Safeguarding Policies
Updated August 2024

​Roydon Early Years Safeguarding Document
The full document below outlines all the ways in which we safeguard children.
 Safeguarding and promoting the welfare of children, for the sake of this policy is defined as:
  • Protecting children from maltreatment
  • Preventing impairment of children's health or development;
  • Ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and
  • Taking action to enable all children to have the best outcomes.
(Definition taken from the HM Government document ‘Working together to safeguard children’ July 2018)
 
The ‘Norfolk Threshold Guide’ (2019) is a child centred framework that is used to determine what, if any, level of support is needed - https://www.norfolklscb.org/people-working-with-children/threshold-guide/
 
The designated safeguarding officers at Roydon Early Years are Tammy Batchelor and Jo Mayes. All staff complete Initial Child Protection training and this is renewed every 3 years – or if a staff member has been absent for a prolonged amount of time. All Child Protection files are transferred to the next setting that a child attends, at this time a ‘Record of transfer’ is signed by Roydon Early Years SLP and the SLP of the receiving setting.
 
We support the children within our care, protect them from maltreatment and have robust procedures in place to prevent the impairment of children’s health and development. Safeguarding is a much wider subject than the elements covered within this single child protection policy, therefore this document should be used in conjunction with the other policies and procedures.
Roydon Early Years will work with children, parents, external agencies and the community to ensure the welfare and safety of children and to give them the very best start in life. Children have the right to be treated with respect and to be safe from any abuse in whatever form.
 
To this end we will:
  • Create an environment to encourage children to develop a positive self-image.
  • Encourage children to develop a sense of independence and independence in a way that is appropriate to their age and stage of development.
  • Provide a safe and secure environment for all children.
  • Always listen to children.
 
Roydon Early Years has a clear commitment to protecting children and promoting welfare. Should anyone believe that this policy is not being upheld, it is their duty to report the matter to the attention of the registered person (Tammy Batchelor) at the earliest opportunity.
 
The legal framework for this policy is based on:
 
Safeguarding Vulnerable Groups Act (2006)
 
Practitioners have a duty to protect and promote the welfare of children. Due to the many hours of care we are providing, staff will often be the first people to sense that there is a problem. They may well be the first people in whom children confide about abuse. Roydon Early Years has a duty to be aware that abuse does occur in our society.
This policy lays out the procedures that will be followed if we have any reason to believe that a child in our care is subject to welfare issues including physical, sexual, emotional abuse or neglect. Our prime responsibility is the welfare and well-being of all children in our care. As such we believe we have a duty to the children, parents and staff to act quickly and responsibly in any instance that may come to our attention. All staff will work as part of a multi-agency team where needed in the best interests of the child.
 
Roydon Early Years aims to:
  • Ensure that children are never placed at risk while in the charge of staff.
  • Ensure that confidentiality is maintained at all times.
  • Ensure that all staff are alert to the signs of abuse, understand what is meant by child protection and are aware of the different ways in which children can be harmed including by other children i.e. bullying, discriminatory behaviour.
  • Ensure that all staff are familiar and updated regularly with child protection issues and procedures.
  • Ensure parents are fully aware of child protection policies and procedures when they register with
Roydon Early Years and are kept informed of all updates when they occur.
  • Keep the child at the centre of all we do.
  • Regularly review and update this policy with staff and parents where appropriate.
  • Children will be supported by offering reassurance, comfort and sensitive interactions. Activities will be devised according to individual circumstances to enable children to develop confidence within their peer group.
 
Contact telephone numbers

​Types of abuse
Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by harming them, or by failing to act to prevent harm. Children may be abused within a family, institution, or community setting by those known to them or a stranger. This could be an adult or adults, another child or children.
The signs and indicators listed below may not necessarily indicate that a child has been abused, but will help us to recognise that something may be wrong, especially if a child shows a number of these symptoms or any of them to a marked degree.
Physical abuse
Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child. Symptoms may include bruising or injuries in an area that is not usual for a child, e.g. fleshy parts of the arms and legs, back, wrists, ankles and face.
Many children will have cuts and grazes from normal childhood injuries – these will also be logged on an “existing injuries form”.
Children and babies may be abused physically through shaking or throwing. Other injuries may include burns or scalds. These are not usual childhood injuries and should always be logged and discussed with the Supervisor/designated person.
Procedure:
  • All signs of marks/injuries to a child, when they come into the setting or occur during time at the setting, will be recorded as soon as noticed or witnessed by a staff member.
  • The incident will be discussed with the parent at the earliest opportunity.
  • Such discussions will be recorded and the parent will have access to such records.
  • If there appear to be any queries regarding the injury, the Local Safeguarding Partners (LSP) in the local authority will be notified.
 
Fabricated illness
This is also a type of physical abuse. This is where a child is presented with an illness that is fabricated by the adult carer. The carer may seek out unnecessary medical treatment or investigation. The signs may include a carer exaggerating a real illness or symptoms, complete fabrication of symptoms or inducing physical illness e.g. through poisoning, starvation, inappropriate diet. This may also be presented through false allegations of abuse or encouraging the child to appear disabled or ill to obtain unnecessary treatment or specialist support.
 
