for inconsiderate behaviour

We do not:

Send children out of the room by themselves or promote ‘Time Out’ techniques for children under five.
Use or threaten to use physical punishment, such as smacking or shaking.
Use techniques intended to single out and humiliate individual children, such as ridicule or sarcasm.
Remove toys or activities that are the focus of a conflict as a ‘punishment’ or means of ‘teaching children to share’.
Use physical restraint, such as holding, unless to prevent physical injury to children or adults and/or serious damage to property.
Shout or raise our voices in a threatening way to children.

Kinds of behaviours that require positive intervention

We make a distinction between three kinds of behaviours that require support or intervention in order to achieve the considerate and socially acceptable behaviour that we expect of children according to their age and developmental maturity or whether they have any special educational need. These behaviours are:

Inconsiderate behaviour – This includes behaviours such as taking toys from another child, not waiting for a turn, pushing, being unco-operative, disrupting a game, hitting out against another. They are characterised by developmental immaturity whereby children are not at the stage where they can manage frustration or anger themselves, they may not have the language to express themselves, or may not understand and be able to keep to social rules. These behaviours are seen as mistakes that the child is making on the way to developing socially acceptable ways, particularly of dealing with conflict. We regard the child to be a learner of what is acceptable and in need of support, explanation, encouragement, positive modelling and guidance – just as in learning any other skill.
Hurtful behaviour – We take hurtful behaviour very seriously. Most children under the age of five will at some stage hurt or say something hurtful to another child, especially if their emotions are high at the time, but it is not helpful to label this behaviour as 'bullying' even if the behaviour is worryingly aggressive. For most children under five, hurtful behaviour is momentary, spontaneous and often without cognisance of the feelings of the person whom they have hurt. Some children may engage in hurtful behaviour because they are deeply unhappy and they require support and care. However, hurtful behaviour has an impact for the child at the receiving end which is significant and this is also taken into consideration when responding to incidents of hurtful behaviour.
Bullying - We take bullying very seriously. Bullying involves the persistent physical or verbal abuse of another child or children. It is characterised by intent to hurt, often planned, and accompanied by an awareness of the impact of the bullying behaviour. A child who is bullying has reached a stage of cognitive development where he or she is able to plan to carry out a premeditated intent to cause distress to another. This is rarely the case for children under five. Bullying can occur in children five years old and over and may well be an issue in after school clubs and holiday schemes catering for slightly older children.

Children under three years

When children under three behave in inconsiderate ways we recognise that strategies for supporting them will need to be developmentally appropriate and differ from those for older children.
We recognise that very young children are unable to regulate their own emotions, such as fear, anger or distress, and require sensitive adults to help them learn to do this. Common inconsiderate or hurtful behaviours of young children include tantrums, biting or fighting.
Staff are calm and patient, offering comfort to intense emotions, helping children to manage their feelings and talk about them to help resolve issues and promote understanding.

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 find solutions in ways which are appropriate for the children's ages and stages of development.
Such solutions might include, for example, acknowledgement of feelings, explanation as to what was not acceptable, and supporting children to gain control of their feelings so that they can learn a more appropriate response.
Staff offer comfort to both children in a dispute and encourage them to find a solution to their problem.
When children behave in inconsiderate ways, we help them to understand the outcomes of their action and support them in learning how to cope more appropriately.
We praise children for their efforts and achievements in resolving a dispute or learning a social skill such as waiting for their turn.

Hurtful behaviour

We recognise that young children behave in hurtful ways towards others because they have not yet developed the means to manage intense feelings that sometimes overwhelm them.
We will help them manage these feelings as the biological and cognitive means to do this for themselves is still underdeveloped in very young children.
We understand that self management of intense emotions, especially of anger, happens when the brain has developed neurological systems to manage the physiological processes that take place when ‘triggers’ activate responses of anger or fear.
Therefore we help this process by offering support, calming the child who is angry as well as the one who has been hurt by the behaviour. By helping the child to return to a normal state, we are helping the brain to develop the physiological response system that will help the child be able to manage his or her own feelings.
We do not engage in punitive responses to a young child's rage as that will have the opposite effect.
Our way of responding to pre-verbal children is to calm them through holding and cuddling. Verbal children will also respond to cuddling to calm them down, but we offer them explanation and discuss the incident with them to their level of understanding.
We recognise that young children require help in understanding the range of feelings experienced. We help children recognise their feelings by naming them and helping children to express them, making a connection verbally between the event and the feeling. 'Adam took your car, didn't he, and you were enjoying playing with it. You didn't like it when he took it, did you? It made you feel angry, didn't it, and you hit him'.
We help young children learn to empathise with others, understanding that they have feelings too and that their actions impact on others' feelings. 'When you hit Adam, it hurt him and he didn't like that and it made him cry'.
We help young children develop pro-social behaviour, such as resolving conflict over who has the toy. 'I can see you are feeling better now and Adam isn't crying any more. Let's see if we can be friends and find another car, so you can both play with one.'
We are aware that the same problem may happen over and over before skills such as sharing and turn-taking develop. In order for both the biological maturation and cognitive development to take place, children will need repeated experiences with problem solving, supported by patient adults and clear boundaries.
We support social skills through modelling behaviour, through activities, drama and stories. We build self esteem and confidence in children, recognising their emotional needs through close and committed relationships with them.
We help a child to understand the effect that their hurtful behaviour has had on another child; we do not force children to say sorry, but encourage this where it is clear that they are genuinely sorry and wish to show this to the person they have hurt.
When hurtful behaviour becomes problematic, we work with parents to identify the cause and find a solution together. The main reasons for very young children to engage in excessive hurtful behaviour are that:

they do not feel securely attached to someone who can interpret and meet their needs - this may be in the home and it may also be in the setting
their parent, or carer in the setting, does not have skills in responding appropriately, and consequently negative patterns are developing where hurtful behaviour is the only response the child has to express feelings of anger
the child is exposed to levels of aggressive behaviour at home and may be at risk emotionally, or may be experiencing child abuse
the child has a developmental condition that affects how they behave

Where this does not work, we use the Code of Practice to support the child and family, making the appropriate referrals to a Behaviour Support team where necessary.
- In cases of hurtful behaviour, such as racial or other abuse, we make clear immediately the unacceptability of the behaviour and attitudes, by means of explanations rather than personal blame
- Details (what happened, what action was taken and by whom, and the names of witnesses) of hurtful behaviour incidents that give cause for concern are brought to the attention of our setting leader and are recorded in the child's personal file. The child's parent is informed on the same day.

Bullying

If a child bullies another child or children, we:

Show the children who have been bullied that we are able to listen to their concerns and act upon them.
Intervene to stop the child who is bullying from harming the other child or children.
Explain to the child doing the bullying why her/his behaviour is not acceptable.
Give reassurance to the child or children who have been bullied.
Help the child who has done the bullying to recognise the impact of their actions.
Make sure that children who bully receive positive feedback for considerate behaviour and are given opportunities to practise and reflect on considerate behaviour.
Do not label children who bully as 'bullies'.
Recognise that children who bully may be experiencing bullying themselves, or be subject to abuse or other circumstance causing them to express their anger in negative ways towards others.
Recognise that children who bully are often unable to empathise with others and for this reason we do not insist that they say sorry unless it is clear that they feel genuine remorse for what they have done. Empty apologies are just as hurtful to the bullied child as the original behaviour.
We discuss what has happened with the parents of the child who did the bullying and work out with them a plan for handling the child's behaviour.
Share what has happened with the parents of the child who has been bullied, explaining that the child who did the bullying is being helped to adopt more acceptable ways of behaving.
Use the Code of Practice in cases where the above does not work to support the child and family, making the appropriate referrals to a Behaviour Support team where necessary.
- In cases of bullying behaviour, that is racially motivated or focussed towards a child’s disability, or gender, we make clear immediately the unacceptability of the behaviour and attitudes, by means of explanations rather than personal blame.
- Details (what happened, what action was taken and by whom, and the names of witnesses) of bullying behaviour incidents that give cause for concern are brought to the attention of our setting leader and are recorded in the child's personal file. The child's parent is informed on the same day.

Rough and tumble play, hurtful behaviour and bullying

Our procedure has been updated to provide additional focus on these kinds of play that sometimes lead to inconsiderate or hurtful behaviours.

Rough and tumble play and fantasy aggression

Young children often engage in play that has aggressive themes - such as superhero and weapon play. Some children appear pre-occupied with these themes, but their behaviour is not necessarily a precursor to bullying, although it may be inconsiderate, or even hurtful, at times and may need addressing using strategies as above.