Female Genital Mutilation (FGM)
“Female genital mutilation (FGM) is a collective term for procedures, which include the removal of part or all of the external female genitalia for cultural or other non-therapeutic reasons. The practice is medically unnecessary, extremely painful and has serious health consequences, both at the time when the mutilation is carried out and in later life.” " FGM is illegal in the UK The Female Genital Mutilation Act 2003 makes it an offence for UK nationals or permanent UK residents to carry out FGM abroad, or to aid, abet, counsel or procure the carrying out of FGM abroad, even in countries where the practice is legal.” (Norfolk Safeguarding Children’s Board).
Signs may include children uncomfortable when sitting, walking or standing. Frequent urinary infections, frequent need for the toilet, prolonged absence after a holiday out of the country.
All staff have received training in order to recognise possible FGM and the process to take if it is suspected – as with all abuse.
Sexual abuse
Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration, or non-penetrative acts such as kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
Action needs be taken under this heading if the staff member has witnessed occasion(s) where a child indicated sexual activity through words, play, drawing, had an excessive pre-occupation with sexual matters, or had an inappropriate knowledge of adult sexual behaviour or language.
This may include acting out sexual activity on dolls/toys or in the role play area with their peers, drawing pictures that are inappropriate for a child, talking about sexual activities or using sexual language or words.
The child may become worried when their clothes are removed, e.g. for nappy changes.
The symptoms may also include a distinct change in a child’s behaviour. They may be withdrawn or overly extroverted and outgoing. They may withdraw away from a particular adult and become distressed if they reach out for them, but they may also be particularly clingy to a potential abuser so all symptoms and signs should be looked at together and assessed as a whole. If a child starts to talk openly to an adult about abuse they may be experiencing; the procedure stated later in this document under ‘recording abuse suspicions’ will be followed.
Procedure:
  • The adult will reassure the child and listen without interrupting if the child wishes to talk.
  • The observed instances will be detailed in a confidential report (Cause for concern form)
  • The observed instances will be reported to a safeguarding officer.
  • The matter will be referred to LSP in the local authority.
 
Emotional abuse
Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone.
Domestic Abuse - Domestic violence and abuse may have a long term psychological and emotional impact in a number of ways: Children may be greatly distressed by witnessing (seeing or hearing) the physical and emotional suffering of a parent, or witnessing the outcome of any assault; Children may be pressurised into concealing assaults, and experience the fear and anxiety of living in an environment where abuse occurs; The domestic violence and abuse may impact negatively on an adult victims parenting capacity; Children may be drawn into the violence and themselves become victims of physical abuse. For children living in situations of domestic violence and abuse the effects may result in behavioural issues, absence from school, difficulties concentrating, lower school achievement, ill health, bullying, substance misuse, self-harm, running away, anti-social behaviour and physical injury.
Action should be taken under this heading if the staff member has reason to believe that there is a severe, adverse effect on the behaviour and emotional development of a child, caused by persistent or severe ill treatment or rejection.
The child is likely to show extremes of emotion with this type of abuse. This may include shying away from an adult who is abusing them, becoming withdrawn, aggressive or clingy in order to receive their love and attention. This type of abuse is harder to identify as the child is not likely to show any physical signs.
Procedure:
  • The concern will be discussed with the designated persons.
  • The concern will be discussed with the parent
  • Such discussions will be recorded and the parent will have access to such records
  • A Family Support Process (FSP) may need to be initiated
  • If there appears to be any queries regarding the circumstances, the matter will be referred to the LSP in the local authority.
 
Neglect
Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to:
  • Provide adequate food, clothing and shelter (including exclusion from home or abandonment)
  • Protect a child from physical and emotional harm or danger;
  • Ensure adequate supervision (including the use of inadequate care-givers)
  • Ensure access to appropriate medical care or treatment.
It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
 
Action should be taken under this heading if a staff member has reason to believe that there has been persistent or severe neglect of a child (for example, by exposure to any kind of danger, including cold and starvation and failure to seek medical treatment when required on behalf of the child), which results in serious impairment of the child's health or development, including failure to thrive.
Signs may include a child persistently arriving at the setting unwashed or unkempt, wearing clothes that are too small (especially shoes that may restrict the child’s growth or hurt them), arriving at pre-school in the same nappy they went home in or a child having an illness that is not being addressed by the parent.
A child may also be persistently hungry if a parent is withholding food or not providing enough for a child’s needs.
Neglect may also be shown through emotional signs, e.g. a child may not be receiving the attention they need at home and may crave love and support at the setting. They may be clingy and emotional.
In addition, neglect may occur through pregnancy as a result of maternal substance abuse.
Procedure:
  • The concern will be discussed with the parent.
  • Such discussions will be recorded and the parent will have access to such records.
  • A Family Support Process (FSP) may need to be initiated
  • If there appear to be any queries regarding the circumstances the LSP in the local authority will be notified.
 
We recognise that the welfare of children is paramount and that they have equal rights of protection. We have a duty of care when they are in our charge and we will do everything we can to provide a safe and caring environment whilst they attend our setting.
Recording suspicions of abuse and disclosures
Staff should make an objective record supported by the Designated Safeguarding Officer (DSO) of any observation or disclosure - please use a “Cause for concern form” found in the confidential cabinet in the staff cupboard.
 
These records should be signed by the person reporting this and the DSO, dated and kept in the confidential “Cause for Concern” file.
If a child starts to talk to an adult about potential abuse, it is important not to promise the child complete confidentiality. This promise cannot be kept. It is vital that the child is allowed to talk openly and disclosure is not forced or words put into the child’s mouth. As soon as possible after the disclosure it is vital details are logged down accurately.
It may be thought necessary that through discussion with all concerned the matter needs to be raised with the LSP, and/or a Family Support Process (FSP) may need to be initiated. Staff involved may be asked to supply details of any information/concerns they have with regard to a child. The pre-school expects all members of staff to co-operate with the LSP and Ofsted in any way necessary to ensure the safety of the children.
Staff must not make any comments either publicly or in private about a parent or staff supposed or actual behaviour.
All the adults in pre-school share responsibility for keeping children safe. We may on occasion report concerns which, on investigation, prove unfounded. It is better to be safe than sorry and we trust that parents, while they will naturally be upset, will nevertheless accept that the pre-school acted in the child’s best interests.
If a referral is made it is the local authority who will conduct the investigation – NOT the setting.
 
If a child who has had safeguarding concerns leaves the setting it is our duty to inform children’s services that they have left.
 