We recognise that teasing and rough and tumble play are normal for young children and acceptable within limits. We regard these kinds of play as pro-social and not as problematic or 'aggressive'.
We will develop strategies to contain play that are agreed with the children, and understood by them, with acceptable behavioural boundaries to ensure children are not hurt.
We recognise that fantasy play also contains many violently dramatic strategies - blowing up, shooting etc., and that themes often refer to 'goodies and baddies' and as such offer opportunities for us to explore concepts of right and wrong and alternatives to blowing up or shooting.
We are able to tune in to the content of the play, perhaps to suggest alternative strategies for heroes and heroines, making the most of 'teachable moments' to encourage empathy and lateral thinking to explore alternative scenarios and strategies for conflict resolution.

This policy was adopted at a meeting of Edlesborough Under 5’s held on 13th September 2007.

Child Collection Procedures And Policy

The safety of young children is of paramount importance. In order to ensure the safety of both children and adults, the pre-school will ensure safety in the following areas:

When releasing children at the end of sessions the following considerations are taken into account.
No children will be handed over to an unknown adult without prior notification from the parent.
All parents are to give written consent as to who can collect their child, where possible. To this end a “child collection book” will be available at each session whereby a parent can inform the staff as to who will be collecting their child at the end of the session.
It is important that regular updates of records are made giving correct contact numbers for parents/carers for the staff to access in the event of an emergency. Reminders to parents should be made via newsletters.
In the event of an emergency whereby a known parent cannot collect their child, it is the responsibility of the leader and an assistant to safeguard the child at the pre-school premises until such time as he/she can be collected by a person nominated by the parent.
In cases where a child is consistently picked up more than 10 minutes late a charge will be incurred by the parent/carer.

Should a child leave the premises without the prior consent of the pre-school and parent:

Initiate immediate search of the surrounding area. If the child cannot be found:
Inform the Edlesborough Under 5’s leader if not already aware.
Advise the police giving a description of the child and parents contact details.
Contact the parents.
Inform the Chair of Edlesborough Under 5’s
The relevant registering authority (in this case Ofsted) is to be notified.
Complete incident report.

This policy was adopted at a meeting of Edlesborough Under 5’s held on 13th September 2007.

Complaints Policy and Procedures

Statement of intent

Our setting believes 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 to the appropriate member of staff. If this does not achieve the desired result, we have a set of procedures for dealing with concerns.

Aim

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

Method

To achieve this, we operate the following complaints procedure.

All settings are required to keep a 'summary log' of all complaints that reach stage 2 or beyond. This is to be made available to parents as well as to Ofsted inspectors. Our ‘Provider Complaints Record ' acts as the 'summary log' for this purpose.

Making a complaint

Stage 1

Any parent who has a concern about an aspect of the setting's provision talks over, first of all, his/her concerns with the setting leader.
Most complaints should be resolved amicably and informally at this stage.

Stage 2

If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to Stage 2 of the procedure by putting the concerns or complaint in writing to the setting leader and the chair of the committee.
For parents who are not comfortable with making written complaints, there is a template form for recording complaints in the above-mentioned publication; the form may be completed with the person in charge and signed by the parent.
The setting stores written complaints from parents in the child's personal file. However, if the complaint involves a detailed investigation, the setting leader may wish to store all information relating to the investigation in a separate file designated for this complaint.
When the investigation into the complaint is completed, the setting leader meets with the parent to discuss the outcome.
When the complaint is resolved at this stage, the summative points are logged in the Provider Complaints Record .

Stage 3

If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the setting leader and the chair of the committee. The parent should have a friend or partner present if required and the leader should have the support of the chairperson of the committee, present.
An agreed written record of the discussion is made as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it.
This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, the summative points are logged in the Provider Complaints Record .

Stage 4

If at the Stage 3 meeting the parent and setting cannot reach agreement, an external mediator is invited to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice. A mediator has no legal powers but can help to define the problem, review the action so far and suggest further ways in which it might be resolved.
Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to be invited to act as mediators.
The mediator keeps all discussion confidential. S/he can hold separate meetings with the setting personnel (setting leader and chair of the committee) 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, the setting leader and the chair of the committee is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator's advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached.
A record of this meeting, including the decision on the action to be taken, is made. Everyone present at the meeting signs the record and receives a copy of it. This signed record signifies that the procedure has concluded.

The role of the Office for Standards in Education, Early Years Directorate (Ofsted) and the Local Safeguarding Children Board.

Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the setting's registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the National Standards for Day Care are adhered to.
The address and telephone number of our Ofsted regional centre are:
South Freshford House, Redcliffe Way, Bristol, BS1 6NL.

0845 6014771

These details are displayed on our setting's notice board.
If a child appears to be at risk, our setting follows the procedures of the Local Safeguarding Children Board in our local authority.
In these cases, both the parent and setting are informed and the setting leader works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint, followed by appropriate action.

Records

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

The outcome of all complaints is recorded in the Provider Complaints Record which is available for parents and Ofsted inspectors on request.

This policy was adopted at a meeting of Edlesborough Under 5’s held on 13th September 2007.

Confidentiality Policy

The pre-school’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 pre-school can do so with confidence, we will respect confidentiality in the following ways:

Parents will have ready access to the files and records of their own children but will not have access to information about any other child.

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

Information given by parents/carers to the pre-school leader or keyworker will not be passed on to other adults without permission.

Care will be taken at all times to ensure essential conversations that parents may have with staff regarding their child, and/or other members of staff have regarding the children will be take place in private to ensure confidentiality is upheld.

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

Any anxieties/evidence relating to a child’s personal safety will be kept in a confidential file and will not be shared within the group except with the child’s keyworker/playleader and the chair/owner.

Any temporary staff or visitors to the pre-school will be advised of our confidentiality policy and required to respect it.

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

The pre-school reserves the right to share any information given to them by parents with the other members of staff when viewed as appropriate in their professional judgement.

This policy was adopted at a meeting of Edlesborough Under 5’s held on 13th September 2007.

Pre-School Learning Alliance Pre-School Constitution 2005

1.0 Name
1.1 The name of the pre-school is Edlesborough Under 5’s and is
referred to in this Constitution as “the Pre-school”. The Pre-school is a body in membership of the Pre-school Learning Alliance.

2.0 Aims
2.1 The aims of the Pre-school are to enhance the development and education of children primarily under statutory school age by encouraging parents to understand and provide for the needs of their children through community groups and by:
(a) offering appropriate play, education and care facilities, family learning and extended hours groups, together with the right of parents to take responsibility for and to become involved in the activities of such groups, ensuring that such groups offer opportunities for all children whatever their race, culture, religion, means or ability;
(b) encouraging the study of the needs of such children and their families and promoting public interest in and recognition of such needs in the local areas;
(c) instigating and adhering to and furthering the aims and objects of the Pre-school Learning Alliance.

3.0 Powers
3.1 To further its aims the Pre-school has the following powers:
(a) to provide accommodation and equipment;
(b) to raise money to pay for the Pre-school’s activities;
(c) to make such payments as shall be necessary;
(d) to fix and collect the fees payable in respect of children attending groups run by the Pre-school;
(e) subject to adherence with all applicable legislation, to control the admission of children to the groups run by the pre-school and if appropriate, require parents or guardians to withdraw them;
(f) as a member of the Pre-school Learning Alliance to send an accredited representative to vote at local Branch and/or County meetings and to the national Annual General Meeting of the Pre-school Learning Alliance;
(g) to borrow money and to charge the whole or any part of the property of the Preschool as security for any money borrowed subject to complying with the provisions of sections 38 and 39 of the Charities Act 1993 if it is proposed to mortgage land;
(h) to hire or acquire assets of any kind;
(i) to buy, lease or rent any land or buildings and to maintain and equip it for the use of the Pre-school;
(j) to sell, lease or otherwise dispose of all or any part of the Pre-school’s property subject to complying with the provisions of sections 36 and 37 of the Charities Act 1993;
(k) to set aside funds for special purposes or as reserves against future expenditure;
(l) to maintain and pay for membership of the Pre-school Learning Alliance;
(m) to insure the property and assets of the Pre-school against any foreseeable risk and to take out other insurance policies to protect the Pre-school as required;
(n) subject to obtaining the prior written consent of the Charity Commission to insure the Committee against the costs of the successful defence to a criminal prosecution brought against them as charity trustees or against personal liability incurred in respect of any act or omission which is or is alleged to be a breach of trust or breach of duty unless the Committee member(s) concerned knew that or was reckless whether the act or omission was a breach of trust or breach of duty;
(o) to employ such paid and unpaid staff, agents and advisors (who shall not be members of the Committee) as maybe required from time to time;
(p) to do any other lawful things which are necessary or desirable to enable the Preschool to achieve its aims.