Staffing and volunteering
It is the policy of the setting to provide a secure and safe environment for all children. The pre-school will therefore not allow an adult to be left alone with a child who has not received their enhanced Disclosure and Barring Service (DBS) clearance.
All staff will receive child protection training within their first six months of employment, and receive initial basic training during their induction period. This will include the procedures for spotting signs and behaviours of abuse and abusers, recording and reporting concerns and creating a safe and secure environment for the children in the setting.
We have three named people (DSO’s) within the pre-school who co-ordinate child protection and welfare issues.
The DSO undertakes specific training and accesses regular updates to developments within this field.
  • 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 checks before posts can be confirmed. Where applications are rejected because of information that has been disclosed, applicants have the right to know and to challenge incorrect information.
  • We abide by Ofsted requirements in respect of references and suitability checks for staff and volunteers, to ensure that no disqualified person or unfit person works at the setting or has access to the children.
  • We ensure we request at least two written references BEFORE a new member of staff commences employment with us.
  • All students will have enhanced DBS checks conducted on them before their placement starts.
  • Volunteers, including students, do not work unsupervised.
  • We abide by the Safeguarding Vulnerable Groups Act (2006) 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 pre-school and take security steps to ensure that we have control over who comes into the setting so that no unauthorized person has unsupervised access to the children.
  • All contractors/external workers will be enhanced DBS checked and the supervisor will request this before allowing them access to the setting. All visitors/contractors will still be accompanied whilst on the premises, especially when in the areas the children use.
  • All staff have access to a whistle blowing policy which will enable them to share any concerns that may arise about their colleagues in an appropriate manner.
  • All staff will receive regular supervision meetings where opportunities will be made available to discuss child protection training and any needs for further support.
  • The deployment of staff within the setting allows for constant supervision and support. Where children need to spend time away from the rest of the group (for instance when toileting), the door will be left ajar or other safeguards will be placed into action to ensure the safety of the child and the adult.
  • All staff and volunteers sign annual declarations with regards to their health and suitability and these are checked again at each supervision – this includes stating if they, or anyone else in their household, have received any police cautions or charges.
For further information with regards to volunteers and students please see the full policy document, a copy of which can be found in the foyer.
 
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 LSP does not allow this. This will usually be the case where the parent or family member is the likely abuser, or where a child may be endangered by this disclosure. In these cases, the investigating officers will inform parents.
 
Confidentiality
All suspicions, enquiries and external investigations are kept confidential and shared only with those who need to know. Any information is shared under the guidance of the LSP.
Support to families
  • Roydon Early Years takes every step in its power to build up trusting and supportive relations among families, staff and volunteers within the pre-school.
  • The setting continues to welcome the child and the family whilst enquiries are being made in relation to abuse in the home situation. Parents and families will be treated with respect in a non-judgmental manner whilst any external investigations are carried out in the best interests of the child
  • Confidential records kept on a child are shared with the child's parents or those who have parental responsibility for the child, only if appropriate under the guidance of the LSP with the proviso that the care and safety of the child is paramount. We will do all in our power to support and work with the child's family.
  • Cause for concern forms will follow the child to their next setting/school and a signature of the setting safeguarding officer will be gained to confirm this.
 
Employees or volunteers of the pre-school
If an allegation is made against a member of staff or volunteer, we will follow the HM Government guidance in ‘Working together to safeguard children’.
The allegation will be reported to the session supervisor. If this person is the subject of the allegation, then this should be reported to the registered person (Tammy Batchelor).
The Local Authority Designated Officer (LADO), Ofsted and the LSP will then be informed immediately in order for this to be investigated by the appropriate bodies promptly:
  • LADO will be informed immediately for advice and guidance.
  • A full investigation will be carried out by the appropriate professionals (LADO, Ofsted, and LSP) to determine how this will be handled.
  • The setting will follow all instructions from the LADO, Ofsted, and LSP and asks all staff members to do the same and co-operate where required.
  • If the allegation could possibly interfere with the normal working of the pre-school, the member of staff or volunteer will be allocated to another area after due consultation with all parties and professionals, including the LADO.
  • Support will be provided to all those involved in an allegation throughout the external investigation in line with LADO support and advice.
  • The setting reserves the right to suspend any member of staff on full pay during an investigation.
  • All enquiries/external investigations/interviews will be documented and kept in a locked file in the staff cupboard.
  • Unfounded allegations will result in all rights being re-instated.
  • Founded allegations will be passed on to the relevant organisation (police) and will result in the immediate termination of employment. Ofsted will be notified immediately of this decision.
  • All records will be kept until the person reaches normal retirement age or for 10 years if that is longer.
  • This will ensure accurate information is available for references and future DBS checks and avoid any unnecessary re-investigation.
  • The setting retains the right to dismiss any member of staff in connection with founded allegations following an inquiry.
  • Counselling will be sought for any member of the pre-school who is affected by an allegation, their colleagues in the setting and the parents.
 
A safeguarding person will be available at all times whilst the setting is open. In the event that a concern is raised, advice can be sought prior to a referral by contacting The CADS team on
0344 800 8021 8am-8pm Mon-Fri. 0344 800 8020 out of hours.
A copy of this discussion will be securely emailed to the setting manager directly by CADS
Allegations Made Against a Member of Staff and/or Others Within a Position of Trust
 
Because of their daily contact with children in a variety of situations childcare staff are vulnerable to accusations of abuse. Staff should take care not to put themselves in situations that may lead to allegations being made against them. When an allegation is made against a member of staff then the registered person/pre-school supervisor must:
  • Make sure the child and staff are safe and well.
  • Refrain from questioning the child or others involved in the alleged incident.
  • Listen and re-assure the child if they talk about the alleged incident letting them know what you will have to do.
  • Record accurately what the child or others have said and share this with the investigating team as required.
  • Contact your senior nominated officer for advice and guidance about the next steps, including informing parents/carers and managing the member of staff in their absence, contact the local authority designated officer (LADO)
  • Be prepared to attend a strategy meeting relating to the alleged incident.
 
Confidentiality Policy
It is a legal requirement of Roydon Early Years to hold information about the children we care for and the staff we employ. Basic information is used for registers, children’s displays and for emergency contacts, however all records will be stored in a locked cabinet.
The staff, through the close relationships with both children and their parents/carers, may learn more about the families using the pre-school. All staff are aware that this information is confidential and only for use within the pre-school setting. If any of this information is requested for whatever reason, the parents/carers permission will always be sought.
Under no circumstances should staff members, students or volunteers discuss any child, with parents/carers other than their own.
All information held on parents/carers, children, staff, students and volunteers is highly confidential and is only accessed by Management or by Key Workers on a need to know basis, if this is not adhered to disciplinary action would be taken.
If, however, a child is considered at risk, our Child Protection Policy will override confidentiality where necessary.
For further information with regards to confidentiality please see the full policy document, a copy of which can be found in the foyer.
 
Whistle Blowing Policy
Employees are often the first to realise that there may be something seriously wrong within the pre-school. However, they may not express their concerns because they feel that speaking up would be disloyal to their colleagues, the company or other agencies. They may also fear harassment or victimisation. In these circumstances, it may be easier to ignore the concern rather than report what may just be a suspicion of malpractice.
Roydon Early Years is committed to the highest possible standards of openness, honesty and accountability. In line with that commitment, we expect employees, and others that we deal with, who have serious concerns about any aspect of the pre-school to come forward and voice those concerns. It is recognised that most cases will have to proceed on a confidential basis.
The policy document makes it clear that you can do so without fear of victimisation, subsequent discrimination or disadvantage. This Whistle blowing policy is intended to encourage and enable employees to raise serious concerns within the pre-school rather than overlooking a problem or “blowing the whistle” outside.
AIMS:
  • Encourage you to feel confident in raising serious concerns and to question and act upon concerns about practice
  • Provide avenues for you to raise those concerns and receive feedback on any action taken
  • Ensure that you receive a response to your concerns and that you are aware of how to pursue them if you are not satisfied
  • Reassure you that you will be protected from possible reprisals or victimisation if you have a reasonable belief that you have made any disclosure in good faith.
 
There are existing procedures in place to enable you to lodge a grievance etc relating to your own employment. The Whistle blowing policy is intended to cover major concerns that fall outside the scope of other procedures.
 
These include:
  • Conduct which is an offence or a breach of Law
  • Disclosures related to miscarriages of justice
  • Health and safety risks, including risks to the public, children as well as other employees
  • Damage to the environment
  • The un-authorised use of company funds
  • Possible fraud and corruption
  • Sexual or physical abuse of adults and children where referral under Child Protection procedures is not appropriate
  • Other unethical conduct
 
Procedure
HOW TO RAISE A CONCERN
  • As a first step, you should normally raise concerns with a Pre-school Manager. This depends, however, on the seriousness and sensitivity of the issues involved and who is suspected of the malpractice. For example, if you believe that senior management of the Pre-school is involved you should contact LADO for advice - [email protected].
  • Concerns may be raised verbally or in writing. Staff who wish to make a written report are invited to use the following format;
  • The background and history of the concern (giving relevant dates)
  • The reason why you are particularly concerned about the situation.
  • The earlier you express the concern, the easier it is to take action.
  • Although you are not expected to prove beyond doubt the truth of an allegation, you will need to demonstrate to the person contacted that there are reasonable grounds for your concern.
  • You may wish to consider discussing your concern with a colleague first and you may find it easier to raise the matter if there are two (or more) of you who have had the same experience or concerns.
 
Behaviour and Discipline Policy
This policy represents the agreed principles for behaviour and discipline throughout the Pre-school. All Pre-school staff, representing Roydon Early Years have agreed this policy.
 
Aims and expectations
It is the primary aim of Roydon Early Years that every member feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The Pre-school's behaviour policy is therefore designed to support the way in which all members of the Pre-school can work together in a supportive way. It seeks to promote an environment where everyone feels happy, safe and secure and to support the key aims outlined below:
At Roydon Early Years we believe that children and adults flourish best in an ordered environment without fear of being hurt or hindered by anyone else. We aim to work towards a situation in which children can develop self-discipline and self-esteem, where their respect for others to ensure everyone knows what is expected of them and children are free to develop their learning in an atmosphere of mutual respect and encouragement. Tammy Batchelor is the named practitioner responsible for behaviour management issues.
In order to achieve this at Roydon Early Years
Different ways of dealing with unsociable behaviour are used and this is regularly discussed and agreed within the Pre-school and explained to all newcomers, both children and adults.
During circle time, we have our ‘Circle time Rules’
  • Hands still – Keeping hands to ourselves rather than poking/playing with others
  • Good looking
  • Good listening
  • Good sitting
  • Lips closed – Put hands up when wanting to speak
We have rules on how to behave inside and outside of the setting, they are:
  • Play nicely
  • Always listen
  • Always share our toys
  • Sit nicely
  • Be nice to our friends
  • Take turns talking
Appropriate methods are implemented to manage children’s behaviour including distraction, praise and reward and excellent pre-school home links.
  • Children are given opportunities to show appropriate behaviour. In the unlikely situation of unwanted behaviour continuing, they are given a period of ‘thinking time’ with an adult or by themselves if they choose. The parents would be informed about the inappropriate behaviour at the end of the session and either an incident or thinking time form would be completed.
  • All adults caring for children at Roydon Early Years will ensure that the ideas of the pre-school are applied consistently, so children have the security of knowing what to expect and can build up useful habits of behaviour. It has to be remembered that we are not born knowing how to share and play cooperatively and the children need not only to be told but also to learn by example.
  • In case of serious behaviour such as bullying, racial or other abuse, the unacceptability of the behaviour and attitudes will be made clear immediately, but by means of explanations rather than personal blame. Again, this would be explained to parents at the end of the session and the appropriate form completed.
  • All adults will provide a positive role model for children with regard to friendliness, care and courtesy. We praise the children constantly for positive behaviour. The Pre-school expects every member of their community to behave in a considerate way towards others.
  • In any case of misbehaviour, it will always be made clear to the child or children in question it is that the behaviour and not the child that is unwelcome.
  • Adults in the Pre-school will praise and endorse desirable behaviour such as kindness and willingness to share. The pre-school will sometimes use reward stickers for good/kind behaviour.
  • Adults will not raise their voice in a threatening way. As a team, we will take positive steps to avoid a situation in which children receive adult attention only in return for undesirable behaviour.
  • Adults in the Pre-school will make themselves aware of, and respect, a range of cultural expectations regarding interactions between people.
 