4.0 Membership
4.1 Membership of the Pre-school is divided into two kinds:
(a) Family Membership Parents or guardians of all children who attend any group run by the Pre-school wishing to support the aims of the Pre-school. Each family holding Family Membership will count as one Member of the Pre-school and will be entitled to one vote at any General Meetings of Members of the Pre-school.
(b) Affiliate Membership
Affiliate Membership is open to those individuals, organisations or other bodies interested in supporting the aims of the Pre-school, but they will not be entitled to become an Affiliate Member until the Pre-school shall have received the subscription (if any) set by the Committee. An Affiliate Member will be entitled to one vote at any General Meetings of Members of the Pre-school.
4.2 Membership of the Pre-school will cease if the Member concerned:
(a) gives written notice of resignation to the Pre-school;
(b) dies or in the case of an organisation ceases to exist;
(c) fails to pay their membership subscription (if any) within two months from the date on which it is due, in which case the Member will cease to be a Member with effect from the date on which the period of two months expires;
(d) in the case of a Family Member the end of the last term in which any child or children of the Family Member attended any group run by the Pre-school;
(e) is removed from membership by a resolution of the Committee on the grounds that the Member has acted in a way which brings the Pre-school into disrepute or has failed to abide by the rules of the Constitution. Before the Committee decides whether to terminate the membership of a Member the Committee will give the Member written notice of the misconduct or failure alleged to have occurred and will give the Member not less than 14 days in which to submit their answer in writing. The Committee will have regard to the Member’s written response in deciding whether or not to terminate membership. The Committee shall have the final decision on whether or not to terminate the membership.
4.3 Membership of the Pre-school is not transferable.

5.0 The Committee
5.1 The overall management and control of the Pre-school will rest with the individual members of the Pre-school’s management committee (“the Committee”). As well as being responsible for the management of the Pre-school the Committee members are also the charity trustees of the Pre-school.
5.2 The minimum number of Committee members shall be 5 and the maximum shall be 12, together with up to a further 3 co-opted members. The Committee shall consist of:
(a) a Chair, a Treasurer and a Secretary (“the Officers”); and
(b) not less than 2 nor more than 9 other elected Members; and
(c) if the Committee decides it can co-opt up to 3 further Members on to the Committee at any one time.
5.3 Not less than 60 per cent of the Committee members, including co-opted members, shall at the time of election or co-option be Family Members. In the event that this 60 per cent figure cannot be achieved, the Pre-school may elect Affiliate Members to make up the balance of the Committee subject to the Affiliate Members being approved by the local Branch Executive Committee of the Pre-school Learning Alliance.
5.4 Where an individual is elected as a Committee member it is that individual who is the Committee member and charity trustee and no other individual with whom they share Family Membership or Affiliate Membership shall be entitled to stand in their place at Committee meetings or have any other rights as a Committee member.
5.5 (a) The Officers and Committee members in 5.2(a) and 5.2(b) shall be elected for one year at the Annual General Meeting. Retiring Officers and Committee members are eligible for re-election unless they have already served on the Committee in any capacity for ten consecutive years.
(b) Co-opted members in 5.2(c) may join at any time on the invitation of the Committee but shall retire at the next Annual General Meeting. No co-opted member shall serve for more than six consecutive years.
(c) In the event of the death or resignation of an elected Committee member, the vacancy shall be filled until the next Annual General Meeting by a Member appointed by the Committee.
5.6 All Committee members will have one vote each at Committee meetings. In the event of a tie the Chair of the Committee has a second or casting vote.
5.7 A quorum for Committee meetings is not less than half the Committee, including any two of the Officers.
5.8 All Members shall be eligible to stand for election to the Committee, except for paid employees of the Pre-school, who cannot be Committee members or vote at Committee meetings. They, or their representative, can be invited to attend any or all Committee meetings in an advisory capacity, but need not attend the whole of such meetings. Paid employees of the Pre-school may hold Family Membership or Affiliate Membership and may attend General Meetings of the Pre-school in that capacity, but may not vote on matters relating to their terms and conditions of employment with the Pre-school.
5.9 Not less than two weeks before the date of the next Annual General Meeting of the Preschool at which the election of elected Committee members will take place each Member shall be sent a form which any Member wishing to stand as a candidate for election to the Committee must complete and return to the Secretary to indicate their willingness to act as a member of the Committee if elected.
5.10 At the Annual General Meeting the prospective new elected members of the Committee will be those candidates from amongst those having notified their willingness to stand who receive the highest number of votes from the Members, up to a maximum of 12 elected Committee members in total.
5.11 At the first Committee meeting following the Annual General Meeting at which the newly elected members of the Committee are elected they shall choose from amongst their number the members who will act as Chair, Treasurer and Secretary.
5.12 The term of office of any Committee member will automatically cease:
(a) if he or she is not re-elected or re-appointed in accordance with the provisions of this clause 5;
(b) if they are disqualified under the Charities Acts from acting as a charity trustee;
(c) if they are incapable whether mentally or physically of managing his or her own affairs;
(d) if they resign (but only if at least 5 other elected members of the Committee will remain in office);
(e) if they are removed by a resolution passed by a majority of the members of the Committee.

6.0 Proceedings of the Committee
6.1 The Committee shall hold at least 2 meetings each year unless the Committee shall decide by simple majority to hold a further meeting or meetings.
6.2 Every issue considered at Committee meetings may be determined by a simple majority of the votes cast at the meeting. A written resolution signed by all members of the Committee is as valid as a resolution passed in a meeting.

7.0 General Meetings
7.1 The Pre-school shall in each calendar year hold a general meeting as its Annual General Meeting, in addition to any other general meetings in that year and shall specify the meeting as such in the notice calling it. The Annual General Meeting in each year shall be held at such time and place as the Committee shall decide. All General Meetings other than the Annual General Meeting shall be Extraordinary General Meetings.
7.2 Each Annual General Meeting will be chaired by the Chair or in his/her absence another member of the Committee and which shall:
(a) receive the accounts of the Pre-school for the previous financial year;
(b) receive an annual report from the Committee;
(c) elect the new members of the Committee;
(d) transact any other business properly put to the meeting.
7.3 An Extraordinary General Meeting may be called at any time at the request of the Committee or not less than one quarter of the Members:
(a) The Secretary or Chair shall send notice of the date, time and place of each Annual General Meeting and any Extraordinary General Meeting, with a list of items to be discussed, to all Members at least two weeks before the date of the meeting.
(b) If the Committee do not call an Extraordinary General Meeting within two months of a proper request to do so, any Member may call the meeting by putting up a notice in a conspicuous place where the group meets at least two weeks before the meeting.
7.4 The quorum for a General Meeting shall be 10% of the members or 5 members, whichever is the greater. If fewer attend, a new meeting must be called at a time and place determined by the Committee.
7.5 Proposals may be put to a General Meeting of the Pre-school by the Committee or any Member.
7.6 All proposals put to the vote at General Meetings shall be decided by a simple majority of votes cast, except proposals to amend this Constitution or to dissolve the Pre-school which shall require not less than two thirds of the Members present at the meeting to vote in favour.
7.7 No amendments may be made to this Constitution without the prior approval of the Preschool Learning Alliance and where any amendment is to the aims of the Pre-school set out in paragraph 2.1 or to dissolution under paragraph 11 or to this paragraph 7.7 this shall not take effect without the prior written consent of the Charity Commission.
7.8 A copy of any resolution amending this Constitution must be sent to the Charity Commission within 21 days of it being passed.