When children behave in unacceptable ways:
Any problems will be handled in a developmentally appropriate fashion, respecting individual children’s levels of understanding and maturity. If a child smacks or hurts another child or adult, a member of staff will explain to the child what they have done wrong and possibly remove them from the situation. If a child is displaying any other forms of inappropriate behaviour with the risk of hurting themselves, others around them or the Pre-school environment he or she will be told that this action is inappropriate, if it carries on they will be removed from the situation as stated previously.
We always encourage children to say they are sorry, however young children do not always understand the meaning of ‘sorry’ so this is not forced on them. Children will never be sent out of the room or left unattended in any situation. Staff will talk to children about emotions where appropriate, for example ‘it makes your friend sad when you hurt them’ etc.
Recurring problems will be tackled by the whole Pre-school staff, in partnership with parents using objective observations to establish an understanding of the cause.
Techniques intended to single out and humiliate individual children such as a ‘naughty chair’ will not be used.
Adults will be aware that some kinds of behaviour may arise from a special need; to support this, practitioners may implement an individual support plan (ISP) and give one to one support and work together to resolve behaviour issues.
Parents and carers will be told at the end of the session if their child has hurt another child or it has been necessary to have “thinking time”.
Children will be constantly reassured that they are always valued as individuals even if their behaviour may be unacceptable. We work together to solve any problems.
Physical punishment such as smacking or shaking will never be used or threatened.
Restraint may be used if a child was a danger to themselves or others. The parents would be informed of this action at the end of the session and a form will be completed.
This policy aims to help children grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the Pre-school community.
The pre-school rewards good behaviour, as it believes that this will develop an ethos of kindness and cooperation.
This policy is designed to promote good behaviour, rather than merely deter antisocial behaviour. Wherever possible negative behaviour will be ignored and positive behaviour will be celebrated. Children will be given time to solve problems between themselves, this is to promote essential life skills such as negotiation and working together. Staff will only step in if asked by the children – after encouraging them to try themselves – if the dispute becomes violent or if children become upset.
An ‘incident form’ will be completed and shared with parents where a child has hurt another child on purpose or caused purposeful damage to the surroundings or resources. Minor incidents will be recorded on a ‘welfare form’ and this will be monitored by staff, if a recurring pattern of behaviour is noted then this will be discussed with parents.
The role of parents
The Pre-school collaborates actively with parents, so that children receive consistent messages about how to behave at home and at school.
Monitoring and review
The Pre-school supervisor monitors the effectiveness of this policy on a regular basis and reports to the team and, if necessary, makes recommendations for further improvements.
 
Health, Safety and Welfare Policy
This policy represents the agreed principles for Health, Safety and Welfare throughout the
Pre-school.
Introduction
The health, safety and welfare of all the people who work or learn at Roydon Early Years are of fundamental importance. We aim to provide a safe, secure and pleasant learning/working environment for everyone. The management take responsibility for protecting the health and safety of all children and members of staff.
 
The Pre-school will ensure that:
  • All children are supervised by adults at all times and will always be in sight of an adult
  • Adults do not walk about with hot drinks or place hot drinks in reach of children, hot drinks will be contained within the kitchen or buttery area or drunk with the children when at a cool temperature
  • A register of both adults and children is completed on arrival so that a complete record of all those present is available in an emergency.
  • A visitor’s book is completed and visitors will also be added to the daily register
  • Children do not have unsupervised access to kitchens, cookers or any cupboards storing hazardous materials including matches.
  • Children will only leave the group with authorised adults
  • A correctly stocked first aid box is available at all times in both rooms
  • Risk Assessments on premises both inside and outside are made before every session and the outdoor space is securely fenced
  • Equipment is checked regularly and any dangerous items are repaired or discarded
  • Activities such as cooking, woodwork, and energetic play receive close and constant supervision
  • The layout and space ratios allow children and adults to move freely and safely between activities
  • Good judgement and risk assessments are in place when children are using resources aimed for children older than them and these will be supported by a member of staff
  • On outings, the adult/child ratio for 18 months - 2-year olds will be at least 1:2 and for 3-4-year olds 1:4
 
For more in depth policy and information please see the health and safety folder located in the staff cupboard.
 
Risky and challenging play policy
At Roydon Early Years we understand the positive impact risky play can have on a child’s development and self-esteem, therefore we actively promote children’s exposure to taking risks and facing challenges but in a controlled and safe environment. Some examples of these risks are:
  • Using real tools when creating woodwork.
  • Playing with toys/resources and taking part in activities suitable for an older age range – such as building towers with Lego bricks, using scissors, threading with beads etc
  • Outdoor activities such as building with tyres, planks and pallets. Using spades and forks in the mud pit and balancing and jumping from climbing apparatus.
  • Standing or kneeling on chairs to look out of windows or to reach higher
This is in no way an exhaustive list but these are examples of activities we offer and resources that are available.
Staff risk assess before each activity takes place and because we know each child so well as an individual we can confidently decide if a resource or activity would be suitable for them – or we may adapt them so that each child can take part in their own way. Children are also encouraged to manage their own risks so they can learn to decide when something is safe or when they need to decide that something needs support.
Activities and resources will be supported by a capable and confident adult when and where needed – this could be 1 adult with a small group of children or 1 adult to each child.
‘Children and young people themselves recognise that ‘you can’t make everything safe’ and that a balance is needed between risks and fun. Children recognise that knowing about risks and how to manage them is an essential part of growing up… Through play, children are able to learn about risks and use their own initiative. If children and young people are not allowed to explore and learn through playing and taking part in positive activities, they will not learn how to judge risks and manage them for themselves. These skills learnt through play and other activities can act as a powerful form of prevention in other situations where children and young people are at risk.’ (Play England, 2007)
Policy devised and implemented 20/03/2016
Personal, Social, Emotional, Development
We teach the children about health and safety in order to equip them with the skills, knowledge and understanding that will enable them to live positive, successful and healthy lives. Staff take every opportunity to educate children in this regard as part of the Statutory Framework for the Early Years Foundation Stage (EYFS).
We teach children respect for their bodies, and how to look after themselves. We discuss these issues with the children in circle times and at any opportunity that arises, we also show them how to move and play safely through Physical Development.
Within the Pre-school we try to promote everyone’s safety, so we teach children to spot hazards in both the indoor and outdoor environment, and inform a member of staff.
 
Snack time
Roydon Early Years provides the opportunity for children to have snack. We do all we can to ensure that the snacks provided have a suitable nutritional value. Parents who provide packed lunches must ensure these are of a balanced and nutritional content with a drink; these will be stored safely till lunch time and monitored during lunch times.
Snack time will be held during the morning session where water, bread/toast, cereal, crackers and fruit/vegetables are provided.
Our Pre-school promotes a healthy lifestyle, this is reinforced through our supervision over home packed lunches brought into the setting to ensure they are of nutritional value. As sweets can damage children’s teeth, we do not allow sweets to be eaten in the setting, and they will be taken out of lunch boxes only to be replaced once lunch has finished.
We will notify Ofsted of any food poisoning affecting any child from food provided by Roydon Early Years.
 
Pre-school security
While it is difficult to make the pre-school site totally secure, we will do all we can to ensure that the pre-school is a safe environment for the children to play and learn in and staff to work in. We review security measures regularly and carry out a daily Risk Assessment and draw upon the advice of experts (e.g. police officers, fire officers and other consultants).
We require all adult visitors who arrive in normal pre-school hours to be signed into the visitors’ book.
As a registered provider, we will inform Ofsted of any significant changes or events relating to the premises on which child care is provided.
The front and back gates will be closed and secured at all times. The main front door is locked and the key left in to prevent anyone else with a key unlocking it from the outside.
 
Stranger awareness
Staff are constantly alert to any strangers on the premises. We will not give access to anyone that is unknown to us unless valid ID is shown and will NEVER release a child to anybody other than the parent/guardian unless the “Collection by friends and family” form has been completed.
Children’s names and identity are protected at all times and staff will not disclose information about any child attending the pre-school to any person other than those immediately responsible for the child. If the child was the subject of a child protection issue, information would only be shared with Social Services or other agencies involved in a strictly confidential manner.
Parents have a responsibility to inform staff if anyone other than themselves is collecting their child for whatever reason. Staff will ask parent/carers to inform us as to who is going to be collecting their child only then will they be released from our care. If we are unsure at any time, parents will be contacted to confirm the identity of any person.
 
Safety of children
(Please refer to ‘Health and Safety Information’)
 
Evacuation and emergency procedure
The safe evacuation of everyone on the premises is crucial. The need for this to be carried out in a calm efficient manner is equally important. The following policy therefore exists covering such incidents as fire, chemical alert, gas leak and terrorist incident and any such incident will be reported to RIDDOR:
  • Emergency drills are to be carried out at least termly and drills will be carried out when there is a new intake of children.
  • Evacuation drills are displayed in both playrooms.
  • All members of staff and regular visitors are aware of and have taken part in the drills.
  • An explanation of the drill and what will happen must be explained to visiting parents so that they are able to prepare their children for this.
  • The fire alarm panel is situated in the front lobby. All staff are made aware of the procedure for using this.
  • In the event of a drill, a member of staff will activate the alarm and the evacuation procedure will take place. In the event of a real emergency there are “break glass” panels near each exit, the member of staff who sees the emergency will smash this and contact the emergency services
  • All members of staff will calmly guide the children to the nearest exit. A member of staff will bring the register, registration forms (stored in a box by an exit) and phone and staff will not collect personal belongings
  • The children will assemble outside the gate away from the building and once outside will be counted
  • In an emergency, no one is to return into the building
  • The children will be counted back into the building during drills
  • A record of the drill will be made in the fire drill folder detailing the date, time, number of children, number of adults, whether the staff had the register and mobile phone, the time taken to evacuate the building and any comments about the evacuation
  • A recap of the drill will take place during circle time to reassure the children and help them to gain confidence with the routine.
  • In the case of a real emergency, the children will be taken to Roydon Primary school, the parents will be contacted and staff will remain with the children
 
Arrangements are made by the village hall committee to monitor the condition of all fire prevention equipment regularly. This includes the visual inspection of fire extinguishers, and the testing of the fire alarm system.
There is a no smoking policy at Roydon Early Years which is abided to at all times.
 
Medicines
We will only administer prescribed medicine to children that is in its original box with original directions. Medicines will only be given with prior signed consent. It is our policy that children needing antibiotics do not attend for the first 24 hours of the course. We do not routinely administer pain relief such as paracetamol and would request you think about whether your child would be better kept at home if needing such medicines. However, if a child requires paracetamol for a long-term condition this will be administered if provided in original packaging. If the child has an ongoing medical condition that requires ongoing care such as a feeding tube or a condition that requires immediate treatment such as asthma or anaphylactic shock, the procedure is as follows:
  • During early visits to the setting staff and parents will discuss a child's condition and a care plan will be drawn up if necessary.
  • Parents will sign a declaration on registration stating whether they give permission for the setting to seek emergency aid for their child.
  • A training plan will be drawn up to train staff to administer certain types of medicine and emergency treatment
  • Details for the administration of medication will be logged in the medicine folder. These will include the child's name, the type of medication to be administered and the dosage.
  • When administering medication, staff will log the following information in the medicine folder; the date, time, amount and name of medicine administered. Staff will then sign the record. At the end of the session, the staff member will relay the details to the parent and the parent will sign the record.
  • If the use of medication is ineffective, the parents and emergency services will be contacted
  • Staff will meet regularly with parents who should notify staff of any changes to their child's medication.
 