8.0 Property
8.1 If the Pre-school acquires an interest in any property, either as a freehold, lease or licence of any land or buildings, then this property interest will be held by individuals appointed by the Committee to act as custodian trustees of the property on behalf of the Pre-school. These custodian trustees may be members of the Committee, Members of the Pre-school or any other persons which the Committee may appoint. A custodian trustee need not be a Member of the Pre-school. The custodian trustees are not charity trustees and appointment as a custodian trustee will not of itself make a custodian trustee either a Committee member or Member of the Pre-school. Where custodian trustees are required to hold property on behalf of the Pre-school then there shall not be less than 2 or more than 4 of them appointed by the Committee at any time.
8.2 Custodian trustees will hold office until:
(a) death; or
(b) retirement with the consent of the remaining custodian trustees; or
(c) removal by a resolution of the Committee; or
(d) removal by operation of the law but no retirement or removal shall be effective unless there will be at least two remaining custodian trustees.
8.3 In the absence of fraud or wilful default the custodian trustees are entitled to be indemnified out of the Pre-school’s assets against any risks or expenses incurred by them in the exercise of their duty as custodian trustees for the Pre-school.
8.4 The Committee may convene a meeting with the custodian trustees at any time and shall do so within one month of receiving a request for such a meeting from a majority of the custodian trustees acting for the Pre-school, provided that the subject matter of any meeting will be limited to discussing matters relating to the property held by the custodian trustees for the Pre-school and its management.

9.0 Finance and Accounts
9.1 The Committee will ensure that the Pre-school complies with the requirements of the Charities Acts as to the keeping of financial records, the auditing of accounts and the preparation and transmission to the Charity Commission of:
(a) annual reports;
(b) annual returns; and
(c) annual statements of account.
9.2 The accounting records shall, in particular, contain:
(a) entries showing from day to day all monies received and expended and the matters in respect of which the receipts and expenditures took place; and
(b) a record of the assets held and any monies owed by the Pre-school.
9.3 At each meeting of the Committee the Treasurer shall normally present an up to date written statement of accounts to the Committee.
9.4 All accounting records relating to the Pre-school shall be available for inspection by any member of the Committee at any reasonable time during normal office hours and may be available for inspection by Members at the discretion of the Committee.
9.5 The Pre-school may open one or more bank accounts. All bank accounts will be in the name of the Pre-school.
9.6 Cheques and orders for payment of money from these accounts shall require to be signed by two designated persons, one of whom shall be an Officer unless the Committee shall decide to allow cheques and orders for small amounts set by the Committee to be signed by a single signatory. A duplicate of all bank statements should normally be sent to the Chair.

10.0 Minutes
10.1 The Committee will keep minutes of all proceedings at meetings of the Pre-school and of the Committee.

11.0 Dissolution
11.1 If the Committee resolves that the aims of the Pre-school can no longer be fulfilled, the Committee will convene an Extraordinary General Meeting of the Pre-school to consider the winding up and dissolution of the Pre-school.
11.2 If the Extraordinary General Meeting referred to in paragraph 11.1 decides by a two thirds majority of the Members present and voting that the Pre-school should be wound up the Committee in consultation with the Pre-school Learning Alliance shall transfer all of the assets of the Pre-school (subject to the satisfaction of all debts and liabilities of the Pre-school) in accordance with paragraph 11.4.
11.3 If at the Extraordinary General Meeting a quorum is not present within 1 hour of the time appointed for the meeting then the meeting will be adjourned to the same day of the next following week at the same time and place. If at the adjourned meeting a quorum is again not present within 1 hour of the time appointed for the meeting then the Members present shall constitute a quorum.
11.4 If the Pre-school is wound up or dissolved and after all of its debts and liabilities have been satisfied there remains any property or assets these shall not be paid or distributed amongst the Members of the Pre-school but shall be applied in one or more of the following ways:
(a) transferred to the Pre-school Learning Alliance or, with the agreement of the Preschool Learning Alliance, to another pre-school established as a charity whose governing instrument prohibits the distribution of income and property to an extent at least as great as is imposed on the Pre-school and whose objects are similar to those of the Pre-school; or
(b) in such other manner consistent with the charitable status of the Pre-school as the Pre-school Learning Alliance and the Charity Commission have approved in writing in advance.

12.0 Indemnity
12.1 Subject to the provisions of the Charities Acts, every member of the Committee shall be indemnified out of the assets of the Pre-school against any liability incurred by him/her in defending any proceedings, whether civil or criminal, in which judgement is given in his/her favour or in which he/she is acquitted or in connection with any application in which relief is granted to him/her by the court from liability for negligence, default, breach of duty or breach of trust in relation to the affairs of the Pre-school.

Pre-school Learning Alliance Membership Number 14910.
This constitution was approved by the members of Edlesborough Under 5’s at a General meeting held on 26th April 2007

Pre-school Learning Alliance
69 Kings Cross Road
London WC1X 9LL
Tel: 020 7833 0991
Fax: 020 7837 4942
Email: pla@pre-school.org.uk

Guidance for Drug Education and Incident Management in Early Years Settings

Rationale

In line with the Government’s 10 Year strategy ‘Tackling Drugs to Build a Better Britain’ and the Buckinghamshire Drug Action Team Strategy, this policy has been drawn up to explain our policy on drug education and dealing with drug-related incidents.

Staff and other adults on site should act at all times as responsible role models and set a good example of drug-related behaviour. Therefore this policy will apply to any person on the premises, unless the head of the setting has agreed for the rules to be altered for a particular occasion, e.g. when alcohol is available at an over 18’s function.

Drug Definition

A drug is a substance, legal or illegal that can alter they way the mind or body works. Therefore this policy will include alcohol, tobacco products, caffeine, solvents and other volatiles substances, over the counter drugs and medicine, prescribed medicines including tranquillisers and painkillers and illegal drugs.

Drug Education

To be effective, drug education will be taught through the informal curriculum, introduced and reinforced appropriately according to the needs of the children. This will centre on the role of drugs as medicines and that alcohol, tobacco and other drugs can have harmful effects.

Medicines in Settings

Children, who need access to medication on a continuing basis, e.g. Asthma inhalers or insulin for diabetics, are allowed to bring their medication to the setting is suitable tamper-proof containers. Where able to do so, they will be able to self-medicate. See Managing Medicines Policy for details.

Dealing with Drug-related incidents

There are a variety of situations that would constitute a drug-related incident including:

Drugs/alcohol/paraphernalia found on a child.
Drugs/alcohol paraphernalia found on premises.
Supplying of drugs.
Staff/parents/carers/person external to the setting under the influence of drugs/alcohol.

Any response to a drug-related incident in the setting will be taken after considering all the relevant facts and information about the circumstances in which the incident has come about. The setting response will be part of a supporting network developed to ensure that the setting uses its powers to protect the long-term welfare of all the children in the setting, keeping child protection issues in mind at all times. Records will be kept for all drug-related incidents. These will be kept securely by the head of the setting and will only be shared with key people.

Useful Contact Numbers in Buckinghamshire

Schools’ Drug Education Consultant: 01296 334994
Bucks Drug Action Team: 01296 387161
Addiction Buckinghamshire: 01296 396352
Frank: 0800 776600
Drug Prevention Education Awareness
Project (DPEAP): 01296 339821

This policy was adopted at a meeting of Edlesborough Under 5’s held on 13th September 2007.

Equal Opportunities Policy

The Pre-school Learning Alliance is committed to helping pre-schools provide equality of opportunity for all children and families and take positive action to eliminate discrimination in all areas of their work. As a member of the Alliance, Edlesborough Under 5’s works in accordance with all relevant legislation, including

Disability Discrimination Act 1995
Race Relations Act 1976
Sex Discrimination Act 1986
Children Act 1989

We believe that the group’s activities should be open to all children and families, and to all adults committed to their education and care. We aim to ensure that all who wish to work in, or volunteer to help with, our pre-school have an equal chance to do so.

Admissions

The pre-school is open to every family in the community. The waiting list is not operated on a first come, first served basis but on a fairer system. We use the following system for accepting children from the waiting list. Our waiting list is arranged in order of date of birth, with the exception of 2 ½ year olds, which will give some consideration of time on waiting list. Families joining the pre-school are made aware of its equal opportunities policy, which is regularly reviewed.

Employment

Any vacancies will be advertised. The pre-school will appoint the best person for each job and will treat fairly all applicants for jobs and all those appointed.

Commitment to implementing the group’s Equal Opportunities Policy will form part of the job description for all workers.

Families

The pre-school recognises that many different types of family group can and do successfully love and care for children. The pre-school aims to offer support for all families. The pre-school offers a flexible payment system for families with differing means.

Festivals

Our aim is to show respectful awareness of all the major events in the lives of the children and families in the pre-school, and in our society as a whole, and to welcome the diversity of backgrounds from which they come.

In order to achieve this:

We aim to acknowledge all the festivals which are celebrated in our area and/or by the families involved in the pre-school.

Without indoctrination in any specific faith, children will be made aware of the festivals which are being celebrated by their own families or others, and will be introduced where appropriate to the stories behind the festivals.

Before introducing a festival with which the adults in the pre-school are not themselves familiar, appropriate advice will be sought from parents and other people who are familiar with that festival.

Children and families who celebrate at home festivals with which the rest of the pre-school is not familiar will be invited to share their festival with the rest of the group, if they themselves wish to do so.

Children will become familiar with and enjoy taking part in a range of festivals, together with the stories, celebrations and special food and clothing they involve, as part of the diversity of life.

The Curriculum

All children will be respected and their individuality and potential recognised, valued and nurtured.

Activities and the use of play equipment offer children opportunities to develop in an environment free from prejudice and discrimination. Management of resources within the pre-school will ensure that both girls and boys have full access to all kinds of activities and equipment and are equally encouraged to enjoy and learn from them.

Appropriate opportunities will be given to children to explore, acknowledge and value similarities and differences between themselves and others.

Resources

These will be chosen to give children a balanced view of the world and an appreciation of the rich diversity of our multi-racial society.

Materials will be selected to help children to develop their self-respect and to respect other people by avoiding stereotypes and by using images and words which reflect positively the contribution of all members of society.

Special Needs

The pre-school recognises that children have a wide range of needs which differ from time to time, and will consider what part it can play in meeting these needs as they arise.

Planning for pre-school meetings and events will take into account the needs of people with special educational needs and disabilities.

Discriminatory Behaviour/Remarks

Any discriminatory language, behaviour or remarks by children, parents or any other adults are unacceptable in the pre-school.

Our response will aim to demonstrate support for the victim(s), to help those responsible to understand and overcome their prejudices and to make it clear that such behaviour/remarks will not be tolerated.

Language

Basic information, written and spoken, will be clearly communicated in as many languages as are necessary and possible.

Bilingual/multilingual children and adults are an asset to the whole group. Parents will be encouraged to speak to children in their first language at home.

Children and parents who have English as a second or additional language will be valued and their languages recognised and respected in the pre-school.

Food

Working in partnership with parents, children’s medical, cultural and dietary needs will be met.

Meetings

The pre-school will make every effort to ensure that the time, place and conduct of meetings enable the majority of parents to attend so that all families have an equal opportunity to be involved in and informed about the pre-school.

This policy was adopted at a meeting of Edlesborough Under 5’s held on 13th September 2007.

Equipment and Resources

We believe that high quality early years and education is promoted by providing children with clean, safe, attractive, developmentally appropriate resourses, toys and equipment.

AIM

We aim to provide children with resourses and equipment that help to consolidate and extend their knowledge, skills, interests and aptitudes.

METHODS

In order to achieve this aim we;

provide play equipment and resourses that are safe and - where applicable – conform to the BSEN safety standards or Toys (Safety) Regulations (1995);
provide a sufficient quantity of equipment and resourses for the number of children;
provide resourses that promote all areas of children’s learning and development, which may be adult or child led;
select books, equipment and resourses that promote positive images of people of all colours, cultures and abilities, are non-discriminatory and avoid racial and gender stereotyping;
provide play equipment and resourses that promote continuity and progression, provide sufficient challenges and meet the needs of all children;
provide made, natural and recycled materials that are clean, in good condition and safe for the children to use;
provide furniture that is suitable for the children and furniture that is suitable for adults;
store and display resourses and equipment where children can independently choose and select them;
regularly check all resources and equipment that are made available at each session and ensuring it is stored away correctly at the end of each session. We repair and clean, or replace, any unsafe, worn out, dirty or damaged equipment;
keep an inventory of resourses and equipment. This will record the date each item was purchased and the price paid for it;
use the inventory to:

review the balance of resourses and equipment so that they can support a range of activities across all areas of play, learning and development:
record the dates of results of checking the resourses and equipment:
record the date when any item is discarded due to being worn out, damaged or unsafe:
provide adequate insurance cover for the setting’s resourses and equipment:

plan the provision of activities and appropriate resourses so that a balance of familiar equipment and resourses and new exciting challenges is offered.

Funding and Fees Policy

It is our intention to be fair in our approach to funding and fees to make our group genuinely accessible to children and families from all sections of the local community. In order to accomplish this, we:

Early Education Funding

will follow the rules and guidance of the Early Years Education Department at Bucks County Council relating to funding.
will claim Early Education Funding on behalf of parents of eligible children attending the pre-school.
will contact parents in the term before their child becomes eligible to arrange for parents to complete the mandatory forms and obtain proof of date of birth. Without these forms and proof Edlesborough Under 5’s will be unable to claim the funding.
will contact parents each term to arrange for parents to complete the mandatory form for the next term stating which sessions their child is attending at ours and other childcare providers.
will charge fees for sessions where mandatory forms or proof of date of birth are not provided by the parents in time for the funding to be claimed.
will charge fees where the child attends more than the maximum number of 5 sessions per week allowed funding at ours and another provider(s) and where the parent has elected to pay Edlesborough Under 5’s rather than the other provider for these extra sessions.
will endeavour to contact parents when mandatory forms have not been received from parents.
will endeavour to contact parents before withdrawing places due to non receipt of completed mandatory forms or submission of proof of date of birth.
will expect parents to advise us promptly if they intend to withdraw their child from pre-school as this may impact the funding we receive and allows us the opportunity to offer the place(s) to another child.

Fees

will charge fees where a child is not eligible for Early Education Funding according to the eligible birth dates applicable to each term advised by Bucks County Council.
will charge fees where a child attends more than 5 sessions per week if the parent has opted that the unfunded session(s) are at Edlesborough Under 5’s.. This includes all childcare providers a child attends in any one week.
will align fee charges to the Early Education Funding session rates. This ensures that funded places are not subsidising non funded places.
will notify fee paying parents as soon as practical after we are notified of Early Education Funding increases, with increases to take effect from the start of the following term.
will not usually backdate fee increases when the government backdates Early Education Funding increases.
will invoice and collect fees half termly in advance to guarantee the child’s place.
will invoice parents giving at least 3 weeks notice before payment is due.
will negotiate a payment schedule where parents find the fees financially difficult.
will endeavour to contact parents where fees are overdue and no alternative payment schedule has been arranged. Places are not guaranteed if either payment has not been received or alternative arrangements made.
will endeavour to contact parents before withdrawing places due to non payment of fees.
will charge fees to staff and committee members who have children attending Edlesborough Under 5’s, who are not eligible for Early Education Funding, at the same session rate as other parents.
will not usually charge for sessions where a member of staff or parent provides emergency staff or parent help cover and brings their child with them to a session they would not normally attend.
will take each case on its own merit where staff or parents provide medium and long term cover for another member of staff requiring a child attending sessions that they would not normally attend. Usually either funding will be claimed, if eligible, or fees charged.
will expect parents to advise us promptly if they intend to withdraw their child from pre-school as this allows us the opportunity to offer the place(s) to another child.

Health And Hygiene - Policy And Practice

Our pre-school promotes a healthy lifestyle and a high standard of hygiene in its day to day work with children and adults. We take positive steps to prevent the spread of infection and appropriate measures when there is illness. This is achieved in the following ways:

HEALTH:

Food:

Those responsible for the handling and preparation of food are made fully aware of and comply with regulations relating to food safety and hygiene
All snacks provided will be nutritious and pay due attention to children’s particular dietary requirements.
Children are provided with a drink, which they pour themselves, and piece of fruit midway through the session. Fresh drinking water is available at all times.
When cooking with children as an activity, the adults will provide healthy, wholesome food, promoting and extending the children’s understanding of a healthy diet.
Any children’s allergies are noted on a chart in the kitchen, and this is taken into account during snack time and when children are making and eating other foods.

Outdoor play:

Children will have the opportunity to play outside throughout the year on regular outings to park opposite the pre–school building also in a small fenced grassed outdoor area attached to the pre-school building.

Prior to use of outdoor area:

The area is risk assessed by a member of staff and any appropriate action is taken.
Ensure that there is always the correct ratio of staff to children both in the outdoor play area and indoors.

Prior to playing outside in park:

The area where the children will be playing is risk assessed and any appropriate action is taken.
All children have suitable protection dependant on the time of the year. In summer childrens drinks bottles will be taken.
First aid kit and charged mobile phone is taken.
Ensure correct ratio of staff to children.