The health and welfare of staff
The pre-school takes very seriously the need to safeguard the health and welfare of all our staff.
This includes their professional development. We also pay particular attention to the assessment and prevention of work-related stress, thus complying with health and safety law. If a member of staff is experiencing stress at work, they should inform the supervisor without delay.
The pre-school will not tolerate violence, threatening behaviour or abuse directed against members of staff. If such incidents do occur, the pre-school will take the matter very seriously, and act in line with the LEA’s policy.
Practitioners taking medication which they believe may affect their ability to care for children should seek medical advice and only work directly with children if that advice is that the medication is unlikely to impair their ability to look after children.
Practitioners must not be under the influence of alcohol or any other substance which may affect their ability to care for children.
 
Non-Collection of Children
For the security and well being of the children, it is important for them to know that they will be collected at the end of each session. It can be quite distressing for a child who is still at the setting after all their friends have gone home. We do realise that there are some situations that are unavoidable and ask parents to let the setting know at the earliest opportunity so that staff can explain this to the child and provide a distractionary activity. However, if we haven't received any notification and a child is still in our care at the end of a session the following policy is in practice:
  • A minimum of two staff will remain at the setting. NO adult will be left alone with a child.
  • A member of staff will remain with the child at all times providing an activity to act as a distraction.
  • The supervisor will telephone the main carer to ascertain their position.
  • If it is still not possible to contact the main carer, the supervisor will contact the next numbers on the emergency contact list.
  • Staff are not allowed to take children home for parents or to their own homes.
  • If after 20 minutes it has not been possible to contact anyone to collect the child, the Children’s Services will be contacted.
  • If a parent is consistently late picking up their child, they will be asked to review their nominated people and a charge of £5 for every 15 minutes will be incurred – this is purely to cover staff wages.
 
Lost Child
The safety of the children is our highest priority. In order to maintain the security of the children, all the main doors are locked during the session. Access to the building can only be gained by staff unlocking the doors. Once the session begins the main gates and side gates will be closed. At arrival and departure one member of staff will be at the back gate to let children in or out and all other staff will be available to greet the children, put away items brought in and supervise their play. Children are counted regularly throughout the session, when all staff and children go indoors from outside, and when all staff and children go outside from indoors. However, we do realise that these measures are not totally foolproof and the following policy is in operation should a child become lost:
  • A head count will take place
  • The supervisor will carry out a thorough search of the building and grounds
  • The parents and police will be contacted if the child is not found
  • In the event of the child being found alone in another area of the building and grounds, a record of the incident will be made and the parents informed of the incident. A risk assessment of the circumstances leading to the incident will be carried out and an action plan put into practice.
 
Looked After Children Policy
Policy statement
Roydon Early Years is committed to providing quality provision based on equality of opportunity for all children and their families. All staff are committed to doing all they can to enable ‘looked after’ children in their care achieve and reach their full potential.
Children and young people become ‘looked after’ if they have either been taken into care by the local authority, or have been accommodated by the local authority under a voluntary care arrangement. Most looked after children will be living in foster homes, but a smaller number may be in a children’s home, living with a relative or even placed back home with their natural parent(s).
We recognise that children who are being looked after have often experienced traumatic situations; physical, emotional or sexual abuse or neglect. However, we also recognise that not all looked after children have experienced abuse and that there are a range of reasons for children to be taken in to the care of the local authority. Whatever the reason, a child’s separation from their home and family signifies a disruption in their lives that has impact on their emotional well-being.
At Roydon Early Years, we place emphasis on promoting children’s right to be strong, resilient and listened to. Our policy and practice guidelines for looked after children aim to promote secure attachments in children’s lives as the basis for resilience. For young children to get the most out of educational opportunities they need to be settled enough with their carer to be able to cope with further separation, a new environment and new expectations made upon them.
A Unique Child Positive
Principles
  • The term ‘looked after child’ denotes a child’s current legal status. This term is never used to categorise a child.
  • We offer places to children who are two or older who are in care. In such cases, we expect that the child will have been with the foster carer for at least one month and show signs of having formed a secure attachment to the carer and we would expect the placement in the setting to last a minimum of three months.
  • We offer places for funded three and four-year-olds who are in care to ensure they receive their entitlement to early education. We expect that a child will have been with a foster carer for a minimum of one month and has formed a secure attachment to the carer. We expect that the placement in the setting will last a minimum of six weeks.
  • We will always offer ‘stay and play’ provision for a child who is still settling with their foster carer, or who is only temporarily being looked after.
  • Where a child who normally attends our setting is taken into care and is cared for by a local foster carer we will continue to offer the placement for the child.
 