Illness

We do not provide care for children who are unwell, have a temperature, or sickness and diarrhoea, or who have an infectious disease. Parents are asked not to bring into the pre-school any child who has been vomiting or had diarrhoea until at least 48 hours has elapsed since the last attack. Parents are asked to keep their children at home if they have any infection, and to inform the pre-school as to the nature of the infection. This will allow the pre-school to alert other parents as necessary and to make careful observations of any child who seems unwell.
Children with headlice are not excluded, but must be treated to remedy the condition.
Parents are notified if there is a case of headlice in the setting.
Parents are notified if there is an infectious disease, such as chicken pox.
HIV (Human Immunodeficiency Virus) may affect children or families attending the setting. Staff may or may not be informed about it.
Children or families are not excluded because of HIV.
Good hygiene practice concerning the clearing of any spilled bodily fluids is carried out at all times.
Staff suffering from sickness and diarrhoea do not handle food.
The local authority's medical officer for environmental health is notified of any infectious diseases that a qualified medical person considers notifiable. (Infectious Disease (Notification) Act 1889). Ofsted is also informed where this is the case. The full list is obtainable from www.patient.co.uk and includes common childhood illnesses such as measles.
If the children of pre-school staff are unwell, the children will not accompany the member of staff at work in the pre-school.
Cuts or open sores, whether on adults or children, will be covered with sticking plaster or other dressing, ensuring firstly that the child does not have an allergy to the plaster (see Allergy Chart in kitchen).
If the child is on prescribed medication please follow the Managing Medicines Policy.
The pre-school will ensure that the first aid equipment is kept clean, replenished and replaced as necessary. Sterile items will be kept sealed in their packages until needed.
There will always be on the premises at least one qualified first aider trained to administer first aid to children written permission is sort on registration.
There is a procedure for contacting parents or other adult designated by the parent if their child becomes ill whilst at pre-school. Written consent previously given on registration can allow staff to give ‘Calpol’ if required.

Information sources

Parents will have the opportunity to discuss health issues with pre-school staff and will have access to information available to the pre-school.
The pre-school will maintain links with health visitors and gather health information and advice from the local health authority information services and/or other health agencies.

HYGIENE:

The registered person ensures staff are informed and aware of the importance of good hygiene practice in order to prevent the spraed of infection. Staff are informed of and kept up to date with hygiene procedures by the staff member responsible for updating Health and Safety issues.

To prevent the spread of all infection, adults in the group will ensure that the following good practices are observed:

Personal hygiene

Hands washed after using the toilet and before handling food.
Children with pierced ears not allowed to share each other’s earrings.
Children encouraged to blow and wipe their noses when necessary and to dispose of soiled tissues hygienically.
Individual towels available, or paper towels used and disposed of appropriately.
Hygiene rules related to bodily fluids followed with particular care and all staff and volunteers aware of how infections, including HIV infection, can be transmitted.

Cleaning and clearing

Any spills of blood, vomit or excrement wiped up and flushed away down the toilet. Rubber gloves always used when cleaning up spills of body fluids. Floors and other affected surfaces disinfected using chlorine or iodine bleach diluted according to the manufacturer’s instructions. Fabrics contaminated with body fluids thoroughly washed in hot water.
Spare laundered pants and other clothing available in case of accidents, and polythene bags available in which to wrap soiled garments.
All surfaces cleaned daily with an appropriate cleaner.
Sandpits are protected from contamination and the sand is clean.

Food

The pre-school will observe current legislation regarding food hygiene, registration and training.
In particular, each adult will:
Always wash hands under running water before handling food and after using the toilet.
Not be involved with the preparation of food if suffering from any infectious/contagious illness or skin trouble.
A non-smoking policy is in place at Pre-school.
Never cough or sneeze over food.
Use different cleaning cloths for kitchen and toilet areas.
Prepare raw and cooked food in separate areas.
Keep food covered and either refrigerated or piping hot.
Tie hair back and where gloves if necessary.

This policy was adopted at a meeting of Edlesborough Under 5’s held on 13th September 2007.

Intruder Procedures and Policy

The safety of children is of paramount importance to the pre-school. With regard to visitors attending the pre-school the following procedures are in place.

Wherever possible visitors to the pre-school should come at an agreed time with the pre-school leader. The pre-school leader should be informed by staff and management of anyone coming to visit the pre-school.

In the event of a parent visiting the pre-school with his/her child, then the parent should accompanied at all times by a member of the pre-school staff. In most instances this should be the leader.

Identification should be requested and checked by the pre-school staff in the event of someone coming from a utility company for example to visit the playgroup.

People turning up unannounced should not be admitted.

In the event that an intruder attempts to break into the pre-school, every effort should be made by the staff to keep the children safe. If necessary the police should be informed.

This policy was adopted at a meeting of Edlesborough Under 5’s held on 13th September 2007.

Managing Medicines Policy

Introductory Statement - inclusion of all children - meeting all needs …

Parent Responsibility

“Parents have the prime responsibility for their child’s health and should provide schools and settings with information about their child’s medical condition.” (P13 Managing Medicines in Schools and Early Years Settings, DfES 2005)

At Edlesborough Under 5’s Pre-School we rely on parents to keep up informed about any medical condition or treatment that their child receives. Any treatment needing to be undertaken, during a session (whether regularly or in the event of an emergency) should be discussed with the setting head and the child’s key worker. A Health Care Plan should be completed and if medication needs to be administered a parental consent form signed.

Confidentiality

At Edlesborough Under 5’s Pre-School we respect the child’s right for confidentiality and information will be shared with relevant staff members after discussion with parents about who needs to be informed.

Staff Responsibilities

All staff that have undertaken a recognized First Aid training course within the last three years will be able to administer prescribed oral medication to children.

If the administration of prescribed medication requires medical knowledge, e.g. an injection, individual training is provided for the relevant member/s of staff by a health professional.

Administration of Medication

Medication will only be administered if it is essential (i.e. ‘that is would be detrimental to the child’s health if the medicine were not administered during the setting day.’ (P13 Managing Medicines in Schools and Early Years Settings, DfES 2005)). Whenever possible, dosages of medicine should be worked out so that they can be taken outside of the pre-school sessions.

At Edlesborough Under 5’s Pre-School we will only administer medicine that has been prescribed for a named child.

All medicine should be:

In its original container as dispensed by a pharmacist and include the prescriber’s instructions for administration.
Brought to the setting by parents daily (collecting the medicine at the end of the session is the parent’s responsibility) or a supply of medication provided specifically for use at pre-school.
Provided in small quantities.

Medicine not in its original packaging cannot be administered.
Non-prescription medicine cannot be administered (parents whose child regularly takes non prescription medicine are encouraged to discuss with their GP, whether it is appropriate for the medicine to be prescribed).
No medicines can be administered without prior written consent from the child’s parents.

Before administering medicine to a child the member of staff will check:

The child’s name.
Prescribed dose.
Expiry date.
Written instructions provided by the prescriber on the label or container.

Records will be kept of all medication brought to the setting and when medication is administered this will also be recorded in the medicine file and singed by the parents.

Refusal - If a child refuses to take their medication, staff will not compel them to do so. They will record in the child’s record the refusal and any surrounding circumstances and will inform the parents as soon as possible and at the end of the session at the latest.

Medicine Storage: All medicines will be stores in a locked cupboard or in the staff fridge in an airtight box, if they need refrigeration. Emergency medicine that needs to be on hand at all occasions (e.g. Inhalers and epi-pens) will be placed in a box on top of the main store cupboard, out of reach by children but readily available.

Medicine File: The medicine file will contain:

A record of all medicines on site and their location.
Copies of parent consent forms (originals will be kept in the children’s files).
Records of administration of medicines to individual children.
Copies of children’s health care plans.

Emergency Procedures

Actions to be taken in a emergency and what constitutes an emergency for a particular child are contained in the child’s health care plan. Two members of staff will be named in the plan to be responsible lead people in an emergency, but all staff where appropriate will have read and discussed the emergency procedures so that they are able to support the named members of staff. Copies of the emergency procedures will be laminated and stuck to the inside of the store cupboard door, so they are readily available for consultation in the event of an emergency.

Trips and outings

Before a trip is undertaken an additional risk assessment will be carried out in relation to children with medical needs. Steps will be taken to minimise risks and to ensure that all children can be included on the trip.

Medicine, for children who may require it on the trip, will be carried by the member of staff allocation to that child for the trip (usually the key worker) or by the child’s parent if they are attending the trip.

If it is thought that additional staffing is necessary to ensure the safety and enjoyment of the trip by everyone, this will be put into place.

Copies of emergency procedure will be taken on the trip along with relevant contact numbers.

Adults supervising children with medical needs and the trip leader will carry mobile phones.

This policy was adopted at a meeting of Edlesborough Under 5’s held on 13th September 2007.

Nappy Changing Policy

If a child starts playgroup and is still in nappies an agreement will be sort by the child’s keyworker with a parent and written in the child’s details.

This kind of agreement should help any kind of misunderstandings that might otherwise arise, and help parents feel confident that the setting is taking a holistic view of the child’s needs.

The details will include:

Providing the setting with spare nappies, wipes, nappy sacs and a change of clothing in a bag marked with the child’s name.
Understanding and agreeing the procedures that will be followed when their child is changed at the setting.
Agreeing to report should the child become distressed, or if marks/rashes are seen.

Nappy Changing Procedure

The following procedure for nappy changing also applies in case a child accidentally wets or soils him/herself, or is sick whilst on the premises.

It is the responsibility of all staff that finds a child with a soiled nappy to change the child’s nappy straight away to ensure the child does not become sore and in discomfort.
Back Storage room will be used with closed door for all changing.
Staff will wear disposable gloves and aprons while dealing with the incident.
A changing mat will be used to lay the child on, and cleaned with antibacterial spray afterwards.
Soiled nappies will be wrapped in a nappy sac or bag and disposed of in an outside bin.
Hot water and soap avaliable to wash hands as soon as the task is completed.
Paper towels provided for drying hands.

This policy was adopted at a meeting of Edlesborough Under 5’s held on 13th September 2007.

Outings Policy

We have agreed procedures for the safe conduct of outings.
Outings will be open to all parents and carers.
The adult to child ratio will take account of the nature of the outing after a risk assessment is carried out. Playgroup will ensure the ratios of staff to children meet recognized Health and Safety standards as requested by Ofsted.
Named children are assigned to individual staff to ensure each child is individually supervised and to ensure no child gets lost and that there is no unauthorised access to children.
A risk assessment on the proposed venue is carried out before an outing takes place.
Staff take a mobile phone on outings, and supplies of tissues, wipes, pants etc as well as a mini first aid pack, a snack and water. 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.
A register will be held by the supervisor of all persons attending the trip, with emergency contact details.
Records are kept of the vehicles used to transport children, with named drivers and appropriate insurance cover.
A minimum of two staff should accompany children on outings even where parent volunteers are assisting and a minimum of two staff should remain behind with the rest of the children.
Written permission will be sought from parents before every major outing. Permission for smaller, local trips and walks will be sought when the child starts Playgroup.
Any special needs or other equal opportunities issues will be discussed with parents in advance.
No child will be left in a vehicle unattended.
All health and hygiene policies will be followed in the case of a child becoming unwell or having an accident on an outing. The supervisor will be aware of the parents wishes regarding medical advice and treatment in the absence of the childs parents.
For those children remaining at playgroup, the adult to child ratio conforms to the requirements of the National Standards for Day Care
Outings are recorded in an outings record book stating:
- the date and item of outing
- the venue and mode of transport
- names of staff assigned to named children
- time of return

This policy was adopted at a meeting of Edlesborough Under 5’s held on 13th September 2007.

Parental Involvement Policy

Parents are the first educators of their young children. The aim of the group is to support parents in their essential role.

We will:

Involve parents in shared record keeping about their own child, both formally and informally, ensuring that parents have access to all written records on their own children.
Ensure that parents are given information on a regular basis about their child’s progress and have an opportunity to discuss it with staff.
Ensure that all parents have opportunities to contribute from their own skills, knowledge and interests to the activities of the group.
Ensure that all new parents are aware of and can contribute to the pre-school‘s systems and policies.
Encourage parents on an individual basis to play an active part in the management of the pre-school.
Ensure that all parents are fully informed about meetings, conferences, workshops and training that may affect them, giving as much notice as possible.
Consult with families about the times of meetings to avoid excluding anyone.
Advertise all meetings on the notice board and all parents are welcome.
Welcome the contributions of parents, whatever form these may take.
Make known to all parents the systems for registering queries, complaints or suggestions.
Provide opportunities for parents to learn about the pre-school curriculum and about young children’s learning, in pre-school and at home.
Parents are encouraged to take the opportunity to become involved in the pre-school, to join in with a pre-school session once a term. This is beneficial to parent, child, and the pre-school. People observe the session and can contribute their own skills, knowledge either at the time or as an observation subsequently. Helping us to ensure we are always listening and responding to our parents and the children using the pre-school. For this session the parent shadows/guided by one member of staff who they are introduced to at the beginning of the session. (please see related ‘Mums Help Rota policy).
In compliance with National Standard 12, Working in Partnership with Parents and Carers, the following documentation is in place:
- admissions policy
- complaints procedure
- record of complaints
- activities provided for children

This policy was adopted at a meeting of Edlesborough Under 5’s held on 13th September 2007.

Thursday rising 4 and 4+ sessions procedures and policy

As children approach their 4th birthday they are invited to attend on a Thursday afternoon, then as places become available they move to the Thursday morning session. During these sessions more detailed work is carried out, which is also sent home to involve the parents, in preparation for school.

We liase closely with Edlesborough School and children attending our Thursday morning session have the opportunity of regular visits to the school to participate in lessons and recreation which enables them to familiarise themselves with a school environment.

It is our policy that these sessions must be supported by another session during the week and that they are by invitation only. However, the committee would consider letting a child attend only a Thursday session in exceptional circumstances.

In the unusual situation of an imbalance in numbers between am and pm we would combine the Thursday eligible children group and divide into two equal groups. This would ensure that the groups are similar in size and children benefit from a full peer group. We would also ensure the content of both sessions was duplicated and school visits for both.

This policy was adopted at a meeting of Edlesborough Under 5’s held on 13th September 2007.

Safeguarding Children & Child Protection Policy

Statement of intent

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

The key commitments of our policy for safeguarding children:

To building a 'culture of safety' in which children are protected from abuse and harm in all areas of its service delivery.
To responding promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in 'What to do if you are worried a child is being abused' (DfES 2006).
To promoting awareness of child abuse issues through training and learning programme. We are also committed to empowering young children, through our early childhood curriculum, promoting their right to be strong, resilient and listened to.

Aims

Our aims are to carry out this policy by:

Promoting children's right to be strong, resilient and listened to by:

Creating an environment in our setting that encourages children to develop a positive self image, which includes their heritage arising from their colour and ethnicity, their languages spoken at home, their religious beliefs, cultural traditions and home background.
Encouraging children to develop a sense of autonomy and independence.
Enabling children to have the self confidence and the vocabulary to resist inappropriate approaches.

Helping children to establish and sustain satisfying relationships within their families, with peers, and with other adults.
Working with parents to build their understanding of and commitment to the principles of safeguarding all our children.

The legal framework for this work is:

Primary legislation
The Children Act 1989 - s 47
The Protection of Children Act 1999
Data Protection Act 1998
The Children Act 2004 (Every Child Matters)
The Children (NI) Order
The Children ( Scotland) Order

Guidance
Working Together to Safeguard Children (revised 2006)
What to Do if You are Worried a Child is Being Abused (revised 2006)
The Framework for the Assessment of children in Need and Their Families (2000)
The Common Assessment Framework (2005)

Secondary Legislation
Sexual Offences Act (2003)
Criminal Justice and Court Services Act (2000)
Human Rights Act (1999)
Race Relations (Amendment) Act (2000)
Race Relations (Amendment) Act (1976) Regulations
Rehabilitation of Offenders Act 1974

Liaison with other bodies

We work within the Local Safeguarding Children Board guidelines.
We have a copy of 'What to do if you a worried a child is being abused' for parents and staff and all staff are familiar with what to do if they have concerns.
We have procedures for contacting the local authority on child protection issues, including maintaining a list of names, addresses and telephone numbers of social workers, to ensure that it is easy, in any emergency, for the setting and social services to work well together.
We notify the registration authority (Ofsted) of any incident or accident and any changes in our arrangements which may affect the wellbeing of children.
Details of the local National Society for the Prevention of Cruelty to Children (NSPCC) contacts are also kept.
If a referral is to be made to the local authority social care department, we act within the area’s Safeguarding Children and Child Protection guidance in deciding whether we must inform the child's parents at the same time.

Method

We carry out the following procedures to ensure we met the three key commitments of the Pre-school Learning Alliance Safeguarding Children Policy

Key Commitment 1

The Alliance is committed to building a 'culture of safety' in which children are protected from abuse and harm in all areas of its service delivery.