Procedures
  • The designated persons for looked after children are the designated child safeguarding officers, as laid out in our Safeguarding Children Policy (Tammy Batchelor and Jo Mayes).
  • Every child is allocated a key person before they start and this is no different for a looked after child. The designated person ensures the key person has the information, support and training necessary to meet the looked after child’s needs.
  • The designated person and the key person liaise with agencies, professionals and practitioners involved with the child and his or her family and ensure appropriate information is gained and shared.
  • The setting recognises the role of the local authority social care department as the child’s ‘corporate parent’ and the key agency in determining what takes place with the child. Nothing changes, especially with regard to the birth parents or foster carer’s role in relation to the setting, without prior discussion and agreement with the child’s social worker.
  • At the start of a placement there is a professionals’ meeting that will determine the objectives of the placement and draw up a care plan that incorporates the child’s learning needs. This plan is reviewed after two weeks, six weeks and three months and thereafter at three to six monthly intervals.
  • The care plan needs to consider such issues for the child as:
                              - The child’s emotional needs and how they are to be met;
                              - How any emotional issues and problems that affect behaviour are to be managed;
                              - The child’s sense of self, culture, language and identity and how this is to be supported
                              - The child’s need for sociability and friendship;
                              - The child’s interests and abilities and possible learning journey pathway; and
                              - How any special needs will be supported.
  • In addition, the care plan will also consider:
                              - How information will be shared with the foster carer and local authority (as the 
                                corporate parent) as well as what information is shared with whom and how it will be
                                recorded and stored;
                              - What contact the child has with his/her birth parent(s) and what arrangements will be in
                                place for supervised contact. If this is to be at the setting, when, where and what form
                                the contact will take will be discussed and agreed;
                              - What written reporting is required;
                              - With the social worker’s agreement, and as part of the plan, the birth parent(s) should
                                be involved in the setting’s activities that include parents, such as outings, fun-days etc
                                alongside the foster carer.
  • The settling-in process for the child should be the same as for any other child, with the foster carer taking the place of the parent, unless otherwise agreed. We take care to be flexible in allowing the foster carer to stay during sessions until it is visible that the child has formed secure relationships with staff. We understand that handling separation may be a lengthy process for looked after children and will allow this process to take place gradually to avoid causing distress or anxiety to the child.
  • In the first two weeks after settling-in, the child’s well-being is the focus of observation, their sociability and their ability to manage their feelings with or without support.
  • Further observations about communication, interests and abilities will be noted to form a picture of the whole child in relation to the Early Years Foundation Stage areas of learning.
  • Concerns about the child will be noted in the child’s file and discussed with the foster carer.
  • If the concerns are about the foster carer’s treatment of the child, or if abuse is suspected, these are recorded in the child’s file and reported to the child’s social worker according to the setting’s safeguarding children procedure.
  • Regular contact should be maintained with the social worker through planned meetings that will include the foster carer.
  • Transition to school will be handled sensitively and the designated person and or the child’s key person will liaise with the school, passing on relevant information and documentation with the agreement of the looked after child’s birth parents.
 
What to do if a child is absent and we cannot contact parents
We always ask that if you know your child will be absent from pre-school for any reason such as illness, appointments or holiday you contact us to let us know.
It is our policy that we will attempt to contact a child’s main carer 30 minutes after the start of a session if a child has not arrived without us being informed, if we cannot do so we will try the emergency contact numbers, if we still cannot contact anyone, we will consider informing children’s services after 3 missed sessions and no contact. We do this to ensure we provide the highest possible care for every child.
Use of setting laptop
The laptop will be used for paperwork, emailing for reasons to do with the setting – such as replying to parents, contacting the LEA etc, completing observations and reports on Tapestry, completing the setting blog, completing funding applications etc. The setting laptop will not be used by children and will not at any time be used for personal reasons. The laptop will remain on the premises or be taken by Tammy Batchelor to use at home for work reasons.
‘Prevent Duty’ Policy
What is the Prevent Duty?
The Government has defined extremism in the Prevent Strategy as “vocal or active opposition to fundamental British Values”.
The Counter Terrorism and Security Act also places a duty on early years providers “to have due regard to the need to prevent people from being drawn into terrorism” 
This policy is written in accordance with the Counter-Terrorism and Security Act 2015 and forms part of our ‘safeguarding children policy document’ which links in other ways in which we protect children and their families in our care.
What are British values and how are they used in the setting?
British Values are a set of five values introduced to keep children safe and promote their welfare.
  • Democracy: 
    making decisions together and listening to children’s and parent’s voices. For example: parent questionnaires are completed regularly, we also meet with parents on a regular basis to discuss concerns or answer any questions there are. Children are given opportunities to make decisions about choice of activities and resources they play with and given opportunities to develop enquiring minds in an atmosphere where questions are valued.
  • Rule of law: 
    understanding that rules matter, as cited in Personal Social and Emotional Development. We consistently reinforce our high expectations of children. Children are taught the value and reasons behind our expectations (rules) that they are there to protect us, that everyone has a responsibility and the consequences when rules are broken.
  • Individual liberty: 
    freedom for all, for example reflecting on their differences and understanding that we are free to have different opinions. Children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. We provide boundaries for young children to make choices safely, through our provision of a safe enabling environment and effective teaching.
  • Mutual respect: 
    treat others as you want to be treated. Children gain respect through interaction with caring adults who show and value their individual personalities. Positive, caring and polite behaviour will be encouraged and praised at all times in an environment where children learn to respect themselves, other people and their surroundings. Adults provide positive role modelling at all times.
  • Tolerance of those of Different Faiths and Beliefs: 
    we aim to enhance children’s understanding of different faiths and beliefs by participating in a range of celebrations throughout the year. Children have the opportunity to dress-up in clothes and try foods from other cultures and we encourage parents and carers to participate and support their children and the setting through parent sessions.
The safeguarding lead practitioner’s at Roydon Early Years have completed the ‘Channel’ online training and we are awaiting other training to be developed which will be attended in due course. ‘Channel’ is part of the Prevent strategy. The process is a multi-agency approach to identify and provide support to individuals who are at risk of being drawn into terrorism.
If any member of staff has concerns regarding a child’s welfare then the safeguarding process will be followed and children’s services will be informed if necessary. For concerns around radicalisation the first step is to contact The Children’s Advice and Duty Service (CADS) on 0344 800 8021. CADS will advise you if a referral is necessary to Prevent and will provide guidance on the next steps. Or in an emergency contact the Police on 999.
Staff ‘babysitting’ outside of the setting
We are a welcoming setting with close links to the local village and community, therefore we understand that staff may have existing, or develop, friendships with parents outside of the setting. With this in mind, although we do not organise or actively encourage staff babysitting outside of working hours, we do not forbid it.
If staff decide to care for children outside of the setting and outside of working hours, Roydon Early Years does not accept any responsibility for any events that may occur. The Roydon Early Years confidentiality policy must be strictly adhered to at all times and safeguarding must remain an absolute priority. It is the responsibility of all staff members, whether during working hours or not, to keep children safe and to report any concerns they might have.
(Policy devised January 2018)
 
Please also see Full setting policies document and Epidemic and Pandemic policy
 
(Full document Revised and updated August 2024)