Staffing and volunteering

Our designated person (a member of staff) who co-ordinates child protection issues is Kerry Turner

Our designated officer (a committee member) who oversees this work is Alex Razak, Chair

We provide adequate and appropriate staffing resources to meet the needs of children.
Applicants for posts within the setting are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974.
Candidates are informed of the need to carry out 'enhanced disclosure' checks with the Criminal Records Bureau before posts can be confirmed.
Where applications are rejected because of information that has been disclosed, applicants have the right to know and to challenge incorrect information.
We abide by Ofsted requirements in respect of references and Criminal Record Bureau checks for staff and volunteers, to ensure that no disqualified person or unsuitable person works at the setting or has access to the children.
Volunteers do not work unsupervised.
We abide by the Protection of Children Act requirements in respect of any person who is dismissed from our employment, or resigns in circumstances that would otherwise have lead to dismissal for reasons of child protection concern.
We have procedures for recording the details of visitors to the setting.
We take security steps to ensure that we have control over who comes into the setting so that no unauthorised person has unsupervised access to the children.

Key Commitment 2

The Alliance is committed to responding promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in 'What to do if you are worried a child is being abused' (DfES 2006).

Responding to suspicions of abuse

We acknowledge that abuse of children can take different forms - physical, emotional, and sexual, as well as neglect.
When children are suffering from physical, sexual or emotional abuse, or may be experiencing neglect, this may be demonstrated through the things they say (direct or indirect disclosure) or through changes in their appearance, their behaviour, or their play.
Where such evidence is apparent, the child's key person makes a dated record of the details of the concern and discusses what to do with the setting leader or manager who is acting as the 'designated person'. The information is stored on the child's personal file.
Staff in the setting take care not to influence the outcome either through the way they speak to children or by asking questions of children.

Allegations against staff

We ensure that all parents know how to complain about staff or volunteer action within the setting, which may include an allegation of abuse.
We follow the guidance of the Local Safeguarding Children Board when responding to any complaint that a member of staff or volunteer has abused a child.
We respond to any disclosure by children or staff that abuse by a member of staff may have taken, or is taking place, by first recording the details of any such alleged incident.
We refer any such complaint immediately to the local authority's social service department to investigate.
We co-operate entirely with any investigation carried out by social services in conjunction with the police.
Our policy is to suspend the member of staff on full pay 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

Where a member of staff or a volunteer is dismissed from the setting or internally disciplined because of misconduct relating to a child, we notify the Department of Health administrators so that the name may be included on the List for the Protection of Children and Vulnerable Adults.

Key Commitment 3

The Alliance is committed to promoting awareness of child abuse issues throughout its training and learning programmes for adults. It is also committed to empowering young children, through its early childhood curriculum, promoting their right to be strong, resilient and listened to.

Training

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

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 visible to others.

Curriculum

We introduce key elements of child protection 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 the individual, 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.

Disclosures

Where a child makes a disclosure to a member of staff, that member of staff:

offers reassurance to the child
listens to the child
gives reassurance that she or he will take action

The member of staff does not question the child

Recording suspicions of abuse and disclosures

Staff make a record of:

the child's name
the child's address
the age of the child
the date and time of the observation or the disclosure
an objective record of the observation or disclosure
the exact words spoken by the child as far as possible
the name of the person to whom the concern was reported, with date and time
the names of any other person present at the time

These records are signed and dated and kept in the child's personal file.

Making a referral to the local authority social care department.

The Pre-school Learning Alliance's publication 'Child Protection Record’ contains detailed procedures for making a referral to the local social care department, as well as a template form for recording concerns and making a referral. This is based on ‘What to do if you are worried a child is being abused’ (HMG 2006).
All members of staff are familiar with the Alliance’s Child Protection Record and follow the procedures for recording and reporting.

Informing parents

Parents are normally the first point of contact.
If a suspicion of abuse is recorded, parents are informed at the same time as the report is made, except where the guidance of the Local Safeguarding Children Board does not allow this.
This will usually be the case where the parent is the likely abuser. In these cases the investigating officers will inform parents.

Confidentiality

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

Support to families

The setting believes in building trusting and supportive relationships with families, staff and volunteers in the group.
The setting makes clear to parents its role and responsibilities in relation to Child Protection, such as for the reporting of concerns, providing information, monitoring of the child, and liaising at all times with the local social services department.
The setting continues to welcome the child and the family whilst investigations are being made in relation to any alleged abuse.
We follow the Child Protection Plan as set by the social care department in relation to the setting's designated role and tasks in supporting the child and the 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 procedure and only if appropriate under the guidance of the Local Safeguarding Children Board.

This policy was adopted at a meeting of Edlesborough Under 5’s on 13th September 2007.

Safety

Aim

The safety of young children is of paramount importance. In order to ensure the safety of both children and adults, the pre-school will ensure safety in the following ways:

Method

In order to achieve these aims we adhere to the following procedure

Our designated member of staff responsible for health and safety is Anna Newman.
She is competent to carry out these responsibilities.
She has undertaken health and safety training and regularly updates her knowledge and understanding.
We display the necessary health and safety poster in the hall

Risk assessment

Our risk assessment process covers adults and children and includes:

checking for and noting hazards and risks indoors and outside, and in our premises and activities
assessing the level of risk and who might be affected
deciding which areas need attention
developing an action plan that specifies the action required, the time-scales for action, the person responsible for the action and any funding required

Where more than 5 staff and volunteers are employed this risk assessment is written and is reviewed regularly.

We maintain lists of health and safety issues, which are checked:

daily before the session begins
weekly
termly - when a full risk assessment is carried out

Awareness raising

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

Environment

During arrival of children and the collection of children the main door is open and two members of staff stand by the inner door greeting children and their parents and ensuring that children only leave the building when accompanied by the correct adult. At all other time the main door is locked with a high bolt ( out of children’s reach ) that can easily be operated in case of emergency.
Equipment is checked regularly and any dangerous items repaired/discarded.
The layout space ratios allow children and adults to move safely and freely between activities.
There is adequate systems and equipment for the detection and control of fire.
Fire doors are never be obstructed and fire exits are be easily identified.
Fires/heaters/electric points/wires and leads are be adequately guarded.
A record is be kept of any checks by the Fire Safety Officer and also of fire drills and servicing of fire safety equipment. Any recommendations by the Fire Safety Officer will be carried out.
All dangerous materials, including medicines and cleaning materials, are stored in locked cupboards.
Large equipment is erected with care and checked regularly.
Equipment offered to children is developmentally appropriate, recognising that materials suitable for an older child may pose a risk to a younger/less mature child.
Internal safety barriers are used as necessary between the kitchen and the main hall.

Children's safety

We ensure all staff employed have been checked for criminal records by an enhanced disclosure from the Criminal Records Bureau.
Staff cannot start work until a satisfactory CRB check has been received.
Adults do not normally supervise children on their own.
All children are supervised by adults at all times.
Whenever children are on the premises at least two adults must be present.

Security

Systems are in place for the safe arrival and departure of children. The times of the children's arrivals and departures are recorded.
The arrival and departure times of adults - staff, volunteers and visitors - are recorded.
Our security systems prevent unauthorised access to our premises.
Our security systems prevent children from leaving our premises unnoticed.
The personal possessions of staff and volunteers are securely stored during sessions.

Windows

Low level windows are made from materials that prevent accidental breakage or are made safe.
Windows are protected from accidental breakage or vandalism from people outside the building.
Windows above the ground floor are secured so that children cannot climb through them.

Doors

We take precautions to prevent children's fingers from being trapped in doors.

Floors

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

Kitchen

Children do not have unsupervised access to the kitchen.
At least one person has an in-date Food Hygiene Certificate if food other than a mid- morning snack is given.
All staff follow the guidelines of Safer Food Better Business (Obtainable form the Food Standards Agency).
The person in charge and the person responsible for food preparation understands the principles of Hazard Analysis and Critical Control Point ( HACCP) as it applies to their business. This is set out in Safer Food Better Business. The basis for this is risk assessment as is applies to the purchase, storage, preparation and serving of food to prevent growth of bacteria and food contamination.
The person responsible for food preparation and serving caries out daily opening and closing checks on the kitchen to ensure standards are met consistently (see Safer Food Better Business).
All surfaces are clean and non-porous.
There are separate facilities for hand-washing and for washing up.
Cleaning materials and other dangerous materials are stored out of children's reach.
When children take part in cooking activities, they:
are supervised at all times
are kept away from hot surfaces and hot water
do not have unsupervised access to electrical equipment

Electrical/gas equipment

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

Storage

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

Outdoor area

Our outdoor area is securely fenced.


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